• No results found

HR Management ppt

N/A
N/A
Protected

Academic year: 2021

Share "HR Management ppt"

Copied!
71
0
0

Loading.... (view fulltext now)

Full text

(1)

Principles of

Human

Resources

Management

(2)

2

www.exploreHR.org

You can download this brilliant presentation at:

www.exploreHR.org

Visit

www.exploreHR.org

for more

presentations on HR management and

management skills

(3)

Training Agenda

Training Agenda

1.

1.

HR Management : An Overview

HR Management : An Overview

2.

2.

HR Planning and Recruitment

HR Planning and Recruitment

3.

3.

Employee Selection

Employee Selection

4.

4.

Training and Development

Training and Development

5.

5.

Performance Management

Performance Management

6.

(4)

4 www.exploreHR.org

Human Resource

Human Resource

Management : An Overview

Management : An Overview

(5)

HR Management Cycle

HR Management Cycle

Recruitment & Selection Training & Development Performance Management Reward Management Career Management

(6)

6

www.exploreHR.org

HR Strategy and Business Result

HR Strategy and Business Result

Recruitment & Selection Training & Development Performance Management Reward Management Career Management HR STRATEGY Business Business Strategy Strategy Business Business Result Result

(7)

Manpower Planning &

Employee Recruitment

(8)

8 www.exploreHR.org

Manpower Planning

Manpower Planning

Company Strategy Company Strategy What staff do we need to do the job? What staff is available within our organization? Is there a match?

If not, what type of people do we need, and how should we recruit them? Job Analysis • Performance appraisal • Company data banks • Training • Employee management and development What is impact on wage and salary program?

(9)

Manpower Planning

Manpower Planning

The financial The financial resources resources available to available to your your organization organization

Factors in Forecasting Personnel

Factors in Forecasting Personnel

Requirements Requirements Projected Projected turnover (as a turnover (as a result of result of resignation and resignation and terminations) terminations)

Quality and nature of

Quality and nature of

your employees (in

your employees (in

relation to what you

relation to what you

see as the changing

see as the changing

need of your

need of your

organization)

(10)

10

www.exploreHR.org

Technique to Determine Number of Recruits

Technique to Determine Number of Recruits

• Study of a firm’s past employment needs over a period of years to predict future needs

Trend Analysis

Ratio Analysis

• A forecasting technique for

determining future staff needs by using ratios between sales volume and

(11)

Recruitment from External Resources

Recruitment from External Resources

• Recruiting new staff from external sources will be influenced by several factors, namely :

When the economic conditions are relatively difficult, there will usually be an oversupply, or the number of

applicants will much higher than the demand. In such a case, the company will find it relatively easier to select new employees from the large number of applicants.

Macro- Economic Conditions

(12)

12

www.exploreHR.org

When the sector is one that is

considered a ‘rare’ sector, the company will have more difficulty in recruiting

staff for this sector. For example, computer technology, or cellular engineering.

Availability of Manpower

in Desired Sectors

Recruitment from External Resources

(13)

It will tend to be easier for a company to find and recruit the best people if the company has a good reputation, therefore the best fresh graduates will flock to apply to the company.

Example : Google, McKinsey or Microsoft.

Company Reputation

Recruitment from External Resources

(14)

14

www.exploreHR.org

• Some employers use a recruiting yield pyramid to

determine the number of applicants they must generate to hire the required number of new employees.

• Example of Recruitment Curve: • 1200 - Leads generated • 200 - Candidates invited

• 150 - Candidates interviewed • 100 - Offers made

• 50 - New hires

Recruitment Yield Pyramid

(15)

Recruitment Sources

Recruitment Sources

Advertising (newspaper, magazine, internet) College Recruitment Recruitment Agent (headhunter)

Recruitment

Recruitment

Sources

Sources

(16)

16

www.exploreHR.org

(17)

Basic Concept of Selection Tests

Basic Concept of Selection Tests

The quality of an employee selection test is determined by three main factors, namely :

1.

1. Criterion Validity : A type of validity based on showing Criterion Validity :

that scores on the test (“predictors”) are related to job performance (“criterion”).

2.

2. Content Validity : A test that is “content valid” is one in Content Validity :

which the test contains a fair sample of the tasks and skills actually needed for the job in question.

3.

3. Reliability : The consistency of scores obtained by the Reliability

same person when retested with identical or equivalent test.

(18)

18

www.exploreHR.org

Some Types of Selection Test

Some Types of Selection Test

1. Cognitive Ability Test

2. Personality Test

(19)

Cognitive Ability Test

Cognitive Ability Test

Cognitive Abilities Tests: Paper and pencil or

individualized assessment measures of an

(20)

20

www.exploreHR.org

Advantages of Cognitive Ability Test

Advantages of Cognitive Ability Test

• highly reliable

• verbal reasoning and numerical tests have shown high validity for a wide range of jobs

• the validity rises with increasing complexity of the job • may be administered in group settings where many

applicants can be tested at the same time

• scoring of the tests may be completed by computer scanning equipment

(21)

Disadvantages of Cognitive Ability Test

Disadvantages of Cognitive Ability Test

• non-minorities typically score one standard deviation above minorities which may result in adverse impact depending on how the scores are used in the selection process

• differences between males and females in abilities (e.g., knowledge of mathematics) may negatively impact the scores of female applicants

(22)

22

www.exploreHR.org

Personality Test

Personality Test

Personality Tests: A selection procedure measure

the personality characteristics of applicants that are

related to future job performance.

Personality tests typically measure one or more of

five personality dimensions:

extroversion,

extroversion,

emotional stability, agreeableness,

emotional stability, agreeableness,

conscientiousness, and openness to experience.

(23)

Advantages of Personality Test

Advantages of Personality Test

• can result in lower turnover due if applicants are selected for traits that are highly correlated with employees who have high longevity within the organization

• can reveal more information about applicant's abilities and interests

• can identify interpersonal traits that may be needed for certain jobs

(24)

24

www.exploreHR.org

Disadvantages of Personality Test

Disadvantages of Personality Test

• difficult to measure personality traits that may not be well defined

• responses by applicant may be altered by applicant's desire to respond in a way they feel would result in their selection

• lack of diversity if all selected applicants have same personality traits

• lack of evidence to support validity of use of personality tests

(25)

Interview

Interview

Interviews: A selection procedure designed to predict

future job performance on the basis of applicants'

(26)

26

www.exploreHR.org

Advantages of Interview

Advantages of Interview

• useful for determining if the applicant has requisite

communicative or social skills which may be necessary for the job

• can assess the applicant's job knowledge

• can be used for selection among equally qualified applicants

• enables the supervisor and/or co-workers to determine if there is compatibility between the applicant and the

employees

• allows the applicant to ask questions that may reveal additional information useful for making a selection decision

(27)

Disadvantages of Interview

Disadvantages of Interview

• subjective evaluations are made

• decisions tend to be made within the first few minutes of the interview with the remainder of the interview used to validate or justify the original decision

• interviewers form stereotypes concerning the characteristics required for success on the job

• research has shown disproportionate rates of selection between minority and non-minority members using

interviews

• negative information seems to be given more weight • not as reliable as tests

(28)

28

www.exploreHR.org

(29)

Training Need Analysis Training Objectives Training Delivery Training Evaluation

Training Process

Training Process

What are the training needs for this person and/or job? Objective should be measurable and observable Techniques include on- the-job-training, action learning, etc. Measure reaction, learning, behavior, and results

(30)

30

www.exploreHR.org

Assessing Training Needs

Assessing Training Needs

Task Analysis A detailed analysis of a job to

identify the skills required, so that an appropriate training program can be instituted

Competency Analysis

Careful study of competency level to identify a deficiency and then

correct it with a training program, or some other development

(31)

Competency Analysis

Competency Analysis

Required competency level for certain

position Competency Gap Competency Assessment Current competency level of the employee Training and Training and Development Development Program Program

(32)

32

www.exploreHR.org

Competency Profile Per Position

Competency Profile Per Position

1 2 3 4 5

Communication Skills Public Speaking

Leadership Training Need Analysis

Material Development Training Evaluation Communication Skills

Interview Skills Analytical Thinking Understand Selection Tools

Teamwork Customer Orientation Recruitment Supervisor Required Level Required Competency Position Training & Development Manager Score Required Competency Type

(33)

Position Requirements Competency Relevant Training Modules Leadership • Leadership I

• Communication Skills I

• The Art of Motivating Employees

• Providing Effective Feedback

SUPERVISOR

Achievement Orientation

• Goal Setting Technique

• Work Motivation

• Planning & Organizing

• Continuous Self Improevement

Managerial competency 1 2 3 4

Leadership Required Level

Actual Level

Achievement Orientation

Teamwork

Planning & Organizing

Functional competency 1 2 3 4

Mechanical Engineering

Mechanical Equipment Maintenance

Competency Profile Per Position

(34)

34

www.exploreHR.org

Training Matrix for Competency Development

Training Matrix for Competency Development

Communication Skills V

Leadership V

Teamwork V

Achievement Orientation V

Customer Focus V

Job Functional Skills V

Communication Skills V Leadership V Teamwork V Achievement Orientation V Customer Focus V Strategic Thinking V

Problem Solving & Decision Making V

Job Functional Skills V

Position Managerial Competency

Supervisor Manager P ro du ct iv e C om m un ic at io n S er ie s O n B ec om in g E ff ec tiv e Le ad er 1 O n B ec om in g E ff ec tiv e Le ad er 2 S er vi ce E xc el le nc e fo r C us to m er P ro fe ss io na l S em in ar S er ie s A ch ie ve m en t M ot iv at io n T ra in in g C re at iv e P ro bl em S ol vi ng S tr at eg ic M an ag em en t B ui ld in g P ro du ct iv e T ea m w or k V = compulsory training Training Title

(35)

Enhance Training Effectiveness

Enhance Training Effectiveness

Make the Make the material material meaningful meaningful Provide for Provide for transfer to transfer to learning learning Motivate Motivate the trainee the trainee Training Training Effectiveness Effectiveness

(36)

36

www.exploreHR.org

Enhance Training Effectiveness

Enhance Training Effectiveness

Make the Make the material material meaningful meaningful

• At the start of training, provide the trainees with a bird’s-eye view of the material to be presented. Knowing the overall picture facilitates learning.

• Use a variety of familiar examples when presenting material

• Organize the material so that it is presented in a logical manner and in meaningful units

• Try to use terms and concepts that are already familiar to trainees

(37)

Enhance Training Effectiveness

Enhance Training Effectiveness

Provide for Provide for transfer to transfer to learning learning

• Maximize similarity between the training situation and the work situation

• Provide adequate training practice

• Identify each feature of the step in the process

(38)

38

www.exploreHR.org

Enhance Training Effectiveness

Enhance Training Effectiveness

Motivate

Motivate

the trainee

the trainee

• People learn best by doing. Try to provide as much realistic practice as possible

• Trainees learn best when correct

response on their part are immediately reinforced.

• Trainees learn best when they learn at their own pace. If possible, let trainees pace themselves.

(39)

Type of Training Program

Type of Training Program

Formal course

Formal course OFF THE JOB

OFF THE JOB

Simulation

Simulation

Wilderness Trip

Wilderness Trip

• Does not interfere with job • Provides for fact learning

• Helps transfer of learning • Creates lifelike situations

• Builds teams

(40)

40

www.exploreHR.org

Type of Training Program

Type of Training Program

Job instruction Job instruction training training ON THE JOB ON THE JOB Apprenticeship Apprenticeship training training Job rotation Job rotation Mentoring Mentoring

• Facilitates transfer of learning

• Does not require separate facilities

• Does not interfere with real job performance • Provides extensive training

• Gives exposure to many jobs • Allows real learning

• Is informal

(41)

Evaluation of Training Effectiveness

Evaluation of Training Effectiveness

Level 1 - Reaction

Level 2 - Learning

Level 3 – Behavior

Application

Level 4 – Business

Impact

Four Levels

Four Levels

of Training

of Training

Effectiveness

Effectiveness

(42)

42

www.exploreHR.org

Evaluation of Training Effectiveness

Evaluation of Training Effectiveness

Test the trainees to determine if

they learned the principles,

skills, and facts they were to

learn.

Evaluate trainees’ reactions to

the program. Did they like the

program? Did they think it

worthwhile?

Level 1 -

Level 1 -

Reaction

Reaction

Level 2 -

Level 2 -

Learning

Learning

(43)

Evaluation of Training Effectiveness

Evaluation of Training Effectiveness

What final results were achieved in terms of the training objectives previously set? Did the number of customer complaints about employee drop? Did the reject rate improve? Was turnover reduced, and so forth.

Ask whether the trainees’ behavior on the job changed because of the training program. For example, are employees in the store’s complaint department more courteous toward disgruntled customers than previously?

Level 3 – Level 3 – Behavior Behavior Application Application Level 4 – Level 4 – Business Business Impact Impact

(44)

44

www.exploreHR.org

Employee

Performance Management

(45)

Why Performance Appraisal?

Why Performance Appraisal?

• Appraisal provide information upon which promotion and salary decision can be made.

• Appraisal provide an opportunity for a manager and his/her subordinates to sit down and review the

subordinate’s work-related behavior, and then develop a plan for corrective action.

• Appraisal provide a good opportunity to review the person’s career plans in light of his/her exhibited strengths and weaknesses.

(46)

46

www.exploreHR.org

Performance Management Cycle

Performance Management Cycle

Performance Planning (Setting Performance Targets) Regular Review and Monitoring Feed back Feed back Corrective Corrective Action Action Performance Appraisal and Evaluation • Training & Development Plan • Salary/Bonus Adjustment • Career Development

(47)

Performance Management Cycle

Performance Management Cycle

Defining Defining Performance Performance Standard/ Standard/ Targets Targets Appraising Appraising Performance Performance Providing Providing Feedback for Feedback for Development Development 1.

1. Defining the performance standards Defining the performance

means making sure that you and your subordinate agree on his/her duties and targets that you expect

2.

2. Appraising performance means Appraising performance

comparing your subordinate’s actual performance to the standard/targets set in step one.

3.

3. Providing feedback means discussing Providing feedback

plans for any development that is required.

(48)

48

www.exploreHR.org

Problems in Performance Appraisal

Problems in Performance Appraisal

Lack of Lack of standards standards Irrelevant or Irrelevant or subjective subjective standards standards Poor Poor measures of measures of performance performance Poor Poor feedback to feedback to employee employee Negative Negative communication communication Failure to Failure to apply apply evaluation evaluation data data

Common Performance Evaluation Problems

(49)

Bias in the Appraisal Process

Bias in the Appraisal Process

Halo

Halo

Effect

Effect

The "halo" effect occurs when a supervisor’s rating of a subordinates on one trait biases the rating of that person on other traits

Central

Central

Tendency

Tendency

A tendency to rate all employees the same way, such as rating them all average

(50)

50

www.exploreHR.org

Leniency

Leniency

The problem that occurs when a supervisory has a tendency to rate all subordinates either high or low

Bias

Bias The tendency to allow individual differences such as age, race, and sec affect the appraisal

rates these employees receives.

Bias in the Appraisal Process

(51)

Performance

appraisal

elements

has two main

categories:

2. Performance Result:

Hard or quantitative aspects

of performance (result)

1. Competencies: It

represents soft or qualitative

aspects of performance

(process)

Performance Appraisal Element

(52)

52

www.exploreHR.org

1.

1.

Competencies Score

Competencies Score

2. Performance Result

2. Performance Result

Score

Score

Overall Score

Overall Score

Will determine the employee’s career movement, and also

the reward to be earned

Performance Appraisal Element

(53)

Element # 1 : Competencies

Element # 1 : Competencies

Basic Intermediate Advanced Expert

Actively listens, and clarifies

understanding where required, in order to learn from others.

Actively listens, and clarifies

understanding where required, in order to learn from others.

Actively listens, and clarifies

understanding where required, in order to learn from others.

Actively listens, and clarifies understanding where required, in order to learn from others.

Empathise with audience and

formulates messages accordingly. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Empathise with audience and formulates messages accordingly. Shares resources and information. Shares resources and information. Shares resources and information. Shares resources and information. Responds promptly to other team

members’ needs. Balances complementary strengths in teams and seeks diverse contributions and perspectives.

Actively builds internal and external

networks. Builds internal and external networks and uses them to efficiently to create value. Involves teams in decisions that effect

them. Uses cross functional teams to draw upon skills and knowledge throughout the organization.

Uses cross functional teams to draw upon skills and knowledge throughout the organization. Encourages co-operation rather than

competition within the team and with key stakeholders.

Builds and maintains relationships

across The company. Drives and leads key relationship groups across The company. Manages alliance relationships through complex issues such as points of competing interest. Ensures events and systems, eg IT, for collaboration are in place and used. Draws upon the full range of relationships (internal, external, cross The company) at critical points in marketing and negotiations.

Competency : Collaboration

(54)

54

www.exploreHR.org

No. Main Performance Target Target to be Achieved

1 Conduct an assessment of the All employees submit their performance assessment form employee's performance on time

2 Improve the system for Target : completed 100 % performance assessment in November 2008

3 Conduct training activities Target : to conduct 6 training modules in one year

4 Carry out on the job training Target : 90 % of the total employees activities who attend the training

experience an increase in skill and knowledge

Element # 2 : Performance Results

Element # 2 : Performance Results

Target should be measurable and

Target should be measurable and

specific

(55)

Employee Career

Management

(56)

56

www.exploreHR.org

Career Planning and Development

Career Planning and Development

Providing employees

Providing employees

the assistance to form

the assistance to form

realistic career goals

realistic career goals

and the opportunities

and the opportunities

to realize them

to realize them

Career

Career

Planning &

Planning &

Development

Development

(57)

Entry Level Entry Level First Line First Line Middle Middle Management Management Senior Senior Management Management Top Top Management Management

Join Company 22 years old

Supervisor/Ass. Manager 26 - 29 years old

Managers 29 - 35 years old

GM/Senior Managers 35 - 45 years old

CEO/BOD 45 - 55 years old

Typical Career movement

(58)

58

www.exploreHR.org

Career Stage

Career Stage

Trial Stage The period from about age 25 to 30 during which the person determines whether or not the chosen field is suitable and if it is not, attempts to change it.

Stabilization Stage

The period, roughly from age 30 to 40, during which occupational goals are set and more explicit career planning is made to determine the sequence for

(59)

Mid career Crisis Stage

The period occurring between the

mid-thirties and mid-forties during which people often make a major reassessment of their progress relative to their original career ambitions and goals

Maintenance Stage

The period form about ages 45 to 65 during which the person secures his or her place in the world of work

Career Stage

(60)

60

www.exploreHR.org

Decline Stage The period during which many people are faced with the prospect of having to accept reduced levels of power and responsibility.

Career Stage

(61)

Career Anchors

Career Anchors

Career Anchor :

A concern or value that someone will not give up if

choice has to be made

Career anchors, as their name implies, are the

pivots around which a person’s career swings; a

person becomes conscious of them as a result of

learning about his or her talents and abilities.

(62)

62

www.exploreHR.org

Five Career Anchors

Five Career Anchors

Technical/ Technical/ Functional Functional Career Anchor Career Anchor Managerial Managerial Competence as a Competence as a Career Anchor Career Anchor Creativity as a Creativity as a Career Anchor Career Anchor Autonomy and Autonomy and Independence as Independence as Career Anchor Career Anchor Security as a Security as a Career Anchor Career Anchor

(63)

Five Career Anchors

Five Career Anchors

Technical/ Technical/ Functional Functional Career Anchor Career Anchor

• People who have a strong

technical/functional career anchor tend to avoid decisions that would drive them toward general

management.

• Instead, they make decisions that will enable them to remain and grow in their chosen technical or functional field

(64)

64

www.exploreHR.org

Five Career Anchors

Five Career Anchors

Managerial

Managerial

Competence

Competence

• People who show strong motivation to become managers

• Their career experience enables them to believe that they have the skills and values necessary to rise to such general management position

(65)

Five Career Anchors

Five Career Anchors

Creativity

Creativity • People who go on to become successful entrepreneurs

• These people seem to have a need to build or create something that is

entirely their own product – a product or process that bears their name, a company of their own, or a personal fortune that reflects their

(66)

66

www.exploreHR.org

Five Career Anchors

Five Career Anchors

Autonomy and

Autonomy and

Independence

Independence

• People who are driven by the need to be on their own, free from the

dependence that can arise when a person elects to work in a large organization.

• Some of these people decide to

become consultants, working either alone or as part of relatively small firm. Others choose to become professors, free-lance writers, or

(67)

Five Career Anchors

Five Career Anchors

Security

Security • People who are mostly concern with long-run career stability and job

security.

• They seem willing to do what is required to maintain job security, a decent income, and a stable future in the form of a good retirement

(68)

68

www.exploreHR.org

Career Management and the First

Career Management and the First

Assignment

Assignment

• Factors to keep in mind about the important first assignment, include :

1. Avoid reality shock (reality shock refers to the result of a period that may occur at the initial career entry when the new employee’s high job expectations confront the reality of boring, unchallenging jobs. 2. Provide challenging initial jobs

3. Provide realistic job preview in recruiting 4. Be demanding

(69)

Career Management and the First

Career Management and the First

Assignment

Assignment

5. Provide periodic job rotation

6. Provide career-oriented performance appraisals 7. Encourage career-planning activities

(70)

70

www.exploreHR.org

References/Recommended Further Readings

References/Recommended Further Readings

1. Gary Dessler, Human Resource Management, Prentice Hall. You can obtain this excellent book at this link :

http://www.amazon.com/Framework-Human-Resource-Management-5th/dp/0136041531/ref=sr_1_6?ie=UTF8&s=books&qid=1219801564&sr=1-6

2. Susan Jackson and Randall Schuler, Managing Human Resource : A

(71)

End of Material

If you find this presentation useful, please consider telling others about our site (www.exploreHR.org)(www.exploreHR.org)

References

Related documents

[r]

The developed tool tries to ex- tract a matching parallelized software design along with a custom multi-core design out of sequential embedded legacy applications.. The

With long experience in complex interconnect design and manufacture and an impressive range of simulation and modelling tools , AXON’ engineers can work collaboratively alongside

AIN IN NEUROREHABILIT ATION INTERNA TIONAL WORKSHOP JUNE 12 - 14 2014, ROME TIMETABLE JUNE 12 - 2014 13:30 CME Registration 14:15 INTRODUCTION.. Luigi Amadio – General

Final selection of the number of knots was based upon the point at which the pattern of attendance becomes poorly defined, with regards to the objective (Fewster et al. Whilst

Given that detention for young people is to be used as a last resort both under international instruments to which Australia is a signatory (such as the United Nations’

Empirical evidence for European firm acquisitions in the period from 1999 to 2003 indicates that the price paid by an acquirer for a target increases with the patent stock,

RELOCATION PARTNERS Take the stress out of your real estate search and home financing by working with our preferred local brokerage and mortgage lender - our friends at