Ch17
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Transcript of Ch17
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 17–2
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Contrast job descriptions with job specifications.
2. List the advantages of performance simulation tests over written tests.
3. Define four skill categories.
4. Describe how career planning has changed in the past 20 years.
5. Explain the purposes of performance evaluation.
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© 2003 Prentice Hall Inc. All rights reserved. 17–3
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Describe actions that can improve the performance-evaluation process.
7. Clarify how the existence of a union affects employee behavior.
8. Identify the content in a typical diversity-training program.
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© 2003 Prentice Hall Inc. All rights reserved. 17–4
Selection PracticesSelection Practices
© 2003 Prentice Hall Inc. All rights reserved. 17–5
Popular Job Analysis MethodsPopular Job Analysis Methods
E X H I B I T 17-1
© 2003 Prentice Hall Inc. All rights reserved. 17–6
Selection Practices- Job Analysis (cont’d)Selection Practices- Job Analysis (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 17–7
Selection DevicesSelection Devices
Interviews– Are the most frequently used selection tool.– Carry a great deal of weight in the selection
process.– Can be biased toward those who “interview
well.”– Should be structured to ensure against
distortion due to interviewers’ biases.– Are better for assessing applied mental skills,
conscientiousness, interpersonal skills, and person-organization fit of the applicant.
© 2003 Prentice Hall Inc. All rights reserved. 17–8
Selection Devices (cont’d)Selection Devices (cont’d)
Written Tests– Renewed employer interest in testing applicants
for:• Intelligence: trainable to do the job?• Aptitude: could do job?• Ability: can do the job?• Interest (attitude): would/will do the job?• Integrity: trust to do the job?
– Tests must be show validated connection to job-related performance requirements.
© 2003 Prentice Hall Inc. All rights reserved. 17–9
Selection Devices (cont’d)Selection Devices (cont’d)
Performance-Simulation Tests– Based on job-related performance requirements– Yield validities (correlation with job performance)
superior to written aptitude and personality tests.
© 2003 Prentice Hall Inc. All rights reserved. 17–10
Training and Development ProgramsTraining and Development Programs
Types ofTypes ofTrainingTraining
Types ofTypes ofTrainingTraining
Basic LiteracyBasic LiteracyBasic LiteracyBasic Literacy Technical SkillsTechnical SkillsTechnical SkillsTechnical Skills
Interpersonal SkillsInterpersonal SkillsInterpersonal SkillsInterpersonal SkillsProblem SolvingProblem SolvingProblem SolvingProblem Solving
© 2003 Prentice Hall Inc. All rights reserved. 17–11
Individualizing Formal Training to Fit the Employee’s Learning Style
Individualizing Formal Training to Fit the Employee’s Learning Style
Participation andExperientialExercises
Participation andExperientialExercises
ReadingsReadings LecturesLectures
Visual AidsVisual Aids
LearningLearningMethodsMethodsLearningLearningMethodsMethods
© 2003 Prentice Hall Inc. All rights reserved. 17–12
Career Development ResponsibilitiesCareer Development Responsibilities
Organization– Clearly
communicate organization’s goals and future strategies.
– Create growth opportunities.
– Offer financial assistance.
– Provide time for employees to learn.
Employees– Know yourself.– Manage your
reputation.– Build and maintain
network contacts.– Keep current.– Balance your generalist
and specialist competencies.
– Document your achievement.
– Keep your options open.
© 2003 Prentice Hall Inc. All rights reserved. 17–13
Performance EvaluationPerformance Evaluation
Purposes of Performance Evaluation– Making general human resource decisions.
• Promotions, transfers, and terminations
– Identifying training and development needs.• Employee skills and competencies
– Validating selection and development programs.• Employee performance compared to selection
evaluation and anticipated performance results of participation in training.
– Providing feedback to employees.• The organization’s view of their current performance
– Supplying the basis for rewards allocation decisions.
• Merit pay increases and other rewards
© 2003 Prentice Hall Inc. All rights reserved. 17–14
Performance Evaluation (cont’d)Performance Evaluation (cont’d)
Performance Evaluation and Motivation– If employees are to be motivated to perform,
then:• Performance objectives must be clear.• Performance criteria must be related to the job.• Performance must be accurately evaluated.• Performance must be properly rewarded.
© 2003 Prentice Hall Inc. All rights reserved. 17–15
Performance Evaluation (cont’d)Performance Evaluation (cont’d)
What Do We Evaluate?
TraitsTraitsTraitsTraits
Individual TaskIndividual TaskOutcomesOutcomes
Individual TaskIndividual TaskOutcomesOutcomes BehaviorsBehaviorsBehaviorsBehaviors
Performance Performance EvaluationEvaluation
Performance Performance EvaluationEvaluation
© 2003 Prentice Hall Inc. All rights reserved. 17–16
Performance Evaluation (cont’d)Performance Evaluation (cont’d)
Who Should Do the Evaluating?
ImmediateImmediateSupervisorSupervisor
PeersPeers
Self-EvaluationSelf-Evaluation
ImmediateImmediateSubordinatesSubordinates
© 2003 Prentice Hall Inc. All rights reserved. 17–17
360-Degree Evaluations
360-Degree Evaluations
E X H I B I T 17-3
© 2003 Prentice Hall Inc. All rights reserved. 17–18
Methods of Performance EvaluationMethods of Performance Evaluation
written essay
A narrative describing an employee’s strengths, weaknesses, past performances, potential, and suggestions for improvement.
© 2003 Prentice Hall Inc. All rights reserved. 17–19
Methods of Performance Evaluation (cont’d)Methods of Performance Evaluation (cont’d)
Keeps up with currentpolicies and regulations.
11 22 33 44 55
CompletelyCompletelyUnawareUnaware
FullyFullyInformedInformed
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© 2003 Prentice Hall Inc. All rights reserved. 17–20
Methods of Performance Evaluation (cont’d)Methods of Performance Evaluation (cont’d)
Oversleeps for class.
Get to class on time,but nods off immediately.
Stays awake but is inattentive.
Alert and takes occasional notes.
Pays close attention and regularly takes notes.
Passes next examinationand graduates on time.
© 2003 Prentice Hall Inc. All rights reserved. 17–21
Methods of Performance Evaluation (cont’d)Methods of Performance Evaluation (cont’d)
Forced Comparisons– Evaluating one individual’s performance relative
to the performance of another individual or others.
© 2003 Prentice Hall Inc. All rights reserved. 17–22
Methods of Performance Evaluation (cont’d)Methods of Performance Evaluation (cont’d)
Forced Comparisons (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 17–23
Suggestions for Improving Performance EvaluationsSuggestions for Improving Performance Evaluations
Emphasize behaviors rather than traits.Emphasize behaviors rather than traits.Emphasize behaviors rather than traits.Emphasize behaviors rather than traits.
Document performance behaviors in a diary.Document performance behaviors in a diary.Document performance behaviors in a diary.Document performance behaviors in a diary.
Use multiple evaluators to overcome rater biases.Use multiple evaluators to overcome rater biases.Use multiple evaluators to overcome rater biases.Use multiple evaluators to overcome rater biases.
Evaluate selectively based on evaluator competence.Evaluate selectively based on evaluator competence.Evaluate selectively based on evaluator competence.Evaluate selectively based on evaluator competence.
Train evaluators to improve rater accuracy.Train evaluators to improve rater accuracy.Train evaluators to improve rater accuracy.Train evaluators to improve rater accuracy.
Provide employees with due process.Provide employees with due process.Provide employees with due process.Provide employees with due process.
© 2003 Prentice Hall Inc. All rights reserved. 17–24
Providing Performance FeedbackProviding Performance Feedback
Why Managers Are Reluctant to Give Feedback– Uncomfortable discussing performance
weaknesses directly with employees.– Employees tend to become defensive when
their weaknesses are discussed.– Employees tend to have an inflated assessment
of their own performance. Solutions to Improving Feedback
– Train managers in giving effective feedback.– Use performance review as counseling activity
rather than as a judgment process.
© 2003 Prentice Hall Inc. All rights reserved. 17–25
Providing Performance Feedback (cont’d)Providing Performance Feedback (cont’d)
What About Team Performance Evaluations?1. Tie the team’s results to the organization’s
goals.2. Begin with the team’s customers and the work
process the team follows to satisfy customer needs.
3. Measure both team and individual performance.
4. Train the team to create its own measures.
© 2003 Prentice Hall Inc. All rights reserved. 17–26
The Union-Management InterfaceThe Union-Management Interface
Keep Keep J obs J obs HereHere
No More Layoff sNo More Layoff sMore WagesMore Wages
Better Working Better Working ConditionsConditions
© 2003 Prentice Hall Inc. All rights reserved. 17–27
The Union’s Impact on Employee Performance and Job Satisfaction
The Union’s Impact on Employee Performance and Job Satisfaction
E X H I B I T 17-4
© 2003 Prentice Hall Inc. All rights reserved. 17–28
International HR Practices: Selected IssuesInternational HR Practices: Selected Issues
Selection– Few common procedures, differ by nation.
Performance Evaluation– Not emphasized or considered appropriate in
many cultures due to differences in:• Individualism versus collectivism.• A person’s relationship to the environment.• Time orientation (long- or short-term).• Focus of responsibility.
© 2003 Prentice Hall Inc. All rights reserved. 17–29
Managing Diversity in OrganizationsManaging Diversity in Organizations
WorkWork PersonalPersonalLifeLife
Integration orSegmentation
Work -Life ConflictsWork -Life ConflictsWork -Life ConflictsWork -Life Conflicts
© 2003 Prentice Hall Inc. All rights reserved. 17–30
Work/Life InitiativesWork/Life Initiatives
E X H I B I T 17-5a
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Work/Life Initiatives (cont’d)Work/Life Initiatives (cont’d)
E X H I B I T 17-5b
© 2003 Prentice Hall Inc. All rights reserved. 17–32
Work/Life Initiatives (cont’d)Work/Life Initiatives (cont’d)
E X H I B I T 17-5c
© 2003 Prentice Hall Inc. All rights reserved. 17–33
Managing Diversity in Organizations (cont’)Managing Diversity in Organizations (cont’)
Diversity Training– Participants learn to value individual differences,
increase cross-cultural understanding, and confront stereotypes.
– A typical diversity training program:• Lasts for half a day to three days.• Includes role-playing exercises, lectures,
discussions, and sharing experiences.