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1、Chapter 17,Human Resource Policies and Practices, 2005 Prentice Hall Inc. All rights reserved.,172,Selection Devices,Interviews Are the most frequently used selection tool. Carry a great deal of weight in the selection process. Can be biased toward those who “interview well.” Should be structured to
2、 ensure against distortion due to interviewers biases. Are better for assessing applied mental skills, conscientiousness, interpersonal skills, and person-organization fit of the applicant., 2005 Prentice Hall Inc. All rights reserved.,173,Selection Devices (contd),Written Tests Renewed employer int
3、erest in testing applicants for: Intelligence: trainable to do the job? Aptitude: could do job? Ability: can do the job? Interest (attitude): would/will do the job? Integrity: trust to do the job? Tests must show a valid connection to job-related performance requirements., 2005 Prentice Hall Inc. Al
4、l rights reserved.,174,Selection Devices (contd),Performance-Simulation Tests Based on job-related performance requirements Yield validities (correlation with job performance) superior to written aptitude and personality tests.,Work Sample Tests Creating a miniature replica of a job to evaluate the
5、performance abilities of job candidates.,Assessment Centers A set of performance-simulation tests designed to evaluate a candidates managerial potential., 2005 Prentice Hall Inc. All rights reserved.,175,What About Ethics Training?,Argument against ethics training Personal values and value systems a
6、re fixed at an early age.,Arguments for ethics training Values can be learned and changed after early childhood. Training helps employees recognize ethical dilemmas and become aware of ethical issues related to their actions. Training reaffirms the organizations expectation that members will act eth
7、ically., 2005 Prentice Hall Inc. All rights reserved.,176,Training Methods,Individual and Group Training Methods,Formal Training,Informal Training,On-the-Job Training,Off-the-Job Training,E-training, 2005 Prentice Hall Inc. All rights reserved.,177,Individualizing Formal Training to Fit the Employee
8、s Learning Style,Participation and Experiential Exercises,Readings,Lectures,Visual Aids,Learning Styles, 2005 Prentice Hall Inc. All rights reserved.,178,Career Development Responsibilities,Organization Clearly communicate organizations goals and future strategies. Create growth opportunities. Offer
9、 financial assistance. Provide time for employees to learn.,Employees Know yourself. Manage your reputation. Build and maintain network contacts. Keep current. Balance your generalist and specialist competencies. Document your achievement. Keep your options open., 2005 Prentice Hall Inc. All rights
10、reserved.,179,Performance Evaluation,Purposes of Performance Evaluation Making general human resource decisions. Promotions, transfers, and terminations Identifying training and development needs. Employee skills and competencies Validating selection and development programs. Employee performance co
11、mpared to selection evaluation and anticipated performance results of participation in training. Providing feedback to employees. The organizations view of their current performance Supplying the basis for rewards allocation decisions. Merit pay increases and other rewards, 2005 Prentice Hall Inc. A
12、ll rights reserved.,1710,Performance Evaluation (contd),Performance Evaluation and Motivation If employees are to be motivated to perform, then: Performance objectives must be clear. Performance criteria must be related to the job. Performance must be accurately evaluated. Performance must be proper
13、ly rewarded., 2005 Prentice Hall Inc. All rights reserved.,1711,Performance Evaluation (contd),What Do We Evaluate?,Traits,Individual Task Outcomes,Behaviors,Performance Evaluation, 2005 Prentice Hall Inc. All rights reserved.,1712,Performance Evaluation (contd),Who Should Do the Evaluating?,Immedia
14、te Supervisor,Peers,Self-Evaluation,Immediate Subordinates, 2005 Prentice Hall Inc. All rights reserved.,1713,Methods of Performance Evaluation,Written Essay A narrative describing an employees strengths, weaknesses, past performances, potential, and suggestions for improvement.,Critical Incidents E
15、valuating the behaviors that are key in making the difference between executing a job effectively and executing it ineffectively., 2005 Prentice Hall Inc. All rights reserved.,1714,Methods of Performance Evaluation (contd),Graphic Rating Scales An evaluation method in which the evaluator rates perfo
16、rmance factors on an incremental scale., 2005 Prentice Hall Inc. All rights reserved.,1715,Methods of Performance Evaluation (contd),Oversleeps for class.,Get to class on time, but nods off immediately.,Stays awake in class but is inattentive.,Alert and takes occasional notes.,Pays close attention a
17、nd regularly takes notes.,Passes next examination and graduates on time.,Behaviorally Anchored Rating Scales (BARS) Scales that combine major elements from the critical incident and graphic rating scale approaches: The appraiser rates the employees based on items along a continuum, but the points are examples of actual behavior on a given job rather than general descriptions or traits.,
