LITERATURE REVIEW RESOURCES

LITERATURE REVIEW RESOURCES
1
LITERATURE REVIEW RESOURCES 10
Literature Review Resources
Student A. Sample
Grand Canyon University: RES-811
<Date>
<Note: Even though APA does not require the
date on a title page, it is a requirement for GCU papers.>
PSY-830 Literature Review Resources
Number
Article Information
Added to RefWorks? (Y or N)
1.

Reference Information
Industrial/Organizational Psychology: Understanding the
Workplace
Y
Link
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
.lopes.idm.oclc.org/login.aspx?direct=true&db=edswss&AN=00
0347729700002&site=eds-live&scope=site
Annotation
Morris, S. B., Daisley, R. L., Wheeler, M., & Boyer, P.
(2015). A Meta-Analysis of the Relationship Between
Individual Assessments and Job Performance. Journal of
Applied Psychology, 100(1), 5-20. doi: 10.1037/a0036938.
In this examined scholarly journal research article, the authors
Morris, S. B., Daisley, R. L., Wheeler, M., & Boyer, P.;
analyzes the related validity criterion used in individual
assessment. They defined individual assessments as a process
used in selecting employees, and involving the utilization of
different assessment methods, administered on each candidate
interviewed, and using such assessment to evaluate, judge, and
determine a candidate’s overall suitability for a position. The
authors determined that the recommendations of the assessor are
reliable enough to predict work performances; however, they
mutually agree that the results must be characterized, explained
and interpreted in a cautious manner, due to the fact that a
relative small number of studies have been conducted and to
take into consideration the possibilities of publication biases.
2.
In Support of Personality Assessment in Organizational Settings
Y

Link
.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2007
-18089-008&site=eds-live&scope=site
Annotation
Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A.
(2007). In support of personality assessment in organizational
settings. Personnel Psychology, 60(4), 995-1027.
10.1111/j.1744-6570.2007.00099.x
The authors, Ones, D. S., Dilchert, S., Viswesvaran, C., &
Judge, T. A. in this scholarly journal research article examined
the idea of using personality tests for employees’ selection
purposes. They used various meta-analyses including those used
by Morgeson et al. (2007), such as the optimum and unit-
weighted different correlations among the Big Five personality
dimensions and behaviors in organizations, including job
performance; (b) generalized variable relationships of
Conscientiousness and its surfaces such as dependability and
cautiousness achievement orientation; (c) the validity of
compound personality measures; and (d) the validity of
incremental personality measures versus cognitive ability. The
authors concluded that it is counterproductive to write off all
the areas of expertise of individual differences as it relates to
personality with reference to staff selection and organizational
decision making for the science and practice of I-O psychology.
3.
Standards for Organizational Consultation Assessment and
Evaluation Instruments
Y

Link
.lopes.idm.oclc.org/login.aspx?direct=true&db=hch&AN=93081
Annotation
Cooper, S. E., & O'Connor Jr., R. (1993). Standards for
organizational consultation assessment and evaluation
instruments. Journal of Counseling & Development, 71(6), 651-
660.
The authors addressed the major quantitative and qualitative
psychometric guidelines for managerial/directio nal and
organizational deliberation and consultation assessment as well
as evaluation instruments. They also reviewed a framework of
several current sampling questions as well as possible
implications of the instrument used by practitioners and
suggested that further research and assessments that focuses on
compliance, performance, design, adequacy, efficiency,
management, intervention, and impact should be conducted.
4.
Do you understand why stars twinkle? Would you rather read
than watch TV? Do you trust data more than your instincts?
N
Link
/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-
live&scope=site
Annotation

Gray, E., & Nathan, G. (2015). Do you understand why stars
twinkle? would you rather read than watch TV? do you trust
data more than your instincts? (cover story). Time, 185(23), 40-
46.
In this article, Gray, E., & Nathan, G. (2015), discusses
personality tests and various similar questions relating to job
applicants’ requirements of answers so as to get selected in the
2015 era of increased hiring. They also analyzed employment
qualifications and interview criteria, in addition to efforts of
combating the staff turnover rates and efforts at increasing labor
productivity in the US. The authors made references to Hogan
Personality Inventory test and the Prophecy Behavioral
Personality Assessment in addition to executive Andy Biga and
the monitoring of workers' temperaments.
5.
Employability and Career Success: Bridging the Gap Between
Theory and Reality.
Y
Link
http://www.drtomascp.com/uploads/PIOP_final_employability.p
df
Annotation
Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013).
Employability and career success: Bridging the gap between
theory and reality. Industrial & Organizational Psychology,
6(1), 3-16. doi: 10.1111/iops.12001.
These authors of this article review the prevalence in the
commonly accepted research mental outlook towards
employability, and the study towards career achievement,

wherein the believes of psychologist is driven by cognitive
potentials, personality, and educational success. In addition, the
article examines the needs of employees’ in their workplaces,
which features the major gains in social skills that supports the
drives in determining the level of employability. They also
analyzed the rationale behind unemployment and came to the
conclusion that financial instability and other associated mental
characteristics in conjunction with employability are essential
parts of the difficulty that leads joblessness. The authors
establish that industrial-organizational psychologist must be
independently paired so as to contribute to preparation of
explanations that supports employability.
6.
The Importance of Ability and Effort in Recruiters' Hirability
Decisions: An Empirical Examination of Attribution Theory
N
Link
.lopes.idm.oclc.org/login.aspx?direct=true&db =a9h&AN=83512
Annotation
Carless, S., & Waterworth, R. (2012). The importance of ability
and effort in recruiters' hirability decisions: An empirical
examination of attribution theory. Australian Psychologist,
47(4), 232-237. 10.1111/j.1742-9544.2011. 00038.x
These authors analyzed Weiner's attribution theory in
determining the attributions that recruiters utilize during
interviews and selection processes as well as final hiring
decisions. They used a quasi-experimental design to determine
at which level of ability (either high or low) as well as effort
(high or low) was manipulated. They analyzed the extent at

which there were manipulations using three outcomes that
includes: (1) beliefs and predictions of employees’ future job
performances, (2) anticipated level of employees’ responsibility
for lack of success and deficiencies, and (3) hiring
recommendations. Their findings compatible to that of the
attribution theory wherein recruiters discovered the
dissimilarities in the element and explanations of prior work
outcomes provided by job applicants that later affected their
expectations of future performances on the job, responsibility in
lack of success, and recommendations to hire.
7.
The Structured Employment Interview: Narrative and
Quantitative Review of the Research Literature.
Y
Link
/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-
live&scope=site
Annotation
Levashina, J., Hartwell, C., Morgeson, F., & Campion, M.
(2014). The structured employment interview: Narrative and
quantitative review of the research literature. Personnel
Psychology, 67, 241-293. doi: 10.1111/peps.12052
This article investigated the common argument
regarding employment structure that has grown for over two
decades. It analyzed a complied and well-structured devised
plan of empirical research. The authors Levashina, J., Hartwell,
C., Morgeson, F., & Campion, M. (2014) focus their attention
and argument on a few major subjects that have been the f focal

point on (a) the characterization of structure; (b) decreasing
team disparities in dialogue ratings via structure; (c) impact
organization in thoughtful reflection dialogues; (d) measurable
personality through designed interviews; (e) contradicting
situational analysis as opposing to past-behavior questions; (f)
developing rating scales; (g) follow-up, and explanation on
question; and (h) responses to structure. Each of this topic was
used to evaluate and augment methods of meta-analysis, content
analysis, and primary studies. In particular, the authors
concluded that interviewees used multiple unwritten approaches
such as assertive tactics to vigorously communicate positive
images.
8.
Increasing Performance Appraisal Effectiveness: Matching Task
Types, Appraisal Process, and Rater Training
Y
Link
/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-
live&scope=site
Annotation
Lee, C. (1985). Increasing performance appraisal effectiveness:
Matching task types, appraisal process, and rater
training. Academy of Management Review, 10, 322-331.
This research study proposes a performance appraisal technique
that focuses on fitting ratee task characteristics. The author’s
approach comprises of systems that are designed with dealing
with tasks that consists of both suitability of predictable and
genuine performance measures and knowledge of the change
management process, either high or low, but designed to boost

and develop the connection between accuracy in observations
and accuracy in performance ratings as well as improving
ratees' future performances. The author also examine types of
task and performance appraisal techniques, including strategies
used in training raters to expand observational accuracy.
9.
Overlooking Overkill? Beyond the 1-to-5 Rating Scale
Y
Link
live&scope=site
Annotation
Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill?
Beyond the 1-to-5 rating scale. Human Resource Planning,
28(3), 7-11.
The authors of this scholarly article discuss the techniques used
for measuring performance in organizations. Their selected
choice is the behavioral rating scale, and the commonly used
one is the frequency type of response scale. This format
requires that raters demonstrate how frequent a manager or
leader exhibits specific type of behavior. Another type of
response scale that is used is the evaluation type, wherein the
rater is asked to determine the effectiveness of the manager’s
performance including his or her behavior, role, or function as
described in the survey item. The authors concluded that the
major difference between frequency and evaluation response
scales is that frequency engages raters to describe performance
while evaluation response requires that raters determine the

quality of performance.
10.
The Relative Importance of Task and Contextual Performance
Dimensions to Supervisor Judgments of Overall Performance
N
Link
live&scope=site
Annotation
Johnson, J. W. (2001). The relative importance of task and
contextual performance dimensions to supervisor judgments of
overall performance. Journal of Applied Psychology, 86, 984-
996.
In this article, the author argues that while evidence backs and
upholds the exclusive inputs of task and contextual
performances to overall evaluations, there is however, limited
information available on the contributions that unique
dimensions of contextual performance make to the general
performance judgments. The article also analyzed and evaluated
the scope and length that supervisors will go to determine task
and contextual performances through the use of relative weights
to statistically interpret the comparative significance of di stinct
dimensions of all the types of performance to the general
performance ratings.

References
Carless, S., & Waterworth, R. (2012). The importance of ability
and effort in recruiters' hirability decisions: An empirical
examination of attribution theory. Australian Psychologist,
47(4), 232-237. 10.1111/j.1742-9544.2011. 00038.x Retrieved
from
.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=83512
Cooper, S. E., & O'Connor Jr., R. (1993). Standards for
organizational consultation assessment and evaluation
instruments. Journal of Counseling & Development, 71(6), 651-
660. Retrieved from
.lopes.idm.oclc.org/login.aspx?direct=true&db=hch&AN=93081
Gray, E., & Nathan, G. (2015). Do you understand why stars
twinkle? would you rather read than watch TV? do you trust
data more than your instincts? (cover story). Time, 185(23), 40-
46. Retrieved from
/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-
live&scope=site
Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013).
Employability and career success: Bridging the gap between
theory and reality. Industrial & Organizational Psychology,
6(1), 3-16. doi: 10.1111/iops.12001. Retrieved from
http://www.drtomascp.com/uploads/PIOP_final_employability.p
df
Johnson, J. W. (2001). The relative importance of task and
contextual performance dimensions to supervisor judgments of
overall performance. Journal of Applied Psychology, 86, 984-
996. Retrieved from

live&scope=site
Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill?
Beyond the 1-to-5 rating scale. Human Resource Planning,
28(3), 7-11. Retrieved from
live&scope=site
Lee, C. (1985). Increasing performance appraisal effectiveness:
Matching task types, appraisal process, and rater training.
Academy of Management Review, 10, 322-331. Retrieved from
live&scope=site
Levashina, J., Hartwell, C., Morgeson, F., & Campion, M.
(2014). The structured employment interview: Narrative and
quantitative review of the research literature. Personnel
Psychology, 67, 241-293. doi: 10.1111/peps.12052. Retrieved
from
/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-
live&scope=site
Morris, S. B., Daisley, R. L., Wheeler, M., & Boyer, P.
(2015). A Meta-Analysis of the Relationship Between
Individual Assessments and Job Performance. Journal of
Applied Psychology, 100(1), 5-20. doi: 10.1037/a0036938.
Retrieved
fromhttps://lopes.idm.oclc.org/login?url=http://search.ebscohost
.com.lopes.idm.oclc.org/login.aspx?direct=true&db=edswss&A
N=000347729700002&site=eds-live&scope=site
Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A.
(2007). In support of personality assessment in organizational
settings. Personnel Psychology, 60(4), 995-1027.
10.1111/j.1744-6570.2007.00099.x Retrieved
fromhttps://lopes.idm.oclc.org/login?url=http://search.ebscohost

.com.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=
2007-18089-008&site=eds-live&scope=site
7
Copyright © 2015 Pearson Education, Inc.
Interviewing Candidates
7-1
4-
Chapter 6 focused on important tools managers use to select
employees. Now we’ll turn to one of these tools—interviewing
candidates. The main topics we’ll cover include types of
interviews, things that undermine interviewing’s usefulness, and
designing and conducting effective selection interviews.
1
Learning Objectives
List and give examples of the main types of selection
interviews.
List and explain the main errors that can undermine an
interview’s usefulness.
7-2

4-
After studying this chapter, you will be able to:
1. List and give examples of the main types of selection
interviews.
2. List and explain the main errors that can undermine an
2
7-3
Learning Objectives
Define a structured situational interview and give examples of
situational questions, behavioral questions, and background
questions that provide structure.
What are the main points to know about developing and
extending the actual job offer?
4-

3. Define a structured situational interview and give examples
of situational questions, behavioral
questions, and background questions that provide structure.
4. What are the main points to know about developing and
3
List and give examples of the main types of selection
interviews.
7-4
4-
An interview is a procedure designed to obtain information from
a person through oral responses to oral inquiries. A selection
interview (the focus of this chapter) is a selection procedure
designed to predict future job performance based on applicants’
oral responses to oral inquiries.
4
Basic Types of Interviews
Structured vs. unstructured
Questions to ask
Situational
Behavioral

Job-related
Stress
Puzzle questions
7-5
4-
In unstructured (or nondirective) interviews, the manager
follows no set format. In structured (or directive) interviews,
the employer lists the questions ahead of time. He or she also
may even list and score possible answers for appropriateness.
Structured interviews are generally superior. In structured
interviews, all interviewers generally ask all applicants the
same questions. It’s clear the courts will look at whether the
interview process is structured and consistently applied.
In a situational interview, you ask the candidate what his or her
behavior would be in a given situation. Behavioral interviews
ask applicants to describe how they reacted to actual situations
in the past. In a job-related interview, the applicants answer
questions about relevant past experiences. In stress interviews,
the applicant is made uncomfortable by a series of often rude
questions. This technique helps identify hypersensitive
applicants and those with low or high stress tolerance. Puzzle
questions are popular. Recruiters like to use them to see how
candidates think under pressure.

5
Administering Interviews
Panel
Phone
Video/web-assisted
Computerized
Second Life
Speed dating
Case interviews
7-6
4-
Employers also administer interviews in various ways. These
include one-on-one or by a panel of interviewers, sequentially
or all at once, and computerized or personally. In an
unstructured sequential interview, each interviewer generally
just asks questions as they come to mind. In a structured
sequential interview, each interviewer rates the candidates on a
standard evaluation form, using standardized questions.
A panel interview is an interview conducted by a team of
interviewers who interview each candidate and then combine
their ratings into a final panel score. Employers do some
interviews entirely by telephone. These can actually be more
accurate than face-to-face interviews for judging an applicant’s
conscientiousness, intelligence, and interpersonal skills.

Firms have long used the Web to do selection interviews. With
iPad-type video functionalities and the widespread use of
Skype™, their use is growing.
A computerized interview is one in which a job candidate’s oral
and/or computerized replies are obtained in response to
questions and/or situations.
Several employers such as Microsoft and Hewlett-Packard use
the online virtual community Second Life to conduct job
interviews. Others have tried a “speed dating” model wherein
candidates visit briefly with selected employees.
Finally, Bain & Company uses case interviews as part of its
candidate selection process.
6
IMPROVING PERFORMANCE:
HR as a Profit Center
Great Western Bank uses a computerized job interview
Candidate responds via a touch screen and a microphone
Applicant can see what the job is really like
Those hired are reportedly 26% less likely to leave within 90
days
Turnover costs reduced
7-7
4-

Discussion Question: You have to hire dozens of wait staff
every year for a new restaurant on
Miami Beach. Explain how you would use a computerized
interview, including questions and tasks for
candidates.
7
Three Ways to Make the Interview Useful
Structure the interview
Carefully select traits to assess
Beware of committing interviewing errors
7-8
4-
Structured interviews are more valid than unstructured
interviews for predicting job performance. This is especially
true for structured interviews using situational questions
To reduce interview errors, limit yourself mostly to situational
and job knowledge questions. This will help you assess how the
candidate will actually respond to typical situations on that job.
8

Review
Structured vs. unstructured
Questions to ask
Situational
Behavioral
Job-related
Stress
Puzzle questions
Administration
Panel
Phone
Video/web- assisted
Computerized
7-9
4-
In unstructured interviews, the manager follows no set format.
In structured interviews, the employer lists the questions ahead
of time. Possible answers also may be provided. The types of
questions we have discussed include:
Situational
Behavioral
Job-related
Stress
Puzzle questions
Interviews may be conducted by a panel, on the phone, using

video or web-assisted technology or via the computer.
9
List and explain the main errors that can undermine an
7-10
4-
One reason selection interviews are often less than useful is that
managers make predictable, avoidable errors. We’ll look at
these next.
10
Snap judgments
Job requirements not clear
Candidate-order & pressure to hire
Nonverbal behavior & impression management
Personal characteristics
Interviewer mistakes
Errors That Undermine Interviews
7-11
4-

Perhaps the most consistent finding is that interviewers tend to
jump to conclusions—make snap during the first few minutes of
the interview. Sometimes this occurs before the interview starts,
based on test scores or résumé data.
Interviewers may not have an accurate picture of the job
requirements and what sort of candidate is best suited for it. If
that’s the case, they may make their decisions based on
incorrect impressions or stereotypes of what a good applicant is.
Candidate-order error means the order in which you see
applicants affects how you rate them. There is some indication
that the effects of primacy (who you interviewed first) or
recency (most recently interviewed) can impact your decisions.
The applicant’s nonverbal behavior can also have a surprisingly
large impact on his or her rating. Interviewers infer your
personality from your nonverbal behaviors in the interview.
Clever candidates capitalize on non-verbal behavior and
impression management. One study found that some used
ingratiation to persuade interviewers to like them. Psychologists
call using techniques like ingratiation and self-promotion
“impression management.”
Unfortunately, physical attributes such as applicants’
attractiveness, gender, disability, or race also may distort an
interviewer’s assessments.
Interviewers may make numerous mistakes such as:
Having favorable pre-interview impressions
Playing district attorney or amateur psychologist

Asking improper questions
Being inept
11
HR Practices Around the Globe
Selection Practices Abroad
Traditional selection practices
Cultural demands
7-12
4-
Traditional selection practices there are different from what one
might expect in the United States. For example, “age is
considered synonymous to wisdom.” Therefore, job
advertisements for mid- and senior level positions often set a
minimum age as a selection criteria, while “the entry level
positions in public sector organizations, age limit is restricted
up to 30 years of age.”
You are interviewing candidates in Bangladesh and you have a
great candidate who unfortunately is 25 years old, when the job
calls for someone at least 40. List three questions you would
ask to see if the person is still qualified.
12
Review

7-13
4-
Errors that undermine an interview’s usefulness include
jumping to conclusions, not having accurate job requirements or
the order in which candidates are interviewed. Non-verbal
behavior, personal characteristics and physical attributes also
create errors. Interviewers may make numerous mistakes such
as playing district attorney or amateur psychologist or asking
improper questions.
13
7-14
Define a structured situational interview and give examples of
situational questions, behavioral questions, and background
questions that provide structure.
4-
There is little doubt that the structured situational interview —a
series of job-relevant questions
with predetermined answers that interviewers ask of all

applicants for the job—produces superior
results. Ideally, the basic idea is to (1) write situational (what
would you do), behavioral (what
did you do), or job knowledge questions, and (2) have job
experts (like those supervising the job)
also write several answers for each of these questions, rating the
answers from good to poor.
14
How to Design and Conduct an Effective Interview
7-15
4-
You may not have the time or inclination to create a structured
situational interview. However, there is still much you can do to
make your interviews more systematic and effective.
15
Design and Conduct an Effective Interview
Analyze the job
Rate main duties
Create questions
Create benchmark answers
Appoint interview panel and conduct interviews
7-16

4-
There are five basic steps involved in designing and conducting
structured interviews.
STEP 1: Write a job description with a list of job duties;
required knowledge, skills, and abilities; and other worker
qualifications.
STEP 2: Rate each job duty, say from 1 to 5, based on its
importance to job success.
STEP 3: Create interview questions for each of the job duties,
with more questions for the important duties.
STEP 4: Next, for each question, develop ideal (benchmark)
answers for good (a 5 rating), marginal (a 3 rating), and poor (a
1 rating) answers.
STEP 5: Select a panel consisting of three to six members,
preferably the same ones who wrote the questions and answers.
It may also include the job’s supervisor and/or incumbent, and a
human resources representative. The same panel interviews all
candidates for the job.
16
IMPROVING PERFORMANCE: HR Tools for Line Managers
and Entrepreneurs

How to Conduct an Effective Interview
Know the job
Structure the interview
Get organized
Establish rapport
Ask questions
Take brief notes
Close the interview
Review the interview
7-17
4-
Step 1: First, make sure you know the job. Do not start the
interview unless you understand the
job’s duties and what human skills you’re looking for. Study the
job description.
Step 2: Structure the interview. Any structuring is better than
none. If pressed for time, you can
still do several things to ask more consistent and job-relevant
questions, without developing
a full-blown structured interview. They include:
• Base questions on actual job duties. This will minimize
irrelevant questions.
• Use job knowledge, situational, or behavioral questions, and

know enough about the
job to be able to evaluate the interviewee’s answers. Questions
that simply ask for
opinions and attitudes, goals and aspirations, and self-
descriptions and self-evaluations
allow candidates to present themselves in an overly favorable
manner or avoid revealing
weaknesses. Figure 7-2 illustrates structured questions.
• Use the same questions with all candidates. This improves
reliability. It also reduces bias
by giving all candidates the same opportunity.
• Perhaps use descriptive rating scales (excellent, fair, poor) to
rate answers. For each
question, if possible, have several ideal answers and a score for
each. Then rate each
candidate’s answers against this scale.
• If possible, use a standardized interview form.
Step 3: Get organized. Hold the interview in a private room to
minimize interruptions (including
text messages). Prior to the interview, review the candidate’s
application and résumé. Note
any areas that are vague or that may indicate strengths or
weaknesses.
Step 4: Establish rapport. The main reason for the interview is
to find out about the applicant.
Start by putting the person at ease. Greet the candidate and start
the interview by asking a
noncontroversial question, perhaps about the weather that day.
Step 5: Ask questions. Try to follow the situational, behavioral,
and job knowledge questions

you wrote out ahead of time. You’ll find a sampling of other
technical questions (such as
“What did you most enjoy about your last job?”) in Figure 7-3.
As a rule,
Don’t telegraph the desired answer.
Don’t interrogate the applicant as if the person is on trial.
Don’t monopolize the interview, nor let the applicant do so.
Do ask open-ended questions.
Do encourage the applicant to express thoughts fully.
Do draw out the applicant’s opinions and feelings by repeating
the person’s last comment
as a question (e.g., “You didn’t like your last job?”).
Do ask for examples.
Do ask, “If I were to arrange for an interview with your boss,
what would he or she say
are your strengths, weaker points, and overall performance?
Step 6: Take brief, unobtrusive notes during the interview.
Doing so may help avoid
Making a snap decision early in the interview, and may also
help jog your memory once
the interview is complete. Take notes, jotting down just the key
points of what the
Interviewee says.
Step 7: Close the interview. Leave time to answer any questions
the candidate may have and,
if appropriate, to advocate your firm to the candidate.
Try to end the interview on a positive note. Tell the applicant
whether there is any interest
and, if so, what the next step will be. Make rejections
diplomatically—“Although your
background is impressive, there are other candidates whose
experience is closer to our
requirements.” Remember, as one recruiter says, “An interview

experience should leave a
lasting, positive impression of the company, whether the
candidate receives and accepts an
offer or not.” If the applicant is still under consideration but
you can’t reach a decision
now, say so.
In rejecting a candidate, one perennial question is, should you
provide an explanation
or not? In one study, rejected candidates who received an
explanation detailing why
the employer rejected them felt that the rejection process was
fairer. Unfortunately,
doing so may not be practical. Most employers say little, to
avoid pushback and legal
problems.
Step 8: Review the interview. After the candidate leaves, review
your interview notes, score the
interview answers (if you used a guide), and make a decision.
We’ll address what interviewees can do to apply these findings
and to excel in the interview in
Appendix 2 to this chapter.
Discussion Question: Write a one-paragraph (single-spaced)
memo to the people who do your
company’s recruiting on the topic, “The five most important
things an interviewer can do to have a
useful selection interview.”
17
Talent Management: Profiles and Employee Interviews
Use the same job profile (competencies, traits, knowledge, and
experience) for creating interview questions as for recruiting
Testing

Training
Appraising and
Paying the employee
7-18
4-
To ensure an integrated, goal-oriented human resource effort,
talent management adherents use
the same job profile (competencies, traits, knowledge, and
experience) for creating interview
questions as for recruiting, testing, training, appraising, and
paying the employee.
The manager can use the job’s profile to formulate job-related
situational, behavioral, and
knowledge interview questions when selecting someone for a
job or set of roles. For example,
Table 7-1 summarizes illustrative competency, knowledge, trait,
and experience profile elements
for a chemical engineer candidate, along with sample interview
questions. Selecting engineers
based on this profile focuses your questions precisely on those
things someone must be proficient
at to do this job well.
18
Job analysis
Rating
Creating questions

Benchmark answers
Create a panel and conduct interviews
Review
7-19
4-
The first step in designing and conducting proper structured
interviews is to have a well-done job analysis. Rating the main
duties of the job is next. Creating the actual questions and
benchmark answers are important as well. Finally, assembling a
panel of people and conducting the interviews is the final step
in the process.
19
What are the main points to know about developing and
7-20
4-
After all the interviews, background checks, and tests, the

employer decides to whom to make
an offer.
20
The job offer will include:
Pay rates
Benefits
Actual job duties
There may be some negotiations
When agreement is reached, the employer will extend a written
job offer to the candidate
Developing and Extending the Job Offer
7-21
4-
When the actual offer is made, for instance the job offer for the
candidate’s apparent attractiveness as a prospective employee,
the level of the position, and pay rates for similar positions will
be reviewed. Next the employer extends an actual job offer to
the candidate verbally. Here, the employer’s point person (who
might be the person to whom the new employee will report, or
the human resource director for instance) discusses the offer’s
main parameters. These include, for instance, pay rates,
benefits, and actual job duties. There may be some negotiations.
Then, once agreement is reached, the employer will extend a
written job offer to the candidate.
21

Issues to Consider with the Written Offer
A job offer letter has the:
Welcome sentence
Pay information
Benefits information
Paid leave information
Terms of employment
7-22
4-
There are several issues to consider with the written offer.
Perhaps most important, understand
the difference between a job offer letter and a contract. In a job
offer letter, the employer
lists the offer’s basic information. This typically starts with a
welcome sentence. It then includes
job-specific information (such as details on salary and pay),
benefits information, paid leave
information, and terms of employment (including, for instance,
successful completion of job
testing and physical exams).
There should be a strong statement that the employment
relationship is “at will.” There is then
a closing statement. This again welcomes the employee,
mentions who the employer’s point
person is if any questions arise, and instructs the candidate to
sign the letter of offer if it is
Acceptable.
22

An employment contract includes:
Includes duration
Severance provisions
Nondisclosure requirements
Covenants not to compete
The Employment Contract
7-23
4-
For many positions (such as executive) a contract is in order. In
contrast to a letter of offer (which should always be “at will”),
an employment contract may have a duration (such as 3 years).
Therefore, the contract will also describe grounds for
termination or resignation, and
severance provisions. The contract will almost always also
include terms regarding confidentiality, nondisclosure
requirements, and covenants not to compete (although some job
offer letters for positions such as engineer many include such
provisions as well).
See www.Shrm.org/ template-tools/toolkits for more
information.
23
Review

Just as the job offer includes pay rates, benefits and job duties
the letter of employment will also include these.
The employment contract will include the term 3 years etc.
7-24
4-
There are stated differences in a letter of employment versus a
employment contract. Depending upon the position, the
employment contract (and, occasionally, the offer letter) may
include a relocation provision. This lays out what the employer
is willing to pay the new employee to relocate, for instance, in
terms of moving expenses. State law generally governs
enforcement of individual employment contracts. Assuming the
offer is extended and accepted, the next step is to welcome the
employee on board, to which we turn in Chapter 8.
24
Improving Performance at The Hotel Paris
The New Interviewing Program
For the jobs of security guard, and valet, develop five additional
situational, five behavioral, and five job knowledge questions,
with descriptive good/average/poor answers.
7-25
4-

The New Interviewing Program
The Hotel Paris’s competitive strategy is “To use superior guest
service to differentiate the Hotel Paris properties, and to
thereby increase the length of stay and return rate of guests, and
thus boost revenues and profitability.” HR manager Lisa Cruz
must now formulate functional policies and activities that
support this competitive strategy, by eliciting the required
employee behaviors and competencies.
Lisa receives budgetary approval to design a new employee
interview system. She and her team start by reviewing the job
descriptions and job specifications for the positions of front-
desk clerk, assistant manager, security guard, car hop/door
person, and housekeeper. Focusing on developing structured
interviews for each position, the team sets about devising
interview questions.
For example, for the front-desk clerk and assistant manager,
they formulate several behavioral questions, including, “Tell me
about a time when you had to deal with an irate person, and
what you did.” And, “Tell me about a time when you had to deal
with several conflicting demands at once, such as having to
study for several final exams at the same time, while working.
How did you handle the situation?”
They also developed a number of situational questions,
including “Suppose you have a very pushy incoming guest who
insists on being checked in at once, while at the same time
you’re trying to process the check-out for another guest who
must be at the airport in 10 minutes. How would you handle the

situation?”
For these and other positions, they also developed several job
knowledge questions. For example, for security guard
applicants, one question her team created was, “What are the
local legal restrictions, if any, regarding using products like
Mace if confronted by an unruly person on the hotel grounds?”
The team combined the questions into structured interviews for
each job, and turned to testing, fine-tuning, and finally using
the new system.
Discussion Question: Combine your questions into a complete
interview that you would give to someone who must interview
candidates for these jobs.
25
7-26
Hotel Paris
Strategy
Chapter 7
4-
Hotel Paris Strategy Chapter 7
26

7-27
4-
Copyright
27
14TH
EDITION
GARY
DESSLER
HUMAN
RESOURCE
M
ANAGEM
ENT
www.pearsonhighered.com
ISBN-13:
ISBN-10:
978-0-13-354517-3

0-13-354517-2
9 7 8 0 1 3 3 5 4 5 1 7 3
9 0 0 0 0
HUM
AN RESOURCE M
ANAGEM
ENT
DESSLER
14TH
EDITION
IMPROVING RESULTS
A proven way to help individual students achieve
the goals that educators set for their course.
ENGAGING EXPERIENCES
Dynamic, engaging experiences that personalize and
activate learning for each student.
AN EXPERIENCED PARTNER
From Pearson, a long-term partner with a true grasp
of the subject, excellent content, and an eye on
the future of education.
Pearson’s MyLab™

8
Training and Developing
Employees
8-1
4-
Employers are finding that a lack of ability to handle basic
reading, writing, and arithmetic tasks means that there is a very
real need for basic skills and literacy training. Language
training is often required as well, and not just for English.
Many customers and stakeholders speak a variety of languages,
resulting in the need for a multilingual workforce.
Once employees are on board, the employer must train them.
The purpose of this chapter is to increase your effectiveness in
training employees. The main topics we’ll cover include
orienting employees, the training process, analyzing training
needs, implementing training and development programs, and
evaluating the training effort.
1
Summarize the purpose and process of employee orientation.
List and briefly explain each of the steps in the training process.
Explain how to use five training techniques.
Learning Objectives

8-2
4-
1. Summarize the purpose and process of employee orientation.
2. List and briefly explain each of the steps in the training
process.
3. Explain how to use five training techniques.
2
List and briefly discuss four management development methods.
List and briefly discuss the importance of the steps in leading
organizational change.
Explain why a controlled study may be superior for evaluating
the training
program’s effects.
Learning Objectives
8-3
4-

4. List and briefly discuss four management development
methods.
5. List and briefly discuss the importance of the steps in leading
6. Explain why a controlled study may be superior for
evaluating the training
3
Summarize the purpose and process of employee orientation.
8-4
4-
Employee orientation (or “onboarding”) provides new
employees with the information they need to function (such as
computer passwords and company rules). Ideally, though, it
should also help new employees start getting emotionally
attached to the firm.
4
Orienting and Onboarding New Employees
Welcome

Basic information
Understanding the organization
Socialization
8-5
4-
Carefully selecting employees doesn’t guarantee they’ll perform
effectively. Even high potential employees can’t do thei r jobs if
they don’t know what to do or how to do it.
The purposes for an effective orientation program is to:
Make the new employee feel welcome and at home and part of
the team.
Make sure the new employee has the basic information to
function effectively, such as e-mail access, personnel policies
and the like.
Help the new employee understand the organization in a broad
sense.
Start the process of a person becoming socialized into the firm’s
culture, values, and ways of doing things.
5
The Orientation Process
Employee handbook
Orientation technology

8-6
4-
The length of orientation varies, but it usually includes time
with HR to review benefits, vacations, and other policies. It
also includes time with the supervisor to learn the organization
and culture of the department.
Carefully crafted employee handbooks are helpful to the
employer and employee. Under certain conditions, courts may
find that the employee handbook’s contents represent legally
binding employment commitments.
Employers use technology to support orientation. Some
employers put all or some of their orientation media on the
Web.
6
Purposes
Welcome
Basic information
Understanding the organization
Socialization
Review

Employee handbook
Orientation technology
Training process overview
8-7
4-
We have discussed the purposes of an employee orientation
including providing a welcome, basic information, socialization
and understanding the organization. Part of the orientation
process includes the use of a handbook and technology. Finally,
we have provided an overview of the training process which
include aligning strategy and training and performance. See
FIGURE 8-1 New Employee Departmental Orientation
Checklist.
7
List and briefly explain each of the steps in the training process.
8-8
4-

Next, we will discuss the five steps of a commonly used
instructional design technique known as ADDIE.
8
Overview of the Training Process
Inadequate training can expose the employer to liability for
negligent training
Training begins after orientation
Ask what competencies employees will need
8-9
4-
Training might involve having the current jobholder explain the
job to the new hire, or multi-week classroom or Internet classes.
Training is found to be important. If even high-potential
employees don’t know what to do and how to do it, they will
improvise or do nothing useful at all. Furthermore, by one
estimate, about three fourths of 30-something age high
achievers start looking for new positions within a year starting,
often due to dissatisfaction with inadequate training.
“It’s clear from the case law that where an employer fails to
train adequately and an employee subsequently does harm to
third parties, the court will find the employer liable.” Among
other things, the employer should review skill and experience

levels and provide adequate training (particularly where
employees work with dangerous equipment), and evaluate the
training to ensure that it is actually reducing risks.
The training programs will have the competencies the
employees need to achieve the strategic plans of the company.
9
Overview of the Training Process
Aligning strategy and training
Training and performance
8-10
4-
Training means giving new or current employees the skills that
they need to perform their jobs. The task is to identify the
employee behaviors the firm will require to execute its strategy,
and from that deduce what competencies employees will need.
One survey found that “establishing a linkage between learning
and organizational performance ”…was the number-one
pressing issue facing training professionals.”
10

Training and Performance
Ensure training translates into improved performance
Define training purpose
Have company strategies drive the training
Check with mangers on the training success
Ask “how are we doing.”
8-11
4-
Training ranks higher than appraisal and feedback and just
below goal setting in its effect on productivity. Companies
spend on average $1,103 per employee for training per year and
offer each about 28 hours of training. Some experts use the
phrase “workplace learning and performance” in lieu of training
to emphasize that training aims to boost both employee learning
and organizational performance.
11
HR as a Profit Center
Training Program Turning Macy’s Around
Changed the 90-minute interactive video to:
Attending 3 ½-hour training to cultivate higher levels of
customer service
Sales up 3.5% in 2013
8-12

4-
The Training Program That Turned Macy’s Around
For about 6 years after buying May Department Stores Co.,
Macy’s Inc. was in a consolidation/cost-cutting mode. During
these years, Macy’s customer service suffered. Many sales
associates weren’t providing the level of service that customers
wanted. The question was, what should Macy’s do about it now?
Macy’s top management turned to a new strategy. As its CEO
said, “We are [now] talking about a cultural shift . . . becoming
more of a growth company.”
However, Macy’s top management knew that growth would not
occur without a big improvement in how its sales associates
treated customers. To produce the improved customer service
Macy’s needed to achieve its new strategy, Macy’s installed a
new training program. Rather than just watching a 90-minute
interactive video as they previously did, sales associates now
attended 3 ½-hour training sessions aimed at cultivating higher
levels of customer service.
Macy’s management believed the training program and resulting
customer service improvement would be the biggest factor in
driving their company’s sales growth. And indeed, same store
sales rose 5.3% in 2011, 3.7% in 2012, and about 3.5% in 2013,
well above many competitors’.
Discussion Question: Show in outline form the strategy map
steps that you think would explain how training produced

improved sales at Macy’s.
12
The ADDIE Five-Step Training Process
Analyze
Design
Develop
Implement
Evaluate
8-13
4-
The tried-and-proven ADDIE five-step training program
includes:
Analyzing the training need.
Designing the overall training program.
Developing the course.
Implementing training by actually training the targeted
employee group.
Evaluating the effectiveness of the course.
13
Strategic needs

Strategic training needs analysis
Conducting the Training Needs Analysis
8-14
4-
The training needs analysis should address the employer’s
strategic/longer term training needs and/or its current training
needs. See TABLE 8-1 Sample Task Analysis Record Form.
Strategic goals (perhaps to enter new lines of business or go
abroad) usually mean the firm will have to fill new jobs.
Strategic training needs analysis focuses on identifying the
training that employees will need to fill these new future jobs.
14
Performance Analysis: Current Employees’ Training Needs
Definition
Current training needs analysis
Task analysis
Talent management
Performance analysis
Can’t do/won’t do
8-15

4-
Performance analysis is the process of verifying that there is a
performance deficiency and determining whether the employer
should correct such deficiencies. This can be done by comparing
the person’s actual performance to what it should be.
Most training is focused on improving current performance.
Analyzing current employee needs is more complex than the
new employee needs. You also must decide whether training is
the solution to the underlying problem or is it just convenient to
refer the employee to a program.
A task analysis can be used to determine the training needs of
new employees. A task analysis record form also can be used
for tracking purposes.
Best talent management practice suggests using the same set of
job-related competencies for training the employee as for
recruiting, selecting, appraising, and paying him or her. We saw
that doing so often begins with summarizing the job’s required
human competencies (required skills, knowledge, and behaviors
such as leadership) in a competency model. The biggest issue is
to figure out what is causing reduced performance. Can the
person perform or are they unwilling to do so? If the problem is
employee motivation then training is unlikely to fix this.
For underperforming current employees, you can’t assume that
training is the solution. In other words, is it lack of training, or
something else? Performance analysis is the process of

verifying that there is a performance deficiency and determining
whether the employer should correct such deficiencies through
training or some other means (like transferring the employee).
The aim here is to distinguish between can’t-do and won’t-do
problems. First, determine whether it is a can’t-do problem and,
if so, its specific causes. For example: The employees don’t
know what to do or what your standards are; there are obstacles
in the system such as lack of tools or supplies.
Or, it might be a won’t-do problem. Here employees could do a
good job if they wanted to, instead of training the better
solution might be to change the incentives.
15
8-16
Designing the Training Program
4-
With the needs analysis results, the manager next designs the
training program. Design means planning the overall training
program including training objectives, delivery methods, and
program evaluation. Sub-steps include setting performance
objectives, creating a detailed training outline (all training
program steps from start to finish), choosing a program delivery
method (such as lectures or Web), and verifying the overall
program design with management.

16
Setting learning objectives
Creating a motivational learning environment
8-17
4-
Training, development, learning, or (more generally)
instructional objectives should specify in measurable terms
what the trainee should be able to do after successfully
completing the training program.
In setting the learning environment, the manager therefore
should address several trainee-ability issues. For example, how
will our program accommodate differences in trainee abilities?
Do we need to provide remedial training?
Second, the learner must also be motivated. In terms of ability,
the learner–trainee needs the required reading, writing, and
mathematics skills. In addition, he or she must posses the
required educational level, intelligence, and knowledge base. As
every student knows, the learner also must be motivated to learn
the material.

17
Make the Learning Meaningful
Bird’s-eye view
Familiar examples
Organize
Familiar terms
Perceived need
8-18
4-
At the start of training, provide a bird’s-eye view of the
material that you are going to present. For example, show why
it’s important, and provide an overview. Use a variety of
familiar examples. Organize the information so you can present
it logically, and in meaningful units. Use terms and concepts
that are already familiar to trainees. Use as many visual aids as
possible. Finally, create a perceived training need in trainees’
minds.
18

Making Skills Transfer Obvious and Easy
Similarity
Practice
Label
Attention
“Heads-up”
Pace
8-19
4-
Maximize the similarity between the training situation and the
work situation. Provide adequate practice. Label or identify
each feature of the machine and/or step in the process. Direct
the trainees’ attention to important aspects of the job. Provide
“heads-up” information about what could happen. And
remember, trainees learn best at their own pace. Adjust your
pace and rhythm to connect with the group.
19
Reinforce The Learning
Reinforce correct responses
Schedule
Follow-up assignments
Transfer of training
Other issues
8-20

4-
Trainees learn best when the trainers immediately reinforce
correct responses, perhaps with a quick “well done” or head
nod.
The schedule is important. The learning curve goes down late in
the day so plan accordingly. Also, start and end on time or “re-
negotiate” the learning contract should unforeseen
circumstances arise.
Provide follow-up assignments at the close of training. Ensure
transfer of learning to the job. During training, provide trainees
with training experiences and conditions (surroundings,
equipment) that resemble the actual work environment. After
training, reinforce what trainees learned, for instance, by
appraising and rewarding employees for using new skills.
Finally, review relevant alternative training methodologies
(lectures, web-based, and so on) and choose the best methods
for their program.
20
Developing the Program
Assemble training content and materials

Training Methods
iPads
Workbooks
Lectures
PowerPoint slides
Web- and computer-based activities course activities
Trainer resources and manuals
Support materials
8-21
4-
Some employers create their own training content, but there’s
also a vast selection of online and offline content. (See, for
example, the American Society for Training and Development’s
Infoline at www.astd.org, www.trainerswarehouse.com, and
www.gneil.com, among thousands of such suppliers.) Turnkey
training packages often include a trainer’s guide, self-study
book, video, and other content.
Once you design, approve, and develop the program,
management can implement and then evaluate it.
21
Review
ADDIE
Analyze
Design
Develop

Implement
Evaluate
Strategic needs
Strategic training needs analysis
8-22
4-
The ADDIE model of instructional development follows a
logical step-by-step process. It allows trainers and HR
professionals to analyze needs, design and develop a training
program then implement and evaluate results. Ultimately, the
evaluation step leads back to the earlier steps for possible
revisions and other changes.
Long-term business strategies should align closely with the
training and development needs of the firm.
22
Review
Program development
Training equipment
Implement
8-23

4-
Program development means actually assembling the program’s
training content and materials. It means choosing the actual
content the program will present, as well as designing/choosing
the specific instructional methods (lectures, cases, Web-based,
etc.) you will use. Training equipment was also discussed.
Implement means actually provide the training, using one or
more of the instructional methods (such as lectures).
23
Overview
Familiarity
Organization
Needs
Similarity
Practice
Labels
Heads-up
Pace
Reinforcement
Schedule
Follow-up
Alternatives
Review
8-24

4-
The steps we have covered include providing an overview,
offering familiar examples and terminology, keeping organized
and showing how and why the training is important. As you
provide training, keep the connection alive between what is
known and the new material being learned. Always provide
practice opportunities and use familiar labels. Provide a “heads -
up” for what might happen on the job and keep the pace of
learning aligned with what the learners need. Reinforce what
you do, stay on track, provide follow-up opportunities and keep
an eye out for alternative learning methods.
24
Explain how to use five training techniques.
8-25
4-
Lets discuss how to use five training techniques. With
objectives set and the program designed and developed, you can
turn to implementing the training program. This means actually
doing the training, using one or more of the following training

methods.
At the Hotel Paris:
As Lisa and the CFO reviewed measures of the Hotel Paris’s
current training efforts, it was clear that some changes were in
order. Most other service companies provided at least 40 hours
of training per employee per year, while the Hotel Paris offered,
on average, no more than five or six. See pages 252-253 on how
this was handled.
25
Implementing Training Programs
On-the-job training
Types of on-the-job training
Job rotation
Special assignments
8-26
4-
On-the-job training (OJT) means having a person learn a job by
actually doing it. The most familiar on-the-job training is the
coaching or understudy method. Here, an experienced worker or
the trainee’s supervisor trains the employee. This may involve
acquiring skills by observing the supervisor, or having the
supervisor show the new employee the ropes. Job rotation, in
which an employee moves from job to job at planned intervals,
is another OJT technique. Special assignments similarly give

lower-level executives firsthand experience in working on
actual problems.
26
The OJT Process
Preparation
Present the operation
Tryout
Follow-up
8-27
4-
The following steps will assist in creating an effective On-the-
Job (OJT) program.
Prepare the learner by putting the learner at ease and explaining
why he or she is being taught.
Present the operation. Explain quantity and quality requirements
and go through the job at a normal pace.
Do a tryout and have the learner go through the job several
times at a reduced, then normal, pace.
Follow-up and designate to whom the learner should go for
help. Gradually decrease supervision.
27

Apprenticeship training
Informal learning
Other Types of Learning
8-28
4-
Apprenticeship training is a process by which people become
skilled workers, usually through a combination of formal
learning and long-term on-the-job training. Traditionally, a
master craftsperson will serve as a role model and guide.
Surveys estimate that as much as 80% of what employees learn
on the job they learn through informal means, including
performing their jobs on a daily basis with their colleagues.
Other types of informal training occurs between people in the
lunch or break room.
28
Job instruction training
Lectures
Programmed learning
Behavior modeling
Audiovisual-based training

Vestibule training
8-29
4-
Many jobs (or parts of jobs) consist of a sequence of steps that
one best learns step-by-step. Such step-by-step training is called
job instruction training.
Lecturing is a quick and simple way to present knowledge to
large groups of trainees, as when the sales force needs to learn a
new product’s features.
Whether the medium is a textbook, PC, or the Internet,
programmed learning is a step-by-step, self-learning method. It
consists of three parts:
1. Presenting questions, facts, or problems to the learner
2. Allowing the person to respond
3. Providing feedback on the accuracy of answers, with
instructions on what to do next
Behavior modeling involves (1) showing trainees the right (or
“model”) way of doing something, (2) letting trainees practice
that way, and then (3) giving feedback on the trainees’
performance.
Behavior modeling training is one of the most widely used,
well-researched, and highly regarded psychologically based
training interventions.

Although increasingly replaced by Web-based methods,
audiovisual-based training techniques like DVDs, films,
PowerPoint, and audiotapes are still popular.
With vestibule training, trainees learn on the actual or simulated
equipment they will use on the job, but are trained off the job
(perhaps in a separate room or vestibule).
29
Electronic performance support systems (EPSS)
Videoconferencing
Computer-based training(CBT)
Simulated learning
8-30
4-
Electronic performance support systems (EPSS) are
computerized tools and displays that automate training,
documentation, and phone support. Performance support
systems are modern job aids. Job aids are sets of instructions,
diagrams, or similar methods available at the job site to guide
the worker.
Videoconferencing is popular for training geographically
dispersed employees. It involves delivering programs via

compressed audio and video signals over cable broadband lines,
the Internet, or satellite.
Computer-based training refers to training methods that use
interactive computer-based systems to increase knowledge or
skills.
Simulated learning activities include virtual reality-type games
with a step-by-step animated guide, and online role-play with
photos and videos. In general, interactive and simulated
technologies reduce learning time by an average of 50%.
30
IMPROVING PERFORMANCE: HR Practices Around the Globe
Diversity
ABC Virtual Communications, Inc. (www.abcv.com/) in Des
Moines, Iowa, provides customized software
8-hour orientation overview
“Effective communications” training
Specialized classes for individual needs
8-31
4-
Training at ABC Virtual Communications, Inc.
Diversity training aims to improve cross-cultural sensitivity,
with the goal of fostering more harmonious working
relationships among a firm’s employees. Such training typically

includes improving interpersonal skills, understanding and
valuing cultural differences, improving technical skills,
socializing employees into the corporate culture, indoctrinating
new workers into the U.S. work ethic, improving English
proficiency and basic math skills, and improving bilingual skills
for English-speaking employees.
Discussion Question: List five competencies that you believe
such a diversity program should cultivate.
31
Lifelong and Literacy Training Techniques
Team training
Internet-based training
Learning Management Systems (LMS)
Virtual classrooms
Mobile Learning
8-32
4-
Lifelong learning means providing employees with continuing
learning experiences over their tenure with the firm. This helps
with the aims of ensuring they have the opportunity to learn the
skills they need to do their jobs and to expand their horizons .

By one estimate, about 39 million people in the United States
have learning disabilities. Employers often turn to private firms
to provide the requisite education.
Teamwork is not something that always comes naturally.
Companies therefore devote many hours to training new
employees to listen to each other and cooperate.
Trainers increasingly employ Internet-based learning to deliver
programs. There are two basic ways to offer online courses to
employees. First, the employer can arrange for its employees
take relevant online courses from either its own online offerings
or from online training vendors on the Web. The second
approach is to arrange with an online training vendor to make
its courses available via the employer’s intranet-based learning
portal.
Learning management systems (LMS) are special software tools
that support Internet training by helping employers identify
training needs. An LMS also can help in scheduling, delivering,
assessing, and managing the online training itself.
A virtual classroom uses special collaboration software to
enable multiple remote learners to participate in live
discussions, communicate via written text, and learn via content
such as PowerPoint slides.
Mobile learning (or “on-demand learning”) means delivering
learning content on demand via mobile devices like cell phones,
laptops, and iPads,.
Employers also are moving from textbook and classroom-based
learning to interactive learning.
32

IMPROVING PERFORMANCE: HR Tools
for Line Managers and Entrepreneurs
Creating Your Own Training Program
Prepackaged training solutions
Outsourced learning
Create your own
8-33
4-
First for either the individual manager or small business owner
there are literally hundreds of suppliers of prepackaged training
solutions.
Second, small and medium-sized companies may also want to
take advantage of the new trend toward outsourced learning.
Major consulting firms such as Accenture and IBM Global
Services can obtain increased returns to scale by providing
training solutions to multiple clients. Therefore many employers
are now saving training dollars by outsourcing their entire
learning functions to them.
Third, you can create your own “costless” training program,
using the following process.
Step 1. Set Training Objectives. First, write down your training
objectives. For example, your objective might be to reduce
scrap, or to get new employees up to speed within 2 weeks.
Step 2. Write a Detailed Job Description. A detailed job
description is the heart of any training program. It should list

the daily and periodic tasks of each job, along with a summary
of the steps in each task.
Step 3. Develop an Abbreviated Task Analysis Record Form.
For practical purposes, the individual manager or small business
owner can use an abbreviated version of the Task Analysis
Record Form (Table 8-1) containing just four columns.
Step 4. Develop a Job Instruction Sheet. Next, develop a job
instruction sheet for the job. We saw earlier that a job
instruction training sheet shows the steps in each task as well as
key points for each.
Step 5. Prepare a Training Package for the Job. At a minimum,
your training package should include the job description,
abbreviated Task Analysis Record Form, and job instruction
sheet, all collected in a training manual.
33
On-the-job training
The OJT process
Apprenticeships
Informal
Other forms of training and learning
Review
8-34
4-

On-the-job training simply means the new employee has an
opportunity to practice work behaviors while performing the
job. The process steps of OJT include preparation, presenting
the operation in terms of quantity and quality issues, trying the
job out and providing follow-up.
Other forms of learning include becoming an apprentice to a
highly experienced worker and learning informally from others.
We also discussed job instruction training, lectures,
programmed learning, audiovisual-based training, and vestibule
training. Electronic Performance Support Systems (EPSS),
videoconferencing, computer-based training and simulated
training were among the topics we covered. Learning
Management Systems (LMS), lifelong and literacy training
techniques, and team training, virtual classrooms and mobile
learning all address specific training and learning needs.
34
List and briefly discuss four management development methods.
8-35
4-
The management development process consists of: (1) assessing

the company’s strategic needs (2) appraising managers’ current
performance, and then (3) developing the managers. Using such
an approach will help support the firm’s overall strategy.
35
Strategy and development
Candidate Assessment and the
9-Box Grid
Managerial on-the-job training
Coaching/understudy approach
Action learning
Implementing Management Development Programs
8-36
4-
Management development is any attempt to improve managerial
performance by imparting knowledge, changing attitudes, or
increasing skills. The management development process
consists of (1) assessing the company’s strategic needs (2)
appraising managers’ current performance, then (3) developing
the managers.
The 9-Box Grid is one tool. It shows Potential from low to
medium to high on the vertical axis, and Performance from low

to medium to high across the bottom—a total of nine possible
boxes. The grid can simplify, somewhat, the task of choosing
development candidates.
Managerial on-the-job training methods include job rotation, the
coaching/understudy approach, and action learning. Job rotation
is a widely used method to help managers develop. It means
moving managers from department to department broadening
their understanding of the business and testing their abilities.
In coaching, the understudy works directly with a senior
manager or with the person he or she is to replace.
Action learning programs give managers and others release-time
to work analyzing and solving problems in departments other
than their own.
36
Off-the-Job Management Training and Development Techniques
Case studies
Computerized management games
Outside seminars
University programs
Role-playing
8-37
4-

The case study method presents a trainee with a written
description of an organizational problem. The person then
analyzes the case, diagnoses the problem, and presents his or
her findings and solutions in a discussion with others.
Computerized management games enable trainees to learn by
making realistic decisions in simulated situations.
Numerous companies and universities offer Web-based and
traditional classroom management development seminars and
conferences. Many universities provide executive education and
continuing education programs in leadership, supervision, and
the like.
The aim of role playing is to create a realistic situation and then
have the trainees assume the parts (or roles) of specific persons
in that situation.
37
Behavior modeling
Corporate universities
Executive coaches
SHRM learning system
8-38
4-

Behavior modeling involves (1) showing trainees the right (or
“model”) way of doing something, (2) letting trainees practice
that way, and then (3) giving feedback.
Many firms, particularly larger ones, establish in-house
development centers (often called corporate universities).
An executive coach is an outside consultant who questions the
executive’s boss, peers, subordinates, and (sometimes) family.
The coach’s goal is to identify the executive’s strengths and
weaknesses. The coach also will counsel the executive so he or
she can capitalize on strengths and overcome weaknesses.
The Society for Human Resource Management (SHRM)
encourages HR professionals to qualify for professional
designation by taking certification examinations. Such exams
are similar to what a Certified Public Accountant must complete
to receive his or her professional designation.
38
Leadership Development at GE
Talent Management and Differential Development Assignments
8-39
4-

General Electric is known for its success in developing its
executive talent. Their current mix of executive development
programs illustrate what they offer:
Leadership programs: These multiyear training programs rotate
about 3,000 employees per
year through various functions with the aim of enabling people
to run a large GE business.
Session C: This is GE’s intense multi-level performance
appraisal process. The CEO personally
reviews GE’s top 625 officers every year.
Crotonville: This is GE’s corporate training campus in New
York and offers a mix of conventional
classroom learning and team-based training and cultural trips.
Boca Raton: At this annual meeting of GE’s top 625 officers,
they network, share their best
ideas, and get to understand the company’s strategy for the
coming year.
The next big thing: Whether it’s productivity and quality
improvement through “Six Sigma”
or “innovation,” GE focuses its employees on central themes or
initiatives.
Monthly dinners: Jeffrey Immelt, GE’s CEO, meets periodically
at dinners and breakfasts to
learn more about his top executives and to “strengthen his
connections with his top team.”
Probably the most distinctive talent management best practice is
to actively manage employees. Employers

need to think through how to allocate resources in a way that
makes the most sense given their strategic aims.
39
Review
Strategy
On- and off-the-job
Coaching
Action learning
Cases
Games
8-40
4-
For this objective we have discussed more than four types of
management development programs. They include developing
managers to align with the overall strategy of the firm. On- and
off-the job training programs along with coaching, action
learning, case studies and computerized “games” may be part of
the developmental process used.
40

Review
Outside and university
Role-playing
Behavior modeling
Corporate universities
SHRM
GE and Talent Management
8-41
4-
Seminars, workshops and classroom learning experiences often
are provided by outside companies and universities. Some of the
techniques used in training programs include role-playing,
behavior modeling, and the creation and use of in-house
corporate universities.
Finally, the Society for Human Resource Management (SHRM)
provides an examination-type certification and learning system.
Such a certification allows the human resource professional to
display the designation on their business cards, resumes and the
like. GE is an example of a company whose talent is actively
managed.
41
List and briefly discuss the importance of the steps in leading
8-42

4-
Managing change is important in today’s challenging
environment. Professor Edward Lawler says that as more
employers face rapid competitive change, “focusing on strategy,
organizational development, and organizational change is a high
payoff activity for the HR organization.”
42
Managing Organizational Change Programs
What to change
Structure
Technology
Other
Lewin’s change process
Unfreezing
Moving
Refreezing
8-43
4-

Perhaps the hardest part of leading a change is knowing what to
change and overcoming resistance to it. However, Professor
George Wynn claims, “People don’t resist change; they resist
being changed.” OD can help in the management of the entire
change process.
Strategy and technology are two of many changes that could be
made. Of course, strategic, cultural, structural, and
technological changes, no matter how logical, will fail without
employees’ active support.
Unfreezing means reducing the forces that are striving to
maintain the status quo. Moving means developing new
behaviors, values, and attitudes. Refreezing means building in
the reinforcement to make sure the organization doesn’t slide
back into its former ways of doing things.
43
Leading Organizational Change
Unfreezing stage
Urgency
Commitment
Moving stage
Coalition
Vision
Acceptance
Gains
Refreezing stage
Reinforcement
Monitor

8-44
4-
The Unfreezing Stage requires establishing a sense of urgency
and mobilizing a commitment to change. You can mobilize
commitment through joint diagnoses of problems.
In the Moving Stage, you create a guiding coalition. No one can
really implement major organizational change alone. Most
CEOs create a guiding coalition of influential people. Develop
and communicate a shared vision. It is likely your
organizational renewal may require a new vision. Help
employees make the change. If lack of skills, pedantic policies
or the organization itself stands in the way, remove the
obstacles to make way for the change. Finally, consolidate gains
and produce more change. Aim for attainable short-term
accomplishments to encourage ongoing achievement.
For the Refreezing Stage, reinforce the new ways of doing
things by using such things as a new appraisal or incentive
system.
Finally, the leader must monitor and assess progress. In brief,
this involves comparing where the company is today with where
it should be.
44
Using Organizational Development

Characteristics
Human processes
Technostructural
HR management
Strategic OD
Evaluating
8-45
4-
Organizational development (OD) is a change process through
which employees formulate the change that’s required then
implement it.
OD has several distinguishing characteristics:
It usually involves action research, which means collecting
data, and feeding the information back to employees. Employees
then analyze it and develop hypotheses about the problems and
possible solutions.
It applies behavioral science knowledge to improve the
organization’s effectiveness.
And, it changes the organization in a particular direction such
as toward empowerment or improved problem solving,.
HUMAN PROCESS APPLICATIONS
The goal of human process OD techniques is to give employees
the insight and skills required to analyze behavior more
effectively. They can then solve interpersonal and intergroup

problems.
TECHNOSTRUCTURAL INTERVENTIONS
OD practitioners also get involved in changing firms’
structures, methods, and job designs. They then use various
strategies such as quality circles to help manage needed
changes.
HUMAN RESOURCE MANAGEMENT APPLICATIONS
OD practitioners use action research to enable employees to
analyze and change their firm’s human resources practices.
STRATEGIC OD APPLICATIONS
Strategic interventions use action research to improve a
company’s strategic management for alignment with long-term
organizational plans.
45
What to change
Structure
Technology
Other
Lewin’s change process
Unfreezing
Moving
Refreezing
OD change process

Review
8-46
4-
We have been discussing managing and leading organizational
change processes. Some of the concerns include deciding what
to change, such as structure, technology, and the like.
The overall process involves Kurt Lewin’s eight-step process
beginning with unfreezing, moving and refreezing.
Organizational development (OD) is a change process through
which employees formulate the change that’s required then
implement it. It usually involves action research, behavioral
science knowledge and changes the organization. There are four
basic categories of OD applications: human process,
technostructural, human resource management, and strategic
applications (see Table 8-2).
Measurement of results is a key component of OD and typically
involves a controlled experiment. The goal is to measure
reactions, learning, behavioral change and results.
46
Explain why a controlled study may be superior for evaluating
the training

8-47
4-
With today’s emphasis on measuring results, it is crucial that
the manager evaluate the training program.
47
Evaluating the Training Effort
Designing the study
Controlled experimentation
Training Effects to Measure
Reactions
Learning
Behavior
Results
8-48
4-
There are two basic issues to address when evaluating training
programs. One is the design of the evaluation study and, in
particular, whether to use controlled experimentation. The

second is, “What should we measure?”
There are several things you can measure: reactions to the
program, what (if anything) was learned, and to what extent on-
the-job behavior or results change. See FIGURE 8-3 Using a
Time Series Graph to Assess a Training Program’s Effects.
Also see FIGURE 8-4 A Training Evaluation Form.
Comparison of the training program’s costs and benefits can
enable the human resource team to compute the program’s
return on investment. Online calculators are available to
facilitate such analyses. See for instance,
exceltemplates.net/images/2009/
trainingcost.jpg, www.tjtaylor.net/resources-tools2.htm,
www.redhat.com/resourcelibrary/onlinetools/trainingroi-
calculator, and www.fastrak-
consulting.co.uk/tactix/Features/tngroi/tngroi.htm.
48
8-49
Review
Designing the study
Controlled experimentation
Training Effects to Measure
4-

With today’s emphasis on measuring results, it is crucial that
the manager evaluate the training program. There are several
things you can measure: participants’ reactions to the program,
what (if anything) the trainees learned from the program, and to
what extent their on-the-job behavior or results changed as a
result of the program.
49
Improving Performance at
The Hotel Paris
The New Training Program
Based on what you read in this chapter, what would you have
suggested Lisa and her team do first with respect to training?
Have Lisa and the CFO sufficiently investigated whether
training is really called for?
8-50
4-
As Lisa and the CFO reviewed measures of the Hotel Paris’s
current
training efforts, it was clear that (when compared to similar
companies)
some changes were in order. Most other service companies
provided at
least 40 hours of training per employee per year, while the
Hotel Paris
offered, on average, no more than five or six.

Similar firms offered at east 40 hours of training per new
employee, while
the Hotel Paris offered, at most, 10. Even the apparently “good”
metrics
comparisons simply masked poor results. For example, whereas
most service
firms spend about 8% of their payrolls on training, the Hotel
Paris spent less
than 1%. The problem, of course, was that the Hotel Paris’s
training wasn’t
more efficient, it was simply nonexistent.
Lisa and the CFO were not at all surprised to find that within a
year of
instituting the new training programs, scores on numerous
employee
capabilities and behavior metrics (including speed of check-
in/out, percent
of employees scoring at least 90% on Hotel Paris’s values quiz,
and percent
room cleaning infractions) improved markedly.
Discussion Question: Develop a detailed training program for
one of these
hotel positions: security guard or valet.
50
8-51
Hotel Paris
Strategy
Chapter 8

4-
Hotel Paris Strategy Chapter 8
51
8-52
4-
Copyright
52
14TH
EDITION
GARY
DESSLER
HUMAN
RESOURCE

M
ANAGEM
ENT
www.pearsonhighered.com
ISBN-13:
ISBN-10:
978-0-13-354517-3
0-13-354517-2
9 7 8 0 1 3 3 5 4 5 1 7 3
9 0 0 0 0
HUM
AN RESOURCE M
ANAGEM
ENT
DESSLER
14TH
EDITION
IMPROVING RESULTS
A proven way to help individual students achieve
the goals that educators set for their course.
ENGAGING EXPERIENCES
Dynamic, engaging experiences that personalize and
activate learning for each student.

AN EXPERIENCED PARTNER
From Pearson, a long-term partner with a true grasp
of the subject, excellent content, and an eye on
the future of education.
Pearson’s MyLab™
Angelo’s Pizza Case Notes:
Angleo’s Pizza explores the importance of establishing human
resource (HR) practices
as an organization expands. After success with one store,
Angelo opens two new
stores and is considering opening more stores or franchising.
However, the case
shares some of the HR challenges including high turnover and
other staffing problems.
The case explores the need for structured orientation and
training programs, as well as
better recruitment and selection practices.
Questions:
B-8. My strategy is to (hopefully) expand the number of stores
and eventually franchise,

while focusing on serving only high-quality fresh ingredients.
What are three specific
human resource management implications of my strategy
(including specific policies
and practices)?
There are several important HR implications of Angelo’s growth
plans. The three most
important include:
• Consistent recruiting and selection practices. Angelo needs to
establish new
sources of candidates such as employee referrals. He also needs
to implement
formal selection processes beyond informal interviews. An
assessment test to
identify specific skills and/or a structured interview process
will benefit Angelo’s
Pizza.
• A structured orientation and new hire training process. Much
of Angelo’s
turnover is caused by good workers who leave in frustration due
to lack of
training. Better training will lead to better quality pizza and
better retention of
staff.
• Established management practices and training to support
store managers.
Angelo needs some consistency to ensure each store is meeting
his
expectations in all aspects of hiring and managing workers. A
structured
management training program can help support this need.

B-9. Identify and briefly discuss five specific human resource
management errors that
I’m currently making.
There are several errors that Angelo is making, including:
• Failing to carefully evaluate applicants and basi cally hiring
anyone that applies.
The poor selection process leads to poor hires that don’t work
out for a variety of
reasons.
• Providing very little training to new hires. New hires either
will not do their work
properly, leading to poor quality products, or they will quit in
frustration because
they did not receive proper training.
• Not providing training to those that move into management
positions. Managers
are the key in opening new stores. Managers must be equipped
with training on
how to operate the stores and also how to manage people.
• Using generic human resource employment application forms
and no other forms
or procedures. Angelo needs to use forms that ask relevant
questions about
working at his stores such as schedule availability.
• Not providing feedback to employees about their performance.
Providing formal
feedback to employees is an important component in training
employees on
proper procedures to ensure quality.

B-10. Develop a structured interview form that we can use for
hiring (1) store managers,
(2) wait staff, and (3) counter people/pizza makers.
There are several interview questions that would be beneficial
to the hiring process of
each of these categories of workers. All interview questi ons
should be related to the
specific job and include questions that are based on job
knowledge, situational or
behavioral. Some sample questions for each category:
Store Managers
Store managers are responsible for hiring and training their own
staff. Some potential
questions for a store manager include:
- Tell me about a time you had to address an employee problem.
- How would you organize the training of your new employees?
Wait Staff
The wait staff needs to have strong customer service ski lls and
be able to manage in a
fast-paced environment. Some potential questions for the wait
staff include:
- Tell me about a time you had to deal with a difficult customer.
- Give me an example of a time you had to complete several
tasks at the same
time, how did you decide what to do first?
Counter People/Pizza Makers
These employees need to also be customer oriented and focused
on quality. Some

potential questions for counter people/pizza makers include:
- Tell me about a time when you found a problem with a
product, what did you do?
- If a customer returned a pizza and said it didn’t taste right,
what would you do?
B-11. Based on what you know about Angelo’s, and what you
know from having visited
pizza restaurants, write a one-page outline showing specifically
how you think
Angelo’s should go about selecting employees.
There are many different strategies that a student could
recommend. First, they should
identify several recruiting strategies. As Angelo notes, it is
important to cast a wide net
to yield better candidates. In addition to “Help Wanted” signs
at the stores to attract
local applicants, he may want to also consider advertising with
local high schools and
colleges. If he does have some valuable employees, he could
also provide bonus
payments for employee referrals.
Careful screening of the applicants is important. He first
should create a custom
employment application that asks relevant questions such as
scheduling availability. A

next step might include an assessment test to measure honesty
or integrity, or possibly
a personality test to assess ability to interact with customers.
One or more interviews
should be part of the process and they should use a structured
interview format.
Finally, he should outline a background check process that
includes verifying education,
past employment and speaking to references.
Case Application 2
1. Read the Case Facts
2. IN YOUR OWN WORDS, FOLLOW THE EXAMPLE
PROVIDED IN PDF FORM AND MAKE YOUR CASE
FINDINGS. YOUR PAPER HAS TO BE IN A SIMILAR FORM.
NO PLAGAIRISM!!!!!!!!!
Angelo’s Pizza Case Facts (Student Question Prompts are
Located after Case Facts)
Angelo Camero was brought up in the Bronx, New York, and
basically always wanted to be in the pizza store business. As a
youngster, he would sometimes spend hours at the local pizza
store, watching the owner knead the pizza dough, flatten it into
a large circular crust, fling it up, and then spread on tomato
sauce in larger and larger loops. After graduating from college
as a marketing major, he made a beeline back to the Bronx,
where he opened his first Angelo’s Pizza store, emphasizing its
clean, bright interior; its crisp green, red, and white sign; and
his all-natural, fresh ingredients. Within five years, Angelo’s

store was a success, and he had opened three other stores and
was considering franchising his concept.
Eager as he was to expand, his four years in business school had
taught him the difference between being an entrepreneur and
being a manager. As an entrepreneur/small business owner, he
knew he had the distinct advantage of being able to personally
run the whole operation himself. With just one store and a
handful of employees, he could make every decision and watch
the cash register, check in the new supplies, oversee the
takeout, and personally supervise the service.
When he expanded to three stores, things started getting
challenging. He hired managers for the two new stores (both of
whom had worked for him at his first store for several years)
and gave them only minimal “how to run a store”–type training,
on the assumption that, having worked with him for several
years, they already knew pretty much everything they needed to
know about running a store. However, he was already
experiencing human resource management problems, and he
knew there was no way he could expand the number of stores he
owned, or (certainly) contemplate franchising his idea, unless
he had a system in place that he could clone in each new store
to provide the managers (or the franchisees) with the necessary
management knowledge and expertise to run their stores.
Angelo had no training program in place for teaching his store
managers how to run their stores. He simply (erroneously, as it
turned out) assumed that by working with him they would learn
how to do things on the job. Since Angelo had no system in
place, the new managers were, in a way, starting off below zero
when it came to how to manage a store.
There were several issues that particularly concerned Angelo.
Finding and hiring good employees was number one. He’d read
the new National Small Business Poll from the National
Federation of Independent Business Education Foundation. It
found that 71% of small business owners believed that finding
qualified employees was “hard.” Furthermore, “the search for
qualified employees will grow more difficult as demographic

and education factors” continue to make it more difficult to find
employees. Similarly, reading the Kiplinger Letter one day, he
noticed that just about every type of business couldn’t find
enough good employees to hire. Small firms were particularly in
jeopardy; the Letter said that giant firms can outsource many
(particularly entry-level) jobs abroad, and larger companies can
also afford to pay better benefits and to train their employees.
Small firms rarely have the resources or the economies of scale
to allow outsourcing or to install the big training programs that
would enable them to take untrained new employees and turn
them into skilled ones.
Although finding enough employees was his biggest problem,
finding enough honest ones scared him even more. Angelo
recalled from one of his business school courses that companies
in the United States are losing a total of well over $400 billion
a year in employee theft. As a rough approximation, that works
out to about $9 per employee per day and about $12,000 lost
annually for a typical company. Furthermore, it was small
companies like Angelo’s that were particularly in the crosshairs,
because companies with fewer than 100 employees are
particularly prone to employee theft. Why are small firms
particularly vulnerable? Perhaps they lack experience dealing
with the problem. More importantly: Small firms are more
likely to have a single person doing several jobs, such as
ordering supplies and paying the delivery person. This
undercuts the checks and balances managers often strive for to
control theft. Furthermore, the risk of stealing goes up
dramatically when the business is largely based on cash. In a
pizza store, many people come in and buy just one or two slices
and a cola for lunch, and almost all pay with cash, not credit
cards.
And, Angelo was not just worried about someone stealing cash.
They can steal your whole business idea, something he learned
from painful experience. He had been planning to open a store
in what he thought would be a particularly good location and
was thinking of having one of his current employees manage the

LITERATURE REVIEW RESOURCES

Recommended

Recommended

More Related Content

Similar to LITERATURE REVIEW RESOURCES

Similar to LITERATURE REVIEW RESOURCES (20)

More from DioneWang844

More from DioneWang844 (20)

Recently uploaded

Recently uploaded (20)

LITERATURE REVIEW RESOURCES