HRM 07.10.2024 CH5 Recruitment & Selection PDF

HRM 07.10.2024 CH5 Recruitment & selection - Fishing analogy - California: employees can bring a claim as if they were the attorney general for employment violations Workforce Planning (HR planning) 1. Forecasting → can use statistical methods or surpluses - Forecasts of labor dema...

HRM 07.10.2024 CH5 Recruitment & selection - Fishing analogy - California: employees can bring a claim as if they were the attorney general for employment violations Workforce Planning (HR planning) 1. Forecasting → can use statistical methods or surpluses - Forecasts of labor demand →how many do we need? o Analyzing business growth, goals & strategy, market trends, product launches, budgets, workload & productivity, employee turnover & retirement age, historical data & trends (seasonal differences), skill gaps, future needs, technology & automation - Workforce models → forecasting labor demand o Trend analysis → looking at past patterns ▪ Growth trends ▪ Seasonal trends ▪ Cyclical trends o Leading indicators → early warning signs ▪ Economic growth ▪ New product launches ▪ Changes in consumer demand (inventory) ▪ Technological advancements - Forecasts of labor supply → how many are available? o Considering both current employees & potential hires o Internal labor supply → job postings ▪ Employee data analysis ▪ Retention & turnover rates ▪ Promotions & internal movement ▪ Retirement projections ▪ Succession planning o External labor supply ▪ Labor market trends ▪ Graduates and new entrants ▪ Competitor hiring trends ▪ Geographic considerations o Transitional matrix ▪ Lists job categories held in one period ▪ Shows the proportion of employees in each job category in a future period ▪ Where did people who were in each job category go & where did people now in each job category come from?  - Forecasts of labor surplus or shortage? → comparing demand & supply 2. Goal setting & strategic planning - Focus attention on problem & provide basis for measuring the organizations success in addressing labor shortages & surpluses - Goals should come from forecast - Should include what should happen with the job category & a timetable - For each goal, a HR strategy must be chosen Strategies for addressing surplus Strategies to avoid a shortage Downsizing = planned elimination of large numbers of personnel with the goal of enhancing the organizations competitiveness by - Reducing costs - Replacing labor with technology - Mergers and acquisitions - Moving to more economical locations → negative effects: loss of talent, disrupts social network, motivation drops, negative image Reducing hours = alternative to eliminate labor surplus → less costly than layoffs & easier to come back from Temporary or contract workers → operational flexibility + lower costs Problem with contractor: company is not supposed to directly supervise the worker Outsourcing: contracting with another organization to perform a broader set of services → operate more efficiently & save money 3. Program implementation & evaluation → one individual must be held accountable for achieving the goals (must have authority & resources) Workforce Utilization review = comparison of proportions of employees in each group with the proportion each group represents in the labor market Manufacturing challenges 4. Skilled labor shortage 5. No new entrants → no one going to vocational school 6. High turnover / low-skill roles → repetitive tasks, limited career progression 7. Attracting young talent → image, view of industry 8. Technological changes → automation requires upskilling & retraining 9. Physical demands → manual labor 10. Geographical constraints → rural areas 11. Wages → low Tight labor market = more job openings than workers available → war for talent 12. High competition for talent → longer hiring process 13. Rising wages 14. Low unemployment 15. More job vacancies 16. Employee power (negotiation) Soft labor market = more workers available than job openings 17. High unemployment 18. Lower wages 19. Easier hiring process 20. Employer power Elements of a recruiting strategy - Recruiting = identifying and attracting potential employees - Recruiter → applicants perceive HR specialists as less credible when recruiters are HR specialists o Should be warm & informative, provide timely feedback & avoid offensive behavior o Realistic job previews can be important - Sources o Internal o External → diverse workforce, new ideas - Yield ratio = expresses the percentage of applicants who successfully move from one stage of the recruitment & selection process to the next  - Brand → Why does someone want to work for us? o Employer branding: a company’s efforts to help existing and prospective workers understand why it is a desirable place to work o Employee value preposition (EVP) = company’s core benefits that make up your wider employer brand ▪ Pay ▪ Benefits ▪ Careers ▪ Wellbeing o Candidate experience = how candidate feel about the company once they experience your hiring process o Candidate persona o Brand: ▪ Perception ▪ Emotional connection ▪ Common focus for employees ▪ Show what the organization means to individuals - Focus → what positions and KSAOs are most important? o Change approach depending on tight or soft labor market o Industry profiles (requirements, challenges etc.) - Location → where do we need talent o Internal/external o Regional/global markets - Method → sources for finding talent o Recruitment ad o Social Media (LinkedIn) o Employee referrals o Professional organization o Recruiting events - Timing → is the need immediate or in the future o Succession plans o Workforce planning - Decision → who is responsible for the decision? Core competency = set of knowledge and skills that make the organization superior to competitors & create value for customers → organizations benefit from hiring employees who provide a core competency Employment-at-will = if there is no specific employment contract saying otherwise, the employer or employee may end an employment relationship at any time Due-process policies = formally lay out the steps an employee may take to appeal an employer’s decision to terminate that employee Chapter 6 Personnel Selection = who will or will not be invited to join the organization Hiring Process 1. Identifying the need for a role (Job analysis & description) 2. Sourcing candidates (internal/external/networking, active/passive) 3. Application Process (receiving applications & ATS) 4. Screening applications & resumes (phone/virtual, skills assessment) a. Social media is problematic: information not verified b. Screening for availability, flexibility, personal fit, red flags, attitude, salary expectations, candidate interest, knowledge of company 5. Testing and reviewing work samples 6. Interviewing candidates 7. Checking references & background (post interview screening) 8. Making a selection & job offer (negotiation) 9. Onboarding 10. Variations (pre-hire assessments, candidate pools) Reliability = indicates how free that measurement is from random error, reliable measure generates consistent results Correlation coefficients = measure the degree to which two sets of numbers are related Validity = describes extent to which performance on measure is related to what the measure is designed to assess Ways of measuring validity: - Criterion-related = based on showing substantial correlation between test scores & job performance scores o Predictive validation = uses test scores of all applicants & looks for relationship between scores and future performance o Concurrent validation = administers test to people who currently hold the job & compares scores existing measures of job performance - Content = consistency between test items/problems and the kinds of situations that occur on the job - Construct = tests measure intelligence, leadership ability etc. Generalizing: a generalizable method applies not only to the conditions in which the method was originally developed Utility = if a method provides an economic value greater than the cost of using them → an organization may not ask questions that gather information about a person’s protected status, even indirectly Application forms → used to identify candidates who meet minimum requirements - Contact information - Work experience - Educational background - Applicants signature Résumé - Biased information - Inexpensive way to gather information References → from former employers who can vouch for their abilities & past job performance (biased) (Pre-)Employment tests - Aptitude test = assess how well a person can learn or acquire skills & abilities - Achievement test = measures a person’s existing knowledge and skills - Physical ability tests - Cognitive ability tests (intelligence tests) Assessment center = form of selecting managers, multiple selection methods Personality big 5: - Extroversion = sociable, gregarious, assertive, talkative, expressive - Adjustment = emotionally stable, nondepressed, secure, content - Agreeableness = courteous, trusting, good-natured, tolerant, cooperative, forgiving - Conscientiousness = dependable, organized, persevering, thorough, achievement-oriented - Inquisitiveness = curious, imaginative, artistically sensitive, broad-minded, playful Drug test rules: - Administer tests systematically to all applicants for the same job - Use drug testing for jobs that involve safety hazards - Have a report of the results sent to the applicant, along with information about how to appeal the result and be retested if appropriate - Respect applicants’ privacy by conducting test in an environment that is not intrusive & keeping results confidential Interview forms: - Nondirective = questions based on the candidates reply - Structured = set of questions - Situational = structured interview, interviewer describes a situation likely to arise on the job & asks what candidate would do - Behavioral = structured interview, interviewer asks candidate to describe - Panel = with several members of the organization o Gives candidate the chance to meet people & see how they interact in that organization → candidate scoring method → interviews give insight into communication and interpersonal skills & are an opportunity to check accuracy of information on application → interviews can also be unreliable, low in validity, costly & subjective (bias) → interviews should be standardized, comfortable for the participants and focused on the job & the organization Things you cannot ask: - Age - National origin - Genetic information - Race - Religion - Family status - Sex - Disability - finances Multiple-hurdle-model = multiple tests to gradually select applicants Compensatory model = very high score on one type of assessment can make up for a low score on another → HR department is responsible for notifying applicants about the results of the selection process → offer should include job responsibilities, work schedule, start date, rate of pay etc. Chapter 7 Following a recipe → becoming a chef Manufacturing: - focus on step-by-step instructions (safety protocols, equipment operation, assembly line) - classroom - on the job training - clear guidelines - development is focused on leadership roles/supervisor training Healthcare: - initial formal education & certifications - ongoing training in new technologies, compliance & patient care - development through specialized medical fields - development focused on leadership roles (administration) Technology - technical training (coding, languages, software tools) - agile methodologies for project management - emphasis on problem-solving, innovation & continuous learning Training = organizations planned efforts to help employees acquire job-related knowledge, skills, abilities & behaviors Instructional design = process of systematically developing training to meet specified needs (ADDIE, analysis, design, development, implementation, evaluation) 1. Assess needs for training 2. Ensure readiness for training 3. Plan & design training program (objectives, trainers, methods) 4. Implement training program (principles of learning, transfer of training) 5. Evaluate results of training LMS = learning management system → online application that automates administration, development & delivery of a company’s training programs Needs assessment = process of evaluating to determine what & if training is needed - Organization = what is the context in which the training will occur? o Determining the appropriateness of training o Evaluating organizations characteristics o Looks at training needs in terms of organizations strategy, resources and managements support  - Person = Who needs training? o Determining individuals needs and readiness for training o Do performance deficiencies result from a lack of knowledge, skill or ability? - Task = What subjects should the training cover? o Identifying the tasks, knowledge, skills and behaviors that training should emphasize o Analyzing conditions in which the tasks are performed Tools - Surveys & questionnaires (feedback from employees & managers) - Performance data (analyze reports, KPIs to identify performance needs) - Focus groups (engage with small groups to discuss challenges & solutions) - Observations (watch employees to identify where they struggle) - Competency assessments (tests or practical evaltuations) → Why? - Employees lack basic skills or perform poorly - Decision to produce new products / apply new technology / design new jobs - Outside forces (customer requests, legal requirements) Readiness = combination of - Employee characteristics o Cognitive ability o Motivation to learn (if there are benefits from the program, employees see the need, career goals) - Positive work environment (situational constraints & social support) Objectives → training program based on clear objectives will be more focused and more likely to succeed Characteristics of effective training objectives - Include a statement of what the employee is expected to do, the quality or level of performance that is acceptable & the conditions under which the employee is to apply what they learned - Include measurable performance standards - Identify the resources needed to carry out the desired performance or outcome External training providers → request for proposal (document outlining details & requirements) Training methods → relevance to the organizations needs ensures that money is well spent and improves trainees learning - Presentation methods: trainees receive information provided by others → least expensive & least time consuming  o Lectures o Workbooks o Video clips o Podcasts o Websites - Hands-on methods: trainees are actively involved in trying out skills o On-the-job training (OJT) = apprenticeships or internships o Simulations = represent a real life situation o Role-plays o Video games - Group-building methods: trainees share ideas and experiences, build group identities, learn about interpersonal relationships & the group o Group discussions o Experiential programs → to develop teamwork & leadership skills (adventure learning) o Team training o Action learning → work on an actual problem - Computer based training → less expensive than an instructor, flexibility in scheduling - Business games & case studies = to develop employees management skills - Behavior modeling = teach interpersonal skills Principles of learning → Effective training communicates learning objectives clearly, presents information in distinctive and memorable ways and helps trainees link the subject matter to their job Ways that training helps employees learn - Communicate learning objective - Use distinctive, attention-getting messages - Guide trainees as they learn - Elaborate on the subject - Provide memory cues - Transfer course content to the workplace - Provide feedback about performance o Focused on specific behaviors o Delivered as soon as possible o Includes praise & guidance how to improve Evaluation methods - Do you perform the task? - How many times do you perform the task? - To what extent do you perform difficult and challenging learned tasks? Orientation = first training during their first days on the job → to prepare employees to perform their job, learn about organization & establish relationships Onboarding components - Pre-boarding - First Day & first week - Role specific training - Resources & tools - Cultural & social integration - Continuous support & check-ins Diversity training = training designed to change employee attitudes about diversity or develop skills needed to work with a diverse workforce → attitude awareness & change or behavior change Owning your own development: - Set personal development goals - Invest in self-education (Masterclass, LinkedIn learning, coursera) - Mentorship - Take initiative in your roles - Leverage feedback - Attend conferences, webinars, networking events - Join professional organizations - Get certifications or higher education degrees - Shadow someone else Chapter 8 Employee development = combination of formal education, job experiences, relationships & assessment of personality and abilities to help employees prepare for the future of their careers Development = future oriented, not necessarily related to current job, prepares employees for future positions & changes in responsibilities & requirements Training = focuses on helping employees improve performance of their current job Protean career = frequent changes based on a person’s interests, abilities & values Approaches to employee development: Formal education o Workplace/off-site o Workshops, short courses, university programs, executive MBA programs o Lectures, business games & simulations, experiential programs Interpersonal relationships - Mentor = experienced, productive senior employee who helps develop a less- experienced employee o develop informally as a result of interests or values shared by mentor & protégé o Employees most likely to seek and attract a mentor have certain personality characteristics (emotional stability, ability to adapt their behavior to the situation & high needs for power and achievement o Mentoring is most successful when voluntary & participants understand details of the program o Rewarding managers for employee development important - Coach = peer or manager who works with an employee to motivate the employee, help them develop skills & provide reinforcement + feedback o Coaches work one-on-one with employees o Help employees learn for themselves o Providing resources such as mentors, courses or job experience Assessment - Collecting information & providing feedback to employees about their behavior, communication style or skills - Information from employees, peers, mangers, customers - To identify employees with managerial potential or measure current managers strengths & weaknesses or identify managers with potential to move up - Information must be shared with the employee being assesses along with suggestions for correcting skill weaknesses and for using skills already learned - - Tests: o Myers-Briggs Type indicator (MBTI) ▪ Identifies individuals’ preferences for source of energy, means of information gathering, way of decision making and lifestyle o DiSC ▪ Analyzes behavior style, preferred environment and strategies for effectiveness ▪ Dominance, influence, steadiness, conscientiousness - Assessment center = multiple evaluators evaluate employees’ performance on a number of exercises → analysis of personality characteristics, administrative skills and interpersonal skills needed for managerial jobs - Performance appraisals = major component of performance management o Must tell employees specifically about their performance problems & ways to improve their performance  o Employees must gain a clear understanding of the differences between current performance and expected performance o Appraisal process must identify causes of performance discrepancy & develop plans for improvement o Managers must be trained to deliver frequent performance feedback Job experiences - Combination of relationships, problems, demands, tasks & other features of an employee’s job - Assumes that development is most likely to occur when employees’ skills & experiences do not entirely match the skills required for the current job - Job enlargement = adding challenges or net responsibilities to employees’ current job - Transfer = employee is assigned to a position in a different area of the company (usually lateral moves) → may involve relocation - Downward move = employee is given less responsibility and authority (poor performance) Career management system - Data gathering → self-assessment (MBTI, Strong-Campbell, Self-Directed Search), identify opportunities & personal areas needing improvement - Feedback → information about skills & knowledge + where they fit into organizations plan, opportunities in the organization - Goal setting → long & short-term career objectives (desired positions, level of skill, work setting, skill acquisition), should be specific & timed - Action planning → how to achieve career goals - Follow up → discuss progress towards career goals Glass Ceiling: invisible barrier that keeps women and underrepresented groups from reaching the top jobs → lack of access to training programs, appropriate developmental job experiences and relationships Succession planning = process of identifying and tracking high-potential employees who will be able to fill key positions when they become vacant 1. Identify critical roles (esp. leadership positions) 2. Assess potential successors (identify HiPos who could step into role, can be pool) 3. Competency mapping (compare skills, competencies & experiences needed with current capabilities) 4. Develop talent (create development plans that include coaching, mentoring, cross functional training & stretch assignments) 5. Build leadership pipeline 6. Review & adjust Dysfunctional managers = insensitivity, inability to be a team player arrogance, poor conflict management skills, inability to meet business objectives, inability to adapt to change