ALTERNATIVES TO RECRUITING

(STRATEGIES FOR DEALING WITH LABOR SHORTAGES)

OVERTIME

RECALL RECENT RETIREES

TEMPORARY AGENCIES

EMPLOYEE LEASING

SUBCONTRACT WORK OUT

TRANSFER WORKERS IN
 ALTERNATIVES TO LAYOFFS
(STRATEGIES FOR DEALING WITH LABOR SURPLUSES)

REDUCE WORKWEEK

ACCUMULATE SURPLUS INVENTORY

ATTRITION

EARLY RETIREMENT INCENTIVES

SEEK SUBCONTRACT WORK

REASSIGN/TRANSFER OUT
 RECRUITING EFFORT IS AFFECTED BY:

MANAGERIAL PHILOSOPHY
OPEN = Best Specialists Sought
CLOSED = Develop & Promote From Within

AGREEMENTS & REGULATIONS

LAWS & AFFIRMATIVE ACTION
UNION CONTRACTS

LABOR MARKET CONDITIONS

UNEMPLOYMENT RATES
SOUGHT SKILLS (Local v. National Search?)

ORGANIZATIONAL IMAGE & REPUTATION

INDUSTRY, STABILITY, PROGRESSIVE POLICIES, PAY & BENEFITS
 EXTERNAL SOURCES OF RECRUITS
HIGH SCHOOLS & VOCATIONAL SCHOOLS
clerical, mechanical
COMMUNITY COLLEGES
specific trades, retailing
COLLEGES & UNIVERSITIES
professional, management
COMPETITORS (Other Organizations)
proven abilities, highly developed skills
THE UNEMPLOYED
lost jobs due to downsizing, layoffs
THE SELF-EMPLOYED
technical, professional expertise
THE “RETIRED”
experienced, loyal, skilled
 INTERNAL RECRUITING METHODS

PERSONNEL SKILLS INVENTORIES (HRIS)

JOB POSTING AND BIDDING SYSTEMS

SUPERVISORY RECOMMENDATIONS

UNIONS

REVIEW RECENT LAYOFFS & RETIREMENTS

 EXTERNAL RECRUITING METHODS

REFERRALS
By Current Employees
UNSOLICITED APPLICANTS
Walk-Ins and Drop-Ins
ADVERTISEMENT
Newspapers, Specialized Journals
EMPLOYMENT AGENCIES
U.S. E. S., Private Agencies, Executive Search Firms
EDUCATIONAL INSTITUTIONS
Campus Recruiting, Special Events/Job Fairs, Internships
PROFESSIONAL ASSOCIATIONS
Professional Conference Placement Bureaus
INTERNET
Job Listing Sites or Company Web Page
 SELECTION CRITERIA FOR A
SALES MANAGER
EDUCATION
Earned degree in Marketing (BBA, min)

EXPERIENCE
Previous experience as Sales Manager (2 yrs, min)

SKILLS
Knowledge of spreadsheets and desk top publishing
(Corel 9 Suite, Pagemaker)

SUPERVISION
Evidence of ability to positively motivate sales representatives
(Customer satisfaction, territorial sales growth, etc)

WORKING CONDITIONS
Lots of travel, tolerant of week-long trips
 “RATIONAL” SELECTION PROCESSES
COMPENSATORY (Classical)
All relevant criteria identified and weighted by importance
Each decision choice can be mathematically represented
Calculate expected values and select optimal choice

CONJUNCTIVE (Multiple Hurdles)

All relevant criteria identified and rank-ordered by importance
Cutoff limits set for each criterion
Evaluate alternatives against cutoffs…only viable choices survive

DISJUNCTIVE (Behavioral)
Criteria seem incomplete (not able to weight or rank them)
Note the outstanding attributes (pros/cons) of each alternative
Select the alternative with the fewest negative attributes
 SOURCES OF INFORMATION
ABOUT JOB APPLICANTS
RESUMES

APPLICATION FORMS

INTERVIEWS

TESTS
Aptitude (promise) vs Achievement (proof)
Cognitive (intelligence, math, spatial, etc) vs Physical ability
Personality, honesty, drug and substance abuse

REFERENCE CHECKS
Honesty, dependability, ability to work with others

PROBATIONARY PERIODS
Try them on a “no fault” basis
 SELECTION IS A TWO-WAY
MATCHING PROCESS
MATCH 1
WHAT THE ORGANIZATION WANTS
AND WHAT THE EMPLOYEE CAN OFFER

A “good” fit results in high performance and productivity

MATCH 2
WHAT THE EMPLOYEE WANTS
AND WHAT THE ORGANIZATION CAN OFFER

A “good” fit results in high satisfaction and loyalty to the firm

CLEAR AND HONEST INFORMATION EXCHANGE ABOUT JOB

EXPECTATIONS AND WHAT THE FIRM WILL OFFER IN RETURN
ARE ESSENTIAL TO A GOOD FIT FOR BOTH PARTIES.
 REALISTIC JOB PREVIEWS
WHAT DOES THE JOB REQUIRE?
JOB DESCRIPTION (Duties & Tasks)
JOB SPECIFICATION (Qualities & Personal Characteristics)
PERFORMANCE STANDARDS (Appraisal Criteria)
Are there “Unwritten” Expectations?

WHAT DOES THE JOB OFFER?

What will I do? How challenging will the work really be?
What salary and benefits can I expect?
What other rewards and/or recognition is possible?
What is the potential for career growth and promotion?

If a job offer is accepted, will there be unanticipated “surprises” when s/he begins
work, or will things be exactly expected? Unexpected surprises on the job will
generate feelings of inequity (They lied!…I’ve been deceived!) which harm both
productivity and longevity. BE PAINFULLY CLEAR AND HONEST in all your
communications with prospective employees. No one wants to work for a
company that can’t be trusted.
 ARE THESE INTERVIEW QUESTIONS
LEGAL?
1. Have you ever worked under another name?
2. What religious holidays do you observe?
3. Are you a citizen of the United States?
4. Are you handicapped?
5. Which foreign languages can you read and speak fluently?
6. Are you married?
7. Do you plan to start a family in the near future?
8. How long did you work at your three most-recent jobs?
9. Have you ever been arrested or convicted of a felony?
10. What is the name, address and phone number of your father?
11. Do you rent or own your home?
12. Do you have a current driver’s license?
 HIRING CRITERIA TO AVOID

• RACE
• RELIGION
• GENDER
• NATIONAL ORIGIN
• AGE
• MARITAL STATUS
• DISABILITIES
• PREGNANCY
• CREDIT RECORD
• ARREST RECORD
• GARNISHMENT RECORD
• DRESS AND APPEARANCE
• EXCESSIVE WORK EXPERIENCE REQUIREMENTS
• EXCESSIVE EDUCATION REQUIREMENTS
 SOME INTERVIEWING ERRORS

PRIMACY EFFECT -- first impressions are lasting

STEREOTYPES – categorization based on appearance (not knowledge)
HALO EFFECT – you did discover one outstanding attribute
CONTRAST EFFECT – ordering or sequencing has an impact
PROJECTION – “similar to me” error; if you’re like me you’re ok!
REJECTION MIND SET – deliberate search for negative info
INTERVIEWER DOMINATION – interviewer talks too much
INCONSISTENT QUESTIONS – info gathered isn’t comparable
INAPPROPRIATE QUESTIONS – legally questionable, job related?
INADEQUATE INTERVIEWER TRAINING – doesn’t know what to do
POOR BODY LANGUAGE – nonverbal signals conflict & confuse
SELECTION ERRORS – Type I and II Errors
TYPE I ERROR = Hiring the incompetent worker
TYPE II ERROR = Not hiring a good worker
 STRUCTURED INTERVIEWS

Weyerhaeuser Corp (80)

1. Based exclusively on Job Duties and Requirements

2. Focuses on four types of questions:
* Job knowledge
* Worker requirements
* Job samples and simulations
* Situational questions
3. Sample answers for each question determined in advance
Interviewee responses are rated on a 5-point scale
4. Committee approach: several raters evaluate the interviewee
5. Same procedures are consistently applied to each applicant
6. All interview data is documented in case of legal challenge
 EMPLOYMENT TESTS

WORK SAMPLE TESTS (Performance)

Typing, driving, programming, operating equipment
SIMULATIONS
In-baskets, dexterity tests, etc
APTITUDE & ABILITY TESTS
Intelligence & learning potential tests
Clerical ability & spatial relationships
Reading comprehension and mathematical abilities
PERSONALITY & TEMPERAMENT TESTS
Personality tests (MBTI, MMPI, etc)
Projective tests (TAT, Rorschacht Ink Blot, etc)
HEALTH ASSESSMENT
Drug Tests
Physical Examinations
 RELIABILITY & VALIDITY
RELIABILITY = internal consistency of measurement tool
VALIDITY = does it measure what it claims to measure?

CONTENT VALIDITY (“Face Validity”)

It measures the obvious skills, knowledge etc. needed on the job
The relevance of these measures is rarely questioned by experts

CONSTRUCT VALIDITY (Theoretical)

Measures traits and psychological characteristics which we believe
are important in a job, but their relevance to the job may not be clear.

CRITERION VALIDITY (Empirical)

Test scores are significantly correlated with actual job performance
PREDICTIVE VALIDITY = uses new employees, a sequential test
CONCURRENT VALIDITY = uses existing employees, one-shot test
 CONDUCTING A CRITERION VALIDITY
STUDY
Q: Are the interview ratings (or test scores) valid predictors of job
performance?

RESEARCH DESIGN

1. Interview all job applicants and record their interview scores

2. Offer all job applicants a position, regardless of their score
3. After an appropriate learning period, gather work performance
(appraisal) data
4. Evaluate the correlation between interview scores and appraisal
scores…is it statistically significant? If YES, the interview score
CAN BE USED to “cut off” or select applicants in the future. If
NO, DO NOT USE interview scores (or your test scores) for
hiring purposes.
5. Set the cutoff limit in a way that minimizes Type I & II errors.
 PURPOSES OF ORIENTATION

1. TO CREATE A POSITIVE ATTITUDE AND A FAVORABLE

IMPRESSION ABOUT THE ORGANIZATION

2. TO EDUCATE NEW WORKERS ABOUT THEIR

ORGANIZATION, THEIR JOB TASKS AND THEIR
PERFORMANCE EXPECTATIONS

3. TO EASE ENTRY INTO THE ORGANIZATION BY

REDUCING STRESS AND ANXIETY
 GENERAL ORIENTATION
CORPORATE CULTURE & PHILOSOPHY
The Corporate Vision and Mission
The Products/Services Provided; The Publics We Serve
The “Way We Do Things Around Here”
Teamwork & Commitment to the Organization
COMPANY POLICIES AND RULES
The Company Handbook
The Appraisal Process
Disciplinary Actions & Grievance Procedures
COMPENSATION AND BENEFITS
Vacations & Holidays
Insurance Plan & Fringe Benefits
EMPLOYEE DEVELOPMENT
Training & Development Expectations
Career and Promotional Opportunities
 SPECIFIC JOB ORIENTATION

TOUR THE DEPARTMENT/WORK AREA

INTRODUCE TO COWORKERS AND KEY COLLEAGUES

SETTLE IN TO ASSIGNED WORK SITE/OFFICE/LOCATION

REVIEW THE JOB REQUIREMENTS (Job Description)

REVIEW PERFORMANCE STANDARDS (Appraisal Criteria)

GIVE INITIAL INSTRUCTIONS RE: WORK PROCEDURES AND

SPECIFIC JOB RULES

IDENTIFY WHO TO CONTACT WHEN UNCERTAIN WHAT TO DO

 SOCIALIZATION AT TEXAS INSTRUMENTS
GOMERSALL & MYERS (66)

USE OF SENSITIZATION & TRAINING TO REDUCE ANXIETY

1. EMPHASIZED “YOU WILL BE SUCCESSFUL”

POSITIVE SENSITIZATION

2. DISREGARD THE HAZING AND “HALL TALK”

INITIATION RITUALS AND PRANKS

3. TAKE THE INITIATIVE – ASK QUESTIONS!!

4. GET TO KNOW YOUR SUPERVISOR

HERE’S YOUR NEW SUPERVISOR IN HER GARDEN…

5. SUPERVISORS WERE TRAINED BY SUBORDINATES

THE WHOLE TEAM WAS RESPONSIBLE FOR TRAINING
 KEYS TO SUCCESSFUL SOCIALIZATION

REALISTIC EXPECTATIONS
Accurate Job Information
No “Surprises”
CHALLENGING WORK ASSIGNMENTS
Match Employee Skills with Tasks
Develop Intrinsic Motivation Early
SUPPORTIVE SUPERVISION
Demanding of Employees
Gives Feedback and Assistance
Secure, Can Tolerate Mistakes
SUPPORTIVE WORK GROUP
Has Positive Attitudes Toward Work and the Organization
Willing to Accept the New Employee Into Their Midst
Provides On-The-Job Guidance and Support
 PHILOSOPHIES OF DEVELOPMENT
THE WORKER IS RESPONSIBLE FOR DEVELOPING HIMSELF
GET YOUR OWN SKILLS BEFOREHAND, WE’RE NOT PAYING!

LET THE WORKER LEARN ON-THE-JOB

THE LEARNING IS NOT STRUCTURED OR SEQUENCED
YOU LEARN THROUGH OBSERVATION, TRIAL & ERROR

ROTATE WORKERS THROUGH A SEQUENCE OF POSITIONS

JOB ROTATION & JOB TRANSFERS

COURSEWORK AND FORMAL INSTRUCTION

CLASSROOM EXPERIENCES
COMPANY-PROVIDES TIME OFF or REIMBURSEMENT

GROWING THE “RISING-STARS”

ASSESSMENT CENTERS, INTENSIVE EDUCATIONAL PROGRAMS
 TRAINING & DEVELOPMENT
TRAINING = Knowledge and skills needed for the present job.
DEVELOPMENT = Knowledge and skills for the future.

DETERMINE YOUR TRAINING & DEVELOPMENT NEEDS

CONDUCT A NEEDS ASSESSMENT
ORGANIZATIONAL, TASK, and INDIVIDUAL LEVELS

ESTABLISH T&D OBJECTIVES

WHAT IS THE PURPOSE OF TRAINING? …WHY DO THIS?
WHAT LEARNING OBJECTIVES DO WE HAVE?
WHAT RESULTS DO WE WANT TO ACHIEVE? …BY WHEN?

SELECT T&D METHODS

ON-THE-JOB
OFF-THE-JOB
COMBINATION
 TRAINING TECHNIQUES

ON-THE-JOB
TRIAL-AND-ERROR
COACHING
APPRENTICESHIPS
JOB ROTATION

OFF-THE-JOB
VESTIBULE TRAINING
SIMULATION
COMPUTER-BASED TRAINING /CDS
CLASSROOM PROGRAMS
DEMONSTRATIONS & VIDEOTAPES
CONFERENCE DISCUSSIONS
DISTANCE LEARNING
 DEVELOPMENT TECHNIQUES
ON-THE-JOB
MENTORING & COACHING
INTERNSHPS
JOB ROTATION & TRANSFERS
UNDERSTUDY ASSIGNMENTS
PROJECT & COMMITTEE ASSIGNMENTS
OFF-THE-JOB
CLASSROOM PROGRAMS
CONFERENCES & WORKSHOPS
DEMONSTRATIONS & VIDEOTAPES
CASE STUDIES AND DISCUSSIONS
MANAGEMENT GAMES
ROLE PLAYS
IN-BASKET SIMULATIONS
DISTANCE LEARNING
IN-HOUSE UNIVERSITIES
ASSESSMENT CENTERS
 EVALUATING
TRAINING & DEVELOPMENT

ATTITUDES & OPINIONS

HOW DO THE PARTICIPANTS ‘FEEL’ ABOUT IT?
DID THEY THINK IT WAS WORTHWHILE?

KNOWLEDGE GAINED
WHAT DID THEY REALLY LEARN? DO WE HAVE PROOF?

BEHAVIORAL CHANGE
ARE PEOPLE BEHAVING & ACTING DIFFERENTLY NOW?

RESULTS ACHIEVED
WERE OUR OBJECTIVES MET? …HAVE COSTS DECLINED?
HAVE PERFORMANCE GAPS NARROWED?