Human Resources Management Lecture Notes PDF

MOS 1021B 001: Intro to consumer behaviour and human resources - Lecture Notes UNIT 1: Introduction to Human Resource Management **Human Resources:** - - **Human Resource Management (HRM):** - Two major functions: - - Two functions can be carried out through key HR systems: Ex....

MOS 1021B 001: Intro to consumer behaviour and human resources - Lecture Notes UNIT 1: Introduction to Human Resource Management **Human Resources:** - - **Human Resource Management (HRM):** - Two major functions: - - Two functions can be carried out through key HR systems: Ex. Strategic goal: improve employee retention **HR teams might do the following:** - - - Ex. Apple - - - - **HRM and Corporate Culture (a.k.a organizational culture)** - - - - **HRM and Corporate Climate (a.k.a organizational climate)** - - - - **Benefits of Effective HRM** Reduced Cost - - Greater Engagement - - Better Performance - - - **Evidence-Based Human Resource Management** What is it? - - - Seems obvious but... - - - - **Research Methods: Types of Research** - - - - - **Research Methods: Variables** - - - - **Research Methods: Research Designs (True Experiments)** Does the independent variable (IV) have an effect on the dependent variable (DV)? - - - Ex. Does access to social media (IV) have an effect on productivity (DV)? --- Group 1 (unlimited access) Lab ---\-- Instructed to write ------ reports assessed by --- Group 2 (no access) a report researcher as indicator of productivity. True Experiments - - **Research Methods: Research Designs (Quasi -** **Experiments)** Does the independent variable (IV) have an effect on the dependent variable (DV)? - - - Ex. Does access to social media (IV) have an effect on productivity (DV)? Organization 1 (policy allowing Unlimited access) \-\-\-\-\-\-- Instructed to write a report \-\-\-\-\-- Reports assessed by researcher Organization 2 as indicator of productivity (policy indicating no access) Quasi-Experiments - - **Research Methods: Research Designs (Survey Research)** Are two variables related? \*No distinction between IV and DV\* - - - Ex. Is access to social media related to productivity? Survey 1 (assessing daily social media access) ---\-\-\-\-\-- Both surveys administered ---\-\-\-- Scores on surveys analyzed Survey 2 (assessing daily to group of participants to determine relationship productivity) between variables. **Correlation** - Greater social media use is related to higher productivity.  Greater social media use is related to lower productivity -  **Correlation and Causation** - ✓ Variable 1 may cause change in variable 2 [Spurious:] two variables appear to be related but are not (coincidence, third variable) **Legal Issues in Human Resources Management** **Canadian Charter of RIghts and Freedoms** - - - - Freedoms: - - - - Rights: - - - - Section 15 (Equality) Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability. **Human Rights Legislation** - - 1. 2. **Human Rights Legislation: Jurisdiction** Canadian Human RIghts Act - - - Provincial & territorial laws - - **Human Rights Legislation: Prohibited Grounds** Ontario Human Rights Code - - - - - - - - - - - - - \^ an exhaustive list (be familiar with this list, will be asked on exam what ground it falls under if it is discrimination) **Types of Discrimination** Direct (intentional) - - - Indirect (unintentional) - - **Bona Fide Occupational Requirements (BFOR)** - - - The Meiorin Test (Supreme Court of Canada, 1999) [*Rational Connection*:] characteristic is rationally connected to successful job performance. *[Good Faith:]* employer adopted the characteristic in good faith. *[Reasonable Necessity]:* the characteristic cannot be accommodated without imposing undue hardship. **The Meiorin Test: Duty to Accommodate** - - - - **The Meiorin Test: Undue Hardship** - - - - - UNIT 2: Job Analysis and Design **Job Analysis** **Understanding Jobs** Job - Collection of related tasks, duties, responsibilities that are grouped together for the purpose of accomplishing work within an organization, ✓ Take customers' orders ✓ Prepare and serve hot/cold beverages ✓ Process payment ✓ Clean and sanitize workstation Position - Specific instance if a job held by a single person **Job Analysis: What Is It?** - - - **Job Analysis: Why Is It Important?** Training - - Performance Management - - Compensation and Benefits - - - Recruitment and Selection - - **Job Analysis: Steps** 1. 2. 3. 4. **Job Analysis: Step 1 - Review Background Info** Digital Database: National Occupational Classification (NOC) - - - Organizational Charts - - - - - Organizational Charts: Bureaucratic - - - - - - Organizational Charts: Flat - - - - - - Ex. Valve - - - - Organization Charts: Matrix - - - -  **Job Analysis: Step 2 - Choose Sources of Job Info** - - Incumbent - - - Supervisor - - - Jon analyst - - **Job Analysis: Step 3 - Gather Job Info** Questionnaire - - - - - **Questionnaire: Position Analysis Questionnaire (PAQ)** - - Importance to the job: DNA Does not apply 1 Very minor 2 Low 3 Average 4 High 5 Extreme [Advising:] (Dealing with individuals in order to counsel and/or guide them with regard to problems that may be resolved by legal, financial, technical, clinical, spiritual, and/or other professional principles) [Negotiating:] (Dealing with others in order to reach an agreement or solution, for example, labor bargaining, diplomatic relations, etc.) [Instructing:] (the teaching of knowledge or skills, in either an informal or formal manner, to others, for example a public school teacher, a journeyman teaching an apprentice, etc.) ON EXAM +-----------------------------------+-----------------------------------+ | Advantages | Limitations | +===================================+===================================+ | - - - | - - - | +-----------------------------------+-----------------------------------+ **Interview** - - - - **Direct Observation of Incumbents** - - - **Job Analysis: Step 4 - Develop Key Documents** Collected information is used to develop: +-----------------------------------------------------------------------+ | Job description (what a job entails) | +=======================================================================+ | - - - | | | | TDRs | +-----------------------------------------------------------------------+ (Also describe the environment, equipment, relationships, authority) +-----------------------------------------------------------------------+ | Job specification (characteristics needed to perform a job) | +=======================================================================+ | - - - - | | | | KSAOs | +-----------------------------------------------------------------------+ Knowledge - - Skills - - Abilities - - Other - - **Competency Analysis** **Competency Modelling: What is it?** - - - - Ex. teamwork Actively participates as a member of the team toward the completion of team goals. - - - **Competency Categories** *Lowest: Core* - - - *Middle: Cross-functional* - - - *Top: Functional* - - - **Competency Modelling Methods** Critical Incident Technique (CIT) 1. For Ex. - - - 2. For. Ex - 3. **Job Design** **Job Design: What is it?** - - - - - - [Job satisfaction:] Attitudinal state reflecting how an employee feels about their job. **Indicators of Job Satisfaction** Satisfaction with pay → Satisfaction with promotion policies → Satisfaction with supervisor → Satisfaction with coworkers → Satisfaction with work **Factors Affecting Satisfaction with Work** 1\. Meaningfulness of work - - - - - 2\. Responsibility to outcomes - - 3\. Knowledge of results - - **Job Design Strategies** Job Rotation - - - - Ex: Deloitte. Offers rotation programs for entry positions (internships) which provides opportunities to explore different departments/ sectors of the industry itself and what each specific job in the rotation entails of (duties), etc. Job Enlargement - - - - - Ex. \- Response to customer messages via email and phone \+ \- Engage with customers via social media channels \- Interact with customers in-person Job Enrichment (a.k.a Vertical Loading) - - UNIT 3: Employee Recruitment **Recruitment: What is it?** - - - **Sources of Recruitment: Internal** - - +-----------------------------------+-----------------------------------+ | Advantages | Limitations | +===================================+===================================+ | - - - | - - | +-----------------------------------+-----------------------------------+ **Sources of Recruitment: External** - - +-----------------------------------+-----------------------------------+ | Active | Passive | +===================================+===================================+ | - - | - - | +-----------------------------------+-----------------------------------+ Online Recruitment: - - - - - Print Media Recruitment: - - - - Campus Recruitment: - - - - +-----------------------------------+-----------------------------------+ | Advantages | Limitations | +===================================+===================================+ | - - | - - - | +-----------------------------------+-----------------------------------+ **Managing Expectations in Recruitment** - - Promotion of employer brand and a realistic job preview. There has to be a balance. Employer Brand: - - - - Realistic Job Preview: - - - - **Preliminary Screening** **Preliminary Screening: What is it?** - - - **Screening Methods:** +-----------------------------------+-----------------------------------+ | Application Form | Resume | +===================================+===================================+ | - - - | - - - - | +-----------------------------------+-----------------------------------+ **Reliability and Validity in Selection Testing** **Selection Testing: What is it?** - - - - - **Reliability in Selection Testing** - +-----------------------------------+-----------------------------------+ | Test-retest | Inter-rater | +===================================+===================================+ | Test produces same/similar | Test produces same/similar | | results across testing occasions | results across raters | +-----------------------------------+-----------------------------------+ | Test of leadership: | Test of leadership: | | | | | Administered two weeks apart to a | Ratings from two members of an | | given individual yields the same | organization are the same for a | | score | given individual | +-----------------------------------+-----------------------------------+ **Validity in Selection Testing** - [Construct Validity:] Construct - attribute of a person that cannot be measured directly, but can be assessed using different indicators → Working memory → Visual-spatial processing → Quantitative reasoning - +-----------------------------------+-----------------------------------+ | Convergent | Discriminant | +===================================+===================================+ | Degree to which scores from two | Degree to which scores from two | | tests that measure the same or | tests that measure unrelated | | similar constructs are related | constructs are unrelated | +-----------------------------------+-----------------------------------+ | Test of self-esteem | Test of self-esteem | | | | | Correlating positively with test | Correlating minimally or not at | | of confidence, self-worth, | all with tests or intelligence | | self-esteem | | +-----------------------------------+-----------------------------------+ DON\'T KNOW [Criterion-Related Validity] - +-----------------------------------+-----------------------------------+ | Concurrent | Predictive | +===================================+===================================+ | Degree to which test scores are | Degree to which test scores are | | related to current performance | related to future performance | +-----------------------------------+-----------------------------------+ | Test of empathy | Test of empathy | | | | | Is related to current teamwork | Is related to future leadership | | skills | skills | +-----------------------------------+-----------------------------------+ [Content Validity] - - - → Confidence!! → Challenge → Commitment → Control [Face Validity] - - - - Applicants complete a math test requiring them to add, subtract, multiply and divide. Applicants are presented with scenarios in which fictional characters pay with large bills for purchases, and they must indicate the correct change required for each scenario. **Types of Selection Test** **Test Types: Aptitude and Achievement** [Aptitude test] [Achievement test] ------------------------------------------------------------------------------- ------------------------------------------------------------------------ Assesses how well and individual can *[lean]* a skill (potential) Assesses an individual's *[existing]* knowledge and skills Ex. Office Skills Test Ex. Existing PowerPoint skills **Test Types: Cognitive Ability** - - - - - - - - **Wonderlic Personnel Test** - - - Question: If a piece of rope cost 20 cents per 2 feet, how many feet can you buy for 30 dollars? +-----------------------------------+-----------------------------------+ | Advantages | Limitations | +===================================+===================================+ | - - - - | - - | +-----------------------------------+-----------------------------------+ **Test Types: personality** Personality: - - - **O.C.E.A.N** Openness to Experience: Curious, creative, open-minded Conscientiousness: Organized, responsible, efficient, high job performance. Extraversion: Sociable, assertive, energetic Agreeableness: Compassionate, kind, caring Neuroticism: Anxious, insecure, easily stressed (vs. Emotional Stability). +-----------------------------------+-----------------------------------+ | Advantages | Limitations | +===================================+===================================+ | - - | - | +-----------------------------------+-----------------------------------+ **Test Types: Integrity** - - - - **Other Selection Methods and Selection Decisions** **Selection Interview: What is it?** - - - **Selection Interview: Reasons for Use?** - - - **Issues with Selection Interviews** Halo/Horns Effect - - Similar-to-Me Bias - - Leading - - **Structure of Selection Interviews** +-----------------------+-----------------------+-----------------------+ | Unstructured | Structured | Mixed | +=======================+=======================+=======================+ | - - - | - - - | - - - - | +-----------------------+-----------------------+-----------------------+ **Background Check: What is it?** - - - - - - **Reference Check: What is it?** - - - - **Reference Checks and Defamation** +-----------------------------------------------------------------------+ | - - | +=======================================================================+ | Defamation | +-----------------------------------------------------------------------+ → Claim "justification" → Claim "qualified privilege" **Negligent Hiring** - - - - **Selection Decision Approaches: Multiple Cut-Off** - - -  **Selection Decision Approaches: Multiple Hurdles** - - - **Selection Decision Approaches: Compensatory Model** - - -