Learning Area Organization and Management Grade Level 11

W3 Quarter Fourth Date

I. LESSON TITLE Recruitment, Selection, and Training and Development

II. MOST ESSENTIAL LEARNING

Analyze the process of recruiting, selecting and training employees.
COMPETENCIES (MELCs)

III. CONTENT/CORE CONTENT The learners have an understanding of the process of recruiting, selecting and
training employees.

IV. LEARNING PHASES AND ACTIVITIES

I. Introduction (Time Frame: 20 minutes)

Good day! In your previous LeaP, you have learned the nature and concepts of staffing, and its importance to the success
and failure of a business. In this Leap, you will be able to:
1. define and differentiate recruitment from selection;
2. analyze and discuss the process of recruiting, selecting and training employees; and
3. conduct and prepare job analysis.

D. Development (Time Frame: 140 minutes)

Learning Task #1: Directions: Look for the meaning of the following words in the internet or dictionary and use it in a
business sentence. Write it in your notebook.
1. Recruitment
2. Selection
3. Interview
4. Training
5. Development

The first step in building an effective and efficient human capital is to have a systematic process to locate and hire the
best candidates who will help in attaining the organization goals. What is this process? What is recruitment?
Recruitment: is a systematic process of finding and hiring the best and most qualified applicant for job position vacancies
in an organization. When we speak of a process, it involves the full life cycle of activities that begins with the identification
of the needs of the company with respect to the job, advertising the vacancy, attracting candidates to apply for the job,
managing responses, screening, and shortlisting of candidates. It can be done internally or externally. Internal recruitment
is recruitment within the organization. It is filling job vacancies through promotions or transfer of employees who are already
part of the organization. In external recruitment, outside sources are considered in the process of locating potential
individuals who might want to join the organization and encouraging them to apply for actual or anticipated job
vacancies.

Methods of Internal and External Recruitment:

As mentioned earlier, internal recruitment is done within the organization, either by promotion or transfer. Recruitment may
be done using company bulletin boards, newsletter, intranet, recommendations from unit or department heads, among
others. External methods include: advertisement, unsolicited applications, internet recruiting, employee referrals, head
hunters or executive search firms, educational institutions, professional associations, labor unions, public and private
employment agencies.

Selection: it is the process of identifying an individual from a pool of job applicants with the required qualifications and
competencies to fill present and expected job openings. It is differentiating the qualified from unqualified applicants for
the needed position. In short, it is choosing the right person for the right job. The selection process is quite lengthy, complex
and expensive. Typically, it includes the following steps:
1. Establishing the selection criteria- it is understanding the nature and purpose of the vacant job position like the job
design based on the objective analysis of position requirement, skills needed, qualifications, experience, tasks and
responsibilities of the job, and the number and types of applicants to be contacted.
2. Requesting applicants to complete the application form-the prescribed application form contains the candidate data
such as personal information, educations, skills, experiences, etc., aives a fair idea about the candidate. Management
will find it easier to decide whether an applicant meets the minimum requirements if the application forms are truthfully
and accurately filled out by the applicant.
3. Screening applications-it means shortlisting of applications of the candidates for further selection process. Usually, it is
decided by the screening committee who then prepare a list of shortlisted applicants of whom they find suitable for
interviews and examinations. Shortlisting criteria could be the age, sex, qualifications, experiences of an individual, etc.
4. Employment round interview–to gain more insights about the shortlisted applicants, a one-on one interview, more often
a set of interviews, should be conducted. Here, different questions will be asked to the applicant to discover more about
him like his experiences, values, traits, communication skills and level of confidence. Likewise, from the answers the
candidate will provide, the interviewer would have an accurate picture of the applicant’s understanding of the job, its
requirements and expectations, vis-à-vis to give an applicant a precise idea of the kind of job he is required to perform.
5. Final Interview by the supervisor/manager or panel-it is the end of the interview process before the verdict of getting or
not getting the job offer. It is either gauging the cultural fit of the candidate with the team or a comparison to another
qualified finalist. Customarily, these are managers or panels who are highly trained and know exactly what to look for.
6. Verifying information provided by the applicant-it is cross-checking the authenticity of the information provided by the
applicant. It could be from the education institutions, previous employers, government offices, etc.
7. Requesting the applicant to undergo psychological and physical examination-it is the checking of the mental and
physical fitness of the candidate to ensure that he is fit and capable of performing the job and fulfilling its requirements.
8. Informing the applicant that s/he has been chosen for the position applied for-final selection of the applicant may be
done verbally or in writing by the manager who gave the final decision of hiring the applicant. Instructions and orientations
regarding the company rules and regulations must be given in this step.

Interview: According to Gary Dessler, “interview is a selection process designed to predict future job performance based
on applicants’ oral responses to oral inquiries.” It is a vital step of the entire selection process to get the job offer fo r the
applicant; and, to hire the most suitable applicant for the employer and determine if the applicant will be an asset to the
organization. We have different kinds of interviews:
1. Structured (Directive) Interview: these are prepared interview questions asked by the interviewer to the applicant. The
interviewer lists a series of job-related questions and acceptable responses in advance, and may even rate and score
possible answers for appropriateness. We have four types of structured interview – situational questions, job knowledge
questions, job simulation questions, and work requirements questions.
2. Unstructured (Nondirective) Interview: the interviewer has no interview guide and may ask questions freely. Generally,
there is no set format to follow that the interviewer can ask follow-up questions, pursue points of interests as they develop,
and can ask different questions to different applicants.
3. One-on-One Interview: one interviewer is assigned to meet one applicant.
4. Panel Interview (Board Interview): a panel of two or more representatives of the firm may conduct the interview on the
applicant. One panelist may act as a chairperson, but each panel participates in the questioning and discussion and may
coordinate their efforts and follow-up each other’s questions.

Similarly, there are different kinds of employment tests administered to measure the applicant’s knowledge, skills, and
capacity. These are:
1. Intelligent Test: designed to measure the applicant’s cognitive capacity, speed of thinking and ability to see relationships
in problematic situations.
2. Proficiency and Aptitude Test: test on present skills and potential for learning other skills.
3. Personality Test: designed to reveal the applicant’s personal characteristics and ability to relate with others.
4. Vocational Test: test that shows the occupation best suited to the applicant.

Limitation of the Selection Process: In reality, there is no one perfect way to select a company’s human resources.
Predicting performance is difficult as there is a difference between what an individual can do at present and in the future.
This is because a person’s needs and wants change, and so do an organization’s climate and environment. The fact that
many selection approaches and tests have been devised is enough proof that management experts are still in search of
what could be done to improve the present selection process.

Training and Development Towards successful attainment of organization goals and having an edge over their rival
organizations, managers must see to it that their human resources have the necessary knowledge, skills, expertise, and
training and development. Training refers to learning given by organizations to its employees that concentrates on short-
term job performance and acquisitions or improvement of job-related skills. It is a program to reduce any weak links within
the company and at the same time to strengthen those skills that each employee needs to improve. According to Flippo,
it is an act of increasing the knowledge and skills of an employee for doing a particular job. Development is defined as
the learning given by organizations to its employees that is geared toward the individual’s acquisition and expansion of his
or her skills in preparation for future job appointments and other responsibilities. It is a program to bring all employees to a
higher level and creates an overall knowledgeable staff who can work on teams or independently without constant
supervision. The typical scope of training covers the following procedures:
1. Conducting the Training Needs Assessment (TNA): It is the manager’s responsibility to train their employees. First,
managers must observe the business condition, the economic situation, strategic and technological changes that are
happening in the organization’s environment before doing the analyses of the organization, tasks, and individuals. These
are the determinants of training types required for the maintenance of the firm’s stability. The organization analysis
includes: analyses of effects of downsizing, branching out, conflict with rival companies, etc. Tasks analysis involves
checking job requirements. Person analysis determines who among the employees needs training or retraining to avoid
unnecessary spending for employees who don’t need it.
2. Designing the Training Program: This phase involves stating the instructional objectives that describe the knowledge, skills,
and attitudes that have to be acquired or enhanced to be able to perform well. These are performance-centered
objectives that must be congruent with the company’s objectives. Likewise, a trainee's readiness and motivation must be
considered. This refers to the employee's background knowledge and experience. In order to determine the most effective
training design we have different learning principles. These are:
a. Modeling-the use of personal behavior to demonstrate the desired behavior or method to be learned.
b. Feedback and Reinforcement-learning by getting comments or feedback from the trainees themselves, fellow trainees,
trainers which can help the individual realize what they are doing right or doing wrong; reinforcement is accomplished
through verbal encouragement or by giving rewards such as prizes, awards and others.
c. Massed vs. Distributed Learning-learning by giving training through either few, long hours of training (massed); or, series
of short hours of training (distributed).
d. Goal Setting-learning through the explanation of training goals and objectives by the trainers to the trainees.
e. Individual Differences-training programs that take into account and accommodate individual differences of the
trainees in order to facilitate each person’s style and rate of learning.
f. Active Practice and Repetition-learning through the giving of frequent opportunities to trainees to do their job tasks
properly.
3. Implementing the Training Program: various types of training program implementation includes: on-the-job training,
apprenticeship, classroom instructions, audio-visual method, simulation method, and e-learning.
4. Evaluating the Training: it is assessing the participants’ reactions, their acquired learnings ,and their behavior after
completing the said training. Its effect may also be reflected by measuring the return on investment (ROI) or through the
benefits reaped by the organization, which were about their training investment.

Employee Development: upskilling or reskilling employees is a part of an organization’s career management program with
a goal of matching the individual’s development needs with the needs of the organization. For, it is critical to sustainable
business growth and success. The individual employee must well know his knowledge, skills, abilities, values and interests
so that he could also identify his career pathway. Although it is his responsibility for his own career, the organization must,
at regular intervals, provide feedback through performance evaluations and the organization’s plans or direction that
may be related to his personal career plans. This scheme establishes a favorable career development climate which may
lead ultimately to the blending of personal career development goals with the organizational goals.

E. Engagement (Time Frame: 30 minutes)

Learning Task #2: Role-playing through video recording.

Directions: In your notebook, list five job-related questions. With you acting as the interviewer, use your prepared questions
and conduct an interview with one matured member of the family acting as the job applicant. Use a one-on-one
structured interview format and limit conversation exchange to 10 minutes. Submit your video to your teacher.

A. Assimilation (Time Frame: 30 minutes)

Learning Task #3: Directions: Conduct and prepare your own job analysis as a student. (see Template below)
Is being a student an occupation? Technically, based on the fact that being a student occupies the time of those involved
in a productive manner, from different classification purposes, it is taken as an occupation. The Education Act of 1982 (PB
232) Section 15.1 and 2, stipulated the duties and responsibilities of students, that is, to exert his utmost to develop his
potential and endeavor to achieve academic excellence. Using the template below, you are requested to conduct and
prepare your own job analysis as a student.

Job Analysis As An ABM Student

Job Title /Grade Level
Name of Student: ___________________________________________________________________ GR. ______ STUDENT
Name of School:________________________ Subject Teacher: ___________________________ ⃝ Regular ⃝ Irregular
Identify the following:
1 Knowledge:
 2 Skills:

3 Abilities:

4 Values:

Answer the following: (you can use a separate paper for your answers)
1. What are my duties and responsibilities as a student?
2. How can I succeed in my occupation as a student?
3. As a student, I am determined to:
4. Platform for Progress:
5. Realization:

Next job review date: ___________________________

V. ASSESSMENT (Time Frame: 15 minutes )
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

Learning Task #4: Directions: Identify what is described in the sentence. Write your answers in your notebook.

1. It is a systematic process of finding and hiring the best and most qualified applicant for job position vacancies in an
organization.
2. It is the process of identifying an individual from a pool of job applicants with the required qualifications and
competencies to fill present and expected job openings.
3. It is a selection process designed to predict future job performance based on applicants’ oral responses to oral inquiries.
4. It is an act of increasing the knowledge and skills of an employee for doing a particular job.
5. It is the learning given by organizations to its employees that is geared toward the individual’s acquisition and expansion
of his or her skills in preparation for future job appointments and other responsibilities.

VI. REFLECTION (Time Frame: 5 minutes)

● Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the
column for Level of Performance (LP). Be guided by the descriptions below:
✰ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✔ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform
this task.

Learning Task LP Learning Task LP Learning Task LP Learning Task LP

Number 1 Number 3 Number 5 Number 7

Number 2 Number 4 Number 6 Number 8

VII. REFERENCES Cabrera, Helena Ma. F., PhD., Altarejos, Anthony DC., PhD., Benjamin, Riaz. Textbook in
Organization and Management. Edited by Clarence Darro B. Del Castillo. Philippines:
Vibal Group, Inc., 2016.

Prepared by: Checked by: Dr. Annabelle G. Bughao

Ma. Cristina F. Pabalate Aunica Ciela D. Lelis
Feliz A. Tayao