Midterm TEST 2 - Human resources management PDF

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MIDTERM TEST 2 (Chapters 7, 8, 10, 11 & 12) CHAPTER 7: SELECTION 1. Selection process: 6 steps Preliminary applicant screening  Selection testing  selection interview  background check  supervisory interview  hiring decision and candidate notification 2. Management assessment centre: A comprehensive, systematic procedure used to assess candidates’ management potential that uses a combination of realistic exercises, management games, objective testing, presentations, and interviews. Examples of the types of activities and exercises involved include the following: -

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An in-basket exercise. Each candidate is faced with an accumulation of reports, memos, messages from incoming phone calls, letters, and other materials collected in the in-basket of the simulated job that he or she is to take over and is required to take appropriate action. For example, he or she must write letters, return phone calls, and prepare meeting agendas. The trained evaluators then review the results. A leaderless group discussion. A leaderless group is given a discussion question and told to arrive at a group decision. The raters evaluate each candidate’s interpersonal skills, acceptance by the group, leadership ability, and individual influence. Management games. Participants engage in realistic problem solving, usually as members of two or more simulated companies that are competing in the marketplace. Decisions might have to be made about issues such as how to advertise and manufacture, and how much inventory to keep in stock. Individual presentations. During oral presentations on an assigned topic, each participant’s communication skills and persuasiveness are evaluated. Objective tests. Candidates may be asked to complete paper-and-pencil or computer-based personality, aptitude, interest, or achievement tests. An interview. Most centres also require an interview between at least one of the expert assessors and each participant to evaluate interests, background, past performance, and motivation.

3. Common interview mistakes: - Poor planning: - Snap judgments: - Negative emphasis - Halo effect: - Poor knowledge of the job: - Contrast (candidate-order) error: - Influence of nonverbal behaviour: - Leading: - Too much/too little talking: - Similar-to-me bias:

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Achievement tests: Tests used to measure knowledge or proficiency acquired through education, training, or experience. Aptitude tests: Tests that measure an individual’s aptitude or potential to perform a job, provided he or she is given proper training. Personalities tests: Instruments used to measure basic aspects of personality, such as introversion, stability, motivation, neurotic tendency, self-confidence, self-sufficiency, and sociability. Interest inventories: Tests that compare a candidate’s interests with those of people in various occupations. Mass interview: an interview process in which a panel of interviewers simultaneously interviews several candidates. Panel interview: an interview in which a group of interviewers questions the applicant. Selection interview: a procedure designed to predict future job performance on the basis of applicants’ oral responses to oral inquiries. Situational interview: a series of job-related questions that focus on how the candidate would behave in a given situation. Behavioural interview or behaviour description interview (BDI): A series of job-related questions that focus on relevant job-related behaviours. Structured interview: an interview following a set sequence of questions. Unstructured interview: an unstructured, conversational-style interview. The interviewer pursues points of interest as they come up in response to questions. Mixed (semi-structured) interview: an interview format that combines the structured and unstructured techniques. Micro-assessment: a series of verbal, paper-based, or computer-based questions and exercises that a candidate is required to complete, covering the range of activities required on the job for which he or she is applying. Validity: the accuracy with which a predictor measures what it is intended to measure. Construct validity: the extent to which a selection tool measures a theoretical construct or trait deemed necessary to perform the job successfully. Content validity: The extent to which a selection instrument, such as a test, adequately samples the knowledge and skills needed to perform the job. Criterion-related validity: The extent to which a selection tool predicts or significantly correlates with important elements of work behaviour. Differential validity: Confirmation that selection tool accurately predicts the performance of all possible employee subgroups, including white males, women, visible minorities, persons with disabilities, and Aboriginal people. Emotional intelligence (EI) tests: Tests that measure a person’s ability to monitor his or her own emotions and the emotions of others and to use that knowledge to guide thoughts and actions. Intelligence (IQ) tests: Tests that measure general intellectual abilities, such as verbal comprehension, inductive reasoning, memory, numerical ability, speed of perception, spatial visualization, and word fluency. Halo effect: a positive initial impression that distorts an interviewer’s rating of a candidate because subsequent information is judged with a positive bias. Multiple-hurdle strategy: an approach to selection involving a series of successive steps or hurdles. Only candidates clearing the hurdle are permitted to move on to the next step.

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Statistical strategy: a more objective technique used to determine whom the job should be offered to; involves identifying the most valid predictors and weighting them through statistical methods, such as multiple regression. Realistic job preview (RJP): A strategy used to provide applicants with realistic information – both positive and negative – about the job demands, the organization’s expectations, and the work environment. Must criteria: requirements that are absolutely essential for the job, include a measurable standard of acceptability, or are absolute and can be screened initially on paper. Want criteria: those criteria that represent qualifications that cannot be screened on paper or are not readily measurable, as well as those that are highly desirable but not critical. Reliability: The degree to which interviews, tests, and other selection procedures yield comparable data over time; in other words, the degree of dependability, consistency, or stability of the measures used. Selection ratio: the ratio of the number of applicants hired to the total number of applicants. Selection: the process of choosing among individuals who have been recruited to fill existing or projected job openings. Contrast or candidate-order error: An error of judgement on the part of the interviewer because of interviewing one or more very good or very bad candidates just before the interview in question.

CHAPTER 8: ORIENTATION AND TRAINING: 1. Differentiate between onboarding and training The terms orientation and training are associated—but represent slightly different variations of employee assimilation efforts. Orientation refers to a long-term, but training refers to shortterm 2. Content of Training Programs: Training employees is a learning process in which workers are provided with the information and skills that they need to successfully perform their jobs. Training focuses on skills and competencies needed to perform employees’ current jobs, whereas development is training of a long-term nature 3. Content of Orientation Programs: Orientation programs range from brief, informal introductions to lengthy, formal programs. 4. Evaluation of Orientation Programs: - Employee reaction. Interview or survey new employees for their opinion on the usefulness of the orientation program. Also, evaluate job performance within specified time periods to assess transference of learning and behaviours where possible. - Socialization effects. Review new employees at regular intervals to assess progress toward understanding and acceptance of the beliefs, values, and norms of the organization. - Cost/benefit analysis. Compare (1) orientation costs, such as printing handbooks and time spent orienting new employees by HR staff and immediate supervisors, with (2) benefits of orientation, including reduction in errors, rate of productivity, efficiency levels, and so on.

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Learning styles: Auditory learning: learning through talking and listening Kinesthetic learning: tactile learning through a whole-body experience. Programmed learning: a systematic method for teaching job skills that involves presenting questions or facts, allowing the person to respond, and giving the learner immediate feedback on the accuracy of his or her answers.

6. The 5 steps of Training process: - Training needs analysis step is to identify the specific job performance skills needed (productivity) - Instructional design, the actual content of the training program is compiled and produced, including workbooks, exercises, and activities - Validation, in which the bugs are worked out of the training program by presenting it to a small, representative audience - Implementation, using techniques such as those discussed in this chapter and the next (such as on-the-job training and programmed learning) - Evaluation and follow-up step in which the program’s successes or failures are assessed. 7. Four basic categories of training outcomes - Reaction. they like the program? Did they think it worthwhile? - Learning. test the trainees to determine whether they learned the principles, skills, and facts that they were supposed to learn. - Behaviour. Next, ask whether the trainees’ behaviour on the job changed because of the training program. - Results. Last, but probably most important, ask questions such as these: “Did the number of customer complaints about employees drop?” “Did the rejection rate improve?” “Was turnover reduced?” “Are production quotas now being met?” and so on. 8. -

Training for Global Business and Diverse Workforces personal literacy—understanding and valuing oneself social literacy—engaging and challenging other people business literacy—focusing and mobilizing the business cultural literacy—understanding and leveraging cultural differences

Two broad approaches to diversity training -

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Cross-cultural communication training focuses on workplace cultural etiquette and interpersonal skills Cultural sensitivity training focuses on sensitizing employees to the views of different cultural groups toward work so that employees from diverse backgrounds can work together more effectively

Visual learning: learning through pictures and print. Video conferencing: connecting two or more distant groups by using audiovisual equipment. Training: the process of teaching employees the basic skills/competencies that they need to perform their jobs.

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Transfer of training: application of the skills acquired during the training program into the work environment and the maintenance of these skills over time. Vestibule or simulated training: training employees on special off-the-job equipment, as in airplane pilot training, whereby training costs and hazards can be reduced. Job instruction training (JIT): The listing of each job’s basic tasks along with key points to provide step-by-step training for employees. Negligent training: occurs when an employer fails to adequately train an employee who subsequently harms a third party. Controlled experimentation: formal methods for testing the effectiveness of a training program, preferably with a control group and with tests before and after training. Electronic performance support systems (EPSS): Computer-based job aids or sets of computerized tools and displays that automate training, documentation, and phone support. Employee onboarding (orientation): a procedure for providing new employees with basic background information about the firm and the job. Reality shock (cognitive dissonance): the state that results from the discrepancy between what the new employee expected from his or her new job and the realities of it. Socialization: the ongoing process of instilling in all employees the prevailing attitudes, standards, values, and patterns of behaviour that are expected by the organization. Task analysis: identifying the broad competencies and specific skills required to perform jobrelated tasks. Task analysis looks at the job, performance analysis looks at the person doing the job.

CHAPTER 10: PERFORMANCE MANAGEMENT -

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Performance appraisal means evaluating an employee’s current and/or past performance relative to his or her performance standards Performance management is a broader and more strategic activity than performance appraisals, and represents a process encompassing all activities related to improving employee performance, productivity, and effectiveness. It includes goal setting, pay for performance, training and development, career management, and disciplinary action. Process: + step 1: Defining performance expectations + step 2: Providing ongoing coaching and feedback + step 3: Conduct performance appraisal and evaluation discussion + step 4: Determine performance rewards/consequences + step 5: Career development discussion Contextual performance: an individual’s indirect contribution to the organization by improving the organizational, social, and psychological behaviours that contribute to organizational effectiveness beyond those specified for the job. Task performance: An individual’s direct contribution to their job-related processes. Electronic performance monitoring (EPM): Having supervisors electronically monitor the amount of computerized data an employee is processing per day and thereby his or her performance. Coaching: a process for improving work performance, in a frequent contact, and on process aimed at helping employees improve performance and capabilities.

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Formal appraisal discussion: an interview in which the supervisor and employee review the appraisal and make plans to remedy deficiencies and reinforce strengths. 4 things to keep in mind when conducting a formal appraisal discussion: + Be direct and specific + Do not get personal + Encourage the person to talk + Develop an action plan

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360-degree appraisal: a performance appraisal technique that uses multiple raters including peers, employees reporting to the appraisee, supervisors, and customers. Alternation ranking method: ranking employees from best to worst on a particular trait. Paired comparison method: ranking employees by making a chart of all possible pairs of employees for each trait and indicating the better employee of the pair. Forced distribution method: predetermined percentages of ratees are placed in various performance categories. Critical incident method: keeping a record of uncommonly good or undesirable examples of an employee’s work-related behaviour and reviewing the list with the employee at predetermined times. Graphic rating scale: a scale that lists a number of traits and a range of performance of each. The employee is then rated by identifying the score that best describes his or her level of performance for each trait. Behaviourally anchored rating scale (BARS): An appraisal method that aims to combine the benefits of narratives, critical incidents, and quantified ratings by anchoring a quantified scale with specific narrative examples of good and poor performance. Advantages of BARS: + A more accurate measure + Clearer standards + Feedback + Independent dimensions + Consistency

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Management by objectives (MBO): involves setting specific measurable goals with each employee and then periodically reviewing the progress made. Potential problems of MBO: + Setting unclear, unmeasurable objectives + time-consuming + a tug of war: managers push for higher goals and employees push for lower ones 7 Rating Scale Problems Unclear performance standards: An appraisal scale that is too open to interpretation of traits and standards. Halo effect: in performance appraisal, the problem that occurs when a supervisor’s rating of an employee on one trait biases the rating of that person on other traits. Central tendency: a tendency to rate all employees in the middle of the scale. Strictness/leniency: The problem that occurs when a supervisor has a tendency to rate all employees either low or high.

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Appraisal bias: the tendency to allow individual differences, such as age, race, and sex, to affect the appraisal ratings that theses employees receive. Similar-to-me bias: The tendency to give higher performance ratings to employees who are perceived to be similar to the rater in some way. Recency effect: The ratting error that occurs when ratings are based on the employee’s most recent performance rather than on performance throughout the appraisal period. Graphic rating scale

Alternation ranking

Paired comparison method

Forced distribution method

Critical incident method

Narrative form

Behaviourally anchored rating scale (BARS) Management by objectives

Advantages Simple to use; provides a quantitative rating for each employee. Simple to use (but not as simple as graphic rating scale); avoids central tendency and other problems of rating scales. A more precise ranking method that involves multiple traits. End up with a predetermined number of people in each group. Helps specify what is “right” and “wrong” about the employee’s performance; forces the supervisor to evaluate employees on an ongoing basis. Explicitly states improvement goals and associated outcomes or consequences. Provides behavioural “anchors”; very accurate; high inter-rater reliability. Tied to jointly agreed-upon performance objectives.

Disadvantages Standards may be unclear, halo effect, central tendency, leniency, and bias can also be problems. Can cause disagreements among employees and may be unfair if all employees are, in fact, excellent. Difficult to use as employee numbers increase; differences may not be noticeable enough to rank. Appraisal results depend on the adequacy of the original choice of cut-off points. Difficult to rate or rank employees relative to one another; cannot be used to defend salary decisions.

Employees may take these too personally.

Difficult to develop.

Risk of unclear performance measures, time-consuming, and inflated/deflated goals due to tug of war.

CHAPTER 11: STRATEGIC PAY PLANS 1. Employee compensation includes all forms of pay going to employees and arising from their employment. It has two main components, direct financial payments (wages, salaries, incentives, commissions, and bonuses) and indirect financial payments (financial benefits, such as employer-paid insurance and vacations). In Canada, time-based pay still predominates, with most workers receiving hourly or daily wages 2. Legal considerations in compensation: - Employment/Labour Standards Acts (Canada Labour Code): set minimum standards regarding pay, including minimum wage, maximum hours of work, overtime pay, paid vacation, paid statutory holidays, termination pay, record keeping of pay information, and more - Workers’ Compensation Laws: to provide a prompt, sure, and reasonable income to victims of work-related accidents and illnesses. Employers and employees both contribute to the benefits provided by this act. - Human Rights Acts: to protect Canadians from discrimination on a number of grounds in employment and other areas, on the basis of age, sex, colour, or race; ancestry and place of origin; religion and creed; marital and family status; and physical or mental disability. - Canada/Quebec Pension Plan: All employees and their employers must contribute to ...