HR Management

Slide 1: HR Management for Non HR Managers Essentials of HR Management 1 www.exploreHR.org

Slide 2: Training Agenda 1. HR Management : An Overview 2. HR Planning and Recruitment 3. Employee Selection 4. Training and Development 5. Performance Management 6. Career Management 2 www.exploreHR.org

Slide 3: You can download this presentation at: www.exploreHR.org Please visit www.exploreHR.org for more presentations on leadership, personal development, and HR management. 3 www.exploreHR.org

Slide 4: Human Resource Management : An Overview 4 www.exploreHR.org

Slide 5: HR Management Cycle Performance Training & Recruitment & Management Development Selection Reward Management Career Management 5 www.exploreHR.org

Slide 6: HR Strategy and Business Result Recruitment & Selection Training & Performance Business Business Development Management Result Strategy HR STRATEGY Reward Career Management Management 6 www.exploreHR.org

Slide 7: Manpower Planning & Employee Recruitment 7 www.exploreHR.org

Slide 8: Manpower Planning Company Strategy Job Analysis • Performance What staff do we What staff is appraisal need to do the available within • Company data job? our banks organization? • Training • Employee Is there a management and match? development What is impact on wage and salary program? If not, what type of people do we need, and how should we recruit them? 8 www.exploreHR.org

Slide 9: Manpower Planning Factors in Forecasting Personnel Requirements Quality and nature of Projected The financial your employees (in turnover (as a resources relation to what you result of available to see as the changing resignation and your need of your terminations) organization organization) 9 www.exploreHR.org

Slide 10: Technique to Determine Number of Recruits Trend • Study of a firm’s past employment needs Analysis over a period of years to predict future needs • A forecasting technique for determining Ratio Analysis future staff needs by using ratios between sales volume and number of employees needed 10 www.exploreHR.org

Slide 11: Recruitment from External Resources • Recruiting new staff from external sources will be influenced by several factors, namely : When the economic conditions are Macro- relatively difficult, there will usually be an Economic oversupply, or the number of applicants Conditions will much higher than the demand. In of a Nation such a case, the company will find it relatively easier to select new employees from the large number of applicants. 11 www.exploreHR.org

Slide 12: Recruitment from External Resources When the sector is one that is Availability considered a ‘rare’ sector, the company of Manpower will have more difficulty in recruiting staff in Desired for this sector. For example, computer technology, or cellular engineering. Sectors 12 www.exploreHR.org

Slide 13: Recruitment from External Resources It will tend to be easier for a company Company to find and recruit the best people if the Reputation company has a good reputation, therefore the best fresh graduates will flock to apply to the company. Example : Google, McKinsey or Microsoft. 13 www.exploreHR.org

Slide 14: 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 14 www.exploreHR.org

Slide 15: Recruitment Sources Advertising (newspaper, magazine, internet) Recruitment College Sources Recruitment Recruitment Agent (headhunter) 15 www.exploreHR.org

Slide 16: Employee Selection 16 www.exploreHR.org

Slide 17: 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 job performance (“criterion”). 2. Content Validity : A test that is “content valid” is one in which the test contains a fair sample of the 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. 17 www.exploreHR.org

Slide 18: Some Types of Selection Test 1. Cognitive Ability Test 2. Personality Test 3. Interview 18 www.exploreHR.org

Slide 19: Cognitive Ability Test • Cognitive Abilities Tests: Paper and pencil or individualized assessment measures of an individual's general mental ability or intelligence. 19 www.exploreHR.org

Slide 20: Advantages of Cognitive Ability Test • 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 the same time • scoring of the tests may be completed by computer scanning equipment • lower cost than personality tests 20 www.exploreHR.org

Slide 21: Disadvantages of Cognitive Ability Test • 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 applicants 21 www.exploreHR.org

Slide 22: Personality Test • Personality Tests: 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. 22 www.exploreHR.org

Slide 23: Advantages of Personality Test • 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 applicant's abilities and interests • can identify interpersonal traits that may be needed for certain jobs 23 www.exploreHR.org

Slide 24: Disadvantages of Personality Test • difficult to measure personality traits that may not be well defined • responses by applicant may be altered by applicant's 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 24 www.exploreHR.org

Slide 25: Interview • Interviews: A selection procedure designed to predict future job performance on the basis of applicants' oral responses to oral inquiries. 25 www.exploreHR.org

Slide 26: Advantages of Interview • useful for determining if the applicant has requisite communicative or social skills which may be necessary for the job • can assess the applicant's 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 26 www.exploreHR.org

Slide 27: Disadvantages of Interview • 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 27 www.exploreHR.org

Slide 28: Training & Development 28 www.exploreHR.org

Slide 29: Training Process Training Training Training Training Need Evaluation Objectives Delivery Analysis What are Objective Techniques Measure the training should be include on- reaction, needs for measurable the-job- learning, this person and training, behavior, and/or job? observable action and results learning, etc. 29 www.exploreHR.org

Slide 30: Assessing Training Needs A detailed analysis of a job to Task Analysis identify the skills required, so that an appropriate training program can be instituted Careful study of competency level to Competency identify a deficiency and then correct Analysis it with a training program, or some other development intervention. 30 www.exploreHR.org

Slide 31: Competency Analysis Current Competency Required competency Gap competency level of the level for certain employee position Competency Training and Assessment Development Program 31 www.exploreHR.org

Slide 32: Competency Profile Per Position Required Level Position Required Competency 1 2 3 4 5 Communication Skills Public Speaking Training & Leadership Development Training Need Analysis Manager Material Development Training Evaluation Communication Skills Interview Skills Recruitment Analytical Thinking Supervisor Understand Selection Tools Teamwork Customer Orientation Score Required Competency Type 32 www.exploreHR.org

Slide 33: Competency Profile Per Position Managerial competency 1 2 3 4 Leadership Required Level Actual Level Achievement Orientation Teamwork Planning & Organizing Functional competency 1 2 3 4 Mechanical Engineering Mechanical Equipment Maintenance Competency Position Relevant Training Modules Requirements  Leadership I SUPERVISOR Leadership  Communication Skills I  The Art of Motivating Employees  Providing Effective Feedback  Goal Setting Technique Achievement Orientation  Work Motivation  Planning & Organizing  Continuous Self Improevement 33 www.exploreHR.org

Slide 34: Training Matrix for Competency Development Service Excellence Building Productive Motivation Training Effective Leader 1 Effective Leader 2 Creative Problem Communication Seminar Series On Becoming On Becoming Achievement for Customer Management Professional Productive Teamwork Strategic Training Title Solving Series Position Managerial Competency V Communication Skills V Leadership V Teamwork Supervisor V Achievement Orientation V Customer Focus V Job Functional Skills V Communication Skills V Leadership V Teamwork V Achievement Orientation Manager V Customer Focus V Strategic Thinking V Problem Solving & Decision Making V Job Functional Skills V = compulsory training 34 www.exploreHR.org

Slide 35: Enhance Training Effectiveness Make the material meaningful Training Provide for Effectiveness transfer to learning Motivate the trainee 35 www.exploreHR.org

Slide 36: Enhance Training Effectiveness • At the start of training, provide the Make the trainees with a bird’s-eye view of the material 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 36 www.exploreHR.org

Slide 37: Enhance Training Effectiveness • Maximize similarity between the training Provide for situation and the work situation transfer to learning • Provide adequate training practice • Identify each feature of the step in the process 37 www.exploreHR.org

Slide 38: Enhance Training Effectiveness • People learn best by doing. Try to provide Motivate as much realistic practice as possible the trainee • 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. 38 www.exploreHR.org

Slide 39: Type of Training Program OFF THE JOB • Does not interfere with job Formal course • Provides for fact learning • Helps transfer of learning Simulation • Creates lifelike situations Wilderness Trip • Builds teams • Builds self-esteem 39 www.exploreHR.org

Slide 40: Type of Training Program ON THE JOB • Facilitates transfer of learning Job instruction • Does not require separate facilities training • Does not interfere with real job performance Apprenticeship training • Provides extensive training Job rotation • Gives exposure to many jobs • Allows real learning Mentoring • Is informal • Is integrated into job 40 www.exploreHR.org

Slide 41: Evaluation of Training Effectiveness Level 1 - Reaction Level 2 - Learning Four Levels of Training Level 3 – Behavior Effectiveness Application Level 4 – Business Impact 41 www.exploreHR.org

Slide 42: Evaluation of Training Effectiveness Evaluate trainees’ reactions to Level 1 - Reaction the program. Did they like the program? Did they think it worthwhile? Test the trainees to determine if Level 2 - Learning they learned the principles, skills, and facts they were to learn. 42 www.exploreHR.org

Slide 43: Evaluation of Training Effectiveness Ask whether the trainees’ behavior on the job Level 3 – changed because of the training program. For Behavior example, are employees in the store’s complaint Application department more courteous toward disgruntled customers than previously? What final results were achieved in terms of the Level 4 – training objectives previously set? Did the number Business of customer complaints about employee drop? Did Impact the reject rate improve? Was turnover reduced, and so forth. 43 www.exploreHR.org

Slide 44: Employee Performance Management 44 www.exploreHR.org

Slide 45: 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 subordinate’s work-related behavior, and then develop a plan for corrective action. • Appraisal provide a good opportunity to review the person’s career plans in light of his/her exhibited strengths and weaknesses. 45 www.exploreHR.org

Slide 46: Performance Management Cycle Performance Regular Feed back Planning Review and (Setting Monitoring Performance Corrective Targets) Action • Training & Development Performance Plan Appraisal and • Salary/Bonus Evaluation Adjustment • Career Development 46 www.exploreHR.org

Slide 47: Performance Management Cycle 1. Defining the performance standards Defining Performance means making sure that you and your Standard/ subordinate agree on his/her duties and Targets targets that you expect 1. Appraising performance means Appraising Performance comparing your subordinate’s actual performance to the standard/targets set in step one. 1. Providing feedback means discussing Providing Feedback for plans for any development that is Development required. 47 www.exploreHR.org

Slide 48: Problems in Performance Appraisal Poor Poor Lack of feedback to measures of standards employee performance Failure to Irrelevant or Negative apply subjective communication evaluation standards data Common Performance Evaluation Problems 48 www.exploreHR.org

Slide 49: Bias in the Appraisal Process The \"halo\" effect occurs when a supervisor’s Halo rating of a subordinates on one trait biases the Effect rating of that person on other traits A tendency to rate all employees the same Central way, such as rating them all average Tendency 49 www.exploreHR.org

Slide 50: Bias in the Appraisal Process The problem that occurs when a supervisory Leniency has a tendency to rate all subordinates either high or low The tendency to allow individual differences Bias such as age, race, and sec affect the appraisal rates these employees receives. 50 www.exploreHR.org

Slide 51: Performance Appraisal Element 1. Competencies: It represents soft or qualitative Performance aspects of performance appraisal (process) elements has two main 2. Performance Result: categories: Hard or quantitative aspects of performance (result) 51 www.exploreHR.org

Slide 52: Performance Appraisal Element 1. Competencies Score Overall Score 2. Performance Result Score Will determine the employee’s career movement, and also the reward to be earned 52 www.exploreHR.org

Slide 53: Element # 1 : Competencies Competency : Collaboration Basic Intermediate Advanced Expert Actively listens, and clarifies Actively listens, and clarifies Actively listens, and clarifies Actively listens, and clarifies understanding understanding where required, in understanding where required, in understanding where required, in where required, in order to learn from others. order to learn from others. order to learn from others. order to learn from others. Empathise with audience and Empathise with audience and Empathise with audience and Empathise with audience and formulates formulates messages accordingly. formulates messages accordingly. formulates messages accordingly. messages accordingly. Shares resources and information. Shares resources and information. Shares resources and information. Shares resources and information. Responds promptly to other team Balances complementary strengths Actively builds internal and external Builds internal and external networks and uses members’ needs. in teams and seeks diverse networks. them to efficiently to create value. contributions and perspectives. Involves teams in decisions that Uses cross functional teams to draw Uses cross functional teams to draw upon effect them. upon skills and knowledge skills and knowledge throughout the throughout the organization. organization. Encourages co-operation rather than Builds and maintains relationships Drives and leads key relationship groups competition within the team and with across The company. across The company. key stakeholders. Manages alliance relationships through complex issues such as points of competing interest. Ensures events and systems, eg IT, for collaboration are in place and used. Draws upon the full range of relationships (internal, external, cross The company) at critical points in marketing and negotiations. 53 www.exploreHR.org

Slide 54: Element # 2 : Performance Results No. Main Performance Target Target to be Achieved 1 Conduct an assessment of the All employees submit their performance assessment form employee's performance on time 2 Improve the system for Target : completed 100 % performance assessment in November 2008 3 Conduct training activities Target : to conduct 6 training modules in one year 4 Carry out on the job training Target : 90 % of the total employees activities who attend the training experience an increase in skill and knowledge Target should be measurable and specific 54 www.exploreHR.org

Slide 55: Employee Career Management 55 www.exploreHR.org

Slide 56: Career Planning and Development Providing employees Career the assistance to form Planning & realistic career goals Development and the opportunities to realize them 56 www.exploreHR.org

Slide 57: Typical Career movement Entry Level Join Company 22 years old First Line Supervisor/Ass. Manager 26 - 29 years old Middle Managers 29 - 35 years old Management Senior GM/Senior Managers 35 - 45 years old Management Top CEO/BOD 45 - 55 years old Management 57 www.exploreHR.org

Slide 58: Career Stage The period from about age 25 to 30 during Trial Stage 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 58 www.exploreHR.org

Slide 59: Career Stage Mid career The period occurring between the mid- Crisis Stage thirties and mid-forties during which people often make a major reassessment of their progress relative to their original career ambitions and goals The period form about ages 45 to 65 during Maintenance Stage which the person secures his or her place in the world of work 59 www.exploreHR.org

Slide 60: Career Stage Decline Stage The period during which many people are faced with the prospect of having to accept reduced levels of power and responsibility. 60 www.exploreHR.org

Slide 61: 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 person’s career swings; a person becomes conscious of them as a result of learning about his or her talents and abilities. 61 www.exploreHR.org

Slide 62: Five Career Anchors Technical/ Managerial Creativity as a Functional Career Competence as a Career Anchor Anchor Career Anchor Autonomy and Security as a Independence as Career Anchor Career Anchor 62 www.exploreHR.org

Slide 63: Five Career Anchors • People who have a strong Technical/ technical/functional career anchor Functional Career tend to avoid decisions that would Anchor drive them toward general management. • Instead, they make decisions that will enable them to remain and grow in their chosen technical or functional field 63 www.exploreHR.org

Slide 64: Five Career Anchors • People who show strong motivation to Managerial 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 64 www.exploreHR.org

Slide 65: Five Career Anchors • 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. 65 www.exploreHR.org

Slide 66: Five Career Anchors • People who are driven by the need to Autonomy and be on their own, free from the Independence 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. 66 www.exploreHR.org

Slide 67: Five Career Anchors • 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. 67 www.exploreHR.org

Slide 68: 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 employee’s 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 68 www.exploreHR.org

Slide 69: Career Management and the First Assignment 1. Provide periodic job rotation 2. Provide career-oriented performance appraisals 3. Encourage career-planning activities 69 www.exploreHR.org

Slide 70: Recommended Further Readings 1. Gary Dessler, Human resource Management, Prentice Hall 2. Susan Jackson and Randall Schuler, Managing Human Resource : A Partnership Perspective, South-Western College Publishing 70 www.exploreHR.org

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