PRINCIPLES OF HUMAN RESOURCE MANAGMEN

7/30/2019 PRINCIPLES OF HUMAN RESOURCE MANAGMEN

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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

PRINCIPLES OF HUMAN RESOURCE MANAGMEN

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