Unit-III(HRM)

Expanding the talent pool Recruit & selection, career mgt. Developing talent over time, Career development initiatives, HRM competencies, roles of HR generalists,training & development

Recruitment: Organizational activities that provide a pool of applicants for the purpose of filling job openings. It is a process of searching for prospective employees . Stimulating & Encouraging them to apply for jobs in the org.

Factors Governing Recruitment

Internal Factors
Recruitment Policy of the Org Size of the org & the Number of Employees Employed Cost Involved in Recruitment Growth & Expansion Plans of the Org.

External Factors
Supply & Demand of Specific Skills in the Market Political & Legal considerations such as Reservations of jobs for reserved Catagories Companys Image Perception by the Job Seekers.

Steps Of Recruitment Process

Decision is made as to whether recruitment is necessary Job description is prepared Specification is prepared Plans are made on how and when to advertise Applicants are short-listed References are requested Candidates are invited for interviews and selection tests The successful candidate is offered the job and signs the contract of employment

Sources Of Recruitment:
Present Employees Unsolicited Applicants Educational and Professional Instituitions Public Employment Offices Private employment Agencies Employee Referrals Help wanted Advertising Walk-Ins

Recruitment Sources( External)

Unsolicited Employee referrals and networks Advertisements(multi media) Recruiting online Colleges and placement offices Employment agencies Executive search firms Professional associations and meetings State Employment services Outplacement services Community agencies Job fairs

RECRUITMENT PROCESS PRACTICES BY CAPGEMINI INDIA

RECRUITMENT PROCESS FOR FRESHER

WRITTEN /APPTITUDE. GROUP DISCUSSION. PSYCHOMETRIC TEST(CONDITIONAL). TECHNICAL INTERVIEWS(CONDITIONAL). HR INTERVIEWS.

RECRUITMENT PROCESS FOR HIGHER POST

PSYCHOMETRIC TEST. BUSINESS GAME.

HR INTERVIEWS.

Difficulties in Recruitment process

Talent Acquistion. Expensive. Time Constraint. Retention of employees. Managing low attrition rate. Budget.

Challenges in Recruitent & Selection:

Talent Shortage Attrition Rate Reservations and other Gov. Policies Remoteness of Job Scrutinity of employees credentials

Basic Diff. Between Recruitment and Selection:

Recruitment- searching for and attracting applicants qualified to fill vacant positions Selection- Analyzing the qualifications of applicants and deciding upon those who show the most potential

Selection:
Is the process of discovering the qualifications & characteristics of the job applicant in order to establish their likely suitability for the job position. A good selection requires a methodical approach to the problem of finding the best matched person for the job

Selection Process
1. 2. 3. 4. 5. 6. 7. Preliminary Interview Selection Tests Employment Interview Reference and Background Analysis Physical Examination Job Offer Employment Contract

THE SELECTION PROCESS

THE JOB APPLICATION BLANK
An orderly, convenient method of collecting necessary information for determining an applicants minimum qualifications.

BARRIERS TO EFFECTIVE SELECTION

Perception Fairness Validity Reliability Pressure

Career Management

What Is A Career?
Traditional Career
Sequence of positions held within an occupation Context of mobility is within an organization Characteristic of the employee

Protean Career
Frequently changing based on changes in the person and changes in the work environment Employees take major responsibility for managing their careers

Comparison of Traditional Career and Protean Career:

Dimension Goal Psychological contract Traditional Career Promotions Salary increase Security for commitment Protean Career Psychological success Employability for flexibility

Mobility
Responsibility for Management Pattern Expertise Development

Vertical
Company Linear and expert Know how Heavy reliance on formal training

Lateral
Employee Spiral and transitory Learn how Greater reliance on relationships and job experiences

What Is Career Management?

Career management is the process through which employees:
Become aware of their own interests, values, strengths, and weaknesses. Obtain information about job opportunities within the company. Identify career goals. Establish action plans to achieve career goals.

Why Is Career Management Important?

From the companys perspective, the failure to motivate employees to plan their careers can result in:
A shortage of employees to fill open positions Lower employee commitment Inappropriate use of monies allocated for training and development programs

Why Is Career Management Important?

(continued)

From the employees perspective, lack of career management can result in:
Frustration Feelings of not being valued by the company Being unable to find suitable employment should a job change be necessary due to mergers, acquisitions, restructuring, or downsizing.

A Model of Career Development

Career development is the process by which employees progress through a series of stages. Each stage is characterized by a different set of developmental tasks, activities, and relationships. There are four career stages:
Exploration Establishment Maintenance Disengagement

A Model of Career Development

(continued)
Exploration Establishment Maintenance Disengagement

Developmental tasks

Identify interests, skills, fit between self and work

Helping Learning Following directions Apprentice

Advancement, growth, security, develop life style

Making independent contributions Colleague

Hold on to accomplishments, update skills

Training Sponsoring Policy making Mentor

Retirement planning, change balance between work and non-work

Phasing out of work

Activities

Relationships to other employees Typical age Years on job

Sponsor

Less than 30 Less than 2 years

30 45 2 10 years

45 60 More than 10 years

61+ More than 10 years

The career management process:

SelfAssessment

Reality Check

Goal Setting

Action Planning

Components of the Career Management Process:

Self-Assessment
Use of information by employees to determine their career interests, values, aptitudes, and behavioral tendencies. Often involves psychological tests.

Reality Check
Information employees receive about how the company evaluates their skills and knowledge and where they fit into company plans.

Components of the Career Management Process: (continued)

Goal Setting
The process of employees developing short- and long-term career objectives. Usually discussed with the manager and written into a development plan.

Action Planning
Employees determining how they will achieve their short- and long-term career goals.

Career Development initiatives

Shared Responsibility: Roles in Career Management

Employees

Manager

Company

HR Manager

Employees Role in Career Management

Take the initiative to ask for feedback from managers and peers regarding their skill strengths and weaknesses. Identify their stage of career development and development needs. Seek challenges by gaining exposure to learning opportunities. Interact with employees from different work groups inside and outside the company. Create visibility through good performance.

Managers Role in Career Management

Roles Coach Responsibilities Probe problems, interests, values, needs Listen Clarify concerns Define concerns Give feedback Clarify company standards Clarify job responsibilities Clarify company needs

Appraiser

Advisor

Generate options, experiences, and relationships Assist in goal setting Provide recommendations
Link to career management resources Follow up on career management plan

Referral agent

HR Managers Role in Career Management

Provide information or advice about training and development opportunities. Provide specialized services such as testing to determine employees values, interests, and skills. Help prepare employees for job searches. Offer counseling on career-related problems.

Companys Role in Career Management

Companies are responsible for providing employees with the resources needed to be successful in career planning:
Career workshops Information on career and job opportunities Career planning workbooks Career counseling Career paths

HR Role

HR Management Competencies and Careers

Important HR Competencies
Strategic contribution to organizational success Business knowledge of organization and its strategies Effective and effective delivery of HR services Familiarity with HRMS technology Personal credibility

SPEAK THE LANGUAGE OF THE BUSINESS

HR Management as a Career Field

HR Generalist
A person with responsibility for performing a variety of HR activities.

HR Specialist
A person with in-depth knowledge and expertise in a limited area of HR.

HR Manager
A person who is a line manager for HR Generalists and Specialists

HR Management Roles
Administrative Role
Clerical and administrative support operations (e.g., payroll and benefits work)
Technology is transforming how HR services are delivered. Outsourcing HR services to reduce HR staffing costs

Operational and Employee Advocate Role

Champion for employee concerns
Employee crisis management Responding to employee complaints

WHAT IS A COMPETENCY-BASED HUMAN RESOURCE SYSTEM?

KEY POINTS OF A COMPETENCY SYSTEM

Competency integration into all HR applications Use classification to slot the job into the band at a particular level Links individuals to the agency business strategy and vision--communication is critical This will be a major cultural change effort

HR Specialists

Source: HR Department Benchmarks and Analysis 2004 (Washington, DC: Bureau of National Affairs, 2004), 119. To purchase this publication and find out more about other BNA HR solutions visit http://hrcenter.bna.com or call 800-372-1033. Used with permission.

HR Certification
The Human Resource Certification Institute offers three types of professional certifications for HR generalists.

Details on these certifications are available from the Human Resources Certification Institute, www.hrci.org.

Figure 19

Changing Roles of HR Management

Note: Example percentages are based on various surveys.

Strategic Role for HR

Strategic Role
Contributing at the Table to organizational results HR becomes a strategic business partner by:
Focusing on developing HR programs that enhance organizational performance. Involving HR in strategic planning at the onset. Participating in decision making on mergers, acquisitions, and downsizing. Redesigning organizations and work processes Accounting and documenting the financial results of HR activities.

GPHR Certification
Global Professional in Human Resources (GPHR) certification subject areas:
Strategic international HR management Organizational effectiveness and employee development Global staffing International assignment management Global compensation and benefits International employee relations and regulations

Other HR Certifications
Certified Compensation Professional (CCP), sponsored by the World at Work Association Certified Employee Benefits Specialist (CEBS), sponsored by the International Foundation of Employee Benefits Plans Certified Benefits Professional (CBP), sponsored by the WorldatWork Association Certified Performance Technologist (CPT), co- sponsored by the American Society for Training & Development and the International Society for Performance Improvement Certified Safety Professional (CSP), sponsored by the Board of Certified Safety Professionals Occupational Health and Safety Technologist (OHST), given by the American Board of Industrial Hygiene and the Board of Certified Safety Professionals Certified Professional Outsourcing, provided by New York

Training & Development

Need analysis Training evaluation

DEFINING TRAINING NEEDS

JOB TRAINING ANALYSIS ORGANSATIONAL ANALYSIS PERFORMANCE APPRAISAL JOB ANALYSIS CUSTOMER FEEDBACK OBSERVATION OF EMPLOYEES RECORDS OF EMPLOYEES PERFORMANCE

Training Process Model

II. Developing & Conducting Training

I. Needs Assessment

III. Evaluating Training

I. Needs Assessment

1. Organizational Level
2. Job Level 3. Individual Level

1. Organizational Level
Technology change. Organizational restructuring. Change in workforce. Marketing Plans. Productivity measures

2. Job Level
Job and task analysis. Identify Key areas. Review procedural and technical manuals.
Design Training Program

3. Individual Level
Determine who needs training and what kind.

Tests. Prior training and experience. Performance review. Career assessment.

II. Developing and Conducting Training

1. Determine location and who will conduct the training.
o Onsite facilities vs. offsite. o Inside training staff vs. outside vendors.

2. Develop training curricula.

Based on job/task analysis and individual needs.

3. Select training methods.

o Considering learning principles. o Consider appropriateness and cost.

Who will do the Training?

The magic apron method: people train themselves the easiest ways to get the job done. The person that is leaving trains: teaches shortcuts and ways of breaking the rules. Big sister, big brother method: passes on bad habits and may resent new person as a competitor. The logical person to train new workers is The employer!

Kinds of training
Informal on the job, phone a friend Formal attendance or completion Formal certified, Evidence of Return on Investment
Must be planned Allows for customisation, relates to workplace standards

How do Employees Learn the Best?

Learning is the acquisition of skills, knowledge, or attitudes. The adult learning theory is a field of research that examines how adults learn. A number of the following tips come from the adult leaning theory.

How employees learn the best:

When they are actively involved in the learning process-(to do this choose a appropriate teaching method). Training is relevant and practical. Training material is organized and presented in chunks. Training is in an informal, quiet, and comfortable setting. When they have a good trainer. When they receive feedback on performance.

Classroom Training Skills

Be aware of appropriate body language and speech. Watch how you talk to employees. Covey respect and appreciation. Handle problem behaviors in an effective manner. Avoid time wasters. Facilitate employee participation and discussion. Use visual aids to avoid constantly referring to notes.

3. Types Types ofof Training Training

1. Skills Training. 2. Retraining. 3. Cross-Functional. 4. Team Training.

5. Creativity Training. 6. Literacy Training. 7. Diversity Training. 8. Customer Service.

7. Diversity Training
Instituting a variety of programs to instill awareness, tolerance, respect, and acceptance of persons of different race, gender, etc. and different backgrounds.

8. Customer Service Training

Training to improve communication, better response to customer needs, and ways to enhance customer satisfaction.

6. Literacy Training
Improving basic skills of the workforce such as mathematics, reading, writing, and effective employee behaviors such as punctuality, responsibility, cooperation,etc.

Training Methods
Classroom Video

Computer Assisted Instruction

Simulation

On-the-Job

Training evaluation provides the data needed to demonstrate that training does provide benefits to the company.

Purpose of Evaluation
Feedback - on the effectiveness of the training activities Control - over the provision of training Intervention - into the organizational processes that affect training

What can be evaluated

Remember 3 Ps The Plan The Process The Product

How to evaluate the Plan

Course Objectives Appropriate selection of participants Timeframe Teaching Methods

How to Evaluate the Process

Planning Vs. Implementation Appropriate participants Appropriate time Effective use of time Teaching according to set objectives

Methods for Process Evaluation

Observation by the teacher him/herself Observation by other teachers Questionnaire completed by students Evaluation discussion by students Staff meetings

How to Evaluate the Product

Time Ultimately all stages require evaluation in any case

Is only evaluation of the product sufficient?

Changes in effectiveness
Impact Analysis Achieving Targets Attracting Resources Satisfying Interested Parties

Training Evaluation Criteria

Reaction

Organizational results

Training Evaluation Criteria

Behaviour

Knowledge

Training Outcomes: Kirkpatricks FourLevel Framework of Evaluation Criteria

Level Criteria Focus

Reactions

Trainee satisfaction

Learning

Acquisition of knowledge, skills, attitudes, behavior

Behavior

Improvement of behavior on the job

Results

Business results achieved by trainees

Training Evaluation Steps

Evaluation criteria

Pre-test

Trained or Developed Workers

Post-test

Transfer to the Job

Follow-up Studies

Types of Evaluation Designs

Train Measure

Post Test Only. Cannot tell if there is a change in knowledge or skill. Measure Train Measure

Pre-test with Post-test. Detects a change, but cannot tell if training was responsible.

Types of Evaluation Designs

Measure
Measure

Train
No Train

Measure

Measure

Scientific Method: Training Group and Control Group. Compare performance of Training Group and Control Group after training. If Training Group has higher performance, it can be attributed to a training effect.

Outcomes Used in Evaluating Training Programs:

Cognitive Outcomes Skill-Based Outcomes Affective Outcomes Results

Return on Investment

Outcomes Used in Evaluating Training Programs: (continued)

Cognitive Outcomes
Determine the degree to which trainees are familiar with the principles, facts, techniques, procedures, or processes emphasized in the training program. Measure what knowledge trainees learned in the program.

Skill-Based Outcomes
Assess the level of technical or motor skills. Include acquisition or learning of skills and use of skills on the job.

Outcomes Used in Evaluating Training Programs: (continued)

Affective Outcomes
Include attitudes and motivation. Trainees perceptions of the program including the facilities, trainers, and content.

Results
Determine the training programs payoff for the company.

Outcomes Used in Evaluating Training Programs: (continued)

Return on Investment (ROI)
Comparing the trainings monetary benefits with the cost of the training.
Direct costs Indirect costs Benefits

Training Program Objectives and Their Implications for Evaluation:

Objective Learning Transfer

Outcomes
Reactions: Did trainees like the program? Did the environment help learning? Was material meaningful? Pencil-and-paper tests Performance on a work sample Skill-Based: Ratings by peers or managers based on observation of behavior

Cognitive: Skill-Based:

Affective: Results:

Trainees motivation or job attitudes Did company benefit through sales, quality, productivity, reduced accidents, and complaints? Performance on work equipment

How do you know if your outcomes are good?

Good training outcomes need to be: Relevant Reliable Discriminate Practical

Good Outcomes: Relevance

Criteria relevance the extent to which training programs are related to learned capabilities emphasized in the training program. Criterion contamination extent that training outcomes measure inappropriate capabilities or are affected by extraneous conditions. Criterion deficiency failure to measure training outcomes that were emphasized in the training objectives.

Criterion deficiency, relevance, and contamination:

Outcomes Measured in Evaluation

Outcomes Identified by Needs Assessment and Included in Training Objectives

Contamination

Relevance
Outcomes Related to Training Objectives

Deficiency

Good Outcomes (continued)

Reliability degree to which outcomes can be measured consistently over time. Discrimination degree to which trainees performances on the outcome actually reflect true differences in performance. Practicality refers to the ease with which the outcomes measures can be collected.

Evaluation Designs: Threats to Validity

Threats to validity refer to a factor that will lead one to question either:
The believability of the study results (internal validity), or The extent to which the evaluation results are generalizable to other groups of trainees and situations (external validity)

Threats to Validity
Threats To Internal Validity
Company Persons Outcome Measures

Threats To External Validity

Reaction to pretest Reaction to evaluation Interaction of selection and training Interaction of methods

Performance management is:

PM ,The process by which executives, managers, and supervisors work to align employee performance with the firms goals Performance appraisal is the process by which organizations evaluate employee job performance.

Appraisal Data Is Needed For...

Assessment of current employee performance
are performance standards being met?

Training needs
what does the employee need to learn in order to improve current work performance?

Career planning and development

assessing an employees strengths and weaknesses to determine advancement

Compensation programs
provides a basis for rational decisions regarding pay adjustments (raises and bonuses)

Internal employee relations

used for decisions in several areas of internal employee relations, including promotion, demotion, termination, layoff, and transfer (transfers, layoffs, terminations)

Recruitment and selection

generates data to validate selection criteria

Human resource planning

assessment data is helpful in building replacement or succession charts

Uses of Performance Appraisals

Performance Improvement. Compensation Adjustments. Placement decisions.

Uses of Performance Appraisals

Training and development needs. Career planning and development. Deficiencies in staffing process.

Performance Standards
Performance Standards. The benchmark against which performance is measured.

Establishing Performance Criteria (Standards)

Traits Behaviors Competencies Goal Achievement Improvement Potential

Performance Measures
Performance Measures. The ratings used to evaluate employee performance

PERFORMANCE APPRAISAL REPONSIBILITY

HUMAN RESOURCE DEPARTMENT Designs the performance appraisal system Establishes and monitors a reporting system Trains managers in how to conduct appraisals Safeguards performance appraisal records MANAGERS & SUPERVISORS Evaluates employee performance Completes the appraisal documents and forms Reviews appraisals with employees

Performance Appraisal Process

External Environment Internal Environment

Identify Specific Performance Appraisal Goals

Establish Performance Criteria (Standards) and Communicate Them To Employees Examine Work Performed Appraise the Results Discuss Appraisal with Employee

Appraisal Process
Establish and communicate expectations for performance. Observe and measure individual performance against standards. Reinforce performance to provide remedies

Establish and Communicate Expectations

During the planning process and related action plans, the supervisor spells out who is to do what in order to accomplish the department objectives.
This information will indicate what each employee must do in order to help the department or work group meet its objectives.
One approach is to list three to five major responsibilities of each position; then focus on these responsibilities.

 It is important that each employee knows and understands what is expected.

The supervisor must communicate the objectives effectively. Employees are most likely to understand and be committed to objectives when they have a say in developing.

Observe and Measure Individual Performance

Through the control process, the supervisor should continuously gather information about each employees performance.
This is an ongoing process, not something the supervisor saves to do when filling out appraisal forms.

Past-Oriented Appraisal Methods

Rating scale (1 to 10) Checklist

Forced choice method (yes or no)

Critical incident method Behaviourally anchored rating scales (agree disagree

HOW OFTEN SHOULD APPRAISALS BE DONE?

ANNUALLY (Once a year) SEMI-ANNUALLY (every 6 months) QUARTERLY (every 3 months) MONTHLY CONTINUOUSLY

WHO SHOULD CONDUCT THE APPRAISAL?

IMMEDIATE SUPERVISOR SUBORDINATES COWORKERS (Peers) OUTSIDERS

Customers Constituents Consultants

SELF-APPRAISAL GROUPS or TEAMS

Problems in Performance Appraisal

Appraiser discomfort
Lack of objectivity Halo/horn error Leniency/strictness Central tendency Recent behavior bias Personal bias Manipulating the evaluation Employee anxiety

Problems in Performance Appraisal

Appraiser discomfort
Lack of objectivity Halo/horn error Leniency/strictness Central tendency Recent behavior bias Personal bias Manipulating the evaluation Employee anxiety

Appraiser Discomfort
Performance appraisal process cuts into managers time Experience can be unpleasant when employee has not performed well

Lack of Objectivity
In rating scales method, commonly used factors such as attitude, appearance, and personality are difficult to measure Factors may have little to do with employees job performance Employee appraisal based primarily on personal characteristics may place evaluator and company in untenable positions

Halo/Horn Error
Halo error - Occurs when manager generalizes one positive performance feature or incident to all aspects of employee performance resulting in higher rating Horn error - Evaluation error occurs when manager generalizes one negative performance feature or incident to all aspects of employee performance resulting in lower rating

Leniency/Strictness
Leniency - Giving undeserved high ratings Strictness - Being unduly critical of employees work performance Worst situation is when firm has both lenient and strict managers and does nothing to level inequities

Central Tendency
Error occurs when employees are incorrectly rated near average or middle of scale May be encouraged by some rating scale systems requiring evaluator to justify in writing extremely high or extremely low ratings

Recent Behavior Bias

Employees behavior often improves and productivity tends to rise several days or weeks before scheduled evaluation Only natural for rater to remember recent behavior more clearly than actions from more distant past Maintaining records of performance

Personal Bias (Stereotyping)

Managers allow individual differences such as gender, race or age to affect ratings they give Effects of cultural bias, or stereotyping, can influence appraisals Other factors Example: mild-mannered employees may be appraised more harshly simply because they do not seriously object to results

Manipulating the Evaluation

Sometimes, managers control virtually every aspect of appraisal process and are in position to manipulate system Example: Want to give pay raise to certain employee. Supervisor may give employee a undeserved high performance evaluation

Employee Anxiety
Evaluation process may create anxiety for appraised employee Opportunities for promotion, better work assignments, and increased compensation may hinge on results

Reasons for Intentionally Inflating Ratings

Believe accurate ratings would damage subordinates motivation and performance. Improve employees eligibility for merit raises. Avoid airing departments dirty laundry. Avoid creating negative permanent record that might haunt employee in future. Protect good workers whose performance suffered because of personal problems. Reward employees displaying great effort even when results were relatively low. Avoid confrontation with hard-to-manage employees. Promote a poor or disliked employee up and out of department.

Reasons for Intentionally Lowering Ratings

Scare better performance out of employee. Punish difficult or rebellious employee. Encourage problem employee to quit. Create strong record to justify planned firing. Minimize amount of merit increase a subordinate receives. Comply with organizational edict that discourages managers from giving high ratings.

APPRAISAL METHODS
NARRATIVES
ESSAYS CRITICAL INCIDENTS

RANKING COMPARISONS
ALTERNATION PAIRED COMPARISONS

CHECKLISTS
SIMPLE WEIGHTED

RATING SCALES
GRAPHIC RATING SCALES BEHAVIORALLY ANCHORED RATING SCALES (BARS) BEHAVIORAL OBSERVATION SCALES (BOS)

OBJECTIVE MEASURES
NATURAL COUNTS (Quantity produced, etc) GOALSETTING STANDARDS (MBO, etc)

Recording Performance
Quantitative Performance Standards

Sales force performance analysis Name.......................................................date......................... Problem

A. 1. 2. 3. 4. 5. 6. Job factors Product knowledge Customer knowledge Relationship with customers Number of sales calls made Quota performance Service follow-up
Cont.

Fair

Average

Good

Superior

B. 1. 2. 3. 4. 5. 6. 7. 8.

Personal factors Punctuality General attitude Dress and appearance Diligence Cooperation Accuracy Adaptability Reliability

Strengths:_________________________________________________________ __________________________________________________________________ Weakness: __________________________________________________________ __________________________________________________________________ Comments_______________________________________________________________________ _______________________________________________________________________ Signature