The document discusses various topics related to human resource management, including job analysis, job design, job evaluation, human resource planning, recruitment and selection procedures, employee categories, orientation, workplace health and safety, and training. It provides details on processes like job analysis, different job evaluation methods, the steps in recruitment and selection, and principles of learning in a training context. Overall, the document offers an overview of key aspects of human resource management.

1. Republic of the PhilippinesRepublic of the Philippines
EULOGIO “AMANG” RODRIGUEZEULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGYINSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc, ManilaNagtahan, Sampaloc, Manila
GRADUATE PROGRAMGRADUATE PROGRAM
MASTER IN PUBLIC ADMINISTRATIONMASTER IN PUBLIC ADMINISTRATION
TOPIC: C. STAFFING THE ORGANIZATIONTOPIC: C. STAFFING THE ORGANIZATION
D. MANAGEMENT AND ORGANIZATIONALD. MANAGEMENT AND ORGANIZATIONAL
DEVELOPMENTDEVELOPMENT
HUMAN RESOURCE DEVELOPMENTHUMAN RESOURCE DEVELOPMENT
Presented by:
LOUIE A. MEDINACELI

2. A. JOB ANALYSISA. JOB ANALYSIS
• Job analysis is a process undertaken to
determine which characteristics are necessary
for satisfactory job performance, and to analyze
the environmental conditions in which the job is
performed.
Purpose of job analysis:
• To collect information about what is done on the
job, why the job is done, and how the job relates
to the overall objectives of the organization.

3. Job Descriptions
• A job description is that portion of the job analysis which typically
contains the tasks involved in the completion of the job, along with
the various behaviors or activities involved in the completion of
these tasks.
• Job description usually contains three sections:
• Job Identification Section. Within this section, jobs are given various
labels to distinguish them from one another.
• Job Definition Section. The information contained in this section
discusses the overall purpose of the job. It tells what the worker
does, why the job is being completed, and its overall relationship to
other jobs and the organization’s goals.
• Job Description Section. The job description section includes
information regarding the responsibilities inherent in the job; this
includes the extent of the employee’s supervisory and non-
supervisory responsibilities.
Job Specification
• A job specification summarizes the human characteristics necessary
for satisfactory job completion.

4. B. JOB DESIGNB. JOB DESIGN
• Job Design involves the integration of significant job components
and worker characteristics to create positions which lead to the
need fulfillment of both workers and employers.
Techniques for Designing Jobs:
• Job Simplification. It is a design method whereby jobs are divided
into smaller components and subsequently assigned to workers as
whole jobs.
• Job Enlargement. It involves the addition to or expansion of worker
tasks until the job becomes an entire meaningful operation.
• Job Enrichment. It involves the vertical expansion of jobs by
increasing the amount of worker responsibilities associated with the
positions.
• Job Rotation. It involves the switching of workers on designated
dates among several different simplified jobs.

5. Theories and Approaches to Designing Jobs
• Scientific Management
• The Human Relations Approach
• Job Characteristics Theory
This theory stresses the intrinsic aspects of jobs and maintains that workers will
be satisfied if they view their job as meaningful, if they are given
adequate responsibility, and if they receive feedback regarding their
performance. This goal is accomplished by focusing on five job
characteristics when designing jobs. These include:
• Skill variety. The degree to which the job requires that workers use a
variety of different activities, talents, and skills in order to successfully
complete the job requirements.
• Task identity. The degree to which the job allows workers to complete
whole tasks from start to finish, rather than disjointed portions of the job.
• Autonomy. The degree to which the job allows workers freedom in the
planning and scheduling, and the methods used to complete the job.
• Feedback. The degree to which the job itself provides workers with direct,
clear, and understandable knowledge of their performance.
• Sociotechnical Systems Approach
* The approach taken by the sociotechnical systems method is the design of
work systems that foster a meshing of the technical and social aspects of
jobs. In order to create jobs which have this supportive relationship, work
teams, not individual jobs, must be studied

6. C. JOB EVALUATIONC. JOB EVALUATION
• Job evaluation is the process of
determining the worth of one job in relation
to that of the other jobs in the company so
that a fair and equitable wage and salary
system can be established.
• Its main objective is to determine the
relative positions or levels of the jobs in
the company.

7. BASIC PRINCIPLES IN JOB EVALUATION
• Equal pay for equal job.
• Differences in pay must be based on
differences in work; i.e., complexity of
duties and responsibilities and the degree
of skill required for the job.
• The pay must be related to existing
community pay scales.
• The employee is concerned with the
general wage level and the relative
position of his pay.

8. JOB EVALUATION METHODSJOB EVALUATION METHODS
Non – Quantitative Methods
• The Ranking Method
It is the process of evaluating a job by comparing it with
others to determine whether it is higher, lower, or of
the same rank. It is based on an overall judgment of
the skill, effort, responsibility, and working conditions
relative to the job.
• Position Classification or Grade Description
Method
It is a process of grouping jobs by comparing each job
against a rating scale comprising several job grades,
to ascertain the grade to which each job appropriately
belongs. Jobs are compared to a predetermined
standard.

9. • Quantitative Methods
a. The Point System
• It evaluates the job by appraising it separately
against each of the factors or characteristics,
such as skill, effort, responsibility, and working
conditions, and adding up the corresponding
point values to arrive at a single point score for
each job.
b. The Factor-Comparison Method
• The factor – comparison method was developed
out of a knowledge of the strengths and
weaknesses of the other methods already
described. This method requires that each job
be compared and ranked with the other jobs
under each separate factor.

10. c. The Hay Method
• This method requires that the
organization develop its own key jobs,
called benchmark, selected from among
the positions within the company. The
factors and the quantitative weights must
be established by the organization. It
works similar to the point system. The
evaluator makes specific comparative
identification of the weights assigned for
each factor so that it tells which job is
worth more and how much more.

11. d. The Paterson Method
• Thomas T. Paterson proposed this job
evaluation scheme on the assumption that it is
equally attractive and acceptable to all
members of the firm, whether at the Board
level or elsewhere. Acceptability, he claims,
rests on three factors: simplicity
(understability), justice and fairness, and
participation.
• It is a method of analyzing jobs “according to
the kinds of decisions made, and assessing
them, according to the universal pattern and
the amount of the total payroll available.”

12. HUMAN RESOURCE PLANNING
• Also known as manpower planning
• Process of analyzing an organization’s human resource
needs under changing conditions and developing the
activities necessary to satisfy these needs
• It is a dynamic management process of insuring that at
all times a company or its unit has employed the right
number of people, with the right skills and assigned to
the right jobs where they can contribute most effectively
to the productivity and profitability of the company.
• Concerned with the efficient acquisition and maximum
utilization of the company’s human resource in order to
enable the company to attain its goals and objectives

13. Elements of Human Resource Planning:
• organizational planning
• selection and placement
• training
• development
• motivation of employees
Five Steps to Human Resource Planning
The basic steps in human resource planning are:
• Determining the workload inputs based on the corporate goals and
objectives.
• Studying the jobs in the company and writing the job description and job
specifications.
• Forecasting of manpower needs – determination of the number and skills of
people required for the work.
• Inventory of manpower – an analysis of the present manpower complement
of the company to determine whether it has enough or less or more
personnel (both quantitatively and qualitatively) than is required.
• Improvement plans – determination of the appropriate steps to implement
the human resource plan in order to insure that the company has the right
number and right quality of people, properly assigned to jobs for which they
are most useful.

14. Factors that Make a Good Employee
• Opportunities for demonstrating one’s
ability
• Security on the job
• Chances on advancement and
professional growth
• Desirable working conditions

15. PROCEDURES IN RECRUITMENT,PROCEDURES IN RECRUITMENT,
SELECTION AND HIRINGSELECTION AND HIRING
• Studying the Different Jobs in the
Company and Writing the Job
Description and Specification
• Requisition for New Employee
• Recruiting Qualified Applicants
• Reception of Applicants
• Application Form
• Testing

16. MENTAL ALERTNESS TESTS
• Also known as Intelligence tests, verbal reasoning tests, and personnel tests.
• Measure a person’s ability to quickly learn those jobs which involve memory,
reasoning, abstracting, analyzing and solving problems and reading comprehension
• Also indicate ability to visualize relationships objects or space, to think ahead, and to
judge accurately, which are manifestations of a person’s intelligence.
CLERICAL APTITUDE TESTS
• Measure the individual’s speed and accuracy in dealing with similarities and clerical
relationships
• Individual’s ability to perform typical clerical tasks in an office
SHOP ARITHMETIC TESTS
• Measure how well an individual can work out mathematical problems
• Most of the questions would require understanding of drawings, reasoning out
problems correctly, and doing accurate arithmetical computation
MECHANICAL APTITUDE TESTS
• Measure mechanical abilities or skills, either natural or acquired
• Also indicate the applicant’s potential for certain trades especially in factory or
maintenance work

17. SPACE RELATIONS TESTS
• Measure the ability to visualize a constructed object would appear if
not rotated in various ways
• Ability to manipulate things mentally to create a structure in one’s
mind from a plan is what the test is designed to evaluate
PROFICIENCY, TRADE OR ACHIEVEMENT TESTS
• Measure the individual’s proficiency on the job or trade in which he
has had prior experience or in which he is actually engaged at the
moment
• Measure job skills through work-sample tests
• “trade bluffers”
VOCATIONAL INTEREST TESTS
• Designed to discover the patterns of employee interest and thus
suggest what types of work may be satisfying to the individual
DEXTERITY AND MANIPULATION TESTS
• Given to the applicant’s for jobs requiring manual skills, especially
the use of fingers

18. PERSONALITY TESTS
• Measuring personality characteristics which are considered to be
the basis of success in the job, particularly for supervisory and
managerial positions
• Purpose is to measure Emotional Maturity of the individual, his
ability to withstand stress and tension, and his ability to gain respect
and cooperation
2 Types:
• - Personality Inventories (Bernreuter Personality Inventory)
• - Projective Tests (Rorschack Test & Thematic Apperception)
VALIDITY TESTS
• Useful in determining on the job; measure the ability of the individual
to perform the job for which he is being hired
REABILITY OF TESTS
• A test is reliable if the person being tested obtains the same or
nearly the same score or his relative standing in the group shows
little change every time he takes the same test or an alternative
equivalent test. If the results of the test are good and also consistent
with good performance on the job, the test is said to have both
validity and reliability

19. Step 7: CHECKING THE APPLICANT’S WORK
EXPERIENCES, SCHOOL RECORDS AND PERSONAL
REFERENCES
Step 8: INTERVIEW
Purpose of the interview:
• to find out how well qualified the applicant is for the
vacancy
• to give the applicant the information. He needs in order
to decide whether or not he will take the job if offered to
him
• to create goodwill for the company
Interviewer must be skilled in asking questions and sizing
up people, alert, keen, and free from prejudice (bias);
even tempered; and most important he must have a true
knowledge of the jobs for which he is interviewing
applicants.

20. Step 9:MATCHING THE APPLICANT WITH THE JOB
Step 10: FINAL SELECTION BY IMMEDIATE
SUPERVISOR OR DEPARTMENT HEAD
Employment involves three decisions:
• Management’s decision
• Applicants decision
• Supervisor must decide if the applicant is the kind of
man who can work with him in his team
The Rule of Three
• - This means that after considering all the applicants
for a job, that three best qualified, as determined by
the employment officer, are referred to the supervisor
who needs the new employee.

21. Principles of Selection
• Physical attractiveness of applicant
• Age of applicants
• Positive non-verbal cues
• Favoring later interviewee
• Letter of reference and application
Cherrington’s Principle of Selection
• Past behavior is the best predictor of future behavior
• The organization should collect as much reliable and
valid data as in economically feasible and then use it to
select the best applicant

22. Step 11: PHYSICAL AND MEDICAL
EXAMINATIONS
Step 12: HIRING
Follow-up on Placement
- When a new employee is placed on the
job, his work should be followed up to
ensure that his progress is not being
hampered by certain problems affecting
him or his job.

23. Categories of EmployeesCategories of Employees
• Regular Employee – a person who, having passed through a probationary
period of employment, is placed on the regular rolls of the company. Also
called permanent employee.
• Employment without a definite period – where the employee has been hired
without any specific date or termination or period of employment
• Probationary employee – hired to occupy a permanent or regular position in
the company for a specific trial period to prove if he is acceptable for the job.
• Temporary employee – hired to perform work in a specific project, job or
period, upon completion of which the worker’s employment is terminated.
• Contractual employee – one hired on an individual employment contract
basis to perform work on a specific project or projects. The duration of such
employment is indicated in the employment contract which may not exceed
three months.
• Casual employee – by connotation, one who is hired for only a few days or a
few months a time to perform a unit of work or to fill a gap in the absence of
another employee, or a worker who is hired occasionally and intermittently
especially during peak production periods.

24. ORIENTATIONORIENTATION
• Orientation is the planned and guided program
of adjustment of a new employee to his
company, his job and his associates in that job.
It is a joint responsibility of the personnel
department and the supervisor of the new
employee.
• Orientation includes (1) the introduction of new
employees to the job, also called induction, and
(2) the refresher training of workers already on
rolls for their training to changes in methods,
procedures, and working conditions.

25. PHYSICAL WORKINGPHYSICAL WORKING
CONDITIONSCONDITIONS
• Pre-Employment Physical and Medical Examination
• First Aid Treatment
• Policy on Health Safety
• Health and Medical Services
• Medicines and Facilities
• Occupational Health Program
Costs of Accident
Direct Costs. The direct costs of accidents are:
• Compensation of the injured employee, now borne by the Social Security System and
the G.S.I.S
• Hospitalization and medical care expenses of the employee.
• Loss of earning of the employee.
• Rehabilitation of the employee.
Indirect Costs. The indirect costs, also known as hidden costs, are additional company
expenses which are not part of the company’s contributions to the State Insurance
Fund.

26. TRAININGTRAINING
Training – entails the use of prepared programs which reinforce
employees’ existing competencies or facilitate the acquisition of new
knowledge, skills, and abilities in the interest of improving job
performance.
THE RATIONALE FOR TRAINING
• The principle of potentiality. The ultimate success of organizations
depends on the abilities of employees to successfully complete their
present duties and to adapt to new situations. The term potential
implies capability of future performance, given adequate
development.
• The uniqueness of the situation. Businesses have discovered that
employees have smoother transitions when some form of initial
training is used.
• Job changes. To be competitive, companies are constantly updating
and changing equipment, methods, policies, and procedures.
• Government rules and regulations. The ever-increasing pressure by
the government to advance minorities in the workforce has caused
companies to develop extensive skills training programs for these
groups.

27. • Organizational Analysis – is a continuous
process of gathering information and
reviewing it to determine training needs.
• Task Analysis – is a process undertaken
to determine the knowledge, skills, and
abilities (KSAs) necessary to complete the
various tasks involved in a total job.
• Person Analysis – concentrates on
identifying the strengths and weaknesses
specific to individual workers

28. PRINCIPLES OF LEARNING
• Motivation. The effectiveness of any training program is largely dependent
on whether or not people have a motivation to learn.
• Feedback. Individuals learn more rapidly when they are provided with
feedback – negative as well as positive – about their performance.
• Reinforcement. The principle of reinforcement maintains that the likelihood
of a behavior being repeated is dependent on its consequences.
• Transfer of training. Positive transfer occurs when the information learned
in the training sessions directly transfers to the work environment, resulting
in improved performance. Negative transfer ensues when the material
learned in the training sessions interferes with job performance. No transfer
occurs when training has neither a positive nor a negative effect on
performance.
• Meaningfulness of the material.
• Repetition. Learning is enhanced when trainees are provided ample
opportunities to repeat the tasks.
• Environmental considerations. It is logical that workers who are exposed
to training in comfortable environments with adequate, well spaced rest
periods are more likely to learn than employees whose training conditions
are less than ideal.
• Behavioral objectives. The development of training curricula and the
subsequent evaluations necessitate that concrete, observable outcomes be
stated as succinctly as possible.

29. TRAINING METHODS
• On-the-Job Training
- is the most common method of training used in business. It requires that
supervisors instruct employees in proper work methods directly at their work
stations.
• Orientation Training
- sometimes referred to as “indoctrination” or “induction” training, and it is
conducted primarily by human resource personnel. Each employee is
usually taken on a formal tour of the facilities, introduced to key personnel,
and informed about company benefits, policies, and procedures.
• Job Instruction Training (JIT)
- is a structures approach to training which requires an orderly progression
through a series of steps. Step1 involves orienting trainees to the situation
by providing them with an overview of the job, a perspective of its purpose
within the total process, and a statement of the goals of the training
program. Step2 involves a demonstration of the entire job by the trainers. In
Step3, trainees perform the job as often as necessary until satisfactory
performance is obtained. The final phase of JIT involves periodic monitoring
of employee performance and the provision of supplementary training, if
necessary.

30. • Apprenticeship Training
- One of the oldest forms of on-the-job training. Apprentices are
trainees who spend a prescribed period of time working with an
experienced journeyman.
• Job Rotation
- Trainees are periodically moved to different jobs within the
organization.
• Coaching and mentoring
- Coaching is a one-on-one relationship between trainees and
supervisors which offers workers continual guidance and feedback
about their performance.
- Mentoring is a particular form of coaching used by experienced
executives to groom junior-level managers.
• Off-the-Job Training
- Programs can be creatively designed to meet changing needs without
being hampered by the lack of on-site resources. Personnel from
several company locations can be combined into one training
program, and a variety of trainers can be used for different sessions,
thus providing individualized expertise.

31. • Lectures
- One of the oldest methods for imparting knowledge both on and off
the job, provide information to large numbers of people in a highly
cost-efficient manner. A well-prepared lecture provides useful
information when audiences are homogenous in nature.
• Vestibule Training
- involves the creation of an off-site environment similar to the actual
workplace.
• Programmed Instruction (PI)
- sometimes referred to as programmed learning, is a self-taught,
self-paced learning system which eliminates the need for
instructors. Material is presented to trainees in written form or by
learning machines through a series of steps, called frames.
• Computer-Assisted Instruction (CAI)
- is a sophisticated form of programmed learning. It offers the capability
of analyzing trainees’ responses and refining the individualized
learning process.

32. • Case Study and Incident Methods
- Case Study Method, which is widely used in educational settings and
management development seminars, involves analysis and
discussion of either true or hypothetical organizational problems.
- Incident Method is a variation of the case study method and
attempts to duplicate more closely the actual managerial decision-
making process. The trainees are only given with brief synopsis of
the problem instead of providing them all the necessary details.
• In-basket Technique
- Trainees assume managerial roles in order to cultivate their skills.
Training goals are accomplished by having trainees respond to a
series of written memos within a given time frame.
• Role Playing and Multiple Role Playing
- Is the portrayal of real work situations in which trainees have the
opportunity to experience subordinate and supervisory positions.
When the size of a training group is too large to allow each trainee
an opportunity to role play, multiple role playing is used. Trainees
are divided into groups of four, five, or six members each, and they
role play situations within their groups.

33. • Sensitivity Training
- Sometimes called T-group or laboratory training.
It is probably the most controversial and
extensively researched training method. Its goal
is to enhance trainees’ awareness of how they
are viewed interpersonally by others.
• Management or Business Games
- It requires that groups of participants (each
representing a separate enterprise) make a
series of decisions affecting their business.
These games are complex in nature, and
success requires knowledge of general
managerial principles.

34. We Are what we repeatedly do.We Are what we repeatedly do.
EXCELENCYEXCELENCY is Not ais Not a ACTACT butbut HABIT!!!HABIT!!!
Thank you!!