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| a characteristic that a person must possess to successfully perform work |
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Predictors of selection criteria:
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• Experience
• Past performance
• Physical skills
• Education
• Interests
• Salary requirements
• Certificates/degrees
• Test scores
• Personality measures
• Work references
• Previous jobs and tenure |
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Predictors of selection criteria:
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| Employers try to identify measurable or visible indicators of those positive characteristics (or criteria) that help determine whether candidates might possess certain selection criteria (such as ability and motivation) |
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| The congruence between individuals and organizational factors. |
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| Important from a “values’ perspective, with many organizations trying to positively link a person’s principles to the values of the company. Organizations tend to favor job applicants who effectively blend into how business is conducted. |
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| A key selection consideration b/c of how employees’ & customers’ beliefs @ the organization are influenced by this. |
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| Fitting the person to the right job. |
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| should be seen primarily as a matching process. How well an employee is matched to a job can affect the amount and quality of the employee’s work, as well as the training and operating costs required to prepare the individual for work life. Further, employee morale is an issue because good fit encourages individuals to be positive about their jobs and what they accomplish. |
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| Matching the KSAs of individuals with the characteristics of jobs. Related not only to satisfaction with work but also to commitment to a company, and to quitting intentions. |
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| Process through which a job applicant receives an accurate picture of a job. |
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| Truth-In-Hiring Law Suits: |
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| Recruiters may exaggerate promotional opportunities, pay, or even the company’s financial position in an attempt to hire a candidate. However, a candidate who leaves a good job to accept a position and later discovers such exaggerations may choose to sue the company for misrepresenting the job. |
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| Application forms should contain disclaimers and notices so that appropriate legal protections are clearly stated. |
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| Application Disclaimers: These recommended disclosers include: |
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Reference contacts
Employment testing
Application time limit
Information falsification
Employment-at-will |
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| EEOC Considerations and Application Forms: Definition |
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| An organization should retain all applications and hiring-related documents and records for 3 years. Guidelines from this organization _____and court decisions require that the data requested on application forms must be job related. |
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| EEOC Considerations and Application Forms Though frequently found on application forms, questions that ask for the following are illegal: |
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- Marital status
- Height/weight
- Number and ages of dependents
- Information on spouse
- Date of high school graduation
- Contact in case of emergency
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| Tests that measure an individual’s thinking, memory, reasoning, verbal, and mathematical abilities. |
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| Tests such as these can be used to determines applicants’ basic knowledge of terminology and concepts, word fluency, spatial orientation, comprehension and retention span, general and mental ability, and conceptual reasoning. |
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| Tests that measure an individual’s abilities such as strength, endurance, and muscular movement. |
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| Tests that measure dexterity, hand-eye coordination, arm-hand steadiness, and other factors. |
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| Situational judgment tests: |
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| Designed to measure a person’s judgment in work settings. The candidate is given situation and a list of possible solutions to the problem. The candidate then has to make judgments about how to deal with the situation. A form of job simulation. |
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| Interview that uses a set of standardized questions asked of all applicants so that comparisons can be made more easily. This allows for an interviewer to prepare job-related questions in advance and then completed a standardized interviewee evaluation form that provides documentation indicating why one applicant was selected over another. |
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| Interview in which applicants give specific examples of how they have performed a certain task or handled a problem in the past, which may predict future actions and show how applicants are best suited for current jobs. |
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| Structured interview that contains questions about how applicants might handle specific job situations. Interview questions and possible responses are based on job analysis and checked by job experts to ensure content validity. |
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| Interview that uses questions developed from the answers to previous questions. The interviewer asks general questions designed to prompt applicants to describe themselves. Then the responses are used to shape the next question. Difficulties arrive when comparing applicants by obtaining comparable data from various applicants. |
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| Situation, Tactic, Action, & Result. Used in a behavioral interview. |
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| Interview designed to create anxiety and put pressure on applicants to see how they respond. The interviewer assumes an extremely aggressive and insulting posture. Firms using this approach often justify doing so because employees will encounter high degrees of job stress. |
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| Interview in which several interviewers meet with candidate at the same time. |
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| Interviews in which applicant are interviewed by the team members with whom they will work. |
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| Occurs when an employer fails to check an employee’s background and the employee injures someone on the job. |
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| Occurs when an employer becomes aware that an employee may be unfit for work but continues to employ the person, and the person injures someone. |
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| Cognitive skills, education, and technical skills |
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| Noncognitive abilities that are complementary to outstanding job performance: |
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| Noncognitive abilities that are complementary to outstanding job performance:soft skills list them |
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• Empathy
• Openness
• Cooperation
• Interpersonal style
• Conscientiousness
• Leadership
• Integrity
• Ethical behavior
• Effort
• Emotional intelligence |
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| Process whereby people acquire capabilities to perform jobs |
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| Helps the organization accomplish its goals. Requires HR and training professionals to get intimately involved with the business and to partner with operating managers to help solve their problems, thus making significant contributions to organizational results. |
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| The way an organization indentifies and leverages knowledge in order to be competitive. Creates value by using organizational intellectual capital. |
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| Process in which a trainer and on organization work together to decide how to improve organizational and individual results. |
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| Planned introduction of new employees to their jobs, coworkers, and the organization. |
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| Tenure Overturn Rate: Evaluating Orientation and Metrics |
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• One of the specific metrics used to evaluate effectiveness of orientation training.
• What percentage of new hires of 6 months or less left the organization? |
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| New Hires failure factor: Evaluating Orientation and Metrics |
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| • One of the specific metrics used to evaluate effectiveness of orientation training. • What percentage of the total annual turnover was new hires? |
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| Employee upgrade rate: Evaluating Orientation and Metrics |
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• One of the specific metrics used to evaluate effectiveness of orientation training.
• What percentage of new employees received a higher performance rating than previously? |
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| Ways in which adults learn differently than younger people. |
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| Repeated practice even after a learner has mastered the performance. Responses are automatic, second nature. |
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| People learn in different ways and when trainers use multiple methods a more effective training outcome is achieved. Includes: auditory, tactile, and visual. |
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| Training people to do more than one job. Advantages for employers include flexibility and development |
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| Training that occurs through interactions and feedback among employees. |
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| Computer-supported within e-learning, can replicate the psychological and behavioral requirements of a task, often in addition to providing some amont of physical resemblance to the trainee’s work environment. |
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| Comparison of costs and benefits associated with training. |
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| Four stages in calculating training costs and benefits |
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1. Determine training costs
2. Identify potential savings results
3. Compute potential savings
4. Conduct costs and savings benefits comparisons |
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| The basis for dealing successfully with staffing surprises. |
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| Potential vs. Performance: |
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| Another focus of succession planning. When developing succession plans for jobs and identifying candidates, focusing only on potential may be too narrow. |
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| Organization-centered Career Planning: |
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| Career planning that focuses on identifying career paths that provide for the logical progression of people between jobs in an organization. |
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| Individual-centered career planning: |
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| Career planning that focuses on an individual’s responsibility for a career rather than on organizational needs. |
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| Represent employees’ movements through opportunities over time. |
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| Problem areas are family issues and job transfers that require relocations. Both mates are managers, professionals, or technicians. |
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| Planning, training, and reassignment of global employees back to their home countries. Back in the home organization, these employees must readjust to closer working and reporting relationships with other corporate employees. What is their status going to be like when they return is another concern. |
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| The situation in which women fail to progress into top and senior management positions. |
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| Process of moving a person from job to job. Fosters greater understanding of organization and aids with retention making individuals more versatile, stronger skills, and reducing boredom |
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| Time off the job to develop and rejuvenate oneself. Paid or unpaid time off to work on socially desirable projects usually 3-6 mos. |
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| Relationship in which experienced managers aid individuals in the earlier stages of their careers. Such a relationship provides an environment for conveying technical, interpersonal, and organizational skills from a more experienced person to a designated less-experienced person. |
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