2. OBJECTIVES
● Describe and explain the role of human resource management
● Identify the factors in the business environment that present challenges to firms trying to effectively
manage human resources.
● Recognize the impact of strategic human resource planning on the efficiency of government functions and
formulate practical business solutions to critical HR issues;
● Explain the significance of human resource planning, the recruitment process, employee selection, and
employee training
● Identify how wellness, training and work-life balance policies impact retention;
● Apply best practices in performance management, performance appraisal, and employee development;
● Explain the functions of job design, standards of employment law and techniques for retention
2
4. ● Quizzes 20%
● Group presentation 20%
● Final report 60%
ASSESSMENT TASKS
4
5. Group presentation - what and how
● Group presentation
● - Each group selects one case study at the end of each chapter to present
● - Prepare and deliver a presentation within 15 – 20 minutes and 5-10 minutes for Q&A.
● - Presentation outline must be sent to Teacher
● NB: Each group needs one - two presenters (Not all members are required to present)
5
6. Presentation
1. Theory review
- Briefly summarize relevant theory
2. Case summary
- Source
- Summary
3. Case analysis
Apply the relevant theory to analyze/explain/solve the problems in the case (by
answering the questions following the case)
4. Conclusion
5. Q &A
6
7. presentation Assessment
Marking criteria Weight
1. Clear opening/introduction and conclusion of the
presentation
5 points
2. Theory review and Summary of the case 15
3. Discussion of given questions and use of appropriate and
relevant theory
20
4. Oral presentation skills 20
5. Use of visual aids, slide design… 20
6. Q&A 20
Total = ……/100
7
8. quizzes
● Students individually do a quizzes in week 13
● In terms of format, there are three parts in each quiz including:
● (1) multiple choice questions (2) true or false (3) short answer
● In terms of content, each quiz focus on different aspects covered in the course from
chapter 1 to chapter 18.
● In terms of administration, the quiz is conducted at the beginning of the lesson as
scheduled. Therefore, students must be on time for the test.
● There will be NO MAKE-UP QUIZ for those who turn up late.
8
9. Final assignment
● Student work in groups to do case study ( translating strategy into HR policies and
Practices Case)
9
10. Guidelines for writing the final assignment
● The sections of the report should include:
● 1. Title page
● 2. Table of content
● 3. Introduction
● ✓ Purpose of the report
● ✓ Background information about the case
● 4. Conceptual background
● ✓ Review ALL the identified theoretical issues in a logical flow
● 5. Analysis
● ✓ Use relevant theories in the conceptual background to answer the guiding questions
● ✓ The answer to the guiding questions should be presented in a logical order instead of
listing the answers one by one.
● 6. Conclusion/ Recommendation
● ✓ Based on the relevant theory make recommendations for improvement or solution to the
situation
● 7. Reference list
● ✓ Remember to list ALL sources of information that are used in the report. Failure to do so
will result in 3 points taken off the grade of the assignment
10
11. policy
1. Students are expected to assist in maintaining a classroom environment which is conducive
to learning. Inappropriate behavior in the classroom shall result in, minimally, a request to leave
class.
2. Attendance is REQUIRED and will be MONITORED throughout the semester. Incidences of
excessive absence will be dealt with in a manner consistent with University policy and
procedures.
3. Any student who, because of a disabling condition, may require special arrangements in
order to meet course requirements should contact the instructor as soon as possible to make
necessary accommodations.
4. Any instance of cheating will result in an (F) for the course. The instructor reserves the right to
pursue the matter further.
5. You will be given a grade of a zero for any test you miss until you replace it with the makeup
exam’s grade. Tentative Course Outline (Instructors may or may not finish all chapters listed
below
11
14. Lesson objectives
• Explain what HRM is & how it relates to the
management process
• Briefly discuss & illustrate the important
trends influencing HRM
• Briefly describe 6 important pillars of HRM
• List some HRM competences
14
18. Human resource management
the process of acquiring, training, appraising, and
compensating employees, and of attending to their labor
relations, health and safety, and fairness concerns.
18
19. aspects of HR management
● Conducting job analyses (determining the nature of each employee’s
job).
● Planning labor needs and recruiting job candidates.
● Selecting job candidates.
● Orienting and training new employees.
● Managing wages and salaries (compensating employees).
● Providing incentives and benefits.
● Appraising performance.
● Communicating (interviewing, counseling, disciplining).
● Training employees and developing managers.
● Building employee relations and engagement
19
20. aspects of HR management
And what every manager should know about:
● Equal opportunity and affirmative action.
● Employee health and safety.
● Handling grievances and labor relations
20
22. Avoid personnel mistakes
- To have your employees not doing their best.
- To hire the wrong person for the job
- To experience high employee turnover.
- To have your company in court due to your discriminatory
actions.
- To have an employee hurt due to unsafe practices.
- To let a lack of training undermine your department’s
effectiveness.
- To commit any unfair labor practices.
22
23. Authority the right to make decisions, to direct the work of others, and to give orders
Line authority gives managers the right to issue orders to other
managers or employees
Staff authority gives a manager the right to advise other managers
or employees.
Line
manager
Staff
manager
23
24. Line manager’s
responsibilities
1. Placing the right person in the right job
2. Starting new employees in the organization (orientation)
3. Training employees for jobs that are new to them
4. Improving the job performance of each person
5. Gaining creative cooperation and developing smooth working relationships
6. Interpreting the company’s policies and procedures
7. Controlling labor costs
8. Developing the abilities of each person
9. Creating and maintaining departmental morale
10. Protecting employees’ health and physical conditions
24
35. Economic trends
Labor force trends
the percent of the population (particularly 25- to
54-year-olds) that wants to work is way down.
35
36. Technology trends
• Technological change is affecting the nature of jobs
• Technology is changing how employers get human resource management tasks done
➢ Social media
➢ Mobile apps
➢ Websites with gaming features
➢ Cloud-computing-based tools
➢ Data analytics
➢ Artificial intelligence
➢ Augmented reality 36
39. HR managers can refocus their efforts from day-
to-day activities like interviewing candidates to
broader efforts, such as formulating strategies
for boosting employee performance and
engagement.
FIGURE 1-4 What Trends Mean for Human
Resource Management
39
40. Strategic HRM
formulating and executing human
resource policies and practices that
produce the employee
competencies and behaviors the
company needs to achieve its
strategic aims
40
41. Performance & HRM
HR department lever
Employee costs lever
Strategic result lever
41
43. Employee engagement & HRM
• Employee engagement refers to being psychologically involved in, connected to, and
committed to getting one’s jobs done.
• Engaged employees “experience a high level of connectivity with their work tasks,”
and therefore work hard to accomplish their task-related goals.
43
44. Ethics & HRM
• Ethics means the standards someone uses to decide what his or her conduct should be.
• HR plays a big role in cultivating organizational ethics today
44
46. • Leadership and Navigation The ability to direct and contribute to initiatives and
processes within the organization
• Ethical Practice The ability to integrate core values, integrity, and accountability
throughout all organizational
• and business practices
• Business Acumen The ability to understand and apply information with which to
contribute to the organization’s strategic plan
• Relationship Management The ability to manage interactions to provide service and to
support the organization
• Consultation The ability to provide guidance to organizational stakeholders
• Critical Evaluation The ability to interpret information with which to make business
decisions and recommendations
• Global and Cultural Effectiveness The ability to value and consider the perspectives and
backgrounds of all parties
• Communication The ability to effectively exchange information with stakeholders
46
47. SUMMARY
• Definition & the importance of HRM
• The trends shaping HRM
• Pillars of HRM today
• New competencies for HR managers
47
48. CHAPTER 4: JOB ANALYSIS AND THE
TALENT MANAGEMENT PROCESS
48
49. LESSON OBJECTIVES
• Define talent management, and explain what
talent management-oriented managers do.
• Discuss the process of job analysis, including why
it is important.
• Explain and use at least three methods of
collecting job analysis information.
• Explain how you would write a job description,
and what sources you would use.
• Explain how to write a job specification.
• Give examples of competency-based job
49
51. HRM PRACTICES (THE STEPWISE VIEW)
1. Decide what positions to fill, through job analysis, personnel planning, and forecasting.
2. Build a pool of job applicants, by recruiting internal or external candidates.
3. Obtain application forms and perhaps have initial screening interviews.
4. Use selection tools like tests, interviews, background checks, and physical exams to identify
viable candidates.
5. Decide to whom to make an offer.
6. Orient, train, and develop employees so they have the competencies to do their jobs.
7. Appraise employees to assess how they’re doing.
8. Compensate employees to maintain their motivation
51
52. NEW TREND: “MANAGING CHALLENGES THROUGH ATTRACTING
AND RETAINING PEOPLE: TOPPING UP ON TALENT”
- The value of human captial can be considered in terms
of the extend to which they contribute to the core
compentence or competitive advantage of the
organization.
- Competitive advantage in knowledge economies comes
largely from talent.
- “Talent” - the people - have capabilities that are unique
and valuable
- Organizations should engage these people as
employees, provide extensive training, career
development, broad roles and probably recruit on
potential.
52
53. Talent management as the holistic, integrated
and results- and goal-oriented process of
planning, recruiting, selecting, developing,
managing, and compensating employees.
Talent management is emerging as a new
discipline that builds on HRM and
ecompasses a long term and integrated
approach to managing employees – by
attracting them into organizations then
providing development and engagement
opportunities utilizing a sophisticated system
of HR practices
53
57. WHAT IS JOB ANALYSIS?
Job analysis The procedure for determining the
duties and skill requirements of a job and the
kind of person who should be hired for it.
Job descriptions A list of a
job’s duties,
responsibilities, reporting
relationships, working
conditions, and supervisory
responsibilities—one
product of a job analysis.
job specifications A list of
a job’s “human
requirements,” that is, the
requisite education, skills,
personality, and so on—
another product of a job
analysis.
57
60. STEP 2: REVIEW RELEVANT BACKGROUND INFORMATION ABOUT THE JOB, SUCH
AS ORGANIZATION CHARTS AND PROCESS CHARTS
organization chart - A chart that shows the
organizationwide distribution of work, with titles of each
position and interconnecting lines that show who reports
to and communicates with whom.
process chart - A workflow chart that shows the
flow of inputs to and outputs from a particular job
workflow analysis - A detailed study of the
flow of work from job to job in a work process
60
61. BUSINESS PROCESS REENGINEERING
Redesigning business processes,
usually by combining steps, so
that small multifunction process
teams using information
technology do the jobs
formerly done by a sequence
of departments.
61
62. job enlargement - Assigning workers additional same-level
activities
job rotation - Systematically moving workers from one
job to another
job enrichment - Redesigning jobs in a way that increases
the opportunities for the worker to experience feelings of
responsibility, achievement, growth, and recognition
62
63. 6. Develop job description and job
sepecification
STEP 3 – 6: 3. Select Representative
positions
4. Actually analyze the job
5. Verify the job analysis
information
6. Verify the Job
Analysis Information
63
66. INTERVIEW QUESTIONS
What is the job being performed?
What exactly are the major duties of your position?
What physical locations do you work in?
What are the education, experience, skill, [and any certification and licensing] requirements?
In what activities do you participate?
What are the job’s responsibilities and duties?
What are the basic accountabilities or performance standards that typify your work?
What are your responsibilities?
What are the environmental and working conditions involved?
What are the job’s physical, emotional, and mental demands?
What are the health and safety conditions? Are you exposed to any hazards or unusual working
conditions?
66
67. It’s a simple and quick way to collect
information
Distortion of information is the
main problem
67
68. position analysis questionnaire (PAQ) - A
questionnaire used to collect
quantifiable data concerning the
duties and responsibilities of various
jobs.
diary/log Daily listings made by
workers of every activity in which
they engage along with the time each
activity takes.
68
77. STANDARDS OF PERFORMANCE
Duty: Accurately Posting Accounts
Payable 1. Post all invoices received
within the same working day.
2. Route all invoices to the proper
department managers for approval no
later than the day following receipt.
3. Commit an average of no more than
three posting errors per month
77
82. SPECIFICATIONS FOR TRAINED VERSUS UNTRAINED PERSONNEL
focus on factors such as length of previous service,
quality of relevant training, and previous job
performance.
t specify qualities such as physical traits,
personality, interests, or sensory skills that imply
some potential for performing the job or for
trainability
82
83. Specifications based on jugement :
Self-created Judgement
Specifications based on statistical analysis - more
defensible, but it’s also more difficult. Attempts to
determine statistically the relationship between some
predictor (human trait such as height, intelligence, or
finger dexterity), and some indicator or criterion of
job effectiveness, such as performance as rated by
the supervisor.
83
84. JOB REQUIREMENTS MATRIX
A more complete description
of what the worker does
and how and why he or she
does it; it clarifies each
task’s purpose and each
duty’s required knowledge,
skills, abilities, and other
characteristics
84
91. The Recruitment and Selection Process
1. Decide what positions to fill through personnel planning
and forecasting.
2. Build a candidate pool by recruiting internal or external
candidates.
3. Have candidates complete application forms and undergo
initial screening interviews.
4. Use selection tools to identify viable candidates.
5. Decide who to make an offer to, by having the supervisor
and others interview the candidates.
5–3
91
92. 5–4
FIGURE 5–1 Steps in Recruitment and Selection Process
The recruitment and selection process is a series of hurdles aimed at selecting the best candidate for the job.
92
93. Planning and Forecasting
u Employment or Personnel Planning
uThe process of deciding what positions
the firm will have to fill, and how to fill
them.
uPersonnel plans require some forecasts or
estimates of future staffing events to
provide the workers needed for the
company in the short, medium, and long
term at the right place and at the right
time. 5–5
93
94. Personnel planning process
u Reviews the firm’s personnel needs and workforce data
u Forecast and identify what positions the firm will have to fill
and potential workforce gaps
u Analyze the current supply of inside and outside candidates
u Identify needs-supply gaps
u Develop personnel plans to fill the anticipated gaps
5–6
94
95. Planning and Forecasting
u What to Forecast?
u Overall personnel needs
uExternal factors: Economic, Technology, Consumer
Preference, Competitors, Politics, Legislation
uInternal factors: Business strategies/goals, company
structure, productivity
5–7
95
96. Example of analyzing personnel needs
Source: https://www.youtube.com/watch?v=4OeTSzfIZ28 5–8
96
99. 5–11
FIGURE 5–3 Determining the Relationship Between
Hospital Size and Number of Nurses
Note: After fitting the line,
you can project how many
employees are needed,
given your projected volume.
Hospital Size
(Number
of Beds)
Number of
Registered
Nurses
200 240
300 260
400 470
500 500
600 620
700 660
800 820
900 860
99
100. Drawbacks to Traditional Forecasting
Techniques
u They focus on projections and historical relationships.
u They do not consider the impact of strategic initiatives on future
staffing levels.
u They support compensation plans that reward managers for
managing ever-larger staffs.
u They “bake in” the idea that staff increases are inevitable.
u They validate and institutionalize present planning processes and
the usual ways of doing things.
5–12
100
101. Forecasting the Supply of
Inside Candidates
5–13
Manual systems and
replacement charts
Computerized skills
inventories
Qualification
Inventories
101
102. 5–14
FIGURE 5–4 Management Replacement Chart Showing Development
Needs of Potential Future Divisional Vice Presidents
102
103. Forecasting Outside Candidate Supply
u Factors In Supply of Outside Candidates
u General economic conditions
u Expected unemployment rate
u Sources of Information
u Periodic forecasts in business publications
u Online economic projections
u U.S. Congressional Budget Office (CBO)
u U.S. Department of Labor’s O*NET™
u Bureau of Labor Statistics (BLS)
u Other federal agencies and private sources
5–15
103
104. Before Recruiting new employees!
u Improving workflow process
u Training
u Applying new technology, new digital
solutions
u Outsourcing/Offshore
u Budget
5–16
104
108. Candidate persona building
u Qualification requirements
u Trained vs. untrained candidates
u Being compatible with corporate culture
u Plus points: language competence, oversea experience, social
network, …
u Gather all information
u Demographics: gender, age, living places, current income level, marial
status
u Qualification: education level, skills, years of experiences, current position
u Goals & Interests: Career goals, hobbies
u Favorite channels: Websites, News sites, Tiktok, Facebook, Forum, Event,
Workshop,…
5–20
108
110. Internal Sources of Candidates
5–22
u Foreknowledge of
candidates’ strengths
and weaknesses
u More accurate view of
candidate’s skills
u Candidates have a stronger
commitment
to the company
u Increases employee morale
u Less training and
orientation required
u Failed applicants become
discontented
u Time wasted interviewing
inside candidates who will
not be considered
u Inbreeding strengthens
tendency to maintain the
status quo
Advantages Disadvantages
110
112. Outside Sources of Candidates
5–24
1
2
3
4
Advertising
Recruiting via the Internet
Employment Agencies
Offshoring/Outsourcing
5
6
7
8
On Demand Recruiting
Services (ODRS)
Executive Recruiters
College Recruiting
Referrals and Walk-ins
Locating Outside Candidates
112
113. Recruiting via the Internet
u Advantages
u Cost-effective way to publicize job openings
u More applicants attracted over a longer period
u Immediate applicant responses
u Online prescreening of applicants
u Links to other job search sites
u Automation of applicant tracking and evaluation
u Disadvantages
u Exclusion of older and minority workers
u Unqualified applicants overload the system
u Personal information privacy concerns of applicants
5–25
113
114. Advertising for Outside Candidates
u The Media Choice
u Selection of the best medium depends on the positions for which
the firm is recruiting.
u Newspapers: local and specific labor markets
u Trade and professional journals: specialized employees
u Internet job sites: global labor markets
u Constructing (Writing) Effective Ads
u Create attention, interest, desire, and action (AIDA).
u Create a positive impression (image) of the firm.
5–26
114
117. Why Use a Private Employment Agency?
u No HR department: firm lacks recruiting and screening
capabilities to attract a pool of qualified applicants.
u To fill a particular opening quickly.
u To attract more minority or female applicants.
u To reach currently employed individuals who are more
comfortable dealing with agencies than competing
companies.
u To reduce internal time devoted to recruiting.
5–29
117
118. Avoiding Problems with
Employment Agencies
u Give agency an accurate and complete job
description.
u Make sure tests, application blanks, and interviews are
part of the agency’s selection process.
u Review candidates accepted or rejected by your firm
or the agency for effectiveness and fairness of
agency’s screening process.
u Screen agency for effectiveness in filling positions.
u Supplement the agency’s reference checking by
checking the final candidate’s references yourself.
5–30
118
119. Offshoring and Outsourcing Jobs
5–31
Political and military
instability
Cultural
misunderstandings
Customers’ securing
and privacy
concerns
Foreign contracts,
liability, and legal
concerns
Special training of
foreign employees
Costs of foreign
workers
Resentment and
anxiety of U.S.
employees/unions
Outsourcing/
Offshoring
Issues
119
120. Executive Recruitment
u Executive Recruiters (Headhunters)
u Contingent-based recruiters
u Retained executive searchers
u Internet technology and specialization trends
u Guidelines for Choosing a Recruiter
1. Make sure the firm is capable of conducting a thorough search.
2. Meet individual who will handle your assignment.
3. Ask how much the search firm charges.
4. Make sure the recruiter and you agree on what sort of person you
need for the position.
5. Never rely solely on the recruiter to do reference checking.
5–32
120
121. College Recruiting
u On-campus recruiting goals
u To determine if the candidate is
worthy of further consideration
u To attract good candidates
u On-site visits
u Invitation letters
u Assigned hosts
u Information packages
u Planned interviews
u Timely employment
offer
u Follow-up
u Internships
5–33
121
122. Employee Referrals and Walk-ins
u Employee Referrals
u Referring employees become stakeholders.
u Referral is a cost-effective recruitment program.
u Referral can speed up diversifying the workforce.
u Relying on referrals may be discriminatory.
u Walk-ins
u Seek employment through a personal direct approach to the
employer.
u Courteous treatment of any applicant is a good business practice.
5–34
122
123. Sources of Outside Applicants
5–35
Employee
referrals
Walk-ins Telecommuters
Other Sources of Outside Applicants
Military
personnel
123
124. Developing and Using Application Forms
5–36
Applicant’s
education and
experience
Applicant’s
prior progress
and growth
Applicant’s
employment
stability
Uses of Application Form
Information
Applicant’s
likelihood of
success
124
126. LEARNING OBJECTIVES
6-1. Answer the question: Why is it important to test and select
employees?
6-2. Explain Testing and Selection Process.
6-2. Explain what is meant by reliability and validity.
6-3. List and briefly describe the basic categories of selection tests, with
examples.
6-4. Explain how to use two work simulations for selection.
6-5. Describe four ways to improve an employer’s background checking
process.
126
127. WHY IS IT IMPORTANT TO TEST AND SELECT EMPLOYEES?
WHY EMPLOYEE SELECTION IS IMPORTANT
Nothing is more important than hiring the right employees.
The time to screen out undesirables is before they are in the door, not
after.
127
129. PERSON AND JOB FIT
The main aim of employee selection is to achieve person-job fit.
129
130. PERSON- ORGANIZATION FIT
§A candidate might be “ right” for a job, but wrong
for the organization.
§Employers should care about person-organization
fit as well.
130
131. TESTING AND SELECTION PROCESS
Scanning
CV
Testing
Interview
Background
checking
Health
checking
Offering
jobs
131
132. EXPLAIN WHAT IS MEANT BY RELIABILITY AND
VALIDITY.
Reliability
– Describes the consistency of scores obtained by the same
person when retested with the identical or alternate forms
of the same test.
– Are test results stable over time?
132
133. EXPLAIN WHAT IS MEANT BY RELIABILITY AND
VALIDITY.
Test Validity
- Indicates whether a test is measuring what it is supposed
to be measuring.
- Does the test actually measure what it’s supposed to
measure?
133
134. TYPES OF TESTS
We can classify tests according to what they measure:
1. Cognitive (mental) abilities.
2. Motor and physical abilities.
3. Personality and interests
4. Achievement.
134
135. COGNITIVE (MENTAL) ABILITIES
(A) intelligence tests (IQ): general reasoning ability.
Tests for general intellectual abilities. They measure not a single
trait but rather a range of abilities, including memory, vocabulary,
verbal fluency, and numerical ability
(B) specific mental abilities ( specific cognitive abilities): like
inductive and deductive reasoning, verbal comprehension, and
numerical ability memory
135
136. EXAMPLE: TYPE OF QUESTION APPLICANT MIGHT
EXPECT ON A TEST OF MECHANICAL COMPREHENSION
136
140. MOTOR AND PHYSICAL ABILITIES
Motor abilities such as:
§finger dexterity.
§manual dexterity.
§reaction time ( if you hiring
pilots).
Physical abilities include
§static strength ( such as lifting
weights).
§dynamic strength ( like pull-
ups).
§body coordination ( as in
jumping rope).
§stamina
140
141. MEASURING PERSONALITY AND INTERESTS
§A person’s cognitive and physical abilities alone seldom explain his
or her job performance.
§Other factors, like motivation and interpersonal skills, are very
important.
§“ most people are hired based on qualification, but are fired for non
performance”
§Nonperformance “ is usually the result of personal characteristics,
such as attitude, motivation, and especially, temperament.
141
142. WHAT DO PERSONALITY TESTS MEASURE?
The “Big Five” : the big five personality dimension: extraversion,
emotional stability/ neuroticism, agreeableness, conscientiousness,
and openness to experience
142
143. WHAT DO PERSONALITY TESTS MEASURE?
§Some personality tests are projective. The psychologist
presents an ambiguous stimulus (like an inkblot or clouded
picture), and the person reacts.
§Other personality tests are self-reported: applicants fill
them out.
§Myers-Briggs Type Indicator (MBTI)
§DISC
143
144. ACHIEVEMENT
Achievement tests measure what someone has learned.
Most of the tests you take in school are achievement tests.
They measure your “job knowledge” in areas like
economics, marketing, or human resources.
144
145. IQ + EQ = SUCCESS
Emotional Intelligence Test
§EQ reflects a person's ability to empathize with others’
identify, evaluate, control and express emotions ones own
emotions;
§perceive, and assess others' emotions;
§use emotions to facilitate thinking, understand emotional
meanings.
145
146. WORK SAMPLES AND SIMULATIONS
1. Work samples: actual job tasks used in testing applicant’s
performance (measuring performance directly )
2. Situational judgment tests:
Are personnel tests “ designed to asses applicant’s judgment
regarding a situation encountered in the workplace”.
3. Management assessment centers: is two to three days
simulation in which 10 to 12 candidates perform realistic tasks (
like making presentations) in hypothetical situation and are scored
on their performance. It involves testing and the use of
management games 146
147. SITUATIONAL TESTING AND VIDEO-BASED
SITUATIONAL TESTING
1. Situational test: a test that requires examinees to
respond to situations representative of the job
2. Video-based simulation: a situational test in which
examinees respond to video simulation of realistic job
situations
147
148. WHY PERFORM BACKGROUND INVESTIGATION AND
REFERENCE CHECKS?
To verify factual information provided by applicants
To uncover damaging information such as criminal
records
To avoid hiring mistakes
148
152. 7–2
1. List the main types of selection interviews.
2. List and explain main errors that can undermine an
interview’s usefulness.
3. Define a structured situational interview.
4. Explain and illustrate each guideline for being a more
effective interviewer.
5. Give several examples of situational questions,
behavioral questions, and background questions that
provide structure.
6. List the steps in a streamlined interview process.
7. List guidelines for interviewees.
LEARNING OUTCOMES
152
153. 7–3
Basic Types of Interviews
Selection Interview
Appraisal Interview
Exit Interview
Types of
Interviews
153
157. 7–7
Administering the Interview
Unstructured
sequential interview
Panel
interview
Phone
interviews
Video/Web-assisted
interviews
Computerized
interviews
Mass
interview
Structured
sequential interview
Ways in
Which
Interview Can
be Conducted
157
158. 7–8
Three Ways to Make the Interview Useful
Structure the interview to
increase its validity
Carefully choose what sorts of
traits are to be assessed
Beware of committing
interviewing errors
Making the
Interview Useful
158
159. 7–9
What Can Undermine An Interview’s Usefulness?
Nonverbal behavior
and impression
management
Applicant’s personal
characteristics
Interviewer’s
inadvertent behavior
Factors Affecting
An Interview’s
Usefulness
First impressions (snap
judgments)
Interviewer’s
misunderstanding
of the job
Candidate-order
(contrast) error and
pressure to hire
159
160. 7–10
How to Design and Conduct
An Effective Interview
• The Structured Situational Interview
Ø Use either situational questions or behavioral questions that
yield high criteria-related validities.
Step 1: Analyze the job.
Step 2: Rate the job’s main duties.
Step 3: Create interview questions.
Step 4: Create benchmark answers.
Step 5: Appoint the interview panel and conduct
interviews.
160
161. Processing an Interview
1. Greeting
2. The interviewers introduce themselves and the
companies
3. The interviewers ask the interviewees to clarify some
information in the candidates’ profiles
4. The interviewers ask questions to assess the
candidates’ competencies and appropriateness
5. The candidates pose questions to the interviewers
6. Closing the interview
7–11
161
162. 7–12
How to Conduct a More Effective Interview
1
2
3
4
5
Being Systematic and Effective
Structure the interview.
Know the job.
Get organized.
Establish rapport.
Ask questions.
6 Take brief, unobtrusive notes.
7 Close the interview.
8 Review the interview.
162
163. 7–13
Creating Effective Interview Structures
• Base questions on actual job duties.
• Use job knowledge, situational or behavioral
questions, and objective criteria to evaluate
interviewee’s responses.
• Use the same questions with all candidates.
• Use descriptive rating scales (excellent, fair,
poor) to rate answers.
• If possible, use a standardized interview form.
163
164. 7–14
FIGURE 7–2 Examples of Questions That Provide Structure
Situational Questions
1. Suppose a more experienced coworker was not following standard work procedures and
claimed the new procedure was better. Would you use the new procedure?
2. Suppose you were giving a sales presentation and a difficult technical question arose that
you could not answer. What would you do?
Past Behavior Questions
3. Based on your past work experience, what is the most significant action you have ever taken
to help out a coworker?
4. Can you provide an example of a specific instance where you developed a sales
presentation that was highly effective?
Background Questions
5. What work experiences, training, or other qualifications do you have for working in a
teamwork environment?
6. What experience have you had with direct point-of-purchase sales?
Job Knowledge Questions
7. What steps would you follow to conduct a brainstorming session with a group of employees
on safety?
8. What factors should you consider when developing a television advertising campaign?
164
165. 7–15
FIGURE 7–3 Suggested Supplementary Questions for Interviewing Applicants
1. How did you choose this line of work?
2. What did you enjoy most about your last job?
3. What did you like least about your last job?
4. What has been your greatest frustration or disappointment on your present job? Why?
5. What are some of the pluses and minuses of your last job?
6. What were the circumstances surrounding your leaving your last job?
7. Did you give notice?
8. Why should we be hiring you?
9. What do you expect from this employer?
10. What are three things you will not do in your next job?
11. What would your last supervisor say your three weaknesses are?
12. What are your major strengths?
13. How can your supervisor best help you obtain your goals?
14. How did your supervisor rate your job performance?
15. In what ways would you change your last supervisor?
16. What are your career goals during the next 1–3 years? 5–10 years?
17. How will working for this company help you reach those goals?
18. What did you do the last time you received instructions with which you disagreed?
19. What are some things about which you and your supervisor disagreed? What did you do?
20. Which do you prefer, working alone or working with groups?
21. What motivated you to do better at your last job?
22. Do you consider your progress in that job representative of your ability? Why?
23. Do you have any questions about the duties of the job for which you have applied?
24. Can you perform the essential functions of the job for which you have applied?
165
167. 7–17
Guidelines for Interviewees
• Preparation is essential.
• Uncover the interviewer’s real needs.
• Relate yourself to the interviewer’s needs.
• Think before answering.
• Remember that appearance and enthusiasm are
important.
• Make a good first impression.
• Ask questions.
167
168. 7–18
FIGURE 7–5 Interview Questions to Ask
1. What is the first problem that needs the attention of the person you hire?
2. What other problems need attention now?
3. What has been done about any of these to date?
4. How has this job been performed in the past?
5. Why is it now vacant?
6. Do you have a written job description for this position?
7. What are its major responsibilities?
8. What authority would I have? How would you define its scope?
9. What are the company’s five-year sales and profit projections?
10. What needs to be done to reach these projections?
11. What are the company’s major strengths and weaknesses?
12. What are its strengths and weaknesses in production?
13. What are its strengths and weaknesses in its products or its competitive position?
14. Whom do you identify as your major competitors?
15. What are their strengths and weaknesses?
16. How do you view the future for your industry?
17. Do you have any plans for new products or acquisitions?
18. Might this company be sold or acquired?
19. What is the company’s current financial strength?
20. What can you tell me about the individual to whom I would report?
21. What can you tell me about other persons in key positions?
22. What can you tell me about the subordinates I would have?
23. How would you define your management philosophy?
24. Are employees afforded an opportunity for continuing education?
25. What are you looking for in the person who will fill this job?
168
169. 7–19
K E Y T E R M S
unstructured (or nondirective) interview
structured (or directive) interview
situational interview
behavioral interview
job-related interview
stress interview
unstructured sequential interview
structured sequential interview
panel interview
mass interview
candidate-order error (or contrast) error
structured situational interview
169
174. 8–2
1. Summarize the purpose and process
of employee orientation.
2. List and briefly explain each of the four steps in the
training process.
3. Explain how to use five training techniques.
4. List and briefly discuss four management development
programs.
5. List and briefly discuss the importance of the eight steps
in leading organizational change.
6. Answer the question, “What is organizational
development and how does it differ from traditional
approaches to organizational change?”
LEARNING OUTCOMES
174
175. 8–3
Purpose of Orientation
Feel welcome
and at ease
Begin the
socialization
process
Understand the
organization
Know what is
expected in
work and
behavior
Orientation Helps New
Employees
175
176. 8–4
The Orientation Process
Company organization
and operations
Safety measures
and regulations
Facilities
tour
Employee
Orientation
Employee benefit
information
Personnel
policies
Daily
routine
176
178. 8–6
The Training Process
• Training
Ø Is the process of teaching new employees
the basic skills they need to perform their jobs
Ø Reduces an employer’s exposure to negligent
training liability
• Training’s Strategic Context
Ø The aims of firm’s training programs must make
sense in terms of the company’s strategic goals.
Ø Training fosters employee learning, which
results in enhanced organizational performance.
178
179. Benefits of Training and Developing
• Staff Quality
• Advances in Technology
• Comparative advantages
• Personal development needs
8–7
179
180. 8–8
Steps in the Training Process
1
2
3
4
The Four-Step Training Process
Instructional design
Needs analysis
Program implementation
Evaluation
180
181. 8–9
Analyzing Training Needs
Task Analysis:
Assessing new employees’
training needs
Performance Analysis:
Assessing current employees’
training needs
Training Needs
Analysis
181
183. 8–11
Performance Analysis:
Assessing Current Employees’ Training Needs
Performance Appraisals
Job-Related Performance
Data
Observations
Interviews
Assessment Center
Results
Individual Diaries
Attitude Surveys
Tests
Methods
for Identifying
Training Needs
Specialized Software
Can’t-do or Won’t-do?
183
184. Designing the Training & Developing
program
•Objectives
•Participants
•Content
•Method
•Instructors
•Venues, Time
•Cost
8–12
184
185. 8–13
Evaluating the Training Effort
• Designing the Evaluation Study
Ø Time series design
Ø Controlled experimentation
• Choosing Which Training Effects to Measure
Ø Reaction of trainees to the program
Ø Learning that actually took place
Ø Behavior that changed on the job
Ø Results achieved as a result of the training
185
186. 8–14
FIGURE 8–7 Using a Time Series Graph to Assess a Training Program’s Effects
186
188. 8–16
Training Methods
• On-the-Job Training
• Apprenticeship Training
• Informal Learning
• Job Instruction Training
• Lectures
• Programmed Learning
• Audiovisual-Based Training
• Vestibule Training
• Teletraining and
Videoconferencing
• Electronic Performance
Support Systems (EPSS)
• Computer-Based Training
(CBT)
• Simulated Learning
• Internet-Based Training
• Learning Portals
188
189. 8–17
The OJT Training Method
• On-the-Job Training (OJT)
Ø Having a person learn a job
by actually doing the job.
• Types of On-the-Job Training
Ø Coaching or understudy
Ø Job rotation
Ø Special assignments
• Advantages
Ø Inexpensive
Ø Learn by doing
Ø Immediate feedback
189
191. 8–19
FIGURE 8–3 Some Popular Apprenticeships
The U.S. Department of Labor’s Registered Apprenticeship program
offers access to 1,000 career areas, including the following top
occupations:
• Able seaman
• Carpenter
• Chef
• Child care development specialist
• Construction craft laborer
• Dental assistant
• Electrician
• Elevator constructor
• Fire medic
• Law enforcement agent
• Over-the-road truck driver
• Pipefitter
191
193. 8–21
Programmed Learning
• Advantages
Ø Reduced training time
Ø Self-paced learning
Ø Immediate feedback
Ø Reduced risk of error for learner
Presenting
questions, facts,
or problems to
the learner
Allowing the
person to
respond
Providing
feedback on
the accuracy
of answers
193
194. 8–22
Intelligent Tutoring Systems
• Advantages
Ø Reduced learning time
Ø Cost effectiveness
Ø Instructional consistency
• Types of Programmed Learning
Ø Interactive multimedia training
Ø Virtual reality training
Ø Virtual classroom
194
195. 8–23
TABLE 8–2 Names of Various Computer-Based Training Techniques
PI Computer-based programmed instruction
CBT Computer-based training
CMI Computer-managed instruction
ICAI Intelligent computer-assisted instruction
ITS Intelligent tutoring systems
Simulation Computer simulation
Virtual Reality Advanced form of computer simulation
195
196. 8–24
Internet-Based Training
Teletraining and Videoconferencing
Electronic Performance Support
Systems (EPSS)
Computer-Based Training
E-learning and learning portals
Distance
Learning
Methods
196
198. 8–26
Lifelong Learning and
Literacy Training Techniques
Provide employees with
lifelong educational and
learning opportunities
Instituting basic skills
and literacy programs
Employer Responses to
Employee Learning Needs
198
203. 8–31
Managing Organizational Change
and Development
Overcoming
resistance to
change
Effectively using
organizational
development
practices
The Human Resource
Manager’s Role
Organizing
and leading
organizational
change
203
204. 8–32
Managing Organizational Change
and Development (cont’d)
1
Moving
Overcoming Resistance to Change:
Lewin’s Change Process
Unfreezing
Refreezing
2
3
204
205. 8–33
How to Lead the Change
• Unfreezing Stage
1. Establish a sense of urgency (need for change).
2. Mobilize commitment to solving problems.
• Moving Stage
3. Create a guiding coalition.
4. Develop and communicate a shared vision.
5. Help employees to make the change.
6. Consolidate gains and produce more change.
• Refreezing Stage
7. Reinforce new ways of doing things.
8. Monitor and assess progress.
205
206. 8–34
K E Y T E R M S
employee orientation
training
negligent training
task analysis
competency model
performance analysis
on-the-job training (OJT)
apprenticeship training
job instruction training (JIT)
programmed learning
electronic performance support
systems (EPSS)
job aid
virtual classroom
lifelong learning
management development
job rotation
action learning
case study method
management game
role playing
behavior modeling
in-house development center
executive coach
organizational development
controlled experimentation
206
208. 9–2
1. Define performance management and discuss how it
differs from performance appraisal.
2. Set effective performance appraisal standards.
3. Describe the appraisal process.
4. Develop, evaluate, and administer at least four
performance appraisal tools.
5. Explain and illustrate the problems to avoid in
appraising performance.
LEARNING OUTCOMES
208
209. 9–3
An Introduction to Appraising Performance
1
Is useful in career planning.
Creates motivation at work
Why Appraise Performance?
Is basis for pay and promotion decisions.
Helps in correcting deficiencies and reinforcing good
performance
2
3
4
5
Helps identifying needs for training and
developing employees
209
210. What is Performance Appraisal
• Setting work standards, tracking and
assessing performance, and providing
feedback to employees to motivate,
correct, and continue their performance.
• Performance appraisal means evaluating
an employee’s current and/or past
performance relative to his or her
performance standards.
9–4
210
211. When Performance Appraisal?
•Tracking and assessing performance
need to be implemented in a
continuous manner
•Analyzing, summarizing and
informing the results should be done
regularly (monthly, yearly)
9–5
211
212. 9–6
Who Should Do the Appraising?
Self-rating
Subordinates
360-degree
feedback
Potential
Appraisers
Immediate
supervisor
Peers
Rating
committee
212
213. 9–7
Steps in Appraising Performance
1
Choosing Appraising methods
Steps in Appraising Performance
Defining the job and performance criteria
Choosing and training
appraisers
2
3
4
5
Appraising performance
Providing feedback session
213
214. 9–8
(Un)Realistic Appraisals
• Motivations for Soft Appraisals
Ø The fear of having to hire and train someone new.
Ø The unpleasant reaction of the appraisee.
Ø An appraisal process that’s not conducive to candor.
• Hazards of Soft Appraisals
Ø Employee loses the chance to improve before being discharged
or forced to change jobs.
Ø Lawsuits arising from dismissals involving inaccurate
performance appraisals.
214
215. 9–9
Performance Appraisal Roles
• The Supervisor’s Role
Ø Usually do the actual appraising
Ø Must be familiar with basic
appraisal techniques
Ø Must understand and avoid
problems that can cripple
appraisals
Ø Must know how to conduct
appraisals fairly
215
216. 9–10
Performance Appraisal Roles (cont’d)
• The HR Department’s Role
Ø Serves a policy-making and advisory role.
Ø Provides advice and assistance regarding the appraisal
tool to use.
Ø Trains supervisors to improve their appraisal skills.
Ø Monitors the appraisal system effectiveness and
compliance with EEO laws.
216
217. 9–11
Designing the Appraisal Tool
• What to Measure?
Ø Work output (quality and quantity)
Ø Personal competencies
Ø Goal (objective) achievement
217
224. 9–18
FIGURE 9–6 Ranking Employees by the Paired Comparison Method
Note: + means “better than.” - means “worse than.” For each chart, add up
the number of +’s in each column to get the highest ranked employee.
224
225. 9–19
TABLE 9–1 Examples of Critical Incidents for Assistant Plant Manager
Continuing Duties Targets Critical Incidents
Schedule production
for plant
90% utilization of
personnel and machinery
in plant; orders delivered
on time
Instituted new production
scheduling system; decreased
late orders by 10% last month;
increased machine utilization in
plant by 20% last month
Supervise procurement
of raw materials and
on inventory control
Minimize inventory costs
while keeping adequate
supplies on hand
Let inventory storage costs rise
15% last month; over-ordered
parts “A” and “B” by 20%; under-
ordered part “C” by 30%
Supervise machinery
maintenance
No shutdowns due
to faulty machinery
Instituted new preventative
maintenance system for plant;
prevented a machine breakdown
by discovering faulty part
225
231. 9–25
Computerized and Web-Based
Performance Appraisal Systems
• Allow managers to keep notes on subordinates.
• Notes can be merged with employee ratings.
• Software generates written text to support appraisals.
• Allows for employee self-monitoring and self-evaluation.
• Electronic Performance Monitoring (EPM) Systems
Ø Use computer network technology to allow managers access to
their employees’ computers and telephones.
Ø Managers can monitor the employees’ rate, accuracy, and time
spent working online.
231
233. KPI
• A performance indicator or key
performance indicator (KPI) is a type
of performance measurement.
• KPIs evaluate the success of an
organization or of a particular activity
• KPIs provide a focus for strategic and
operational improvement, create an
analytical basis for decision making and
help focus attention on what matters most.
9–27
233
234. 9–28
Dealing with Performance
Appraisal Problems
Unclear
standards
Leniency or
strictness
Halo
effect
Potential Rating Scale
Appraisal Problems
Central
tendency
Bias
234
235. 9–29
TABLE 9–2 A Graphic Rating Scale with Unclear Standards
235
236. 9–30
Guidelines for Effective Appraisals
Know the
problems
Get
agreement on
a plan
Use the
right tool
How to Avoid
Appraisal Problems
Keep a
diary
Be
fair
236
237. 9–31
TABLE 9–3 Important Advantages and Disadvantages of Appraisal Tools
Tool Advantages Disadvantages
Graphic rating scale Simple to use; provides a quantitative
rating for each employee.
Standards may be unclear; halo
effect, central tendency, leniency,
bias can also be problems.
BARS Provides behavioral “anchors.” BARS
is very accurate.
Difficult to develop.
Alternation ranking Simple to use (but not as simple as
graphic rating scales). Avoids central
tendency and other problems of rating
scales.
Can cause disagreements among
employees and may be unfair if all
employees are, in fact, excellent.
Forced distribution
method
End up with a predetermined number
or % of people in each group.
Employees’ appraisal results
depend on your choice of cutoff
points.
Critical incident
method
Helps specify what is “right” and
“wrong” about the employee’s
performance; forces supervisor to
evaluate subordinates on an ongoing
basis.
Difficult to rate or rank employees
relative to one another.
MBO Tied to jointly agreed-upon
performance objectives.
Time-consuming.
237
238. 9–32
Choosing the Right Appraisal Tool
Accessibility Accuracy
Ease-of-use
Employee
acceptance
Criteria for Choosing an
Appraisal Tool
238
239. 9–33
FIGURE 9–10 Selected Best Practices for Administering Fair Performance Appraisals
• Base the performance review on duties and standards from a job analysis.
• Try to base the performance review on observable job behaviors or objective
performance data.
• Make it clear ahead of time what your performance expectations are.
• Use a standardized performance review procedure for all employees.
• Make sure whoever conducts the reviews has frequent opportunities to observe
the employee’s job performance.
• Either use multiple raters or have the rater’s supervisor evaluate the appraisal
results.
• Include an appeals mechanism.
• Document the appraisal review process and results.
• Discuss the appraisal results with the employee.
• Let the employees know ahead of time how you’re going to conduct the review and
use the results.
• Let the employee provide input regarding your assessment of him or her.
• Indicate what the employee needs to do to improve.
• Thoroughly train the supervisors who will be doing the appraisals.
239
240. 9–34
FIGURE 9–11 Guidelines for a Legally Defensible Appraisal
1. Preferably, conduct a job analysis to establish performance criteria and standards.
2. Communicate performance standards to employees and to those rating them, in writing.
3. When using graphic rating scales, avoid undefined abstract trait names (such as “loyalty” or
“honesty”).
4. Use subjective narratives as only one component of the appraisal.
5. Train supervisors to use the rating instrument properly.
6. Allow appraisers substantial daily contact with the employees they’re evaluating.
7. Using a single overall rating of performance is usually not acceptable to the courts.
8. When possible, have more than one appraiser, and conduct all such appraisals
independently.
9. One appraiser should never have absolute authority to determine a personnel action.
10. Give employees the opportunity to review and make comments, and have a formal appeals
process.
11. Document everything: Without exception, courts condemn informal performance evaluation
practices that eschew documentation.
12. Where appropriate, provide corrective guidance to assist poor performers in improving.
240
241. Appraisal Problems
• Employees’s fears of:
- Unfair appraisal
- Appraisers’ lack of information
- Appraisers’ lack of appraising skills
- Salary/bonus/incentives cut
- Unclear standards
9–35
241
242. Appraisal Problems
• Appraisers’ fears of:
- Waiting time, complicate process
- Judgment position
- Personal relationship
- Some criteria are difficult to measure
9–36
242
243. Appraisal Problems
• Unclear standards
• Appraisers assess based on the most
recent event
• Too soft or rigorous appraisal
• Appraisers’ bias
9–37
243
244. 9–38
Defining the Employee’s Goals
and Work Standards
Set
SMART
goals
Assign
challenging/
doable goals
Assign
specific
goals
Guidelines for Effective
Goal Setting
Assign
measurable
goals
Encourage
participation
244
245. 9–39
Setting SMART Goals
• Specific, and clearly state the desired results.
• Measurable in answering “how much.”
• Attainable, and not too tough or too easy.
• Relevant to what’s to be achieved.
• Timely in reflecting deadlines and milestones.
245
246. 9–40
Handling Defensive Responses
1
Recognize your own limitations.
Never attack a person’s defenses.
How to Handle a Defensive Subordinate
Recognize that defensive behavior is normal.
Postpone action.
2
3
4
246
247. 9–41
How to Deliver Criticism
1
2
3
4
5
How to Criticize a Subordinate
Criticize in private, and do it constructively.
Do it in a manner that lets the person maintain
his or her dignity and sense of worth.
Give daily feedback so that the review has no
surprises.
Never say the person is “always” wrong.
Criticism should be objective and free of biases.
247
248. 9–42
Formal Written Warnings
• Purposes of a Written Warning
Ø To shake your employee out of bad habits.
Ø To help you defend your rating, both to your own boss and (if
needed) to the courts.
• A Written Warning Should:
Ø Identify standards by which employee is judged.
Ø Make clear that employee was aware of the standard.
Ø Specify deficiencies relative to the standard.
Ø Indicate employee’s prior opportunity for correction.
248
249. 9–43
Performance Management
• Performance Management
Ø Is the continuous process of identifying, measuring, and
developing the performance of individuals and teams and
aligning their performance with the organization’s goals.
• How Performance Management Differs From
Performance Appraisal
Ø A continuous process for continuous improvement
Ø A strong linkage of individual and team goals to strategic goals
Ø A constant reevaluation and modification of work processes
249
250. 9–44
Basic Concepts in Performance
Management and Appraisal
Performance Appraisal
Setting work
standards, assessing
performance, and
providing feedback to
employees to
motivate, correct, and
continue their
performance.
Performance
Management
An integrated
approach to ensuring
that an employee’s
performance supports
and contributes to the
organization’s
strategic aims.
250
252. 9–46
Basic Building Blocks of
Performance Management
Direction sharing
Goal
alignment
Ongoing
performance
monitoring
Rewards,
recognition, and
compensation
Coaching and
development
support
Ongoing
feedback
252
253. 9–47
Why Performance Management?
Total Quality Management
Resolution of Appraisal Issues
Strategic Goal Alignment
The
Performance
Management
Approach
253
254. 9–48
Using Information Technology to
Support Performance Management
• Assign financial and nonfinancial goals to each team’s
activities along the strategy map chain of activities
leading up to the company’s overall strategic goals.
• Inform all employees of their goals.
• Use IT-supported tools like scorecard software and
digital dashboards to continuously monitor and assess
each team’s and employee’s performance.
• Take corrective action at once.
254
256. 9–50
K E Y T E R M S
performance appraisal
graphic rating scale
alternation ranking method
paired comparison method
forced distribution method
critical incident method
behaviorally anchored rating scale (BARS)
electronic performance monitoring (EPM)
unclear standards
halo effect
central tendency
strictness/leniency
bias
appraisal interview
performance management
256
258. Learning Objectives (1 of 2)
11-1. List the basic factors determining pay rates.
11-2. Define and give an example of how to
conduct a job evaluation.
11-3. Explain in detail how to establish a market-
competitive pay plan.
258
259. Learning Objectives (2 of 2)
11-4. Explain how to price managerial and
professional jobs.
11-5. Explain the difference between competency-
based and traditional pay.
11-6. Describe the importance of total rewards for
improving employee engagement
259
260. Total reward
• Best working environment voted by employees:
- Compensation & Benefit
- Working condition
- Corporate cultures
- Promotion opportunity
• C&B (Compensation & Benefit) => Total Reward
• Total reward: Strategy => attract and retain talents
- Monetary rewards (lương thưởng bằng hiện kim)
- Non- monetary rewards (lương thưởng phi hiện kim)
260
261. 5 components of Total rewards
1. Compensation: Lương
- Wage vs. Salary
- Incentives vs. Bonus
- A nominal wage, also called a money wage, is
the money you're paid by an employer for your
labor. A nominal wage is not adjusted for inflation.
- A real wage is a wage adjusted for inflation.
- If your nominal wage increases slower than the
rate of inflation, then your purchasing power will
_______. 261
262. Compensation: Lương
- Minimum wages have been defined as the
minimum amount of remuneration that an
employer is required to pay wage earners for the
work performed during a given period, which
cannot be reduced by collective agreement or an
individual contract.
262
264. Lương cơ bản (Basic rate)
• Lương cơ bản là thuật ngữ được dùng để mô tả mức lương thấp nhất mà
người lao động nhận được khi làm việc tại một vị trí nào đó, phụ thuộc vào
trình độ, yêu cầu năng lực của người lao động.
• Ngoài ra, lương cơ bản sẽ không bao gồm các khoản tiền phụ cấp, hỗ trợ của
người sử dụng lao động dành cho người lao động.
• Đối với cán bộ, công chức, viên chức: Lương cơ bản của cán bộ, công chức,
viên chức chính là tích của lương cơ sở và hệ số lương theo công thức sau:
• Lương cơ bản = lương cơ sở x hệ số lương
• Theo đó, mức lương cơ sở hiện nay của cán bộ, công chức, viên chức là
1.490.000 đồng mỗi tháng.
• Hệ số lương của cán bộ, công chức, viên chức được thực hiện theo quy định
tại Nghị định 204/2004/NĐ-CP.
264
265. Lương cơ bản
• Đối với người lao động làm việc theo hợp đồng lao động cho các
doanh nghiệp, cá nhân:
• Lương cơ bản của người lao động làm việc cho doanh nghiệp, cá
nhân sẽ là mức lương được thỏa thuận trong hợp đồng lao
động, chưa bao gồm phụ cấp, các khoản chi phí hỗ trợ.
• Theo đó thì lương cơ bản của người lao động sẽ được các bên
thỏa thuận nhưng không được thấp hơn mức lương tối thiểu
vùng.
• Tuy nhiên, chúng ta cần phải phân biệt được lương cơ bản
không phải là lương tối thiểu vùng.
265
267. 5 components of Total rewards
2. Benefits: Phúc lợi
- Social security: Bảo hiểm xã hội
- Health insurance: Bảo hiểm y tế
- Unemployment insurance: Bảo hiểm thất nghiệp
- Worker’s compensation insurance: bảo hiểm tai nạn lao
động
- Disability insurance: bảo hiểm khuyết tật
- Others: dental insurance, retirement plans (quỹ hưu trí),
vacation packages (du lịch nghỉ dưỡng),
- Unlimited paid time off: nghỉ phép vẫn được trả lương
không giới hạn
267
268. Benefits: Phúc lợi
• 13th month salary
• Monetary rewards paid on special holidays/
occasions
=> Incentive/Bonus vs. Benefits
268
269. 5 components of Total rewards
3. Work – life balance (Wellness) (Cân bằng giữa công
việc và đời sống)
- Flexible schedule: lịch làm việc linh hoạt
- Gym membership, Yoga, babysister, Finance consultation,
Nutrition consultation, Family & marriage consultation
4. Recognition: Sự công nhận
- PM
- Best Employee /Team/ Department Award
- Daily activities, communication
269
270. 5 components of Total rewards
5. Development: Phát triển sự nghiệp
- Student loans: giúp trả nợ đại học
- Tuition fee coverage: đài thọ học phí
- Training/ Couching programs, conferences,…
270
271. 5 components of Total rewards
• Google:
• Nếu nhân viên GG qua đời, vợ/chồng nhận được 1 khoan
bằng 50% lương của ng đã mất trong vòng 10 năm
• Baird:
• Hàng năm đều tặng cổ phần cho nhân viên: từ lao công,
tạp vụ => profit sharing
• Zappos
• Phát cho mỗi ng $50 để tặng cho một nhân viên đã giúp
đỡ họ
271
272. Basic Factors in Determining Pay
Rates
Employee compensation includes all
forms of pay going to employees and
arising from their employment.
1. Direct: wages, salaries, incentives,
commissions, and bonuses
2. Indirect: financial benefits like employer-paid
insurance and vacations
272
273. Aligning Total Rewards with Strategy
• Aligned Reward Strategy - is creating a
compensation package that produces the
employee behaviors the firm needs to achieve
its competitive strategy.
• Put another way, the rewards should provide a
clear pathway between each reward and
specific business goals.
273
274. Equity and its Impact on Pay Rates (1 of 2)
• Equity Theory of Motivation - is once a person
perceives an inequity a tension or drive will
develop that motivates him or her to reduce the
tension and perceived inequity.
• Thuyết công bằng : con người luôn muốn được
đối xử công bằng. Nhân viên có xu hướng đánh
giá sự công bằng bằng cách so sánh công sức họ
bỏ ra so với những thứ họ nhận được cũng như
so sánh tỉ lệ đó của họ với tỉ lệ của những đồng
nghiệp trong công ty.
274
275. Equity and its Impact on Pay Rates (2 of 2)
Type of Equity
1. External
2. Internal
3. Individual
275
276. Equity and its Impact on Pay Rates
• External equity - refers to how a job’s pay rate in one
company compares to the job’s pay rate in other
companies.
• Internal equity - refers to how fair the job’s pay rate is
when compared to other jobs within the same company
(for instance, is the sales manager’s pay fair, when
compared to what the production manager earns?).
• Individual equity - refers to the fairness of an individual’s
pay as compared with what his or her coworkers are
earning for the same or very similar jobs within the
company, based on each person’s performance.
276
277. Equity and its Impact on Pay Rates
COMPETITIVE SALARY?
LAW & REGULATIONS?
277
279. Pay Polices
• Compare to the market / others’ pay: The same?
Higher? Lower?
• Compensation structure (Bội số lương, Hệ số
lương, Tỷ lệ lương – thưởng – phúc lợi)
• Pay regulations (quy chế trả lương, quy chế
thưởng/phạt, quy chế trả phụ cấp, phúc lợi,…)
279
281. Improving Performance: HR Practices
Around The Globe (1 of 2)
Compensating Expatriate Employees
Let’s talk about it…
281
282. Job Evaluation Methods
• Market-Base
• Job Evaluation (định giá công việc)
– involve assigning values to each of the
company’s jobs.
– This process helps produce a pay plan in which
each job’s pay is equitable based on what
other employers are paying for these jobs and
based on each job’s value to the employer.
282
283. Compensable Factors
• Compensable Factors - a fundamental,
compensable element of a job, such as skill,
effort, responsibility, and working conditions.
– Complexity: education level, skill, personal
traits, responsibility
– Working condition
283
284. Preparing for the Job Evaluation
1. Identify the Need
2. Get Employees Cooperation
3. Choose Evaluation Committee
4. Perform the Evaluation
284
285. Job Evaluation Methods: Ranking (1 of 2)
1. Obtain job information
2. Select and group jobs
3. Select compensable factors
4. Rank jobs
5. Combine ratings
6. Compare current pay with what others are paying
based on salary surveys
7. Assign a new pay scale
285
287. Job Evaluation Methods: Ranking (2 of 2)
Table 11-2 Job Ranking at Jackson Hospital
Ranking Order Our Current Annual
Pay Scale
What Others Pay:
Salary Survey Pay
Our Final
Assigned Pay
1. Office manager $43,000 $45,000 $44,000
2. Chief nurse 42,500 43,000 42,750
3. Bookkeeper 34,000 36,000 35,000
4. Nurse 32,500 33,000 32,750
5. Cook 31,000 32,000 31,500
6. Nurse’s aide 28,500 30,500 29,500
7. Orderly 25,500 27,000 27,000
Note: After ranking, it becomes possible to slot additional jobs (based on overall job
difficulty, for instance) between those already ranked and to assign each an appropriate
wage rate.
287
288. Job Evaluation Methods: Job
Classification
Figure 11-4 Example of a Grade Definition
Grade Nature of Assignment Level of Responsibility
GS-7 Performs specialized duties in a
defined functional or program
area involving a wide variety of
problems or situations;
develops information, identifies
interrelationships, and takes
actions consistent with
objectives of the function or
program served.
Work is assigned in terms of objectives,
priorities, and deadlines; the employee
works independently in resolving most
conflicts; completed work is evaluated
for conformance to policy; guidelines,
such as regulations, precedent cases,
and policy statements require
considerable interpretation and
adaptation.
Source: From “Grade Level Guide for Clerical and Assistance Work” from U.S. Office of
Personnel Management, June 1989.
288
289. Job Evaluation Methods: Point
Method
• Point Method - a job evaluation method in which
a number of compensable factors are identified
and then the degree to which each of these
factors is present on the job is determined .
289
291. How to Create a Market-Competitive
Pay Plan
1. Choose Benchmark Jobs
2. Select Compensable Factors
3. Assign Weights to Compensable Factors
4. Convert Percentages to Points for Each Factor
291
292. Creating a Market-Competitive Pay
Plan (1 of 3)
5. Define Each Factor’s Degrees
6. Determine For Each Factor Its Factor Degrees’
Points
7. Review Job Descriptions and Job Specifications
8. Evaluate the Jobs
292
293. Creating a Market-Competitive Pay
Plan (2 of 3)
9. Draw the Current (Internal) Wage Curve
10. Conduct a Market Analysis: Salary Survey
11. Draw the Market (External) Wage Curve
12. Compare and Adjust Current and Market Rates
for Jobs
293
294. Creating a Market-Competitive Pay
Plan (3 of 3)
13. Develop Pay Grades
14. Establish Rate Ranges
15. Address Remaining Job
16. Correct Out-of-Line Rates
• Underpaid / Red circle
294
295. Improving Performance: HR Tools for
Line Managers and Small Businesses
Developing a Workable Pay Plan
Let’s talk about it…
295
307. Board Oversight of Executive Pay
1. Dodd-Frank Law
2. The Financial Accounting
Standards Board
3. The Sarbanes-Oxley Act
4. The Securities and Exchange
Commission (SEC)
307
308. Employee Engagement Guide For
Managers
• Total Reward Programs
• Total Reward and
Employee Engagement
308
309. Trends Shaping HR: Digital and Social
Media
Recognition Rewards
Let’s take a look…
309
365. TOPICS TO BE COVERED
1. Career Management
2. Improving Employee Engagement Through Career Management
3. Managing Employee Turnover and Retention
4. Employee Life-Cycle Management
5. Managing Dismissals
365
366. LEARNING OBJECTIVES
1. Discuss what employers and supervisors can
do to support employees’ career
development needs.
2. Explain why career development can
improve employee engagement.
3. Describe a comprehensive approach to
retaining employees.
4. List and briefly explain the main decisions
employers should address in reaching
promotion and other employee life-cycle
career decisions.
5. Explain each of the main grounds for
dismissal. 366
367. THE BASICS OF CAREER MANAGEMENT
career The occupational positions a person has had over
many years
Career
Management
The process for enabling employees to better
understand and develop their career skills and interests,
and to use these skills and interests more effectively
Career
Development
The lifelong series of activities that contribute to a
person’s career exploration, establishment, success, and
fulfillment
Career Planning The deliberate process through which someone becomes
aware of personal skills, interests, knowledge,
motivations, and other characteristics and establishes
action plans to attain specific goals.
367
368. CAREERS TODAY
No longer
- upward career direction
- Career driven by the
person/organization
- Career Path from job to job/ from firm
to firm
- Career job usually at the same job
368
369. 6
CAREER MANAGEMENT AND
EMPLOYEE COMMITMENT
Old Contract:
“Do your best and be loyal to us,
and we’ll take care of your career.”
New Contract:
“Do your best for us and be loyal
to us for as long as you’re here,
and we’ll provide you with the
developmental opportunities you’ll
need to move on and have a
successful career.”
Comparing Yesterday’s and Today’s
Employee–Employer Contract
(psychological contract)
369
