People Resourcing Lesson 5 PDF

 MAGBIGAY NG MADALAS NA TINATANONG SA INTERVIEW. TELL ME SOMETHING WHAT ARE YOUR ABOUT YOURSELF STRENGTHS? WHY SHOULD WE HIRE YOU? WHAT IS YOUR EXPECTED WHAT CAN YOU CONTRIBUTE...

 MAGBIGAY NG MADALAS NA TINATANONG SA INTERVIEW. TELL ME SOMETHING WHAT ARE YOUR ABOUT YOURSELF STRENGTHS? WHY SHOULD WE HIRE YOU? WHAT IS YOUR EXPECTED WHAT CAN YOU CONTRIBUTE SALARY? TO THE COMPANY?  MAGBIGAY NG MGA QUALIFICATIONS NA HINAHANAP/TINITINGNAN NG EMPLOYER SA MGA APLIKANTE EXPERIENCE EDUCATION TRAININGS ELIGIBILITY OUTSTANDING ACCOMPLISHMENTS PEOPLE RESOURCING PEOPLE RESOURCING People resourcing is concerned with ensuring that the organization obtains and retains the human capital it needs and employs them productively. It is also about those aspects of employment practice that are concerned with welcoming people to the organization and, if there is no alternative, releasing them. It is a key part of the HRM process. PEOPLE RESOURCING & HRM HRM is fundamentally about matching human resources to the strategic and operational needs of the organization and ensuring the full utilization of those resources. It is concerned not only with obtaining and keeping the number and quality of staff required but also with selecting and promoting people who ‘fit’ the culture and the strategic requirements of the organization. HRM places more emphasis than traditional personnel management on finding people whose attitudes and behaviour are likely to be congruent with what management believes to be appropriate and conducive to success. In the words of Townley (1989), organizations are concentrating more on ‘the attitudinal and behavioural. HRM Resourcing Policies address 2 fundamental questions: 1.What kind of people do we need to compete effectively, now and in the foreseeable future? 2. What do we have to do to attract, develop and keep these people?  numbers required in relation to projected activity levels; skills required on the basis of technological and product/market developments and strategies to enhance quality or reduce costs; the impact of organizational restructuring as a result of rationalization, decentralization, delayering, mergers, product or market The integration of business and development, or the introduction of new resourcing strategies is based on technology – for example, cellular manufacturing; an understanding of the direction in which the organization is going plans for changing the culture of the and of the resulting human organization in such areas as ability to deliver, performance standards, quality, customer resource needs in terms of: service, team working and flexibility which indicate the need for people with different attitudes, beliefs and personal characteristics. THE ROLE OF HUMAN RESOURCE PLANNING HUMAN RESOURCE PLANNING Human resource planning determines the human resources required by the organization to achieve its strategic goals. Human resource planning is based on the BUSINESS PLANNING belief that people are an organization’s most important strategic resource. ORGANIZATIONAL GOALS  Human resource planning and business planning - human resource planning should be an integral Limitations of human resource planning part of business planning. Human resource planning is said to Hard and soft human resource planning - consist of three clear steps: focuses on numbers and skills, while soft human resource planning emphasizes employee Forecasting future people needs. motivation, attitudes, and aligning work culture Forecasting the future availability of people. with company goals. Drawing up plans to match supply to demand. Human resource planning and manpower planning - is indeed concerned with broader issues about the employment of people than the traditional quantitative approaches of manpower planning.  AIMS OF HUMAN RESOURCE PLANNING Attract and retain the number of people required with the appropriate skills, expertise and competencies; Anticipate the problems of potential surpluses or deficits of people; Improve the utilization of people by introducing more flexible systems of work. LABOUR TURNOVER The analysis of the numbers of people leaving the organization provides data for use in supply forecasting, so that calculations can be made on the number of people lost who may have to be replaced. THE CONTRIBUTION OF HR TO HUMAN RESOURCE PLANNING To make this contribution, heads of HR and HR can make a major contribution to developing their colleagues in the HR function the resource capability of the firm and therefore need to: its strategic capability by systematically Ensure that they are aware of the strategic plans of the reviewing the firm’s strategic objectives and by business, and can provide advice on the human resource implications of those plans; ensuring that plans are made that will ensure Point out to management the strengths and weaknesses that the human resources are available to meet of the human resources of the organization, and the those objectives. opportunities and threats they present, so that these can be considered when developing business plans; Be capable of scenario planning in the sense that they can identify future issues concerning the acquisition, retention and employment of people, and advise on methods of addressing those issues; Be aware of the scope to deal with future requirements by introducing various forms of flexibility; TALENT MANAGEMENT Talent management is the use of an integrated set of activities to ensure that the organization attracts, retains, motivates and develops the talented people it needs now and in the future. THE ELEMENTS OF TALENT MANAGEMENT The Resourcing Attraction and Talent audit Role development Strategy retention policies and A talent audit identifies those This involves role programmes with potential and provides The business plan development ensuring provides the basis for the basis for career planning that roles provide the human resource planning, These policies and and development ensuring responsibility, challenge which defines human programmes describe the that talented people have the and autonomy required to capital requirements and approach to ensuring that sequence of experience create role engagement leads to attraction and supplemented by coaching the organization both gets and motivation. retention policies and and learning programmes that and keeps the talent it programmes for internal will fit them to carry out more needs. resourcing. demanding roles in the future. THE ELEMENTS OF TALENT MANAGEMENT Talent Relationship Performance Total reward Learning and Management management development Total reward strategies, which Learning and development It is concerned generally Performance management provide for both financial and policies and programmes are with creating a great place processes provide a means of non-financial rewards, can essential components in the to work but particularly it building relationships with contribute to the engagement process of developing talent is about treating individual people, identifying talent and employees fairly, and commitment of talented ensuring that people acquire potential, planning learning recognizing their value, people by demonstrating that and enhance the skills and development activities giving them a voice and they are valued for their and competencies they need. and making the most of the providing opportunities contribution and by operating talent possessed by the for growth. organization. fairly and consistently. THE RECRUITMENT AND SELECTION PROCESS The overall aim of the recruitment and selection process should be to obtain at minimum cost the number and quality of employees required to satisfy the human resource needs of the company.  THE THREE STAGES OF RECRUITMENT AND SELECTION Defining Attracting Selecting Requirements Candidates Candidates -preparing job -reviewing and - sifting applications, descriptions and evaluating alternative interviewing, testing, specifications; deciding sources of applicants, assessing candidates, terms and conditions inside and outside the assessment centeRs, of employment; company, advertising, offering employment, using agencies and obtaining references; consultants; preparing contracts of employment. TECHNICAL COMPETENCIES BEHAVIORAL COMPETENCIES Essential in: able to relate well to others and use interpersonal all aspects of recruitment including test skills to achieve desired objectives; administration; able to influence the behaviour and decisions of interviewing techniques; people on matters concerning recruitment and job analysis; other personnel or individual issues; inputting data to computers; able to cope with change, to be flexible and to administering fairly complex paperwork handle uncertainty; processes. able to make sense of issues, identify and solve problems and ‘think on one’s feet’; Desirable in: focus on achieving results; administering OPQ test; able to maintain appropriately directed energy and job evaluation; stamina, to exercise self-control and to learn new counselling techniques; behaviours; conducting training sessions. able to communicate well, orally and on paper.  QUALIFICATIONS/EXPERIENCE: THE FIVEFOLD GRADING SYSTEM COVERS: 1. impact on others – physical make-up, appearance, Graduate Member of the Chartered Institute of Personnel and Development plus relevant experience in each aspect of the work. speech and manner; 2. acquired qualifications – education, vocational The seven-point plan covers: training, work experience; 1. physical make-up – health, physique, appearance, bearing and 3. innate abilities – natural quickness of speech; comprehension and aptitude for learning; 2. attainments – education, qualifications, experience; 4. motivation – the kinds of goals set by the individual, 3. general intelligence – fundamental intellectual capacity; his or her consistency and determination in following 4. special aptitudes – mechanical, manual dexterity, facility in the use of words or figures; them up, and success in achieving them; 5. interests – intellectual, practical, constructional, physically 5. adjustment – emotional stability, ability to stand up active, social, artistic; to stress and ability to get on with people. 6. disposition – acceptability, influence over others, steadiness, dependability, self-reliance; 7. circumstances – domestic circumstances, occupations of family. ADVERTISING Advertising is the most obvious method of attracting candidates. Nevertheless, the first question to ask is whether an advertisement is really justified. This means looking at the alternative sources mentioned above and confirming, preferably on the basis of experience, that they will not do. SELECTION METHODS The main selection methods are the interview, assessment centres and tests. TYPES OF INTERVIEWS Individual interviews Interviewing panels Selection boards SELECTION INTERVIEWING INTERVIEWING involves processing and evaluating evidence about the capabilities of a candidate in relation to the person specification. PURPOSE The purpose of the selection interview is to obtain and assess information about a candidate which will enable a valid prediction to be made of his or her future performance in the job in comparison with the predictions made for any other candidates. THE ADVANTAGES OF INTERVIEWS AS A METHOD OF THE DISADVANTAGES OF INTERVIEWS SELECTION ARE THAT THEY: ARE THAT THEY: can lack validity as a means of making sound provide opportunities for interviewers to ask probing questions about the candidate’s experience and to explore the extent to predictions of performance, and lack reliability in which the candidate’s competences match those specified for the the sense of measuring the same things for job; different candidates; enable interviewers to describe the job (a ‘realistic job preview’) rely on the skill of the interviewer; but many and the organization in more detail, suggesting some of the terms people are poor at interviewing, although most of the psychological contract; provide opportunities for candidates to ask questions about the think that they are good at it; job and to clarify issues concerning training, career prospects, the do not necessarily assess competence in meeting organization and terms and conditions of employment; the demands of the particular job; enable a face-to-face encounter to take place so that the can lead to biased and subjective judgements by interviewer can make an assessment of how the candidate would interviewers. fit into the organization and what he or she would be like to work with; give the candidate the same opportunity to assess the organization, the interviewer and the job.  THE NATURE OF AN INTERVIEW INTERVIEWING ARRANGEMENTS Preparing for the Interview An interview is a conversation with a purpose. Candidates should be informed of the interview details It aims to predict the candidate’s future job performance. (time, location, and whom to ask for). Candidates should feel free to discuss themselves, their experience, and careers. Adjust interview times to fit the candidate’s schedule Interviews allow both sides to exchange information and make and provide clear directions if necessary. decisions. Reception and security should be informed, and Candidates may opt out if they dislike the job or company. candidates should feel welcomed and expected. Employers often present a realistic job preview, outlining demands and expectations. Setting Up the Interview Environment Good interviewers know what they’re looking for. Provide a quiet, comfortable waiting area with reading They use a structured approach, evaluating candidates against materials and facilities. clear criteria. Brief interviewers and ensure rooms are prepared. The goal is to find the right fit for both the candidate and the Private, distraction-free rooms are ideal, with organization. interviewers avoiding sitting behind desks to create a more open atmosphere. INTERVIEW PROCESS AND FOLLOW-UP BRIEFING INTERVIEWERS Ensure interviewers are fully briefed on the job details Brief candidates on the company, job, and basic employment and interview procedures. conditions during the interview. Include interview technique training in manager and Clarify the next steps at the interview’s conclusion, including possible reference checks. team leader programs. Conduct follow-up studies to compare job performance with Interviewers must be aware of and comply with Sex, interview predictions, improving future interview processes. Race, and Disability Discrimination Acts. Avoid any form of bias or discriminatory remarks. Clearly document reasons for rejecting candidates, based purely on qualifications and job fit, not personal characteristics.  INTERVIEWING APPROACHES The biographical interview Structured Interview The traditional biographical interview either starts at the A set of predefined questions asked to all beginning (education) and goes on in sequence to the end (the current or last job or the most recent educational candidates. experience), or proceeds in the opposite direction, starting Ensures consistency and fairness. with the present job and going backwards to the first job and Easy to compare candidates based on the candidate’s education or training. their responses. Unstructured Interview Behavioural Interview No set format; questions are based on the flow of Focuses on past experiences to predict future performance. conversation. Example: “Tell me about a time you handled a difficult situation.” Allows flexibility and deeper exploration of the candidate’s personality. Situational Interview Poses hypothetical scenarios to see how the candidate might act. Harder to compare candidates as each interview Example: “What would you do if you faced a tight deadline?” is unique. SELECTION INTERVIEWING SKILLS Establishing rapport means establishing a good relationship with candidates getting on their wavelength, putting them at ease, encouraging them to respond and generally being friendly. This is not just a question of being ‘nice’ to candidates. If you achieve rapport you are more likely to get them to talk freely about both their strengths and their weaknesses. Listening If an interview is a conversation with a purpose, as it should be, listening skills are important. You need not only to hear but also to understand what candidates are saying. When interviewing, you must concentrate on what candidates are telling you.  DOS AND DON’TS OF SELECTION INTERVIEWING DO DON’T give yourself sufficient time; attempt too many interviews in a row; plan the interview so you can structure it properly; fall into the halo or horns effect trap; create the right atmosphere; start the interview unprepared; establish an easy and informal relationship – start with open questions; plunge too quickly into demanding (probe) questions; encourage the candidate to talk; ask multiple or leading questions; cover the ground as planned, ensuring that you complete a prepared pay too much attention to isolated strengths or agenda and maintain continuity; weaknesses; analyse the candidate’s career to reveal strengths, weaknesses and allow candidates to gloss over important facts; patterns of interest; talk too much or allow candidates to ramble on; ask clear, unambiguous questions; get examples and instances of the successful application of allow your prejudices to get the better of your capacity knowledge, skills and the effective use of capabilities; to make objective judgements. make judgements on the basis of the factual information you have obtained about candidates’ experience and attributes in relation to the person specification; keep control over the content and timing of the interview. SELECTION TESTS Selection tests are used to provide more valid and reliable evidence of levels of intel- ligence, personality characteristics, abilities, aptitudes and attainments than can be obtained from an interview. This chapter is mainly concerned with psychological tests of intelligence or personality as defined below, but it also refers to the principal tests of ability etc that can be used. PSYCHOLOGICAL TESTS As defined by Smith and Robertson (1986), a psychological test. A carefully chosen, systematic and standardised procedure for evolving a sample ofresponses from candidates which can be used to assess one or more of their psycholog-ical characteristics with those of a representative sample of an appropriate population. PURPOSE OF PSYCHOLOGICAL TESTS Psychological tests are measuring instruments, which is why they are often referred to as psychometric tests. Psychometric literally means ‘mental measurement’. The purpose of a psychological test is to provide an objective means of measuring individual abilities or characteristics. They are used to enable selectors to gain a greater understanding of individuals so that they can predict the extent to which they will be successful in a job. CHARACTERISTICS OF A GOOD TEST A good test is one that provides valid data that enable reliable predictions of behaviour to be made, and therefore assist in the process of making objective and reasoned decisions when selecting people for jobs. TYPES OF TEST 1.Intelligence Tests Measure general intelligence, such as Raven’s Progressive Matrices. Intelligence, defined as the capacity for abstract thinking and reasoning, is complex. The variety of intelligence theories leads to many types of tests, making selection challenging. 2. Personality Tests Assess personality to predict behavior in a role. Personality refers to how individuals behave and interact with their environment. The Five-Factor Model is a common classification method, covering key personality traits. THE "BIG FIVE" PERSONALITY TRAITS, AS DESCRIBED BY ROBERTS (1997), ARE: 1. Extraversion/Introversion: Outgoing, assertive, and active vs. reserved and quiet. 2. Emotional Stability: Confident and relaxed vs. apprehensive and tense. 3. Agreeableness: Cooperative and tolerant vs. hostile and uncooperative. 4. Conscientiousness: Hard-working and reliable vs. careless and lazy. 5. Openness to Experience: Curious and imaginative vs. narrow-minded and complacent. TYPES OF TEST 3. Ability tests Ability tests measure job-related characteristics such as number, verbal, perceptual or mechanical ability. 4. Aptitude tests Aptitude tests are job-specific tests that are designed to predict the potential an indi- vidual has to perform tasks within a job. They can cover such areas as clerical apti- tude, numerical aptitude, mechanical aptitude and dexterity. 5. Attainment tests Attainment tests measure abilities or skills that have already been acquired by training or experience. A typing test is the most typical example. It is easy to find out how many words a minute a typist can type and compare that with the standard required for the job. INTRODUCTION TO ORGANIZATION Induction Welcoming and providing new employees with basic information to help them settle in quickly and start work. Four Key Aims: 1. Ease the unfamiliarity for new employees. 2. Create a positive attitude toward the company. 3. Get new employees productive quickly. 4. Reduce the likelihood of early resignation. WHY EFFECTIVE INDUCTION IS IMPORTANT? Cost Reduction: Early leavers cost in recruitment, training, supervision, and error correction. Potential cost: 50-75% of annual salary. Increase Commitment: Committed employees are loyal and hardworking. A good induction sets the tone for long-term commitment. Clarify Psychological Contract: Defines unspoken expectations and norms in the workplace. BENEFITS OF INDUCTION Accelerate Learning Curve Systematic induction helps new employees reach full productivity faster. Socialization Smooth social integration with colleagues improves job satisfaction. Reception Checklist Ensure the first contact is friendly and prepared for the new hire’s arrival. COMPANY INDUCTION – INITIAL BRIEFING Company induction procedures, however, should not rely on the printed word. The member of the HR department or other individual who is looking after new employees should run through the main points with each individual or, when larger numbers are being taken on, with groups of people. In this way, a more personal touch is provided and queries can be answered. INTRODUCTION TO THE WORKPLACE New starters will be concerned about who they are going to work for (their immediate manager or team leader), who they are going to work with, what work they are going to do on their first day, and the geographical layout of their place of work (location of entrances, exits, lavatories, restrooms and the canteen). Some of this information may be provided by a member of the HR department, or an assistant in the new employee’s place of work. But the most important source of information is the immediate manager, supervisor or team leader. The detailed induction is probably best carried out by the immediate team leader, who should have five main aims: to put the new employee at ease; to interest the employee in the job and the organization; to provide basic information about working arrangements; to indicate the standards of performance and behaviour expected from the employee; to tell the employee about training arrangements and how he or she can progress in the company. FORMAL INDUCTION COURSES Reason for Formal induction courses can provide for recruits to be assembled in groups so that a number of people can be given consistent and comprehensive information at the same time, which may not be forthcoming if reliance is placed solely on supervisors. A formal course is an opportunity to deliver messages about the organization, its products and services, its mission and values, using a range of media such as videos and other visual aids that would not be available within departments. But formal induction courses cannot replace informal induction arrangements at the workplace, where the most important need – settling people well – can best be satisfied. Arrangements Decisions will have to be made about who attends and when. It is normal to mix people from different departments but less common to have people from widely different levels on the same course. In practice, managers and senior professional staff are often dealt with individually.  CONTENT ON-THE-JOB INDUCTION TRAINING Most new starters other than those on formal training schemes will learn on The content of formal induction courses may be selected according to the needs of the the job, although this may be supplemented with special off-the-job courses to organization from the following list of subject areas: develop particular skills or knowledge. On-the-job training can be haphazard, information about the organization – its products/services, structure, mission and inefficient and wasteful. A planned, systematic approach is very desirable. core values; learning arrangements and opportunities – formal training, self-managed learning, This can incorporate: personal development plans; job or skills analysis to prepare a learning specification; performance management processes – how they work and the parts people play; health and safety – occupational health, prevention of injuries and accidents, an initial assessment of what the new starter needs to learn; protective clothing, basic safety rules; the use of designated colleagues to act as guides and mentors – these conditions of service – hours, holidays, leave, sick pay arrangements, maternity/ individuals should be trained in how to carry out this role; paternity leave; coaching by team leaders or specially appointed and trained departmental pay and benefits – arrangements for paying salaries or wages, the pay structure, trainers; allowances, details of performance, competence- or skill-based pay schemes, details special assignments. of profit sharing, gainsharing or share ownership arrangements, pension and life or medical insurance schemes; policies, procedures and working arrangements – equal opportunities policies, rules regarding sexual and racial harassment and bullying, disciplinary and grievance procedures, no-smoking arrangements; trade unions and employee involvement – trade union membership and recognition, consultative systems, agreements, suggestion schemes. THANK YOU!