Chapter 9 THE SUPERVISOR AND EMPLOYEE RECRUITMENT SELECTION

Chapter 9: THE SUPERVISOR AND EMPLOYEE RECRUITMENT, SELECTION, ORIENTATION, AND TRAINING Leonard: Supervision 11 e © 2010 Cengage/South-Western. All rights reserved.

AFTER STUDYING THIS CHAPTER, YOU WILL BE ABLE TO: 1. Discuss the staffing function and describe the role of the human resources department. 2. Explain how the supervisor prepares to fill job openings and why job descriptions and job specifications are essential to this task. 3. Discuss the selection process and the use of directive and nondirective interviewing in the process. 4. Describe how the supervisor should prepare for and conduct an effective selection interview. 5. Explain the hiring decision and the importance of documentation. © 2010 Cengage/South-Western. All rights reserved. 9– 2

AFTER STUDYING THIS CHAPTER, YOU WILL BE ABLE TO: (cont’d) 6. Understand how to conduct an effective onboarding program. 7. Explain approaches to training and the supervisor’s role in employee development. © 2010 Cengage/South-Western. All rights reserved. 9– 3

The Staffing Function and the Human Resources Department • The Staffing Function Ø Includes recruitment, selection, placement, orientation, training of employees, evaluation of employees’ performance and input into how employees are to be rewarded based on their performance. • Human Resources Management (HRM) Ø Organizational philosophies, policies, and practices that strive for the effective use of employees. © 2010 Cengage/South-Western. All rights reserved. 9– 4

The Staffing Function and the Human Resources Department • Human Resources (HR) Department Ø Is the department that provides advice and service to other departments on human resource matters. Ø Assists supervisors in staffing policies and decisions. Ø Aids in recruitment Ø Ensures that the organization’s employment policies and practices comply with EEO laws and regulations. © 2010 Cengage/South-Western. All rights reserved. 9– 5

Duties of Human Resources Professionals • Monitor the external environment forces that are beyond the control of the organization but could affect long-term performance. • Develop and initiate strategic initiatives that support the organization’s mission and objectives. • Manage the human-resources process, from recruiting and training to compensating and coordinating employee -management relations activities. • Deal with day-to-day supervision/employee issues that could impede organizational effectiveness. © 2010 Cengage/South-Western. All rights reserved. 9– 6

FIGURE 9. 1 An overview of the role for the human resources department. © 2010 Cengage/South-Western. All rights reserved. 9– 7

Preparing to Meet Staffing Needs • Determining the Need for Employees Ø How many positions are needed to get the work done and how employees should work together? • Developing Job Descriptions and Job Specifications Ø Match jobs with individuals with the aid of job descriptions which indicate the duties and responsibilities of each job. © 2010 Cengage/South-Western. All rights reserved. 9– 8

FIGURE 9. 2 How to develop job descriptions. The following steps were taken to prepare a job description for the position of housekeeper in a hospital: Step 1: Prepare a questionnaire to be sent to housekeeping employees and their supervisors asking them to list what they feel are the major functions and sub-functions that must be performed to do their jobs effectively. Step 2: Have several higher-level managers who are interested in housekeeping list the functions they feel should and should not be performed by housekeepers. Step 3: Find out from others in the organization what they believe should and should not be housekeeping functions. Step 4: Tabulate the results from each of the preceding three sources. Step 5: Reconcile three preceding viewpoints with the objectives of your organization, and prepare a detailed list of housekeeper activities. Step 6: Classify activities as major or minor. Step 7: Determine what each housekeeper needs to know and what qualifications are necessary to perform designated activities, and specify why each activity is to be performed. Step 8: Submit the results of Steps 5 through 7 to a committee of housekeepers and supervisors for discussion and recommendations. At this point, you may find that you have been asking employees to do more than could reasonably be accomplished. Revise and finalize the job description and job specification as needed. Step 9: Follow the eight preceding steps, when you feel changes in products, equipment, the economic climate, or service demands necessitate a change in the job. Review and update at least annually. © 2010 Cengage/South-Western. All rights reserved. 9– 9

Preparing to Meet Staffing Needs (cont’d) • Determining How Many Employees to Hire Ø New positions due to expansion of the department or creation of a new department Ø Replacement of departing employee Ø New skill requirements Ø New functions added to the department Ø Increased workload for the department © 2010 Cengage/South-Western. All rights reserved. 9– 10

Preparing to Meet Staffing Needs (cont’d) • Soliciting Recruitment and Selection Assistance Ø Human resources handles internal and external recruitment by: v Filling positions through promotions from within and transfers using: – Computerized databases of employee skills inventories – Job posting and employee biddings for job vacancies v Processing – – outside sources of job applicants: Accepting applications Conducting preliminary interviews Making reference checks Administering skill and aptitude tests © 2010 Cengage/South-Western. All rights reserved. 9– 11

Interviewing and Choosing from among Qualified Applicants • Supervisors: Ø Should make or should have considerable input in making the final decision to hire any candidate for a job in their departments. Ø Should not make staffing decisions without considering the legal ramifications of their decisions. • Title VII of the Civil Rights Act of 1964 Ø Prohibits employment practices that discriminate on the basis of race, gender, color, religion, and national origin. © 2010 Cengage/South-Western. All rights reserved. 9– 12

Interviewing and Choosing from among Qualified Applicants (cont’d) • Equal Employment Opportunity (EEO) and Affirmative-Action Programs Ø Employers must make good-faith efforts to recruit, hire, and promote members of protected classes so that their percentages in the organization approximates their percentages in the labor market. © 2010 Cengage/South-Western. All rights reserved. 9– 13

The Selection Process • Selection Ø Is the process of choosing the best applicants to fill positions. • Selection Criteria Ø Are job-related factors used to choose among applicants who apply for a job. v Examples: education, knowledge, experience, test scores, application forms, background investigations, and interpersonal skills © 2010 Cengage/South-Western. All rights reserved. 9– 14

FIGURE 9. 3 Goals of the employment interview. Goals of the Applicant (the Interviewee) 1. Obtain information about the job 2. Obtain information about the organization 3. Determine whether the job matches the applicant’s needs 4. Determine whether the applicant wants the job 5. Communicate important information about himself or herself 6. Favorably impress the employer (the interviewer) Goals of the Employer (the Interviewer) 1. Promote the organization 2. Attract the best possible applicant 3. Gather information about the applicant 4. Assess how well the applicant’s qualifications match the job requirements 5. Determine whether the applicant will fit well with the organization and other employees © 2010 Cengage/South-Western. All rights reserved. Source: Northeastern University’s Career Services’“Successful Interviewing“ web page provided the foundation for this figure. Students may wish to visit http: //www. dac. neu. edu/coop. careerservices/interview. html to obtain a preformatted copy of the “Successful Interviewing” handout. 9– 15

Adopting Basic Interviewing Approaches • Directive Interview Ø Is an interview approach in which the interviewer guides the discussion along a predetermined course. Ø Is sometimes called a “patterned” or “structured” interview. Ø Uses an outline to help the interviewer ask specific questions to cover each topic on which information is wanted for each applicant. Ø Allows the interviewer to question and expand on related areas. © 2010 Cengage/South-Western. All rights reserved. 9– 16

Adopting Basic Interviewing Approaches (cont’d) • Nondirective Interview Ø Is an interview approach in which the interviewer asks open-ended questions that allow the applicant latitude in responding. Ø Encourages interviewees to talk freely and in depth. Ø Is generally more difficult and time-consuming to conduct than directive interviews. © 2010 Cengage/South-Western. All rights reserved. 9– 17

Preparing For A Selection Interview • The supervisor must know what information is needed from the applicant, how to get this information, and how to interpret it. Ø Understanding the Influence of Equal Employment Opportunity (EEO) Laws v Only job-related questions should be asked. v Selection criteria must be: – Objective (is undistorted by bias) – Uniform in application (is required of all candidates) – Consistent in effect (does not selectively impact candidates) – Have job relatedness (is necessary to perform the job) © 2010 Cengage/South-Western. All rights reserved. 9– 18

FIGURE 9. 4 Areas of unlawful or potentially unlawful questions in applications and employment interviews. Subject of Inquiry Unlawful or Potentially Unlawful Questions Applicant’s name 1. Maiden name 2. Original name (if legally changed) Civil and family status 1. 2. 3. 4. Address 1. Foreign addresses that would indicate the applicant’s national origin Age 1. Before hiring, requests for birth certificate, baptismal certificate, or statement of age Birthplace 1. Birthplace of applicant (national origin) 2. Birthplace of applicant’s spouse, if any, and parents 3. Lineage, ancestry, or nationality Race and color 1. Any question that would indicate the applicant’s race or color Citizenship* 1. Country of citizenship, if not the United States 2. Does the applicant intend to become a U. S. citizen? 3. Citizenship of spouse, if any, and of parents Disabilities 1. Pre-employment physical examinations or questions about an applicant’s physical or mental condition Religion 1. Religious denomination 2. Clergyperson’s recommendation or references 3. Any inquiry into willingness to work a particular religious holiday Arrests and convictions 1. Numbers and kinds of arrests Education 1. Nationality, race, or religious affiliation of schools Marital status Number and ages of applicant’s children Child-care arrangements Is applicant pregnant or does she contemplate pregnancy? 2. Native tongue or how foreign-language skills were acquired Organizations 1. Is the applicant a member of any association other than a union and/or a professional or trade organization? Military experience 1. Type of discharge from the U. S. Armed Forces 2. Did the applicant have military experience with governments other than the U. S. government? Relatives 1. Names and/or addresses of any relatives © 2010 Cengage/South-Western. All determine that anyone they hire is a U. S. citizen or has legal residency status. *The Immigration Reform and Control Act of 1986 requires that employers rights reserved. 9– 19

Preparing For A Selection Interview (cont’d) • Reviewing the Applicant’s Background Ø Sources of Background Information: v Application—completeness and consistency v Employment test results related to job-performance, integrity/honesty, and drug tests v References checked and verified with previous employers Ø Consequences of Failing to Check Adequately v Risks of liability for negligent hiring when background checks were not conducted properly. © 2010 Cengage/South-Western. All rights reserved. 9– 20

Preparing For A Selection Interview (cont’d) • Preparing Key Questions Ø List directive and nondirective questions that are vital to the selection decision and are job related. Ø Focus questions on competencies: v The set of skills, knowledge, and personal attributes possessed by the superior performer. Ø A thorough plan for the employment interview is well worth the time spent preparing it. • Establishing a Conducive Physical Setting Ø Privacy and some degree of comfort are important components of a good interview setting. © 2010 Cengage/South-Western. All rights reserved. 9– 21

FIGURE 9. 5 Using one competency to develop behavioral indicators and interview questions. COMPETENCY: INDEPENDENT JUDGMENT Definition: Uses discretion in interpreting company procedures to make decisions in ambiguous situations. • • Behavioral Indicators Performs well with minimal supervision. Tries to handle issues independently rather than passing them on. Uses the supervisor as a resource but acts independently most of the time. Demonstrates the ability to learn and draw inferences from difficult experiences. Interview Questions Describe a situation in which you had to arrive at a quick conclusion and take action. Tell me about a situation in which you had to make a decision on your own under pressure. Describe a time when you had to rely on your own judgment to make a decision. Tell me about the most difficult decision you’ve had to make in your job. What made it difficult? Source: This example, from Linkage Inc. ’s Interviewing Skills Workshop, © 2010 Cengage/South-Western. Allappeared in Ron Zemke and Susan Zemke, “Putting Competencies to Work, ” Training (January 1999), p. 72. Reproduced with permission. © 1999. Lakewood Publications, Minneapolis, MN. All rights reserved. Not for resale. rights reserved. 9– 22

Conducting the Selection Interview • Opening the interview v. A limited informal opening helps to put the applicant at ease. • Explaining the Job Ø Realistic organizational preview (ROP) v Sharing information by an interviewer with a job applicant concerning the mission, values, and direction of the organization. Ø Realistic job preview (RJP) v Information given by an interviewer to a job applicant that provides a realistic view of both the positive and negative aspects of the job. © 2010 Cengage/South-Western. All rights reserved. 9– 23

Conducting the Selection Interview (cont’d) • Asking Effective Questions Ø Phrase questions to probe for additional details related to information on the application. Ø Ask for specific information relevant to the work situation. Ø Use judgment and tact when questioning applicants, avoid leading or trick questions. • Taking Notes Ø Written information is especially important when a supervisor interviews a number of applicants. © 2010 Cengage/South-Western. All rights reserved. 9– 24

Avoiding Interviewing and Evaluation Pitfalls • Halo Effect Ø The tendency to allow one favorable aspect of a person’s behavior to positively influence judgment on all other aspects. • Horns Effect Ø The tendency to allow one negative aspect of a person’s behavior to negatively influence judgment on all other aspects. © 2010 Cengage/South-Western. All rights reserved. 9– 25

Conducting the Selection Interview (cont’d) • Closing the Interview Ø Treat the candidates fairly and courteously v Immediate hiring or rejection v Deferred decision (with notice of timeframe) • Completing the Post Interview Evaluation Form Ø The supervisor and other members of the interview team should complete an evaluation form or interview summary shortly after the interview while the information is still fresh in their minds. © 2010 Cengage/South-Western. All rights reserved. 9– 26

Making the Hiring Decision • The supervisor wants to select employees who will contribute to excellent departmental performance. Ø A review of the selection criteria is critical to identifying the best applicant. Ø Subordinates, peers, or team members may have a say in determining who is hired. Ø Documentation of the selection process is critical in helping to demonstrate that the process is based on job-related factors and is nondiscriminatory. © 2010 Cengage/South-Western. All rights reserved. 9– 27

Bringing New Employees Onboard • Onboarding Ø A continuous process of assimilation and growth within the organization for new hires. Ø Onboarding occurs when the new employee begins and continues indefinitely © 2010 Cengage/South-Western. All rights reserved. 9– 28

Getting New Hires Onboard • Welcome to the Department • Introduction to Team Members • Explain Duties and Expectations Ø Why job is important Ø Where job fits in Ø Freedom to make decisions Ø When job is well done • Hitch to stars • Daily Follow-up • Employee Handbook • Compensation and Benefits • Attendance and Other Policies © 2010 Cengage/South-Western. All rights reserved. 9– 29

Training and Developing Employees • On-the-Job Training Ø Supervisors may train employees directly or have experienced employees conduct training. v Advantages: standardizes training and helps the supervisor get to know new employees • Off-the-Job Training Ø Training for new and existing employees that is conducted outside of the immediate work area. v Specialized v Formal in-house training programs apprenticeship training programs v College-campus-based © 2010 Cengage/South-Western. All rights reserved. training programs 9– 30

Training and Developing Employees (cont’d) • Ensuring Ongoing Employee Development Ø Supervisors should: v Assess the skills and potential of employees. v Provide opportunities for the ongoing development of employee skills so that employees can perform better now and in the future. v Go to higher-level managers or to the human resources department to see whethere are courses outside the organization that can meet training needs. v Be aware of course offerings at nearby educational institutions and encourage employees to take advantage of all possible educational avenues. © 2010 Cengage/South-Western. All rights reserved. 9– 31

Training and Developing Employees (cont’d) • Understanding the Supervisor’s Role in Employee Development Ø Operating problems and the failure to accomplish organizational objectives may highlight the need for training. Ø Training is an ongoing developmental process, not a simple solution to a short-term problem. Ø Consolidation of job duties suggests that supervisors must identify the jobs that are important to the ongoing performance of their departments and that other employees can learn. • Making Yourself More Valuable © 2010 Cengage/South-Western. All rights reserved. 9– 32

Formulating an Employee-Development Program • • • Who, if anyone, needs training? What training do they need? What are the purposes of the training? What are the instructional objectives that need to be incorporated into the training program? Which training and development programs best meet the instructional objectives? What benefits are anticipated to be derived from the training? What will the program cost? When and where will the training take place? Who will conduct the training? How will the training effort be evaluated? © 2010 Cengage/South-Western. All rights reserved. 9– 33

Evaluating the Benefits of Training Employees’ Reactions to the Training Employees’ Learning Training Benefits The Training’s Business Results © 2010 Cengage/South-Western. All rights reserved. Employees’ Application of Learning 9– 34

Training and Developing Employees (cont’d) • Making Yourself More Valuable Ø Attend supervisory management training and development programs as well as courses in the technical aspects of company and departmental operations. Ø Belong to one or more professional or technical associations whose members meet periodically to discuss problems and topics of current interest and share experiences. Ø Subscribe to technical and managerial publications and should read articles of professional interest. © 2010 Cengage/South-Western. All rights reserved. 9– 35

KEY TERMS • Competencies • Cross Training • Directive interview • Halo effect • Horns effect • Human resources (HR) department • Human resources management (HRM) • Mentoring • Orientation • Realistic job preview (RJP) • Realistic organizational preview (ROP) • RIF • Selection criteria • Nepotism • Nondirective interview • Onboarding © 2010 Cengage/South-Western. All rights reserved. 9– 36