TOPIC 1: EMPLOYEE SELECTION high performance of the organization, productivity, retention,

 Staffing Strategies satisfaction of the employee, customer, etc.)

 Planning Staffing Quality: Person-Organization Fit
 Job Analysis Should be matched to Person
 HR Planning KSAO
 Succession Planning Motivation
 Staffing System Components  Organizational Values - norms of positive or desirable
 Recruitment attitudes (core values)
 Selection  New Job Duties - possible tasks that may be added to your
 Employment target job; job descriptions include general statements which
 Decision Making and Final Match corresponds to added tasks
 Multiple Jobs - how flexible the employee to do different jobs;
STAFFING STRATEGIES jack-of-all-trades employee
 Human Capital - competencies owned by the employees and  Future Jobs - forward thinking and consideration of the
their motivation to use these successfully on the job; employee and the organization in which other job position can
“workforce quality”; leads to the organization’s competitive the employee be successful in the future
advantage = economic value Flexibility, versatility, and adaptability of the employee should be
 ROI in economic value - not necessarily in monetary or considered in person-organizational fit.
financial value, may be in the sense of quality of work Sufficient Quantity - enough number of people + qualified
 Staffing - building workforce; acquiring, deploying, and competent people
retaining a workforce of sufficient quantity and quality to Staffing Quantity: Headcount - needed headcount = actual
create positive impacts on the organization’s effectiveness headcount
 Acquire (planning, recruitment and selection)  Fully Staffed - actual headcount is equivalent to the needed
 Deploying (employing, decision making and final match) headcount (ideal scenario in every organization)
 Retaining (engagement programs of the organization to  Overstaffed - actual headcount is greater than the needed
make people stay) headcount (can be costly to the organization)
Staffing Strategies  Organization should do freeze-hiring, slow down
Staffing System Components - two way recruitment and selection, and/or termination or layoff
 Organization based on performance, or early retirement programs
 Applicant  Understaffed - actual headcount is lesser than the needed
 Recruitment (attracting) - the role of the organization is to headcount (employees are overworked for compensating to
attract qualified applicants by posting job advertisements; and the task of other employees, happens when attrition is high)
applicants responding to the advertisements, it’s their  Address internal problem in the organization in
responsibility to make their resume attractive which why does employees leave, then conduct
 Selection (choosing) - knowing which applicant is best fit for hiring
the position; and applicants assess and evaluate the job and 1. Acquiring Talents - first step in the process of staffing
the organization they are applying for A. Planning
 Employment (accept or reject) - the organization decides  Job Analysis - a process of identifying specific,
whether to accept or reject the applicant; and the applicants important job information; it produces job
decide whether to accept or decline the offer description (tasks, duties, responsibilities), job
specification (KSAOs, requirements), job
Staffing identification (job title, rank, reporting
Employ Staffing Staffing relationship)
Acquire Retain
Deploy Quality Quantity  Importance of Job Analysis
1. Plan  Identify job requirements/rewards
- Job Placement Avoid or  Guides important HR/organization decision
Analysis of new hire reduce Person-job fit Fully staffed making
- HR turnover
 Employee Selection
Planning Promotion Person- Over staffed
- Succession or transfers Avoid organizational  Training and Development - should
Planning of current downsizing/ fit Understaffed select the right people to be trained
2. Recruit employees layoffs with right training
3. Select  Performance Appraisal - test
construction of the performance
Staffing Strategies evaluation tool should match the
Sufficient Quantity and Quality - enough number of people + expectations and job description of
qualified/competent people the employee
Staffing Quality: Person-Job Fit & Person-Organization Fit  Promotion/Transfer Decisions (Peter
 If we match employee competencies to job requirements, Principle) - promoting the employee
it’s person-job fit until they reach their highest level of
 If we match employee competencies to the organization competence
values and others, it’s person-organizational fit  Litigation Protection - Equal
Staffing Quality: Person-Job Fit Employment Opportunities (EEO), if
Job Person not hired, they may ask the employer
Requirements ---------------- KSAO the reason to why they’re not hired
Rewards ----------------------- Motivation  Workforce Planning
 If matched, it will lead to Positive HR Outcomes (high B. Recruitment
performance of the employee that will eventually lead to the C. Selection
JOB ANALYSIS METHODS Examples:
A. Qualitative
 Observation - provides knowledge about the job and will Job Analysis
give the required information for asking appropriate Facilitate and moderate classroom
Facilitate and moderate
questions in subsequent interview discussions to ensure adherence to
classroom discussion
 Interview - should be performed in different stages in job OBE
analysis in order to obtain (initial interview; unstructured)
Encoding grades in a precise and
and refine (verification interview; structured) info about Encoding attendance and
timely manner to promptly give
the work performed grades
student feedback
 Document Review
 Critical Incidents - developed by John Flanagan; used Publish researches in reputable
Publishing psychology-
to identify actual incidents of job behavior that make journals which are in line with their
related researches
the difference between a job’s successful or area of specialization
unsuccessful performance
 Activity Logs - record of individual job activities; daily  Task dimensions - group of statements; should have 4 to 8
journaling dimensions
 Database  Task importance - importance of task dimension; time
 O*Net - dynamic system of information, services, tools, spent on tasks, importance/criticality
and application for more than 800 occupations that are  Specific KSAOs and their importance/criticality
updated regularly; info about required knowledge, skills,  Knowledge
abilities, work activities, work styles, work interests,  Declarative (example for a Psychology professor)
background, education and training requirement and  Knowledge in the DSM-V criteria for Major
work context Depressive Disorder
B. Quantitative  Knowledge in test construction
 Job-task Inventories - composed of a list of tasks arranged  Procedural (example for Psychology professor)
by general functions or duties; scales can be on degree of  Knowledge in assessing and diagnosing a person
importance, frequency, criticality, or complexity with Major Depressive Disorder
 Fleishman Job Analysis Survey  Knowledge in the step-by-step process of the test
 Performance Improvement Characteristics Job Analysis construction
 Personality-related Position Requirements Form  Skills - observable competence
 Position Analysis Questionnaire  Example for a Psychology Professor:
Types of a Job Analysis Demonstrated capability to diagnose a person
1. Job Requirement Job Analysis - tasks and competencies; in an accurate manner
tasks - distinguished work activity that is necessary for  General skills: psychological assessment,
performing a job; specific tasks -> general categories (tasks active listening, psychological testing
dimensions) -> competencies  Abilities - underlying, enduring trait of the person that is
Example of General Category: useful in learning a certain range of tasks
 4 General Categories
Teaching Administrative Research  Cognitive (verb, quantitative, spatial, memory)
 Psychomotor (control movement, reaction time)
Facilitate and Publishing  Physical (strength, endurance, stamina)
moderate classroom Preparing syllabi psychology-related  Sensory (visual/auditory)
discussion research  Other Characteristics - motivations, preferences, values
Up to date with 2. Competency-Based Job Analysis - general competencies: top-
Creating Designing current literature down approach
instructional course and participating in  Must be important at all job levels
materials curriculum performing  Should have specific behavioral definitions
conferences  Increases staffing flexibility
 Address both present and future organizational needs
Evaluating student Encoding Guiding/mentoring 3. Job Rewards Job Analysis - employees wants and desires
outputs like case attendance and student researchers should be in accordance to the rewards to result in HR
reports, researches grades or interns outcomes; motivates HR outcomes, applicant attrition,
Job Requirement Approach to Job Analysis employee performance and employee retention
 Extrinsic Rewards - tangible; pay, incentives, rewards,
Identify Tasks Result: bonuses
and Context Job Description  Intrinsic Rewards - intangible; variety of duties,
feedback, relationship with coworkers, significance of
the job
Infer Required Result:  Employee Value Proposition (EVP) - totality of the rewards
KSAOs Job Specification associated with the job; blinds the employees and the
organization; challenge - creating EVPs for different employee
JOB REQUIREMENT MATRIX groups
 Task statements - objectively written description of the  Potential Problems of EVP
major tasks an employee performs in a job; use specific  Wrong magnitude (too big or too small)
action verb at the start of the statement;  Wrong mix (out of synch with the employee’/
importance/benefit of what it does; expected output; preferences
tools/procedures used  Not distinctive
HR PLANNING  Ads Construction - consider A-I-D-A
 Identifying employment needs in the next few months (attention, interest, desire, and action)
 Anticipating  Offshoring & Outsourcing - sending out jobs
 Forecasting  Outsourcing - having outside vendors
 Predicting supply services that the company
 “Getting the right number of people with the right previously did in-house
competencies in the right jobs at the right time” — Sinclair  Offshoring - narrower term, having
(2004) outside vendors abroad/overseas
 Advantages  Employment Agencies
 Ensure replacements are available  Executive Recruiters or Headhunters
 Provide realistic staffing projections for budgeting  Advantages - contacts, adept at filling
purposes qualified employed candidates; can keep
 Provide a clear rationale for linking expenditures for organization’s name confidential
training and retraining, development, and recruitment  Disadvantages - must ensure the recruiter
efforts understands the organization’s needs and
 Helps prepare for possible restructuring, downsizing, deliver candidate who are fit for the
and expanding the workplace position
STAFFING STRATEGIES: HR PLANNING  Campus Recruitment - typically visiting colleges
or universities during career week; some do
Labor online, interactive chat sessions with students
Requirements who are of particular interest to the company
Employment  Job Fairs - allows recruiter to interview several
Gaps Action Plans
Labor applicants over a short period of time; outside the
Availabilities school
 Employee Referrals - employers offer incentives
if employees refer qualified applicants who are
Succession Planning - process of identifying, assessing and
satisfactorily hired
developing organizational leadership to enhance performance;
 Direct Mail - to target specific individuals; the
anticipation of employees with leadership potential only
letter should be clear, brief, easy to read
 Step 1: Identify Key Needs - identifying key job positions,
 Former Applicants - previously rejected
identify key employees, assess the current human capital of
applicants; maintain a database; job they
the organization through the evaluation
previously applied, areas of expertise, formal
 Step 2: Develop Inside Candidates - conduct trainings
education, areas of interest
 Step 3: Assess and Choose - identify trained employees to
best-fitting position
Proactive vs. Reactive Recruitment
 Proactive - looking for the best applicant even before the
EMPLOYEE RECRUITMENT
demand
 Attracting qualified applicants (carrying the competencies
 Reactive - looking for applicants that can immediately fill in
that’s right for the job)
the vacated job position
Internal vs. External Recruitment
 Internal - hire inside the company; promotions, transfers;
STRATEGIC RECRUITMENT PLANNING
important when filling top positions, thus, require
What must be addressed first before recruitment takes place?
succession planning
Goals for Attraction
 Advantages - knowing candidate’s strengths and
 What type of job seeker do we need to attract? - HR
weaknesses, current and employees may be more
Planning
committed, employee morale may increase, requires
 Know the organization’s current and future meeds
less orientation and training
 Consider “fit”
 Disadvantage - discontentment, inbreeding, waste of
 Person organization
time
 Person job
 Sources of Internal Recruitment
Goals for Speed
 Job Posting - available positions are offered to
 How fast do we need to attract applicants?
existing employees; they are treated the same
 Depends on the urgency of hiring
way as any outside applicant
 If ASAP, highly qualified/experienced with similar work
 Skill Inventory - employee database
background
 External - hiring someone outside the organization
 If long-term, establish relationship through networking
 Sources of External Recruitment
Time Frame
 Internet - company websites, job boards, social
 How long can applicants apply?
networking sites
 Determining how long the position will be
 Advantages - high and quick response rate,
advertised/posted before considering applications
less costly, seek passive candidates
 If the rate of turnover is high, do not close the
 Disadvantages - some minorities seldom
advertisement
or do not use internet, internet overload
 If the hiring for the position is urgent, the shorter the time
 Advertising - help-wanted ads: must consider
frame o hiring
advertising medium and ads construction
 Advertising Medium - depends on the
STRATEGIC RECRUITMENT PLANNING: OPEN VS. TARGETED
position (newspaper, professional journals,
RECRUITMENT
magazines)
Open Recruitment
 Passive
  Anyone can apply; anyone can be considered regardless of
qualifications
 Ensured diversity
 Appropriate for clerical positions or entry level
Targeted Recruitment
 Identifies segments in the labor market where qualified
candidates are likely to be
 Does not really post or open the hiring in public, but instead
message target possible applicants
 For executive, managerial positions
STRATEGIC RECRUITMENT PLANNING: ORGANIZATION AND
ADMINISTRATION
In-house or External Partner
 What recruitment functions must stay in-house and what
must be conducted outside?
 Software services platforms
 Large amount of applicant data
 Disseminating recruitment messages
Centralized vs. Decentralized
 Decentralized - individual business unit/managers
coordinate the recruitment activities
 Centralized - only one group is responsible for
coordinating recruitment activities
Recruitment Budget and Return of Investment
 Staff Time
 Recruitment message
 Website
 Advertising
 Follow-up with potential candidates
 Logistics for on-site visits
SELECTION TECHNIQUES
 Process of choosing a person who has relevant
qualifications to fill existing or projected job vacancies
 Importance
 Job Performance - if the predictive validity of the
selection tool is high, the performance in the selection
tool assumes the performance in the actual job
 Cost - negligent hiring
 Legal Obligations - fails to do background check or
reference check
Preliminary Issues
1. Logic of Prediction - behaviors in past situations are
predictive of successful on-the-job performance; if fresh
graduate, can ask questions about internships, TOR, thesis role,
or extracurricular activities
2. Nature of Predictors
 Content - the factor or element being assessed by a
predictor
 Form - design of the predictor
3. Development of Selection Plan - identifies specific predictors
to be used to measure KSAOs required in the job
 Selection Techniques
4. Selection Sequence
 applicant -> candidate (shortlisted) -> finalist -> employee
 resume -> sort -> pass or fail
 Candidate - someone who has the minimum credentials
and is subject to further assessment
 The candidates who are shortlisted will be the finalists
(who met all the requirements), and being considered to
join the organization
ASSESSMENT METHODS
 Initial Assessment - useful to eliminate applicants that do
not even meet the minimum requirements
1. Resume - a document with a summary of your
credentials, expertise, and accomplishments
2. Application Blanks - application form that verifies
information in the resume submitted
3. Cover Letters - usually attached with a resume;
provides further information about your expertise
4. Biographical Information - biodata = person’s life
history
5. Reference Check - verification of previous
employment, education, and other pertinent
information from key people who have known and
worked with the person
6. Background Check - to uncover any damaging
information (if there are any)
7. Initial Interviews - to screen the most obvious case
of mismatch; rough cuts of applicants
 Substantive Assessment
1. Personality Tests - typically, BIG 5 personality traits
are measured; Openness to experience,
Conscientiousness (most stable predictor of
performance), Extraversion, Agreeableness, and
Neuroticism (most stable predictor of performance)
2. Ability Tests - assess individual’s capacity to
function in a certain way
 Aptitude Test - measures potentialities;
innate ability of the individual
 Achievement Test - learned ability
 Cognitive Test - measuring thinking capacity,
reasoning, mathematical abilities
 Psychomotor Test - measures bodily
movement, reaction test
 Physical Test - strength, endurance,
movement quality
3. EQ Tests - evaluates the person’s ability to monitor
one’s own and other’s feelings, to discriminate
among them, and to use this information to guide
one’s thinking and action; should be restricted to
jobs that would require exceptional emotional
demands
4. Performance Test and Work Samples
 Performance Tests - actual work experience
and environment; on-the-job; internship, job
tryouts, probationary period
 Work Samples - assessing performance “off-
the-job”; example - programming test for
computer programming
5. Situational Judgment Tests - hypothetical job-
related situations where candidates are asked to
choose a course of action from several alternatives
6. Interest Tests - assess candidate’s preferences in
both off and on the job activities
7. Integrity Tests - Assesses applicant’s honesty and
moral character; polygraph test or an interview
evaluation
 Clear Purpose or Overt Test Questions
 Vailed Purpose or Covert Test Questions
8. Structured Interviews - standardized interview
questions and scoring
 Based on job analysis
 Situational Interviews - future-focused
questions
 Behavioral Interviews - based on past
experiences
 Realistic Job Preview - an honest assessment
of the job discussed to the candidate
 Discretionary Assessment - used to separate those who
receive job offers from the list of finalists; highly subjective;
should never be used without being preceded by initial and
substantive methods
  Contingent Assessment - just like discretionary  Hiring Success Gain - expected increase in the proportion
assessment, this is just a supplemental procedure; legal of successful nee hires as a result of:
procedures  Predictor’s Validity
1. Drug Testing  Selection Rate - number of hired divided by number of
2. Medical Exams applicants; demonstrates how limited or free in terms of
hiring decisions
EMPLOY-DEPLOY  High SR - applicants < hiring needs
 Employment - placement of new hires on their job  Low SR - applicants > hiring needs
positions  Base Rate - number of successful hires divided by
 Deployment - internal hiring; promotions and transfer number of employees; demonstrates if employees can
do their job efficiently/successfully
VALIDITY MEASUREMENTS  Taylor-Russell Table - combination of information
 Accuracy of Measurement - similarity between the about selection rate, base rate, and the validity
attribute being measured and the actual measure of coefficient; used as a basis when deciding whether to
attribute use a new predictor in the selection process
 Accuracy of Prediction - similarity of predictor scores  Economic Gain - the monetary impact of the predictor
(assessment scores) and criterion scores (job success to the organization
outcomes)
 Example of Accuracy of Measurement: (the greater the ASSESSMENT SCORES
overlap, the greater the measurement) 1. Single Predictor - the score in the single predictor is the final
assessment score
Decision Making and Final Match 2. Multiple Predictor
 Predictor scores are added to yield a total score
Applicant’s Attributes Measure  Advantage - acknowledge multiple intelligence
 Disadvantage - the level of expertise for specific
competencies may compensate for the other low
competency
 Compensatory
Knowledge in 1. Clinical Prediction - use of expert “judgment” of
assessing and managers; usually done in initial screening
diagnosing a interviews
Case Analysis
person with 2. Unit Weighting - each predictor is weighted the
Major same at a value of 1.00
Depressive 3. Rational Weighting - each predictor had
Disorder different weight/importance; weight x raw score
= total score
4. Multiple Regression - similar to rational
weighting in that predictors are given different
weights; based on statistical procedures
Accuracy of Measure  Multiple Hurdles - applicant must pass each
predictor to advance in the selection process; initial -
> resume -> IQ test
 Combined Approach - combined model; starts with
multiple hurdles then ends with compensatory
method
Communication Interview
Skills Essay HIRING STANDARDS
1. Minimum Competency - cut scores is based on the
minimum qualification necessary to the job
2. Top-Down Hiring - examining the distribution of predictor
scores for applicants and then determine which proportion
of applicants will be hired
Example of Accuracy of Prediction: 3. Test Score Banding - applicants who score within a certain
score range or band are considered to have scored
Personality Test Job Performance equivalently
Predictor Criterion Final Choice
1. Random Selection - luck of draw
Interview Customer Service 2. Ranking - most to least desirable
Predictor Criterion 3. Grouping - finalists are banded together
Interview Attendance & Punctuality
TOPIC 2: TRAINING & DEVELOPMENT
Predictor Criterion  ADDIE
 Training Needs Analysis
Personality Test Attendance & Punctuality
 Design and Develop
Predictor Criterion  Implement
HIRING SUCCESS GAIN  Evaluate
 Hiring Success - proportion of new hires who turn out to  Creating a Motivational Learning Environment
be successful in the job
ADDIE 5 - Step Training Process 2. Creating a Detailed Training Outline
A - Analysis; training needs 3. Choosing a Program Delivery Method
D - Design; training program A. Classroom Setting
D - Develop; the course B. Distance Learning
I - Implement; training C. On-the-Job Learning
E - Evaluate; effectiveness 4. Program Evaluation
5. Verifying the Overall Program Design with Management
ADDIE Step 1: Analysis - knowing if training is needed or other 6. Creating Motivational Learning Environment - make it
factors is needed meaningful; make transfer of training easy; reinforce
A. learning
 Strategic Training Needs Analysis - focuses on identifying
the training that employees will need to fill new future jobs; ADDIE Step 3: Develop
related with succession planning; filling the organization’s  Developing the Program - focused on creating the
key positions and formulating plans to ensure that high- program’s training content and materials
potential employees get the training and development to fill
future positions ADDIE Step 4: Implement
 Current Training Needs Analysis - aims to improve Implementing the Program
current performance; particularly training new employees A. Classroom Setting (on-the-job)
and low performers  Lecture
 New Employees  Present knowledge to group of trainees; provide
 Task Analysis - review job description and break handouts
down tasks then teach those to new employees  Cover sheet (title of training, date and location of
 Low Performers training)
 Performance Analysis - process of verifying that  Goals and objective
there is a performance deficiency and  Schedule of training
determining whether the employer should  Biographical sketch of the trainer
correct such deficiencies through training or  Notes/copies of PPT
some other means  Activity sheets (if applicable)
B.  References
 Organizational Analysis - identifying factors that could  Evaluation form
enable or hinder training effectiveness  Case Study - usually by group; application of learning:
Considers: analysis, synthesis; living cases - real-life situations
 Goals of the organization  Case reading
 Training programs and goals  Discussion of the case
 Resources  Present findings/solutions
 Motivation of employees  Decide on the best solution
 Task Analysis - uses job analysis methods and identify the  Simulation - placing the training in a situation that is
following: similar to the one that will be encountered on the job;
 Task, duties and responsibilities should physically and psychologically actual job
 Conditions task, duties and responsibilities shall be conditions
performed  Example: Vestibule training - learning in actual or
 KSAOs simulated equipment off-the-job
 Determining “how” employees will learn those tasks or  Role Play - demonstrates essential interpersonal skills
develop those competencies by acting out simulated roles
 Behavior Modeling
Tasks How Task is Learned  Observation - observing the ideal work behavior
or process
Interviewing applicants for pre- Lecture, behavior  Video Presentation - off-the-job
screening modeling, simulations  Demonstration - off-the-job
 Practice role playing
Maintains human resources records
Coaching, mentoring of  Receive feedback: social reinforcement -
by maintaining applications,
senior HR verbal encouragement
resumes, and applicant logs
 Application of learning
 Person Analysis - answers the following questions:  Could be considered off-the-job and on-the-
 Who needs training? job depending on how it is used in the
 What areas need to improve/develop? actual training and working condition
 Performance appraisal scores, surveys, interviews, tests,  Video Materials
and/or critical incidents  Job Instruction Training - listing each job’s basic tasks
and key points in order to provide step-by-step training
ADDIE Step 2: Design for employees
 Planning the overall training program including: B. Distance Learning (off-the-job)
1. Setting Performance Objectives - set training  Synchronous - same time, same pace;
goals/objectives based on the following:  Asynchronous - own time, own pace
 What learners are expected to do  Printed Materials
 The conditions under which they are expected to  Video/DVD
do it  Interactive Video - video tape situations, the
 The level at which they are expected to do it trainees are asked with the situation and is given
feedback based on
  Podcast  Promotion decisions
 Webinar - two-way communication; interactive  Termination decisions
 Webcast - one-way communication; only the 2. Developmental
trainer can speak  Training and feedback
C. On-the-Job Learning - informal training by experiences  Personnel research - what may be the practice years ago
peers and supervisors that occurs on the job and during the may not be the practice today; to make the system
job tasks updated
 Modeling - watching a model and imitating it Step 2: Identify Environmental and Cultural Limitations
Characteristics of the Model  Time
 Similar to the observer  Budget
 Successful  Train raters - to minimize error in rating and
 Status accurately rate employees
Characteristics of the Observer  Salary increase
 Attention  Team dynamics
 Retention Step 3: Determine the Raters
 Reproduce the behavior (transfer of training or  Supervisors - handles the employees directly
learning)  Subordinates - more of developmental feedback
 Job Rotation - perform various job positions in an  Peers - colleagues, peers within or outside the department;
organization with planned intervals; especially for may be admin or developmental purposes
managerial training  Clients/Customers - administrative purposes
 Apprenticeship - combination of classroom training  Self - for developmental purposes; high in leniency
and OJT (long-term OJT, can take up to 2 years); usually  360 Degree Feedback - evaluation from different people;
in training skilled crafts and trades; residency for intended to provide an accurate view of employee
doctors performance from several angles
 Coaching - experienced employees or professional Subordinates as Raters
coaches  Advantages
 Pass-through Programs - high-performing  Excellent source of observed performance
employees are invited as trainers and conduct  Good knowledge of job requirements
training  Disadvantage
 Mentoring - also a form or coaching; mentor - veteran  May be afraid of rating negative even when deserved
in an organization who coaches a new employee to  Distort rating or to get even
adjust and advance in the organization; one level higher Peers as Raters
than the employee being trained  Advantages
 Performance Appraisals - a feedback mechanism to  Excellent source of observed performance
identify areas for improvement  Good knowledge of job requirements
 Disadvantage
ADDIE Step 5: Evaluation  May create resentment
E - Evaluate : effectiveness  Leniency error
 Reaction - how we assess the reaction of the employees; Clients as Raters
how do you like the program?; should we conduct more of  Advantages
the training?  May observe the most critical aspects of performance
 Learning - we test the trainee, pre-test and post-test;  Disadvantage
should be a difference between those two tests; if no pre-  May not see some important aspect of performance
test, trainers may set a cut-off score  Possibility of employee doing favors in return of high
 Behavior - how well do trainees what they learned in the rating
job; transfer of learning 360 Degree Feedback
 Results - measurement of the ROI  Advantages
 Information are from multiple perspectives
TOPIC 3: PERFORMANCE EVALUATION  Disadvantage
(PERFORMANCE APPRAISAL)  Conflicting opinions
 Evaluating employees’ current and/or past performance Step 4: Select the Best Appraisal Method
relative to a performance standard 1. Performance Standards - individual performance can be
 Appraiser - must have the opportunity to observe the evaluated using objective and subjective performance criteria
employee’s performance on an ongoing basis  Objective - tangible measure of performance and can
 Supervisor easily be quantified; role-specific
 Peers  Example - sales, level of service delivery, cost
 Subordinates reduction
 Clients/Customer  Subjective - aspects of the job that cannot be easily
 360 Degree Feedback seen and often behavioral in nature
 Purposes  Examples - knowledge, skills, abilities, personality
 Raters 2. Appraisal Dimensions
 Performance Standards  Trait-focused - emphasis on employee’s
 Techniques personality/values; rating method: degree
 Potential Problems (magnitude)/frequency (gaano kadalas) of trait
exhibited; measured in scales with descriptors
Step 1: Determine Reasons for Evaluating Employees  Example - responsibility, dependable, assertive,
1. Administrative compassionate
 Salary increase
  Competency-focused - emphasis on employee’s KSAOs;  Examples of ratings made by experts
rating method: degree of competency exhibited;  Rationale behind expert ratings
measured in scales with descriptors Rating Errors
 Example - public speaking skills, knowledgeable  Unclear Standards
in psychology, verbal reasoning  Halo Errors
 Task-focused - emphasis on employee’s TDRs; rating  Distribution Error
method - degree/frequency of task exhibited  Central tendency Error
 Example - maintain accurate student records  Leniency/Strictness
from learning tasks and assessment tasks  Proximity Error
 Goal-focused - emphasis on employee’s targets/results;  Sampling problems
rating method - quality or quantity of results  Cognitive Processing of Observed Behavior
 Example - increase student’s research publication,
increase student success in psychometrician Step 6: Observe and Document Performance
board exam  Critical Incidents
3. Weight of Appraisal Dimensions  Employee performance record
 Job Evaluation - worth of a job; how much an employee is  Documentations
paid; internal (compensable factors such as training,  Issues/Concerns
education) and external (benchmarking; how competitive is Step 7: Evaluate Performance
the pay in your company from other company) pay equity  Review objective data
4. Method/Techniques of Evaluating Appraisal Dimensions  Complete the form
 Rating Scales Step 8: Communicate Results to Employees
 Ranking - alternation ranking; ranking employees from  Before the interview
best to worst on a trait  Allocate time
 Paired Comparison - ranking employees by making a chart  Schedule the interview
of all possible pairs of the employees for each trait and  Prepare for the interview
indicating who is the better employee of the pair  During the interview
 Forced Distribution - predetermined percentages of raters  Begin with some small talk
are placed in various performance categories  Communicate the following:
 Critical Incidents (BARS & BOS) - uncommonly good or  Role of performance appraisal
undesirable examples of an employee’s work-related  How the performance appraisal was conducted
behavior  How the evaluation process was accomplished
 Behaviorally Anchored Rating Scales (BARS) -  The expectation that this interview will be
appraisers rate the degree to which the employee interactive
displays a critical behavior  Goal of understanding and improving performance
 Behavioral Observation Scale (BOS) - appraisers rate ------------------------------------------------------------------------------------
the frequency of critical employee MOTIVATION
 Forced Choice - raters are presented with groups of  Internal driving force that push a person into action
descriptive statements and are asked to select the phrase in  Employee’s willingness to exert high level of effort to reach
each group that is most descriptive or least descriptive of organizational goals
the employee being evaluated Predisposition to Motivation
 Written Narratives - brief narrative describing employee  Personality
performance  Self-Esteem
 Korman’s Consistency Theory - work performance and
Assessment Centers self-esteem
 Exercises are simulations  Chronic
 2-3 days  Situational
 Realistic management tasks  Socially influenced
 Observed by experts who appraise candidates’ leadership  Improving self-esteem
potential  Workshops
 Feedback  Experience with success
Assessment Centers  Intrinsic Motivation
1. In-Basket  Enjoying actual tasks or the challenge of completing a
2. Leaderless Group Discussion task
3. Interview Simulations and Role Plays  Work Preference Inventory (WPI)
4. Individual Presentation  Needs for achievement, affiliation, and power
Management by Objectives (MBO)  Need for Achievement - Theory by McClelland (1961)
 A mutual agreement between employees and managers on  Challenging jobs that they are able to control
goals to be achieved in a given time period  Self-Regulation
 Focused on results  Ability to select, set, and modify goals to adapt to
changing conditions
Step 5: Train Raters  Step Process
 Increase accuracy 1. Choose goals and set levels
 Reduce rating error 2. Plan how to accomplish it
 Frame-of-reference training 3. Take action
 How to effectively rate performance 4. Evaluate progress
Raters are provided with:
 Job-related information
 Chance to practice ratings
EMPLOYEES’ VALUES AND EXPECTATIONS  Strong need for achievement and dominance
Job Expectations  Work > pleasure
 Comparison about what the organization promised and  Workaholism
what it does  Addiction to work; anxiety or attachment
 Realistic Job Preview  Job Engagement
Job Characteristics  True and authentic form of workaholism
 Motivation potential  Vigor, dedication, and absorption
 If the job has skill variety, task identification, task  Minority Groups
significance  Gender: varying results in the literature
 Employees like jobs that are meaningful, allow autonomy,  Ethnicity: scant literature for OS but can be due to
gives feedback stereotypes
2. Personal Stressors
CONTENT THEORIES  Reacting to “change”
 McClelland’s Need Theory  Fear
 Need for Achievement  Resistance
 Challenge and control  Resentment
 Responsibility in solving problems 3. Job Stressors
 Need continuous recognition and feedback  Job characteristics/job design
 Maslow’s Hierarchy of Needs  Role Conflict - difference in the job demands and
 Self-actualization employee expectations or moral values
 Esteem  Role Ambiguity - job responsibilities are
 Love and belongingness unstructured or poorly defined
 Safety  Performance criteria ambiguity
 Physiological  Work method ambiguity
 Alderfer’s ERG Theory  Schedule ambiguity
 Frustration-Regression Process - a person regresses  Role Overload/Role Underload
to a lower need when unable to satisfy a higher level  Shift work - graveyard shift
need 4. Organizational Stressors
 Existence  Person-organization fit
 Relatedness  Change
 Growth  Relations with others
 Herzberg’s Two-Factor Theory  Organizational politics
 Hygiene Needs  Management style
 Job-related elements  Career concerns
 Motivator Needs 5. Other Sources of Stress
 Actual tasks and duties  Minor frustration
 Hackman and Oldham’s Job Characteristics Theory  Forecasting
 Residual stress
PROCESS THEORIES
 Vroom’s VIE Theory EFFECTS OF STRESS
 Valence  Illness
 Instrumentality  Cardiovascular disease
 Expectancy  Headaches
 Adam’s Equity Theory  Joint pain
 People assess their: Psychological
 Inputs - effort we put in  Depression
 Outputs - rewards we receive  Anxiety
 Behavioral responses patterns to situations  Anger
 Benevolent  Sleep problems
 Equity-sensitive  Burnout
 Entitled Work-Related
 Edwin Locke’s Goal Setting Theory  Job performance
 Specific, difficult goals  Absenteeism
 Ambiguity does not indicate the acceptable level of  Turnover
performance  Workplace violence
 Effort General Adaptation Syndrome
 Difficulty of goal = effort Stage 1 - Alarm
 Persistence Stage 2 - Resistance
 Time spent to achieve goals Stage 3 - Exhaustion

CAUSES OF STRESS MANAGING STRESS

1. Personal Factors Individual
 Neuroticism - propensity to experience negative  Exercise
emotions  Laughter
 Stress Sensitization - childhood or prolonged  Sleep
experience to stress  Relaxation training
 Type A Personality  Biofeedback
 Competitive, quick, restless, impatient Organizational
  Managing work-family conflict  Pessimistic expectations
 Control organizational climate  Includes physiological arousal
 Provide control  Disaffiliation
 Define employee roles B. Elliot’s Smith Attachment Style
 Social support  Preoccupied
 Stress management programs  Avoidance
 Pets at work  Secure
 Fitness program  Dismissing
 Attitudes, experiences and expectations
GROUP DYNAMICS
Two or more individuals High
 Dyads Anxiety
 Triads
Connected
 Strong or weak bonds
Preoccupied: Fearful:
By and within social relationships
Seek out membership Insecure about
 Example: friendship, partnerships
but excessively worry themselves and so they
 Shared common indentity with the group members -->
about rejection fear rejection
sense of “us”
Group Interaction
 Relationship Interaction - interpersonal, social side of Low High
group life Avoidance Avoidance
 Task Interaction - group’s work, projects, plans and goals
 Interdependence - being obligated or responsible for other Secure: Dismissing:
members; influence of members may be mutual or unequal Self-confident and Uninterested in joining
 Sequential willing to rely on groups
 Mutual others
 Unilateral
 Structure - member connections are in an organized and
predictable pattern; roles and group norms (behaviors
expected from each member) Low
 Unity - interpersonal force that binds the members Anxiety
together in a single unit with boundaries that mark who is
the group and who is outside of eat; the quality of solidarity; JOINING GROUPS
related to “entitativity” - how unified the group appears to 1. Experiences and Preferences - little prior experience or
be to the perceiver negative experience —> group avoidance
Bruce Tuckman’s Theory of Group Development 2. Affiliation
 Forming - recruiting members to join the group A. Social Comparison - Leon Festinger: people rely on others
 Storming - setting norms, rules, etc. for information about themselves and the environment
 Norming - when everyone knows their rules and  Misery Loves Company - when in a threatening
expected behaviors situation, people tend to affiliate with others rather
 Performing - achieving the goals that they set than remain alone
 Adjourning - when the task is finished  Misery Loves Miserable Company - people prefer
to affiliate with individuals who likely to have a
 Joining Groups useful information about a situation and others who
 Social Motivation are in a similar situation
A. Need for Affiliation  Embarrass Misery Avoids Company - when people
 Frequent group memberships worry that they will be embarrassed when they join
 Spend more time in groups a group, they usually don’t affiliate with others
 Accepts members more readily  Downward Social Comparison - choosing
 More anxious in social situations comparison targets who are performing poorly
B. Need for Intimacy compared to themselves; “things …”
 Focused on seeking close, warm relations  Upward Social Comparison - choosing superior
 Likely to express care and concern for others targets; individuals can “bask in the reflected glory”
C. Need for Power (birg-ing);
 Influence others by organizing and initiating  Self-Evaluation Maintenance Model (SEM) -
activities, assumes responsibilities, and attempt people celebrate other’s accomplishments but
to persuade others not in tasks that are central to their sense of
D. FIRO worth
 By William Schutz B. Social Support
 Fundamental Interpersonal Relations Orientation 3. Attraction
Theory A. Proximity - tendency for individuals to form interpersonal
 3 basic needs that group satisfy: relations with those who are close by
 Inclusion B. Elaboration - groups often expand when additional
 Control elements (people) become linked to the original members
 Affection C. Similarity - people like others who are like them in some
 Anxiety & Attachment way; “birds of the same feather flock together”
A. Social Anxiety
 D. Complementarity - people like others whose qualities  Less loyalty and support
complement their own qualities  Viewed as incompetent, untrustworthy and
E. Reciprocity - when someone approves or accepts us, we poorly motivated
usually respond by liking then in return
F. Minimax - individuals are attracted to groups that offer LEADERSHIP STYLES
them maximum rewards and minimal costs 1. Authoritarian - leader makes all decisions and tells
followers what to do
Personal Identity --> Social Identity 2. Democratic - leaders and followers discuss proble,s and
 Social Identity Theory make decisions jointly
 Social Identity - sense of who you are according to your 3. Transactional - identifies the needs of their followers and
membership to a certain group betstows rewards to satisfy those needs in exchange for a
 Social Identity + Personal Identity = Self-Concept certain level of performance
 Mental Processes --> Social Identity 4. Transformational - they work to change or transform their
 Social categorization followers’ needs and redirect their thinking; they challenge
 Social identification and inspire subordinates with a sense of purpose and
 Social comparison (group-level) excitement about what can be accomplished
 Seeing one’s group superiority over another group
makes the member feel good about himself/herself
 In-Group Bias - the tendency to favor one’s own group
 BIRG-ing; Basking in Reflected Glory - individuals
stress association with successful groups
 CORF-ing: Cutting of Reflected Failure - minimize
connection to stigmatized or unsuccessful group
identities
 Evaluating the Self - when individuals join groups,
their self-concept becomes connected to the group and
the value of that group influences their feelings of
personal growth
 Protecting the Collective Self
 Ingroup-Outgroup Bias - exaggerating the
difference between your group and other groups
 Social Creativity - after a setback, ingroup
members compare themselves to outgroup
members in a different dimension
 Protecting the Personal Self
 Individual Mobility - shifts and leave groups that
are lower in status or prone to failure

LEADERSHIP
 Fiedler’s Contingency Theory
 Motivational style + situational control = leadership
effectiveness
 Motivational Style
 Least Preferred Co-Worker (LPC Scale)
 The more structured the situation, the more
favorable the situation
 High LPC - relationship-oriented; effective in
situations neither favorable or unfavorable
(average)
 Low LPC - task-oriented; effective when most
highly favorable and highly unfavorable
 Situational Control
 Task structuredness
 Leader position power
 Leader-member relations
 Leader-member Exchange (LMX) Theory
 Dyadic Relationship - leader and each member of the
group
 Leaders categorize their members into:
 In-group
 Positive associations with the leader
 Inputs are valued
 Provided with more resources
 Viewed as competent, trustworthy and highly
motivated
 Out-group
 Less positive linkages to the leader
 Members contribute but not much