Human Resources

Management
Dr. Sherif Eid
 Course Philosophy
This course is not designed to evaluate your memorizing skills J

• The main purpose behind this course is to equip the MBA seeker with a thorough/up to date knowledge and skills about human resources management that
would help him/her apply them in the day to day business
• The Material is designed to be used as an easy, quick, informaAve reference to support the MBA Seeker while studying or even later on, when he/she needs it
in the daily business acAviAes.
• Mid Term Exam: Group presentaAon related to one of the previously discussed subjects (4 chapters/4 groups), the selected group should provide a thorough,
detailed presentaAon about the subject in hand and present it during the Midterm Exam to the rest of the audience.

Ø The main objec-ves behind the group presenta-on are:

• Encouraging students to do more readings about human resources management
• Sharing new knowledge with the rest of parAcipants
• Reviewing all previously discussed chapters and ensure knowledge transfer

• Final Exam: A wriOen exam that addresses the mind of the student and aims to determine the level of each student and ascertain the extent of his
understanding of the scienAfic material studied.
Reference Books: Human Resources Management (Gary Dessler- EdiAon 15), Fundamentals of Human Resources Management (Decenzo-EdiAon 11).

2
 Course Grading
Your contribution counts.

Attendance Participation
10% of your total score will be graded based on your 20% of your total score will be granted based on your (in
attendance Class Participation and efforts) so don’t miss itJ

Mid Term Exam Final Exam

30% will be granted based on the Mid Term Exam/Project. 40% will be granted based on the Final Exam

3
 Course Content:

Chapter 5
Chapter 1

Strategic Human Resources Management Performance Management and Appraisal

Chapter 6
Chapter 2
Career Management and retention
Job Analysis

Chapter 3 Chapter 7

Compensation
Sourcing, Screening and Recruitment
of Talents
Chapter 8
Chapter 4
Interna,onal Human Resources
Training and Development

4
 Chapter 1

Strategic Human Resources Management

5
 Learning Objectives

By the end of this chapter you will be able to understand:

1 How to use Strategic HRM tools to create

What is Human Resources Management (HRM) 5 policies and procedures

The strategic role of the HRM in organization

6
effectiveness
2 What is a strategic Plan

7 How to conduct a strategic HR audit

3 What are the types of strategies used in
business
8 The core competencies of an HR Personnel

4 What is a strategic HRM

6
 Human Resource Management (HRM)

Is the process of acquiring, training, appraising, and

compensating employees, and of attending to their
labor relations, health and safety, and fairness
concerns.

7
 The Management Process
Planning 1

Establishing goals and standards; developing rules and

procedures; developing plans and forecasts
2 Organizing
Giving each subordinate a specific task; establishing
departments; delegating authority to subordinates;
establishing channels of authority and communication;
Staffing 3 coordinating the work of subordinates

Determining what type of people should be hired;

recruiting prospective employees; selecting employees;
setting performance standards; compensating
employees; evaluating performance; counseling 4 Leading
employees; training and developing employees
Getting others to get the job done; maintaining morale;
motivating subordinates

Controlling 5
SeDng standards such as sales quotas, quality standards,
or producGon levels; checking to see how actual
performance compares with these standards; taking 8
correcGve acGon as needed
 Strategic Planning

A Strategic plan is: the company’s plan for how it will match its internal strengths
and weaknesses with external opportunities and threats in order to maintain a
competitive advantage.

Strategy: A course of action the company can pursue to achieve its strategic
aims.

Strategic Management: The process of identifying and executing the

organization’s strategic plan by matching the company’s capabilities with the
demands of its environment.

9
The Strategic Management Process

10
Types of Strategies

11
 Managers’ Roles in Strategic Planning

Devising the company’s overall strategic plan is top management’s responsibility.

• However, few top executives formulate strategic plans without lower-level managers’ input.
• No one knows more about the firm’s competitive pressures, product and industry trends, and employee
capabilities than do the company’s department managers.
– For example, the human resource manager is in a good position to supply “competitive intelligence” information on competitors. Details
regarding competitors’ incentive plans, employee opinion surveys about customer complaints..,etc.

• In practice, devising the firm’s overall strategic plan involves frequent discussions among and between top and
lower-level managers. The top managers then use this information to hammer out their strategic plan.

12
Strategic Human Resource Management

It means formulating and executing human resource

policies and practices that produce the employee
competencies and behaviors the company needs to
achieve its strategic aims.

13
 Strategic Human Resource Management

A. The company’s top managers choose overall corporate strategies,

and then choose competitive strategies for each of the company’s
businesses.
B. Then departmental managers within each of these businesses
formulate functional strategies for their departments.
C. Their aim should be to have functional strategies that will support
the competitive strategy and the company-wide strategic aims.(EX :
The marketing department would have marketing strategies, The HR Manager would have HR
Strategy…etc. )

14
 Strategic Human Resources Tools

Managers use several tools to translate the company’s strategic goals into human resource management policies
and practices. These tools include the strategy map, the HR scorecard, and the digital dashboa
rd.

15
 HRM and Organizational Effectiveness

Performance
Legal compliance
Absenteeism

Turnover

Employee satisfaction Grievance rates

Training ROI
Accident rates
Training effectiveness

16
 Objectives of the HRM Function

• Communicating HR Policies to all staff. • Helping the organization reach its goals.
• Helping to maintain ethical policies • Employing the skills and abilities of the
and socially responsible behavior. workforce efficiently.
• Managing change to the mutual • Providing the organization with well-trained
advantage of the organization’s and well-motivated employees.
stakeholders. • Increasing to the fullest the employee’s job
• Managing increased urgency and satisfaction and self-actualization.
faster cycle time. • Developing and maintaining a quality of work
life that makes employment in the
organization desirable.

17
 Human Resources audit
It is an analysis by which an organiza2on measures where it currently stands and determines what it has to accomplish to improve its HR
func2on.

The HR audit generally involves using a checklist to review the company’s human resource func2ons (recrui2ng, tes2ng, training, and so on), as well as ensuring that the
firm is adhering to regula2ons, laws, and company policies.

Typical areas audited include:

• Roles and headcount (including job descriptions, and employees • Group benefits (insurance, time off, flexible benefits, and so on)
• Payroll (such as legal compliance)
categorized by exempt/nonexempt and full- or part-time)
• Documentation and record keeping. For example, do our files include
• Compliance labor law , and local employment-related legislation resumés and applications, offer letters, job descriptions, performance
evaluations?
• Recruitment and selection (including use of selection tools, • Training and development (new employee orientation, development,
background checks, and so on) technical and safety, career planning, and so on)
• Employee communications (employee handbook, newsletter, recognition
• Compensation (policies, incentives, survey procedures, and so on) programs)
• Termination and transition policies and practices
• Employee relations (union agreements, performance
management, disciplinary procedures, employee recognition)

• Mandated benefits (Social Security, unemployment insurance,

workers’ compensation, and so on)

18
 Competencies Needed by HR
Professionals

• Communication skills • Technology

• Problem solving • Forecasting
• Leadership • Compensation design
• Recruiting/staffing • Benefits design and administration
• Employment law • Record keeping
• Training and development • Customer Service Orientation

19
 Chapter 2
Job Analysis and the Talent Management Process

20
Learning Objectives
By the end of this chapter you will be able to understand:

1 The basics of Job Analysis 5 What is job Redesign and how to

make it

6 How to write a Job Description

2 The information collected for Job Analysis

7 How to write a Job Specifica0on

3 The methods of conduc0ng Job
Analysis
8 What is a Competency Model and how to use it
4 What is Business Process Reengineer

21
 What is Talent Management

Talent management is :

The systematic process of identifying the vacant position, hiring the suitable person, developing the skills and
expertise of the person to match the position and retaining him to achieve long-term business objectives.

22
 The basics of Job Analysis

Job Analysis Job Descrip4ons

Is the procedure through which you
a list of what the job entails
determine the duties of the company’s
positions and the characteristics of the
people to hire for them

Job Specifications Job Evaluation

what kind of people to hire for the job a systematic way of determining the
value/worth of a job in relation to other
jobs in an organization.

23
 Information Collected in Job Analysis
human resources specialist normally collects one or more of the following types of informa4on via the job analysis:

Work activities Performance standards

InformaAon about the job’s actual work Information about the job’s performance
acAviAes, such as cleaning, selling, teaching, or standards (in terms of quantity or quality levels
painAng. This list may also include how, why, for each job duty
and when the worker performs each acAvity.

Human behaviors. Job context

Information about human behaviors the Job Analysis Information about such matters as physical
job requires, like sensing, communicating, working conditions, work schedule,
lifting weights, or walking long distances. incentives, and, for instance, the number of
people with whom the employee would
Machines, tools, equipment, and
normally interact.
work aids Human requirements
Information such as knowledge or skills (education,
Information regarding tools used, materials training, work experience) and required personal
processed, knowledge dealt with or attributes (aptitudes, personality, interests).
applied (such as finance or law)

24
 Uses of Job Analysis

Job analysis is important because it supports just about all human resource
management ac7vi7es.
Recruitment and Selec/on: Informa7on about what du7es the job entails and what human characteris7cs are
required to perform these du7es helps managers decide what sort of people to recruit and hire.
EEO Compliance: (Equal Employment Opportuni7es) Job analysis is crucial for valida7ng all major human
resources prac7ces. For example, to comply with the Americans with Disabili7es Act, employers should know
each job’s essen7al job func7ons—which in turn requires a job analysis.
Performance Appraisal: A performance appraisal compares each employee’s actual performance with his or
her du7es and performance standards. Managers use job analysis to learn what these du7es and standards
are.
Compensa/on: (such as salary and bonus) usually depends on the job’s required skill and educa7on level,
safety hazards, degree of responsibility, and so on—all factors you assess through job analysis.
Training: The job descrip7on lists the job’s specific du7es and requisite skills—thus pinpoin7ng what training
the job requires. 25
Conducting Job Analysis

1 Step 1: Decide How You Will Use the Informa<on

2 Step 2: Review Relevant Background Informa<on About the Job, Such as Organiza<on Charts and Process Charts

3 Step 3: Select Representative Positions

Step 4: Actually Analyze the Job

4

Step 5: Verify the Job Analysis Information with the Worker Performing the Job and with His or Her Immediate
5 Supervisor

6 Step 6: Develop a Job Description and Job Specification 26

 Data Collected for Job Analysis
When gathering data for job analysis you may also review:

Work Flow Organization

Process Chart
Analysis Chart

A detailed study of the flow of Show the organizaHon wide

Provides a detailed picture of the
work from job to job in one division of work, and where the job
workflow.
identifiable work process. fits in the overall organizaHon
In turn, this analysis may lead to
changing or “reengineering” the
job
27
 Business Process Reengineering
means redesigning business processes, usually by combining steps, so that small mul- tifunction
teams, often using information technology, do the jobs formerly done by a sequence of departments.
( EX:DOWNTIME – deadly 8 wasters )

reengineering
The basic approach is to:
1. Identify a business process to be redesigned (such as processing an insurance claim)
2. Measure the performance of the existing processes
3. Identify opportunities to improve these processes
4. Redesign and implement a new way of doing the work
5. Assign ownership of sets of formerly separate tasks to an individual or a team who use new computerized
systems to support the new arrangement

28
 Job Redesign
Reengineering the Process usually requires redesigning individual jobs.
For example, workers doing date stamping must now know how to use the new date-stamping machine.

This could be done through:

Job Enlargement
means assigning workers additional same-level activities.

Job Rotation
means systematically moving workers from one job to another.

Job Enrichment
means redesigning jobs in a way that increases the opportunities for the worker to experience feelings of responsibility,
achievement, growth, and recognition—and therefore more motivation. It does this by empowering the worker—for
instance, by giving the worker the skills and authority to inspect the work, instead of having supervisors do that

29
 Method of conducting Job Analysis

QuanQtaQve Electronic Competency

QualitaQve
Models

Used to reduce time spent in F2F Competency is the amount

The basic rule is to use the method Used mainly to to compare jobs
interviews or if the company is in of KSA needed for a
that best fit your purpose for pay purposes, successful job performance
the startup phase

• Position Analysis • Electronic Surveys and • Could be done manually through Surveys
• Structured and unstructured
Questionnaire questionnaires and questionnaires
Interviews
• (see www.paq.com) • Internet search (O*Net) • Internet search (O*Net)
• Focus Groups
• Competency Level • www.jobdescription.com
• Questionnaire

• Participant Diary / Log

• Observation
30
 Writing a Job Description

A job descrip-on is a wri1en statement of what the worker actually does, how he or she does it, and what the
job’s working condi-ons are. You use this informa-on to write a job specifica-on.

There is no standard format for wri2ng a job descrip2on. However, most descrip2ons
contain sec2ons that cover:
v Job identification
v Job summary
v Responsibilities and duties
v Authority of incumbent
Standards of performance
v Working conditions
v Job specification

31
 Writing a Job Description

• Job Identification: Job Title, Name of The Job, Job Location (Facility/Division/Department), Job Grade.

• Job Summary: should summarize the essence of the job, and include only its major functions or activities. (Ex: For the
job of mailroom supervisor, “the mailroom supervisor receives, sorts, and delivers all incoming mail properly, and he or she
handles all outgoing mail including the accurate and timely posting of such mail ).

• Relationship: shows the job- holder’s relationships with others inside and outside the organization .

(EX: For a human resource manager, such a statement might say: Reports to: Vice president of employee relations.
supervises: Human resource clerk, test administrator, labor relations director, and one secretary.
Works with: All department managers and executive management.
Outside the company: Employment agencies, executive recruiting firms, union representatives, state and federal
employment offices, and various vendors).

• Responsibilities and Duties: it should present a list of the job’s significant responsibilities and duties. list each of
the job’s major duties separately, and describe it in a few sentences.

32
 Writing a Job Specification

The job specification takes the job description and answers the question, “What human traits
and experience are required to do this job effectively?” It shows what kind of person to recruit
and for what qualities you should test that person. It may be a section of the job description, or
a separate document .
• Specifications for Trained versus Untrained Personnel: ( Hired for Competencies vs Trained for
Competencies).

• Specifications Based on Judgement:

Ø Most job specifica/ons simply reflect the educated guesses of people like supervisors and human resource managers.
Ø The basic procedure here is to ask, “What does it take in terms of educa/on, intelligence, training, and the like to do
this job well?”
Ø How does one make such “educated guesses”? You could simply review the job’s du/es, and deduce from those what
human traits and skills the job requires.
Ø You can also choose human traits and skills from those listed in Web-based job descrip/ons like those at
www.jobdescrip/on.com.
(For example, a typical job descrip/on there lists “Generates crea/ve solu/ons” and “Manages difficult or emo/onal customer
situa/ons.”) O*NET online is another op/on.

33
Writing a Job Specification

• Job Specification based on statistical Analysis:

q Basing job specifications on statistical analysis rather than only judgment is the more
defensible approach, but it’s also more difficult.
q The aim here is to determine statistically the relationship between (1) some predictor (human
trait such as height, intelligence), and (2) some indicator or criterion of job effectiveness,
such as performance as rated by the supervisor.
This procedure has five steps:
(1) analyze the job and decide how to measure job performance
(2) select personal traits like Intelligence that you believe should predict performance
(3) test candidates for these traits
(4) measure these candidates’ subsequent job performance
(5) statistically analyze the relationship between the human trait (intelligence) and job performance.

Your aim is to determine whether the trait predicts performance.

34
Writing Job Specification

The Job-Requirements Matrix :

Although most employers use job descriptions and specifications to summarize their jobs’
duties and responsibilities, the job-requirements matrix is also popular.

A typical matrix lists the following information, in five columns:

Column 1: Each of the job’s four or five main job duties (such as Post Accounts Payable)

Column 2: The task statements for the main tasks associated with each main job duty

Column 3: The relative importance of each main job duty

Column 4: The time spent on each main job duty

Column 5: The knowledge, skills, ability, and other human characteristics (KSAO) related to each main job duty.

The main step in creating a job-requirements matrix involves writing the task statements.

Each task statement describes what the worker does on each of a main job duty’s separate job tasks and how
the worker does it.

35
 Using Competencies Models

Many employers are nowadays using a newer job analysis approach. Instead of listing the job’s duties,
they are listing, in competency models (or profiles), the knowledge, skills, and experience someone
needs to do the job. Such models or profiles list the competencies employees must be able to exhibit to
get their jobs done

36
 How to write a Competency Statement

The process for identifying the job’s required competencies is similar to

traditional job analysis.

For example, you might interview job incumbents and their supervisors and ask
open-ended questions regarding job responsibilities and activities.

But instead of compiling lists of job duties, your aim is to finish the statement, “In
order to perform this job competently, the employee should be able to....” Use
your knowledge of the job to answer this, or the worker’s or supervisor’s insights,
or use information from a source such as O*NET. Then, for each competency
write a competency statement.

37
 How to write a Competency Statement

The ideal competency statement will include three elements.

One is the name and a brief description of the competency, such as “Project
Management—creating accurate and effective project schedules.”

The second is a description of the observable behaviors that represent proficiency in the
competency, such as “continuously man- age project risks and dependencies by making
timely decisions.”

Third are proficiency levels. For example (for project management from low to high).

• Proficiency Level 1. Identifies project risks and dependencies and communicates routinely
to stakeholders
• Proficiency Level 2. Develops systems to monitor risks and dependencies and report
changes
• Proficiency Level 3. Anticipates changing conditions and impact to risks and dependencies
and takes preventive action

38
 Chapter 3
Sourcing, Tes4ng and Recruitment of Talents

39
 Learning Objectives
By the end of this chapter you will be able to understand:

1 The Types of test you can use to select the

Workforce Planning and Forecasting 5 right talents

The different types of interviews

6
2 How to forecast for employment

7 Who Should conduct the Interview

3 What are the sourcing engines you can use

8 The common errors in interviews

4 The Basics of testing and selecting employees

9 How to conduct and effective interview

40
The Recruitment Cycle

41
1
Planning and Sourcing

42
 Workforce Planning and Forecasting

• Workforce (or employment or personnel) planning: Is the process of deciding what positions the
firm will have to fill, and how to fill them.

• STRATEGY AND WORKFORCE PLANNING:

v workforce/employment planning is best understood as an outgrowth of the firm’s strategic and
business planning.

• For example, plans to enter new businesses, to build new plants, or to reduce activities will all influence the

number of and types of positions to be filled.

v At the same time, decisions regarding how to fill these positions will impact other HR plans, for
instance, training and recruitment plans.

43
 Employment Forecasts
Employment forecast should be viewed on three levels

Internal External
The need for
Sourcing/Supply Sourcing/Supply
labor

This could be done through Checking available employees Looking for candidates from outside the
inside the firm org.

• Trend Analysis: Studying variation in The main task here is

employment over the past years. The main task here id
determining which
• Ratio Analysis : EX: Ratio between to choose and evaluate
sales volume and number of current employees are
employees required each source effecEvely
qualified or trainable for
• Scatter Plot: EX: Correlation between
the projected openings and periodically
sales and staffing level in other
companies
44
 Personnel replacement charts:

Present performance and promotability for each position’s potential replacement. As an alternative, with a
Position replacement card you create a card for each position, showing possible replacements as well as their
present performance, promotion potential, and training.

Succession planning: is the ongoing process of systematically identifying, assessing, and developing organizational
leadership to enhance performance

45
 Sourcing Engines

Internal
Internet and
Recruitment Employees
Digital Platforms
Agencies

Referral Programs
TV Ads
Employment
fairs and Headhunting
events

46
Quality of Hiring measures

General Group Discussion

47
2
Testing and Selection

48
 The Basics of testing and selecting employees

Any test or screening tool has two important characteristics, reliability and validity

1. Reliability
is a selec.on tool’s first requirement and refers to its consistency: “A reliable test is
one that yields consistent scores when a person takes two alternate forms of the
test or when he or she takes the same test on two or more different occasions.
(Correla.on analysis)

49
 The Basics of testing and selecting employees

2. Validity
tells you whether the test is measuring what you think it’s supposed to be measured
• Criterion validity : involves demonstrating statistically a relationship between scores on a selection
procedure and job performance of a sample of workers
For example, it means demonstrating that those who do well on the test also do well on the job, and that
those who do poorly on the test do poorly on the job.
• Content validity: is a demonstration that the content of a selection procedure is representative of
important aspects of performance on the job. For example, employers may demonstrate the content
validity of a test by showing that the test constitutes a fair sample of the job’s content

• Construct validity: means demonstrating that (1) a selection procedure measures a construct (an abstract
idea such as morale or honesty) and (2) that the construct is important for successful job performance.

50
 Types of Tests

1- Cognitive Ability test (reasoning abilities):

• IQ Test : tests of general intellectual abilities.

• Specific Cognitive Abilities : such as deductive reasoning, verbal comprehension, memory, and numerical ability.

2- Tests of Motor and Physical Abilities: You might also want to measure motor abilities, such as finger dexterity.

3- Personality and Interests : measure basic aspects of an applicant’s personality, such as introversion, stability, and motivation.

4- Achievement tests: measure what someone has learned.

5-Work Samples: Actual job tasks used in testing applicants’ performance.

6- Situational Judgment Tests : personnel tests “designed to assess an applicant’s judgment regarding a situation encountered in the
workplace.

7- Management Assessment Center : A simulation in which management candidates are asked to perform realistic tasks in hypothetical
situations and are scored on their performance.

51
3
Interviewing Candidates

52
 Basic Types of Interviews

There are several ways to conduct selection interviews:

• Unstructured (or nondirective) interviews: An unstructured conversational-style interview in which the
interviewer pursues points of interest as they come up in response to questions.
• Structured (or directive) interviews: The employer lists questions ahead of time, and may even weight
possible alternative answers for appropriateness.
• Situational interview : A series of job-related questions that focus on how the candidate would behave in a given
situation .
• Behavioral interviews: Ask applicants to describe how they reacted to actual situations in the past.
• Job-related interview: The interviewer asks applicants questions about job-relevant past experiences,
such as, “Which courses did you like best in business school?” The aim is to draw conclusions about, say,
the candidate’s ability to handle the financial aspects of the job in question.
• Stress interview: The interviewer seeks to make the applicant uncomfortable with occasionally rude
questions. The aim is supposedly to spot sensitive applicants and those with low (or high) stress tolerance.
– The stress interview’s invasive and ethically dubious nature demands that the interviewer be both skilled in its use and sure the
job really requires handling stress. This is definitely not an approach for amateur interrogators or for those without the skills to
keep the interview under control.
53
 How should we conduct the Interview?

Employers also administer interviews in various ways:

• One-on-one interview: two people meet alone, and one interviews the other by seeking oral responses to
oral inquiries.
• Sequential (or serial) interview: several persons interview the applicant, in sequence, one-on-one, and then
make their hiring decision.
• Panel interview: also known as a board interview, is an interview conducted by a team of interviewers
(usually two to three), who together question each candidate and then combine their ratings of each
candidate’s answers into a final panel score.
• Mass interview: A panel interviews several candidates simultaneously. The panel might pose a problem, and
then watches to see which candidate takes the lead in formulating an answer.)
• Phone interviews: Employers also conduct interviews via phone. Somewhat counterintuitively, these can
actually be more useful than face-to-face interviews for judging one’s conscientiousness, intelligence, and
interpersonal skills.
• Web Based video interviews: Conducted through Skype, zoom...etc.

54
 Common Interview Errors.

• First impressions (snap judgments) : jumping to conclusion about candidates during the first few minutes of the
interview.
• Not clarifying what the job involves and requires : Interviewers who don’t have an accurate picture of what the
job entails and what sort of candidate is best for it, usually make their decisions based on incorrect impressions
or stereotypes of what a good applicant is.
• Candidate-order error and pressure to hire : means that the order in which you see applicants affects how you
rate them.
• Nonverbal behavior and impression management : Getting tricked by the candidate low or high eye-contact
or tone.
• The effects of interviewees’ personal characteristics : Unfortunately, physical attributes also distort assessments.
For example, people usually ascribe more favorable traits and more successful life outcomes to attractive people.
Similarly, race can play a role, depending on how you conduct the interview, for example, the white interviewers
Rate white candidates higher, while the black interviewers rate black candidates higher.
• The interviewer’s inadvertent behaviors: (EX: Talking too much in an interview or talking less, having pre-
assumption about the interviewee whether positive or negative, all of these behaviors might affect the interview
result.
55
 How to Design and Conduct an effective Interview?
The procedure is as follows:
1. First, know the job: Do not start the interview unless you understand the job’s du=es and what human skills you’re looking for. Study the job
descrip=on.

2. Structure the Interview: Any structuring is beGer than none. If pressed for =me, you can s=ll do several things to ask more consistent and job-
relevant ques=ons

3. Get Organized: Hold the interview in a private place to minimize interrup=ons (including text messages). Prior to the interview, review the
candidate’s applica=on and résumé́. Note any areas that are vague or that may indicate strengths or weaknesses.

4. Establish Rapport: The main reason for the interview is to find out about the applicant. Start by pu[ng the person at ease. Greet the candidate and start the
interview by asking a noncontroversial ques=on, perhaps about the weather that day.

5. Ask Ques=ons: Try to follow the situa=onal, behavioral, and job knowledge ques=ons you wrote out ahead of =me .

56
 Chapter4
Training and Development
57
 Learning Objectives
By the end of this chapter you will be able to understand:

1 What is orientation and onboarding 5 Evalua>ng Training Outcome

6 Kirk Patrick Framework of evaluation

2 Designing effec>ve Training

7 Reasons for evaluating Training

3 The Training Design Process

8 Calculating Training ROI

4 Training Needs Assessment

58
 Orienting and Onboarding new Employees

Employee Orientation : A procedure for providing new employees with basic background information about
the firm.

The manager wants to accomplish four things when orientation:

1. Make the new employee feel welcome and at home and part of the team.
2. Make sure the new employee has the basic information to function effectively, such as e-mail access,
personnel policies and benefits, and expectations in terms of work behavior
3. Help the new employee understand the organization in a broad sense (its past, present, culture, and
strategies and vision of the future).
4. Start socializing the person into the firm’s culture and ways of doing things.

Succession Planning: involves developing workforce plans for the company’s top positions; it is the ongoing
process of systematically identifying, assessing, and developing organizational leadership to enhance
performance .
59
 What is Strategic Training?

Training - a planned effort by a company to facilitate employees’ learning of job-

related competencies.

– Competencies include knowledge, skills and behavior critical for successful

job performance.

The goal of training is for employees to master the competencies and apply them to
their day-to-day activities.

60
 Designing Effective Training

Training design process - a systematic approach for developing

training programs.

– Is based on the principles of Instructional System Design (ISD).

– Is sometimes referred to as the ADDIE model because it includes
analysis, design, development, implementation, and evaluation.
– Should be systematic yet flexible enough to adapt to business needs.

61
Training Design Process
(Instructional Design Process-ISD)

62
Needs Assessment (TNA)

63
 Designing Effective Training

– Regardless of the specific ISD approach used, all the steps share
the following assumptions:
• Training design is effective only if it helps employees reach their training
objectives.

• Measurable learning objectives should be identified before the training

program begins.

• Evaluation plays an important part in planning and choosing a training

method, monitoring the training program, and suggesting changes to the
training design process.

64
 Who Should Participate in Needs Assessment

It is important to get a sample of job incumbents involved in the

needs assessment because:

– they tend to be most knowledgeable about the job.

– they can be a great hindrance to the training process if they do not
feel they have had input in the process.

Job incumbents – employees who are currently performing the

job.

65
Advantages and Disadvantages of Needs
Assessment Techniques

66
Advantages and Disadvantages of Needs
Assessment Techniques

67
 Methods Used in Needs Assessment

Because no one technique of conducting needs assessment is

superior to the others, multiple methods are used.

Many companies are following benchmarking – using information

about other companies’ training practices to help determine the
appropriate type, level, and frequency of training.

68
 Competency Models

Competency – areas of personal capability that enable

employees to successfully perform their jobs by achieving
outcomes or successfully performing tasks.

– A competency can be knowledge, skills, attitudes, values, personal

characteristics.

Competency model –identifies the competencies necessary for

each job.

69
Example of Competencies and a Competency
Model

70
Evaluating training outcome

71
 Evaluating Training outcome

Training Evaluation : The process of collecting the outcomes needed to determine if training is effective.

Evaluation Design - collection of information, including whom, what, when, and how, for determining the effectiveness of
the training program.

72
 Reasons for Evaluating Training

Companies make large investments in training and educa4on and view them as a strategy to be successful; they expect the
outcomes of training to be measurable.
Training evalua4on provides the data needed to demonstrate that training provides benefits to the company.
– It involves forma4ve and summa4ve evalua4on.

Forma&ve evalua&on - takes place during program design and development.

– It helps ensure that the training program is well organized and runs smoothly, and trainees learn and are sa4sfied with
the program.
– It provides informa4on about how to make the program beCer; it involves collec4ng qualita4ve data about the program.

Summa&ve evalua&on - determine the extent to which trainees have changed as a result of par4cipa4ng in the training program.
– It may include measuring the monetary benefits that the company receives from the program.
– It involves collec4ng quan4ta4ve data.

73
The Evaluation Process

74
Kirkpatrick’s Four-Level Framework of Evaluation Criteria

75
 Outcomes Used in the Evaluation of Training Programs

• The hierarchical nature of Kirkpatrick’s framework suggests that higher level outcomes
should not be measured unless positive changes occur in lower level outcomes.
• The framework implies that changes at a higher level are more beneficial than changes at
a lower level.
Kirkpatrick’s framework criticisms:

– Research has not found that each level is caused by the level that precedes it in the
framework, nor does evidence suggest that the levels differ in importance.

– The approach does not take into account the purpose of the evaluation.

– Outcomes can and should be collected in an orderly manner, that is, measures of
reaction followed by measures of learning, behavior, and results.

76
 Outcomes Used in the Evaluation of Training Programs (cont.)

• Reaction outcomes
– It is collected at the program’s conclusion.

• Cognitive outcomes
– They do not help to determine if the trainee will actually use decision-making
skills on the job.

• Skill-based outcomes
– The extent to which trainees have learned skills can be evaluated by observing
their performance in work samples such as simulators.

77
 Types of Evaluation Designs

Time series - training outcomes are collected at periodic intervals both before and after training.
It allows an analysis of the stability of training outcomes over time.

Reversal - time period in which participants no longer receive the training intervention.

78
 Outcomes Used in the Evaluation of Training Programs (cont.)

Return on investment

– Direct costs - salaries and benefits for all employees involved in training;
program material and supplies; equipment or classroom rentals or
purchases; and travel costs.

– Indirect costs - not related directly to the design, development, or delivery

of the training program.

– Benefits - value that the company gains from the training program.

79
 Determining Return on Investment (ROI)

Cost-benefit analysis - process of determining the economic benefits of a training program using accounting methods
that look at training costs and benefits.
ROI should be limited only to certain training programs, because it can be costly.

• Determining costs
– Methods for comparing costs of alternative training programs include the resource requirements
model and accounting.

• Determining benefits – methods include:

– technical, academic, and practitioner literature.
– pilot training programs and observance of successful job performers.
– Estimates by trainees and their managers

To calculate ROI, divide benefits by costs. The ROI gives an estimate of the dollar return expected from each dollar
invested in training. (ROI = Benefits/Cost).

80
Good Luck in your Midterm ExamJ

81