RECRUITMENT

Recruitment is the process of searching for and obtaining applications so as to build a pool of job
seekers from whom the right people for the right jobs may be selected.
         The purpose of recruitment is to build a pool of applicants.
         Recruitment represents the first contact an organization makes with potential employees.
         It is through recruitment that many individuals will come to know a company and eventually
decide whether they wish to work for it.
         It is an ongoing process because employee leave the firm in search of greener pastures-some
retire and some die in the saddle.
         More importantly, an enterprise grows, diversifies, takes over other units-all necessitating hiring
of new employees.
         In fact, the recruitment function stops only when the company ceases to exist.
         Theoretically, recruitment process is said to end with the receipt of application.

FACTORS AFFECTING RECRUITMENT

1)      External factors
a.      Supply and demand- If the demand for a particular skill is high relative to the supply, an
extraordinary recruiting efforts may be needed. The situation of demand and supply of specific
skills affects recruitment.
b.      Unemployment rate- If unemployment rate is high, recruitment process becomes simpler because
large number of people can be attracted with minimum effort.
c.      Labor market- Availability of manpower in a local area, specially for non-managerial,
supervisory and middle- management positions and in the country level for executive and
professional positions has effect on recruitment.
d.      Political-legal- Reservations of jobs for scheduled castes, scheduled tribes, minorities and other
ethnic and backward classes, child labor act have effect on recruitment.
e.      Sons of soil- Preferences to local or people of their respective state in matters of employment.
f.        Image- It is the perception of the job-seekers about the company that matters in attracting
qualified prospective employees.
 2. Internal factors:
a.      Recruitment policy- Recruiting internally or externally, recruitment of local citizens, policy of
temporary and part time workers.
b.      Human resource planning- A company cannot attract prospective employees in sufficient
numbers and with required skills overnight. It takes time. Effective HRP greatly facilitates the
recruiting efforts.

c. Size of the firm- Bigger the size less problematic.

d. Cost- Cost incurred in recruitment process, must operate within budgets, multiple job
openings simultaneously may minimize cost.
e. Growth & expansion- An organization going on growth and expansion will have more
recruiting on hand than the one which finds its fortune declining.
RECRUITMENT METHODS
1.       Internal methods:
  Job posting, employee referral, human resource inventory search
  Internal sources
a)      Present employees- Promotion, transfers, job rotation
b)      Employee referrals- “finders fees”, Microsoft, Wipro, Infosys, Texas instrument
c)      Formers employees- Retired employees may be willing to come back on part time basis, may
recommend someone, people who have left the company for some reasons or other are willing to
come back and work
d)      Previous applicants- Although not truly an internal source, can be contacted quickly to fill an
unexpected opening.

2.      External methods/sources:

a)      Advertisement –
b)      Professional or trade associations-
c)      Employment exchange-
d)      University/colleges-
e)      Walk-ins, write-ins and talk-ins-
f)       Consultants-
g)      Contractors-
h)      Competitors-
i)        E-recruiting-

ALTERNATIVES TO RECRUITMENT
Organizations search for alternatives to recruitment because of the cost of recruiting. The
alternatives to recruitments are:
a)      Overtime-
b)      Employee leasing- Staff outsourcing, paying charges to a leasing company or consulting firm
that handles payroll, employee benefits and routine HR functions for the client company.
c)      Temporary employment

SELECTION
Selection is the process of choosing among people who apply for work with an organization.
Selection process is a series of steps used to decide which recruits should be hired.
Steps in selection:-
Application form evaluation-> selection tests-> selection interview-> reference checks->
physical examination-> hiring decision
Selection methods
Qualification and experience method, work proficiency method, written test method, interview
method, written test and interview method, comprehensive selection method.

Selection Tests
a.      Intelligence tests
Tests of general intellectual abilities. They measures not a single trait but rather a range of
abilities such as- reasoning, vocabulary, verbal fluency, numerical abilities, memory etc.
b.      Aptitude tests
It measures whether an individual has the capacity or latent ability to learn a given job if given
adequate training. A capacity to learn in the future. To select person who will show a higher
 degree of success after the training period. Specific capacities or aptitudes are- mechanical,
clerical, linguistic, musical, academic etc.
c.      Achievement tests
Concerned with what one has accomplished. When applicants claim to know something, an
achievement test is given to measure how well they know it. Trade tests such as- electricians,
typing, dictation, computer operator, machinists etc. It helps to shows the demonstrable
relationship and job performance.
d.      Personality tests
It measures personality attributes of candidate such as emotional stability, confirmity,
agreeableness, extroversion, smartness etc.
e.      Interest tests/Vocational tests
Most organization realize that a person who is interested in a job or tasks will do much better
than who is uninterested. In this test applicants is asked whether s/he likes, dislikes the particular
occupation, activities, peoples. Interest in specific profession and occupation is tested. Measures
candidates preference in different types of job.

f.        Situation tests

It evaluates the candidate’s behavior in a particular situation or in a situation which is similar to
some aspects of the job to be done in the future.
g.      Test batteries
This test helps to fit candidate with wide array of jobs. This test covers abilities such as- verbal,
numerical, intelligence, finger and manual dexterity etc.

Selection Interview
An interview is a procedure designed to obtain information from a person through oral responses
to oral inquiries.
A selection procedure designed to predict future job performance on the basis of applicant’s oral
responses to oral inquiries.
Managers uses several types of interviews, such as: selection, appraisal and exit interviews

Types of selection interviews - Gary Dessler

 1. Stuctured or Directive interview: An interview following a set sequence of questions.
The questions and acceptable responses are specified in advance and the responses are
rated for appropriateness of content.
2. Unstructured or Nondirective interview: An unstructured conversational- style
interview in which the interviewer pursues points of interest as they come up in response
to questions. Generally no set format to follow. Interview for the same job may or may
not get the similar questions. A few questions may be specified in advance.
3. Situational interview: A series of job related questions that focus on how the candidate
would behave in a given situation. Asks interviewees to describe how they would react to
a hypothetical situation today or tomorrow.
4. Behavioral interview: A series of job related questions that focuses on how the
candidate reacted to actual situations in the past. Asks interviewees to describe how they
reacted to actual situations in the past.
5. Job related interview: A series of job related questions that focuses on relevant past job
related behaviors. Asks job related questions to draw conclusions about what the
applicant’s on the job performance will be based on his or her answers to questions about
past experiences.
6. Stress interview: An interview in which the applicant is made uncomfortable by a series
of often rude questions. This technique helps identify hypersensitive applicants and those
with low or high stress tolerance.
7. semi-structured interview: major questions to be asked are planned in advance and are
same for all candidates but other questions vary from candidate to candidate. Interviewer
are provided some flexibility.

Puzzle questions: Recruiter for technical, finance, and other types of job like to use them to see
how candidates think under pressure. E.g. An interviewer at Microsoft asked a tech service
applicant this: ”Mike & Todd have $ 21 between them. Mike has $ 20 more than Todd. How
much money has Mike and how much money has Todd?”
Administering interview:
•      Personal or Individual interview
•      Panel Interview
•      Serial Interview
•      Mass Interview
•      Telephone Interview
•      Computerized Interview

Reliability and Validity of Tests

•      Reliability- It refers to the degree of consistency of results obtained. If a test possesses high
relaiability , a person who is tested a second or third time with the same test under the same
condition will obtain approximately the same score.
•      Validity- It refers to the relationship between the test score and performance on the job
(accuracy). It is concerned with measuring important characteristics related to job behavior.

Types of validity
        i)            Content validity- such a test can approximate the work to be done on the job.e.g. Typing
test
      ii)            Construct validity-
validity is the degree to which a particular trait is related to successful
performance on the job. Measurement of psychological quality of applicants such as intelligence
(abstract in nature). Usually conducted by industrial psychologist by observig various behavior of
the applicant and measuring how these behavior or traits relate to the job.
    iii)            Criterion related validity- the degree to which a particular selection device accurately
predicts the important elements of work behavior. Relationship between the test scores and job
performance.

To establish criterion related validity one of two measures can be used

a)      Predictive validty- the degree to which test scores determine the future job behavior of the
candidate. Present test score is compared with actual performance of the candidate generally
after a year. If no clear relationship exists, then the test may have to be revised. (probationary
period)- training,transfer, discharge (handle).
b)      Concurrent validity- it validates tests using current employees as the subjects. The scores from
the current employees are immediately analyzed with their previous performance appraisal
 report. If there is a relationship between test scores and performance, then a valid test has been
found.
Predictive validity can be used as screening device where as concurrent validity acts on current
employees.

TRAINING AND DEVELOPMENT

Training refers to the imparting of specific skill, abilities and knowledge to employee
( development of those employees who do not supervise activities of others, operative level)
System and practices get outdated due to new discoveries in technology, including technical,
managerial and behavioral aspects. In this context training enhances the knowledge, skills and
attitudes of employees to increase efficiency and effectiveness on the prsent job as well as
expected future job.
The objective of training is to achieve a change in the behavior of those trained. It is expected
that employees apply their newly acquired knowledge & skill on the job in such a way as to aid
in the achievement of organizational goal.

Need of training
Training directly contributes to the development of human resources. It is the most widely used
HRD mechanism in the world for the development of human resources. It plays a great role in
determining the efficiency and effectiveness of the organization.
-          Improved performance
-          Fill manpower needs
-          Prevent obsolescence
-          Aid in solving operational problems
-          Attitude formation
-          Improve health and safety
-          Benefit to employees themselves
 Determining training needs
Training need is a gap between the existing capabilities of an employee and the requirement
of the job.
Job requirement – employee capability = training needs

Methods of determining training needs

1. Management audit method

Environmental assessment- environmental (political-legal, economic, socio-cultural,
technological) changes are identified to determine training needs.
•      Objectives, strategies and structure change- training needs are identified to manage such
changes.
2. Task analysis method
Collection and analysis of task related information- performance standards for each task are
set- details are found about how tasks are done- training needs are identified for effective task
performance. Job description, job specification, job performance standard

3. Performance analysis method

        i.      Organizational performance method- specifies desired performance standard. Overall
performance such as- goal achievement, production performance, quality control, sales
performance,cost, absenteeism, labour turnover,accident rates etc. It determines the overall
training needs.
      ii.      Employee performance analysis- identifies actual performance on the current job.
Performance deficiencies and problem faced by the employees are identified to determine
training needs through- employees performance appraisal reviews, career planning
discussion, exit interview, performance test etc.

4. Supervisory recommendation method

In this method supervisor identify gap in knowledge and skills and recommend needed
training for the employees.

5. Training need survey method-

 In this method direct questioning is used to gather opinion about training needs through
individual survey (each employee), group survey (group of present employees, former
employees and supervisors). The result of survey becomes training needs. Competency
survey- experts are asked to give opinion on desired competencies to perform the job
effectively. This desired competencies determines training needs.

TRAINING PROCESS

1. Organizational objectives and strategies- what business are we in? At what level of
quality do we wish to provide this product or service? Where do we want to be in the
future?
2. Assessment of training needs-
Job requirement – employee capability = training needs
3. Establishment of training goals- clear behavioral standard of expected results are necessary so
that training programme can be effectively designed and results can be evaluated. It should be
SMART.
4. Designing training programme- every training programme must address certain vital issues-
i) who are the participants or trainees
ii) who are the trainers
iii) what methods and techniques are to be used for training
iv) what should be the level of training
v) what learning principles are needed
vi) where is the programme conducted
(vi) how far the program has been useful must be judged to get feedback.
5. Implementation of training programme- once the training programme has been designed, it
needs to be implemented. Programme implementation involves:
i) deciding the location and organizing training and other facilities
ii) scheduling the training programmes
iii) conducting the programme
iv) monitoring the progress of trainees.
6. Evaluation of the programme- since huge sum of money and time are spent on training
programme, how far the program has been useful must be judged to get feed back.

Types of training
•      Apprenticeship training- learning by doing under the guidance of experienced worker- craft
& technical areas- mechanics, jewellers, carpenters..
•      Job instruction training (JIT)- specially useful for preparing supervisors to train operatives.
Also known as ”training through step-by-step learning” steps:
i) Preparation- providing informations about job, duties and responsibilities to the trainees.
ii) Presentation- providing essential information in a clear manner by positioning the trainees at
work site, telling & showing them each step of the job, stressing why and how each step is
carried as it is shown.
iii) Practise- having the trainee try out the job to show that s/he has understood the instructions, if
there are any errors they are corrected.
iv) Follow-up- encouraging the questions and allowing the trainee to work alone. Trainer follow
up regularly.
It provides immediate feedback, quick correction of error and provision of extra practise if
required. It is based on the principle, ”if the learner has not learned, the teacher has not
taught.”
•      Internship training- trainee is trained on the job by immediate superior. Working as a
”assistant to” type of position. Student of technical and professional subjects are sent to
organizations to get practical experience of theoretical knowledge they have learnt in
colleges. Trainee work as an employee for specific period.

Off-the-job training
•      Lectures-
•      Seminars- small group meeting conducted according to an organizational plan. Generally
trainees sit facing one another around a conference table where instructor introduce the topics
and invites views from the participants on problem areas related to the topics. Participants are
expected to make some views and ask questions. Learn not only from the instructor but also
from each other.
•      Role playing- trainees are assigned parts to play infront of the class. The role players are
provided either with written or oral descriptions of a situation and the role they are to play. It
provides an opprtunity for trainees to actually put in to practise the knowledge they have
observed from text book, lectures and discussions.
•      Simulation- a techniques that duplicates as nearly as possible the actual conditions
encountered on the job. It is abstraction of real working conditions in the lab or class room.
 Trainees are placed in such an artificial environment which looks alike the real working place
& condition.

Case study- from the written description of the actual business situation the trainees
determine problems, analyze causes, develop alternative solutions and select the best
alternatives as accurately as possible and implement it as manager faces and tackles. Provides
opportunity to expose their analytical and judgemental abilities.

Evaluating training programme

The main objective of evaluating the training programme is:
•      to determine if they are accomplishing specific training objectives, that is correcting
performance deficiencies.
•      To ensure that any changes in trainee’s capability is due to training programme and not due to
any other condition.
•      To determine their cost effectiveness.
•      Finally, credibility of training is greatlt enhanced when it is proved that the organization has
benefitted tangibly from it.
Criteria for evaluation
Criteria used for evaluating training effectiveness:

1. Reaction criteria- reaction measures reveal trainees’ opinions regarding the training
programme.
2. Learning criteria- learning measures assess the degree to which trainees have
mastered the concepts, knowledge and skills of training.
3. Behavior change criteria- behavior indicates the performance of learners. Changes in
job behavior.
4. Organizational results- examine the impact of training on the work group or the entire
company.

Process of training evaluation

Steps:
i.            Setting intended standards
                   

                  ii.            Measuring actual outcomes

                iii.            Finding deviation
                iv.            Corrective action

Methods for evaluating training progarmmes

1. Observation method
Observation method is done by closely observed during the training programme. Performance
in practical work situation, participation in discussion, role play, timing , presentation
method. The errors are carefully observed and recorded.

2. Test-retest method
In this method participants are given a test to establish their level of knowledge before they
enter the training programme. After the completion of training, they retake the test. The
change in test scores indicate the change in the level of knowledge resulting from training.
3.      Pre-post performance method
The actual job of each participants is evaluated and rated prior to training. After the training
the participant’s job performance is reevaluated. Changes in job performance is attributed to
training.
4.      Experimental control group method
Two groups are formed. One group is control group whose members work without
undergoing training. Another group is experimental group whose member undergo training.
Two groups are evaluated at the end of the training. If the performance of the experimental
group improves, training is regarded effective.
5.      Training surveys
Direct questioning to trainees to get reaction, generally after the end of training participants
are asked to fill-up form containing- physical facilities, achievement of training objectives,
contents, trainer effectiveness, suggestions for improvement etc.
6.      Cost effectiveness analysis
It assesss total value of training benefits against total cost of training. Training is effective if
benefit exceeds costs.

MANAGEMENT DEVELOPMENT
•      All those persons who have authority over others and are responsible for their activities & for
the operations of an enterprise are managers.
 •      Any activity designed to improve the performance of existing managers to provide for a
planned growth of managers to meet future requirements is management development.
•      A systematic process of training & growth by which manegerial personnel gain & apply skill,
knowledge, attitudes & insight to manage the works in their organization.
Purpose:
•      Increase managerial capabalities
•      Enhance managerial effectiveness
•      Facilitate environmental adaptation
•      Improve managerial decision making
•      Facilitate managerial succession & career development
•      Aid managerial job satisfaction & retention

MANAGEMENT DEVELOPMENT METHOD

1.       On the job
a.          Coaching: when manager takes an active role in guiding another manager, it is called
coaching. If the coaching is done by someone other than immediate supervisor/manager, it is
called mentoring. Coach sets goal, tells what, how, when it is to be done, follow up
suggestions & correct errors. The effectiveness of this techniques on the ability of the coach.
b.         Understudy assignments: potential managers are assigned to work under experienced
manager with a title ”assistant to”. S/he has to learn about the full duties & responsibilities
of the position currently held by his superior. Learns the complexities of problem that
superior has faced and how to solve them, also learns decision making process. In the
absence of superior has to work as ”acting” of superior. Organization ensures that a fully
trained persons are available to replace manager during long absence, illness, transfer or
promotion.
c.          Job rotation
transfer or movement of executives from one job to another. The purpose is to provide
diverse knowledge or overall knowledge and familiarizing with the different sectionsl job
before they are posted as managers in the department.
d.         Committee assignments
Techniques where juniors are assigned to board or committes by the chief executives. In
these committees, real problems are discussed, different views are debated and decisions are
taken. The juniors get an opportunity to share in managerial decision making, to learn by
watching others and to solve specific organizational problems.
2.      Off- the- job development
a.      Sensitivity training
method to develop or changing behavior through group processess. Small group gather in
unstructured learning situation where they discuss & interact with themselves. This
discussion is facilated by professional behavioral scientist. Objectives are:
•      Improved understanding of how & why trainees act toward others and how their action affect
others.
•      Insight in to why others act the way they do
•      Improved listening skill
•      Insight in to how group operates
•      Increased tolerance & understanding of others
•      Experimentation with new ways of acting toward people & feedback about how these new
ways affect people

Group experience designed to provide maximum possible opportunity for the individuals to
expose their behavior, give & receive feedback, experiment with new behavior & develop
awareness of self & of others.- Chris Argyris

1.       Transactional analysis

Used to improve interpersonal relations. In TA trainess are taught to analyze their interactions
with others in terms of ego state being expressed. Basic assumptions of TA is that every
individual personality holds three ego states: the parent, child and adult. The parent state is an
ego state of authority & superiority. They are usually dominant, scolding and authoritative
and they use frequently such words as ”should”, ”ought” and ”mustn’t”. The child contains
all the influence that are natural to an infant, that is why they are emotional and acts
according to the feeling of moment. So in this ego state person may be obedient or
manipulative, charming at one moment and repulsive the next. The adult stage is objective
and rational. The adults deals with hear & know reality, listens with an open mind, state
opinions, and actively engaged in probability estimating & rational decision making. It has
been suggested that one who generally is low in parent, high in adult and high in child is
likely to be most effective in dealing with others.
3. Lecture/seminar course
4. Simulation exercise etc.