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PRINCIPLES OF HUMAN RESOURCE MANAGMENTTranscription from PowerPoint Presentation 08/3/2013
TRAINING AGENDA
1. HR Management: An overview
2. HR Planning & Recruitment
3. Employee Selection4. Training & Development
5. Performance Management
6. Career Management
PART 1--HUMAN RESOURCE MANAGEMENT: AN OVERVIEW
I. MANAGEMENT TRAINING CYCLE
II. HR STRATEGY & BUSINESS RESULT
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PART 2 HR PLANNING & RECRUITMENT
I. MANPOWER PLANNING
II. TECHNIQUES TO DETERMINE NUMBER OF RECRUITS
A. TREND ANALYSIS Study a firm's past employment needs over a period of years to
predict future needs
B.RATIO ANALYSIS A forecasting technique for determine future staff needs by using
ratios between sales volume and number of employees needed.
III. RECRUITMENT FROM EXTERNAL RESOURCES
Recruiting new staff from external sources will be influenced by several factors, namely:
A.MACRO-ECONOMIC CONDITIONS OF A NATION When the economic
conditions are relatively difficult, there will usually be an oversupply, or the number of
applicants will be much higher than the demand. In such case, the company will find it
relatively easier to select new employees from the large number of applicants.\
B.AVAILABILITY OF MANPOWER IN DESIRED SECTORS When the sector is one
that is considered a rare sector, the company will have more difficulty in recruiting
staff for this sector. For example, computer technology or cellular engineering.
C. COMPANY REPUTATION It will be easier for a company to find and recuit the bestpeople if the company has a good reputation, therefore, the best fresh graduates will
flock to apply to the company.
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i. ex. Google, McKinsey, or Microsoft.
IV.RECRUITMENT YIELD PYRAMID
Some employers use a recruiting yield pyramid to determine the number of applicants
they must generate to hire the required number of new employees
Example of Recruitment curve
1200 leads generated
200 candidates invited
150 candidates interviewed
100 - Offers made
50 New Hires
V. RECRUITMENT SOURCES
PART 3 EMPLOYEE SELECTION
I. BASIC CONCEPT OF SELECTION TESTS
The quality of an employee selection test is determined by three main factors, namely:
1. CRITERION VALIDITY: A type of validity based on showing that scores on the test
(predictors) are related to the job performance (criterion)
2. CONTENT VALIDITY: A test that is content valid is one in which the test
contains a fair sample of tasks and skills actually needed for the job in question
3. RELIABILITY: The consistency of scores obtained by the same person when
retested with identical or equivalent test.
II. SOME TYPES OF SELECTION TESTS
1. Cognitive ability test
2. Personality test3. Interview
III. COGNITIVE ABILITY TEST
Paper and pencil or individualized assessment measures of a person's general mental
ability or intelligence.
Advantages:
highly reliable
verbal reasoning and numerical tests have shown high validity for a wide range of
jobs
the validity rises with increasing complexity of the job
may be administered in group settings where many applicants can be tested at thesame time
scoring of the tests may be completed by computer scanning equipment lower cost
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than personality test
Disadvantages
non-minorities typically score one standard deviation above minorities which may
result in adverse impact depending on how the scores are used in the selection
process
differences between males and females in abilities (e.g., knowledge of mathematics)
may negatively impact the scores of female applicantsIV. PERSONALITY TEST
A selection procedure measure the personality characteristics of applicants that are
related to future job performance.
Personality tests typically measure one or more of five personality dimensions:
extroversion, emotional stability, agreeableness, conscientiousness, and openness to
experience.
Advantages
can result in lower turnover due if applicants are selected for traits that are highly
correlated with employees who have high longevity within the organization
can reveal more information about applicants abilities and interests can identify interpersonal traits that may be needed for certain jobs
Disadvantages
difficult to measure personality traits that may not be well defined
responses by applicant may be altered by applicants desire to respond in a way they
feel would result in their selection
lack of diversity if all selected applicants have same personality traits
lack of evidence to support validity of use of personality tests
V. INTERVIEW
A selection procedure designed to predict future job performance on the basis of
applicants oral responses to oral inquiries. Advantages
useful for determining if the applicant has requisite communicative or social skills
which may be necessary for the job
can assess the applicants job knowledge
can be used for selection among equally qualified applicants
enables the supervisor and/or co-workers to determine if there is compatibility
between the applicant and the employees
allows the applicant to ask questions that may reveal additional information useful
for making a selection decision
Disadvantages subjective evaluations are made
decisions tend to be made within the first few minutes of the interview with the
remainder of the interview used to validate or justify the original decision
interviewers form stereotypes concerning the characteristics required for success on
the job
research has shown disproportionate rates of selection between minority and non-
minority members using interviews
negative information seems to be given more weight
not as reliable as tests
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PART 4 TRAINING & DEVELOPMENT
I. TRAINING PROCESS
II. ASSESSING TRAINING NEEDS
1. Task Analysis- A detailed analysis of a job to identify the skills required, so that an
appropriate training program can be instituted
2. Competency - Careful study of competency level Analysis to identify a deficiency and
then correct it with a training program, or some other development intervention.
III. COMPETENCY ANALYSIS
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IV. COMPETENCY PROFILE PER POSITION
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V. TRAINING MATRIX FOR COMPETENCY DEVELOPMENT
VI. ENHANCE TRAINING EFFECTIVENESS
1. MAKE THE MATERIAL MEANINGFUL
At the start of training, provide the Make the material trainees with a birds-eye view
of the meaningful material to be presented. Knowing the overall picture facilitates
learning.
Use a variety of familiar examples when presenting material
Organize the material so that it is presented in a logical manner and in meaningful
units
Try to use terms and concepts that are already familiar to trainees Use as many visual aids as possible
2. PROVIDE FOR TRANSFER TO LEANING
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Maximize similarity between the training Provide for transfer to situation and the
work situation learning
Provide adequate training practice
Identify each feature of the step in the process
3. MOTIVATE THE TRAINEE
People learn best by doing. Try to Motivate the trainee provide as much realisticpractice as possible
Trainees learn best when correct response on their part are immediately reinforced.
Trainees learn best when they learn at their own pace. If possible, let trainees pace
themselves.
VII. TYPE OF TRAINING PROGRAM
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VIII. EVALUATION OF TRAINING EFFECTIVENESS
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PART 5 PERFORMANCE MANAGEMENT
I. WHY PERFORMANCE APPRAISAL?
Appraisal provide information upon which promotion and salary decision can be made.
Appraisal provide an opportunity for a manager and his/her subordinates to sit down and
review the subordinates work-related behavior, and then develop a plan for corrective
action.
Appraisal provide a good opportunity to review the persons career plans in light ofhis/her exhibited strengths and weaknesses.
II. PERFORMANCE MANAGEMENT CYCLE
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III. PROBLEMS IN PERFORMANCE APPRAISAL
IV. BIAS IN THE APPRAISAL PROCESS
HALO EFFECT - The "halo" effect occurs when a supervisors Halo rating of a
subordinates on one trait biases the Effect rating of that person on other traits
CENTRAL TENDENCY - A tendency to rate all employees the same Central way, such
as rating them all average
LENIENCY - The problem that occurs when a supervisory Leniency has a tendency to
rate all subordinates either high or low.
BIAS - The tendency to allow individual differences Bias such as age, race, and sec affect
the appraisal rates these employees receives
V. PERFORMANCE APPRAISAL ELEMENTSPerformance appraisal elements has two main categories:
1. Competencies: It represents soft or qualitative Performance aspects of performance appraisal
(process)
2.Performance Result: Hard or quantitative aspects of performance (result)
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VI. ELEMENT # 1
VII. ELEMENT # 2
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PART 6 CAREER MANAGEMENT
I. CAREER PLANNING & DEVELOPMENT
Providing employees Career the assistance to form Planning & realistic career goals
Development and the opportunities to realize them
II. TYPICAL CAREER MOVEMENT
III. CAREER STAGE
Trial Stage--The period from about age 25 to 30 during which the person determines
whether or not the chosen field is suitable and if it is not, attempts to change it.
Stabilization --The period, roughly from age 30 to 40, Stage during which occupational
goals are set and more explicit career planning is made to determine the sequence for
accomplishing goals
Mid Career Crisis Stage - The period occurring between the mid- thirties and mid-fortiesduring which people often make a major reassessment of their progress relative to their
original career ambitions and goals
Maintenance Stage -- The period form about ages 45 to 65 during which the person
secures his or her place in the world of work
Decline Stage The period during which many people are faced with the prospect of
having to accept reduced levels of power and responsibility
IV.CAREER ANCHORS
Career Anchor A concern or value that someone will not give up if choice has to be
made Career anchors, as their name implies, are the pivots around which a persons
career swings; a person becomes conscious of them as a result of learning about his orher talents and abilities.
V. 5 CAREER ANCHORS
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1. TECHNICAL/FUNCTIONAL CAREER ANCHOR
People who have a strong Technical/ technical/functional career anchor Functional Career
Anchor tend to avoid decisions that would drive them toward general management.
Instead, they make decisions that will enable them to remain and grow in their chosen
technical or functional field
2. MANAGERIAL COMPETENCE AS A CAREER ANCHOR People who show strong motivation Managerial to become managers Competence
Their career experience enables them to believe that they have the skills and values
necessary to rise to such general management position
3. CREATIVITY AS A CAREER ANCHOR
People who go on to become Creativity successful entrepreneurs
These people seem to have a need to build or create something that is entirely their own
product a product or process that bears their name, a company of their own, or a
personal fortune that reflects their accomplishments.
4. AUTONOMY AND INDEPENDENCE AS A CAREER ANCHOR
People who are driven by the need to Autonomy and be on their own, free from theIndependence dependence that can arise when a person elects to work in a large
organization.
Some of these people decide to become consultants, working either alone or as part of
relatively small firm. Others choose to become professors, free-lance writers, or
proprietors of a small retail business.
5. SECURITY AS A CAREER ANCHOR
People who are mostly concern with Security long-run career stability and job security.
They seem willing to do what is required to maintain job security, a decent income, and a
stable future in the form of a good retirement program and benefits.
VI. CAREER MANAGEMENT AND THE FIRST ASSIGNMENT
Factors to keep in mind about the important first assignment, include :
1. Avoid reality shock (reality shock refers to the result of a period that may occur at the
initial career entry when the new employees high job expectations confront the reality
of boring, unchallenging jobs.
2. Provide challenging initial jobs
3. Provide realistic job preview in recruiting
4. Be demanding
5. Provide periodic job rotation
6. Provide career-oriented performance appraisals
7. Encourage career-planning activities
VII. REFERENCES & FURTHER MATERIALS
1. Gary Dessler, Human Resource Management, Prentice Hall. You can obtain this excellent book at
this link : http://www.amazon.com/Framework-Human-Resource-Management-
5th/dp/0136041531/ref=sr_1_6?ie=UTF8&s=
2. Susan Jackson and Randall Schuler, Managing Human Resource : A Partnership Perspective,
South-Western College Publishing
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