CHAPTER 4

SELECTION OF HUMAN RESOURCES

OBJECTIVES:
After the lessons, the students should be able to:
1. Familiarize Human Resource Managers/Personnel with the basic and necessary
procedures in selecting the most qualified employee for the vacant position in a
company; 2. Help manager/personnel with the appropriate planning strategies in
preparing up-to date procedures for hiring;
3. Design interview questions that will yield information about future employees;
4. Design an up-to-date testing procedure to further measure the applicant’s
qualifications;
5. Be aware of the importance of checking the references of applicants.

SELECTION
 Selection can be define as the process of determining from among the applicants who
can meet the job requirements and can be offered the vacant position in the
organization.  It is the deciding point, which determines who among the applicants has
the personal qualities that match the requirements for the position.
 The different department of the organization make personnel requisitions to the HRD
in their manpower requirement through a Personnel Requirement Form (PRF) duly
approved by the management concerned. This PRF specifies the following:
1. The position and the number required.
2. The job specifications – What is require to do the job. This tool consolidates the
necessary employee qualifications identified in the job analysis schedule and list them
in terms of knowledge, abilities, skills or licenses.
3. The personal qualities needed for a worker to do the job successfully. A request
sentiment among employers is that a good attitude and a lack of bad habits are the
most important ingredients in the personal makeup of personnel.

The HRD determines the selection procedure on how to get the most qualified
applicants Managers and top executives must approve these standard operating
procedures. The following stages may be implemented:
Stage 1 – Establishing selection procedure.
Stage 2 – Identifying and choosing selection criteria, predictors, and instruments to be
used.
Stage 3 – Gathering and evaluating information about applicants.
Stage 4 – Making communication decisions to select or reject.

SELECTION PROCEDURE ON HOW TO GET THE MOST QUALIFIED APPLICANTS

1. STAGE 1 – Establishing selection procedure. Successful employee selection is
dependent on a clear understanding of a job’s components.
2. STAGE 2 – Identify and choose selection criteria, predictors and instrument to be
used. Weighing job duties can help the employer assess the qualifications of competing
candidates. Each skills, knowledge area and ability is rated according to its importance,
for instance, if it can easily be required or is seldom used.
3. STAGE 3 - Gathering and evaluating information about applicants. Applicants’ skills
can be evaluated through applications, interview, tests, reference checks, letters of
recommendation and physicals. Some selection tools are now effective than others, but
a combination of tools is usually best. Factors reflecting worker motivation such as
punctuality and attendance may be elicited within the interview, but contacting
previous employer may give more reliable information.
4. STAGE 4 – MAKE communication decisions whether to select or reject. Following a
thorough selection process enables you to base a decision on substantial data rather
than on institution alone. It is worth starting over with the recruitment process if you
are not satisfied with any of the applicants. Offering the job to someone “because we’ve
come this far” could mean hiring the wrong person for the job. Do not commit yourself
to calling all candidates and letting them know if they got the job or not. When you call
candidates on the telephone, this will raise their hopes only to be let down a moment
later. Sending thoughtful rejection letters to those who were not selected could be
done.

WHO MAKES THE SELECTION DECISION

The HRD HUMAN RESOURCE DEVELOPMENT is a staff department and has a
functional authority to assist the managers in all related personnel functions. The final
decision to hire usually left up to operating department executives. The final user of the
human resources makes decision on who is to be hired among the applicants screened
by the HRD according to the PRF submitted by the department. It is the functional
authority of the HRD to screen the applicants and to submit the names of those who
passed the initial screening to the operating department for its final decision on whom
to select and finally hire for the jobs.

SELECTION AND JOB MATCHING

  Selection tries to match the personal qualities of the applicants with the jobs
requirements.
  This matching procedure begins with and is based upon an evaluation of the
applicant’s strengths and weaknesses.
  The results of this evaluation are then measured against the job standards of the
position.
  In the selection process we cannot separate the person from his personal
characteristics.  The applicants has positive and negative factors and the process
of determining these factors requires a thorough analysis of the individual’s
qualifications.
  Tests and interviews commonly focus on the applicant’s social abilities as well as
his tasks abilities.
  Selection procedures seek to measure the ability of the applicant over the
existing organizational structure.

THE SELECTION PROCESS

  The employer can think of the selection process as a series of hurdles that
applicants must clear in order to obtain the job.
  Each hurdle eliminates some applicants from contention.
  The sequence of this hurdles needs to be designed with care.
   If there are only few applicants, progressive hurdles are unnecessary.
  When selection tools are not used as hurdles, their sequence is less important.
  If all applicants will e interviewed and all take a practical tests, it does not matter
much which of the steps comes first.
  Often employers used bio-data as the first step in eliminating applicants.
  Furthermore, employers should not be overly influenced by nice looking
applications that may have been typed or completed by someone other than the
candidate.
  Professional resume services can make candidates appear quite attractive on
paper. The caution here, is that there is little relationship between an applicant
on paper and on the job.
  The HRM manager must be able to device the most valid instrument in
determining the job selection process.
  He must be able to identify which are the best predictors of success for specific
jobs.  The manager must establish these qualities sought among prospective
employees and design a selection procedure that will find out to what extent a
given applicant possesses them.
The selection process In-depth interview
Preliminary screening Evaluating
Application form references
Testing and evaluation of result Physical examination
Placement
1. PRELIMINARY SCREENING
The first step in the assessment of an applicant for a job is the initial interview or
preliminary screening. This step deals with obvious factors such as voice, physical
appearance, personal grooming, educational background, professional training, and
experience that need to be assessed.
The following personal traits and qualities are the important things to consider in the
preliminary screening process:
A. Aptitude and interest indicate our natural abilities, capacity for learning, and
desires to do certain jobs.
B. Attitudes and needs indicate an applicant’s frame of mind, emotional and mental
maturity, sense of responsibility and authority, and future motivation.
C. Analytical and manipulative abilities indicate our thinking process, intelligence
level and ability to use knowledge effectively in any assigned task.
D. Skills and technical abilities indicate ability to perform specific operations and
technical aspects of the jobs. This result from education, training and experience
and tends to predict what one can do if properly placed, oriented, developed and
motivated. e. Health, energy, and stamina indicate physical ability to perform the
assigned task satisfactorily especially those involving manual and managerial
duties.
E. f. The person’s value system provides a clue to motivation, goals, objectives and
work values and perseverance.

 Applicants who pass the preliminary interview are asked to fill out an application form
provided by the company.
 The interviewer usually asks the applicant to answer specific questions and looks for
significant reactions and expressions.
 The interview is usually directed towards discussions of points that the interviewer
consider important.

THESE ARE SOME STYLES OF INTERVIEW

A. STRUCTURED INTERVIEW – follows a set of procedures and the interviewer sets
the leads. Directive interview is usually structured. It is usually more effective in
promoting equal opportunities for all applicants.
B. UNSTRUCTURED INTERVIEW – Is where the applicant takes the lead. The
unstructured interview provides no specific reference and the applicant is given a
free hand in talking about himself and the interviewer makes an assessment.
C. PANEL OR ROUND-TABLE INTERVIEW – is usually done for managerial and
supervisory employees. The applicant meets a panel of interviewers and seeks to
facilitate the polling of judgements with prominent members of the working
organization.

2. THE APPLICATION FORM

 The applicant is required to fill out the company’s official application forms in passing
the preliminary interview.
 The company’s application forms contain more information that the company may
need in MIS files or some information that may be required during the in- depth
interview.
 Application forms vary from company to company.
 Employment details are important during the interview process.
 By closely screening the employee’s information about education, the school where
courses were attended, employment data, years of experience in a particular job, salary
received and membership in organizations may be found closely related success on the
job.

 GRAPHOLOGY – some companies would require the applicant to write in not

less than 200 words his work or life experiences. This would reveal some
personality analysis of the person’s characteristics. It is the art and science in
the analysis of the individual traits through his hand writing. It can reveal the
level of intelligence, emotional stability, imagination and ability to work with
others as well a discover talents and capacities.

3. TESTING AND EVALUATION OF RESULTS

It is the most objective of all section instruments in the selection process. Tests can be
classified on the bases of personal characteristics sought from the applicant. They are
the following:
a. Intelligence test – is widely used to measure mental ability or general learning
ability. The outstanding feature of this type of test is its ability to predict the general
capacity for learning or problem solving.
b. Aptitude test – It measures the person’s capacity to learn a given job provided
there is adequate training. This type is usually administered for mechanical and clerical
positions. c. Interest test – It is derived from hereditary and environmental factors. It
tries to predict the success in the job if the person’s interest and the job are properly
matched.
d. Personality test – It is considered as an important instrument to test the
personality of the applicant especially for supervisory and managerial positions, as they
have to relate with their co-worker in the industry. Practitioners of HRM believed that
selected personality characteristics may be even more important than job knowledge or
skill, as emotional maturity influences .the ability to withstand stress and strain to be
objective and gain the respect and cooperation of others in the organization.
e. Achievement or proficiency test – It tries to measure the applicant’s knowledge
of a given job. It tries to eliminate “trade bluffers” who profess to know a particular type
of work. Trade Bluffers are people who claim knowledge of a particular type of work or
experience that they do not actually possesses.

 Tests that measure specific skills, knowledge and abilities are the most useful
selection tests. Intelligence and personality tests on the other hand, are normally of
limited utility.  Intelligence tests may indicate a person’s potential practical to analyze
and digest information quickly but may do little to show a person’s skills.
 Personality and honesty are important but tests provide little help in evaluating
attitudes and personality.
 Applicants can easily fake answer and these tests are often offensive, prying into
people’s personal lives in areas that are not job related.
 Interaction with applicants especially during the interview, can be a more useful
means evaluating attitudes and personality.
 Honesty tests may be prohibited by la in some instances and it is doubtful that they
are very helpful.
 This trait may be measured in part by checking references.

WHAT ARE THE REQUIREMENTS FOR EFFECTIVE TESTING – A test can be more
productive and rewarding if it conforms to the following: a. It should be properly
tested and validated.
b. It should be used with proper direction and used along with other instruments.
c. Use a battery of tests to determine the person’s real worth.
d. Set the critical cut – off score in advance.
e. Do not used raw scores: Interpret them.

4. IN-DEPTH INTERVIEW
 In-depth interview is the most important part of the selection process.
 After passing all tests required, the applicant is now ready to formally enter into the
selection process.
 All the relevant information about the applicant is brought into focus at this point as
the final decision to hire the individual is made during this interview.
 The factors of aptitude, proficiency, and personality as measured by the energy,
drives, social adaptability, emotional control and conscience are related to the
employee’s productivity.

 Relatively important is the interviewer must be able to attempt to evaluate the

person’s ability to utilize available resources in solving problems and to search for the
right attitudes, knowledge and skills needed for successful performance on job.
 Experience is valuable in interviewing techniques.
 Increased training of interviewer is a promising method for improvement as it is
crucial factor in the interview process.

THREE IMPORTANT CHARACTERISTICS THAT THE INTERVIEWER MUST POSSESS.

1. KNOWLEDGE – Better understanding of the psychology of the person is an
important factor in the interview. The interviewer must know the behavior of the
person and must be able to determine and decipher the answers to questions as
he may take down important details during the interview process. He must be
able to relate the qualities and qualifications of the individual according to the
needs and culture of the organization.
2. EMPHATY – The interviewer must be able to discover the inner behavior of
the individual by understanding his own personality and relate this with the
feelings of the applicant. He must be able to understand, anticipate and infer
what the interviewee is feeling and draw out a more accurate reflection of the
person’s characteristics. It is establishing rapport and opening the communication
channel that develops better understanding.
3. COMMUNICATION SKILLS – The interviewer must have facility of
communication.
This refers to the use of language, gestures and voice inflection. Words must be
carefully chosen to put individual at ease, questions must be clearly stated and
the interviewer must be a good listener in order to evaluate the desired personal
characteristics of the individual.

5. EVALUATING REFERENCE
References are important in finally assessing the applicant’s worth for the position.
References to be credible must be checked with utmost confidentiality if one would like
to get a true picture of the individual who would like to join the organization.

GENERALLY THERE ARE THREE KINDS OF REFERENCES:

1. Academic Reference - This may be requested from applicants who are new graduates.
This may be addressed “to whom it may concern” which tells about the individuals
academic performance together with his transcript of records details may include
curricular activities and the student’s performance in college.
2. Character Reference – This reference may come from some persons in the community
that are familiar with the individual in their place of residence. A barangay clearance
is usually required from the applicant so that the organization will know that he had
no adverse records in the community. A reference check could also work to the
company’s advantage.
3. Work or experience Reference – To get the most valid information about the
applicant, the work reference check must be mailed to the previous employer starting
the confidentiality of the information. It must be in the form of a checklist for the
convenience of person giving the information.

HERE ARE SOME POLICY GUIDELINES IN REFERENCE CHECKING:

1. The reference should be used to develop the integrity of the whole selection process.
2. For very important confidential positions, reference should be conducted on a face to
face basis.
3. If face to face information is impractical, telephone inquiries should be used rather
than mailed request for information.
4. In any kind of follow up, inquiries should be in structured form to relate information
to job and career requirement.
5. Inquiries should discover the “why” behind whatever impressions are disclosed.

6. PHYSICAL EXAMINATION
This may be in the last hurdled in the selection process. It is done to determine the
physical fitness of the applicant for the job. The applicant must pass the physical test as
he is certified as being in good health.
MEDICAL EXAMINATIONS ARE IMPORTANT FOR THE FOLLOWING REASONS:
a. To screen out those physically incapable of doing the job.
b. To prevent employment of those with high incidence of absenteeism due to illness or
accidents.
c. To prevent hiring of people with communicable diseases or who are influenced by
drugs.
d. Ward off unwanted claims with worker’s compensation laws, SSS, medical care and
suits for damages

7. PLACEMENTS
 The applicant who is cleared in all requirements is finally offered the job.
 Final acceptance for production workers is usually dependent on the approval of the
immediate manager or supervisor of the department where the applicant will be
assigned.
 In practice the approval is usually arranged early in the selection process.
 The applicant is now formally introduced in the group and undergoes an intensive
orientation and induction program.
 He is given company manuals, rules and regulations and company brochures, and
other company magazines to familiarized him with work environment.
TYPES OF EMPLOYEES
1. PROBATIONARY – An employee is hired for regular position based on an
organizational staffing pattern. A probationary employee can be terminated if he does
not pass required reasonable standards in the performance of the job or there exists a
cause for his termination. The probationary period is for six months and after that
period he is deemed a permanent or regular employee.
2. REGULAR OR PERMANENT EMPLOYEE – An employee who passed the
probationary period and is performing a regular activity in the business of the company,
covered in the regular company staffing system.
3. CONTRACTUAL EMPLOYEE – employee is hired for a fixed period or specific
project of the company, the completion of which is specifically explained to the
employee concerned. Direct hiring of contractual employee should not be more than six
months or else they may be converted to regular employees. Hiring is usually done
through an employment agency to avoid regular employment.
4. CASUAL OR SEASONAL EMPLOYEE – employee is hired for a particular work or
service that is seasonal in nature. Employment is temporary according to the volume of
work.
5. APPRENTICESHIP – apprenticeships is the development of the required skills for a
particular type of work. It is a learner’s job to familiarize himself with the required skills.
They may be regular or probationary employees after passing the trade skills tests
during apprenticeship period. Some may come from the OJT students.

CHAPTER 5
TRAINING AND DEVELOPMENT OF HUMAN RESOURCES

OBJECTIVES:
After this lesson, the students should be able to:
 Enumerate and explain varied types of employees training.
 State the differences between training and development.
 Discuss training and development of employees for efficient continued membership in
the organization.
 Reason out why management must consider training as one of its major functions. 
Internalized the responsibilities of the personnel department and the supervisors in
the orientation program.

THE BEGINNING OF TRAINING

 The beginning of training can be traced to the Stone Age when people started of
transferring knowledge through signs and deeds to others.
 Vocational training started during the Industrial Revolution when apprentices were
provided direct instructions in the operation of machines.
 Training and development are increasingly recognized now as the most important
organizational activity.
 Rapid technological changes requires newer skills and knowledge in many areas.
 Training has to be continuously offered to keep employees updated and effective,
TRAINING
 Is the process where people acquire capabilities to aid in the achievement of
organizational goals.
 It is a planned effort of the company to facilitate learning on the job-related
competencies.
 These competencies include knowledge, skills or behavior that are critical for
successful job performance.
 The goal of training is for employees to master the knowledge, skills and behaviors
emphasized in training programs and apply them in day-to-day activities.

ORIENTATION: TRAINING OF NEW EMPLOYEES

 Orientation is the planned introduction of new employees to their jobs, co-workers,
and the organization.
 The employees need to know the company policies, rules and regulations and the
company direction in order to adapt to the new working environment.
 The systematic approach to orientation requires attention to attitudes, behaviors and
information that new employees need.
 Orientation to be meaningful, requires cooperation among individuals in the HRD unit
and other managers and supervisors.
 The HRD has to design the orientation program and incorporate the following topics:
1. Company policies, rules and regulations-These cover reporting for work time in, time
out policies related to employee discipline and behavior while at work and other
important company regulations.
2. Corporate Mission and Vision, company officers and corporate goals and objectives,
itsproduct and services and other important clienteles.
3. Explain company pay system, benefits and other services available to employees and
their families.
4. Provide overview of job setting and work rules.
5. Introduce the employee to co-workers and the company working environment.
6. Safety rules and health programs.
PURPOSE OF ORIENTATION OF NEW EMPLOYEES
 To help new employees learn about the organization as soon as possible so that they
can begin contributing to the company’s goals and objectives.
 From the perspective of the employers and the employees, the orientation has
the following purposes:
1. Productivity Enhancement – Both the employer and employee want to start right
and become productive as soon as possible.
2. Turnover reduction – Employees with effective orientation programs tend to stay
longer with the company. Fast employee’s turnover rate affects productivity and
efficiency.
3. Organization effectiveness – Well-oriented employees can immediately contribute
to the goals and objectives of the organization.
4. Favorable employee impression – A good orientation programs creates a
favorable impression of the organization and its work.
5. Enhancement interpersonal acceptance – It tries to ease the employee’s entry in
the work group. Employees often of concerned about meeting new people in the work
force.
A SYSTEMATIC APPROACH TO TRAINING
Training is used to gain a competitive advantage and viewed broadly as to create an
intellectual capital. The development of intellectual capital includes the following:
1. Basic Skills – Skills needed to perform one’s job effectively.
2. Advanced Skills – The use of technology to share with other employees/
3. Understanding of the Customer needs – The global market is quality competitive.

One of the key characteristics of training system that contribute to competitiveness is

that they are designed according to the instructional design process. It refers to the
systematic approach for the development of training programs. The following steps are
integral instructional process:

1. Conducting Needs Assessment

a. Organizational b. Person analysis
Analysis c. Task Analysis
2. Ensuring employee’s readiness for training
a. Attitude and Motivation b. Basic Skills
3. Creating the learning environment
a. Identification of b. Meaningful materials e. Observation of others training
objectives and c. Practice
training outcomes d. Feedbacks
f. Administering and coordinating programs.
4. Ensuring transfer of training
a. Self-management strategies b. Peer and manager support
5. Selecting training methods
a. Presentational methods b. Hands-on methods c. Group methods
6. Evaluating training programs
a. Identification of training outcome and evaluation designs
b. Cost-benefit analysis

WELL DESIGN TRAINING PROGRAM 1.

ASSESSMENT PHASE
 Training is designed to help the organization accomplish its objective.
 Planners determine the need for training and specify the training objectives and the
training efforts.
 An important part of the company’s strategic human resource planning is the
identification of the knowledge, skills, abilities that will be needed by the employees in
the future as both jobs and the organization change.
 Both internal and external forces that will influence training must be considered when
doing organizational analysis.
a. Organizational Analysis – the specific source of information and operational
measures or an organization level needs analysis which include the following:
 Grievances
 Accident record
 Observations
 Exit interview
 Customer’s complaints
 Equipment utilization and breakdown
 Material wastage, scraps, and quality control data
 Training committee, observation and need assessment data
b. Task Analysis – the job description and the job specifications provide information
on the performance expected and the skills necessary for employees to accomplish the
required work. Changes in the work environment due to the introduction of new
technology or machinery require changes in the task requirements of the position. c.
Individual Analysis – The used of performance appraisal data in making this individual
analysis is the most common approach. A performance review reveals the employee’s
inadequacy to perform certain types of tasks and this will reveal what necessary
training is needed to correct the weaknesses.
2. Employees Readiness for Training
 The employees must set a positive tone for training.
 That attitude toward training must be cultivated and made an integral requirement
before the employee sets foot in the training room.
 A positive attitude is the desire of the trainee to learn the content of the training
program.
 Motivation is related to knowledge gain, behavior change or skill acquisition in the
training.
 It is the role of the manager and the supervisor to assure that the employee has the
highest degree of learning before he is sent to the program.
The following factors influence the motivation to learn:
a. Self-Efficacy b. Understanding the benefits or consequences of training c.
Awareness of training Needs, Career Interest and Goals d. Basic Skills
3. The Learning Environment – For employees to acquire knowledge and skills in the
training program and apply the information in their job, the training program needs to
include specific learning principles:
a. Employees need to know why they should learn – They must understand why
they have to attend the training program. The objective and purpose must be made
clear to the employees.
b. Employees need to use their own experiences as bases for learning – Training
could be meaningful if it is linked to their current job experiences and tasks, The lessons
should be presented on the level of employees understanding.
c. Employees need to have the opportunity to practice – The opportunity to
practice the learning should be provided in the program. Practice makes perfect as the
saying goes.
d. Employees need feedback – the employees need to know how they are meeting
the training objectives. Feedback should focus on specific behavior and should be
immediately communicated to the employee.
e. Employees learn by observing and interacting with others – Community of
practice refers to a group of employees who work together to learn from each other
and develop a common understanding on how to get the work done.
f. Employees need training programs to be properly coordinated and arranged –
Coordination is the most important aspect of training administration. It means
coordinating activities before, during and after the program.

ANALYZING TRAINING NEEDS

 The immediate and specific needs of a company are determining factors in the
selection of the training courses and materials.
 Standard as to the amount of training that should be provided for each type of job
may not be readily established, as many other factors must be considered such as the
liability and experience of the learner and the complexity of the things to be learned. 
The personnel manager, with the cooperation of the line supervisors is in the best
position to establish what and how much training is needed.

THE NEED FOR TRAINING IS USUALLY INDICATED IN THE FOLLOWING

INSTANCES:
1. When required skills is not possessed by anyone in the work force;
2. When an employee’s performance is below standard, but he has the potential
to improve the productivity;
3. When morale or production is low;
4. When there is fast turnover of the personnel;
5. When the rate of absenteeism or accident is high;
6. When restiveness or dissatisfaction mounts;
7. When supervision is lax;
 8. When new technology is introduced.
TRAINING NEEDS MAY BE ASCERTAINED BY CONSIDERING THE FOLLOWING
QUESTIONS:
1. Is there a problem to be solved?
2. Where does it exist (which department)?
3. Who needs the training?
4. What is the nature of the training? (remedial or improvement required by the
situation)
4.TRANSFER OF TRAINING

 Transfer of training is the practical application of what was learned in the program.
 Immediate supervisors and peers support opportunity to practice what was learned
the technology in the work area and self-management skills influence the climate of
transfer.
 The environment is the laboratory for the transfer of learning.
5. SELECTING THE TRAINING METHODS

 A number of different methods can be used to help employees acquire new

knowledge, skills and behavior.
 Technology has a major impact on the delivery of training programs.
 New technology allows trainees to see, feel and hear how equipment and other
persons respond to their behavior.
 The multimedia has greatly changed the training landscape and training now could be
less costly.
a. Presentation Method – is the passive receipt of information that includes the
traditional instructions, distance learning and audiovisual techniques.
b. Hands-on training – This refers to the training method that require on-the job
training, simulation, business games, case studies, behavior modelling, interactive
videos and web based training.
c. Group Building Method – It helps trainees share ideas and experiences, build
group or team identity, understand the dynamics of interpersonal relationship and get
to know their own strengths and weaknesses and those of their co-workers.
6. EVALUATING THE TRAINING PROGRAM
 Evaluation of training compares the post-training results to the objectives expected
by the management, trainers and trainees.
 Training is often done without any thought of measuring, evaluating and seeing how
well it works after.
 Training assessment will measure the benefits derived form the activity.
 What the employees learn is directly related to what they earn; hence evaluation of
training Is put into practice.
 One way to evaluate training is to examine the cost-associated with the training and
the benefits received through cost-benefit analysis.
a. Learning - It represent the level of how well the trainees have learned facts,
ideas, concepts, theories and attitudes. Tests on training materials are commonly used
for evaluating learning and can be given before and after training to compare results.
b. Behavior – There must be a change in the work attitude and behavior of the
trainee after the training. Observable behavior must be measured in terms of work
improvement, increased work output, and work effectiveness. Management should
observe performance as a gauge to effectiveness of training.
c. Results – employer evaluate results by measuring effects of training on the
achievement of organizational objectives. Because results such as productivity,
turnover, quality, time, sales volume, and cost are relatively concrete, comparing
records before and after the training can do the evaluation.

CRITERIA FOR THE EVALUATION OF TRAINING

 Training effectiveness should be assessed on the basis of solid grounds.
 Sometimes trainers and managers rely on superficial employee reactions.
 If trainees applaud the resource person, the lecture or demonstration, it is success.
 If they are happy to have taken the course that is enough.
 If notices that on the first day back on the job they seem to be using the skills learned,
one may conclude that the training money was well spent.
 Those conclusions are entirely wrong.
 One should look at long-term performance, not immediate superficial results.

TRAINING PROGRAMS ARE USUALLY EVALUATED ON THE BASIS OF THEIR INTENDED

OBJECTIVES. Five steps to a meaningful evaluation:
1. Determine what to measure – Decide before you begin training what you want to
change. The number of customer complaints? The rate of scrap? The number of
employee grievances? The number of quality defects?
2. Establish the base line – Make sure you know the level of performance before
training begins. This allows you to make a legitimate comparison to determine training
effects.
3. Isolate Variables – The Hawthorne Effect. Employees improved their performance
simply because of the attention of the research study – not because of any changes I
their working condition.
4. Measure attitudes – This goes back to the problem of measuring initial reactions,
but it is valuable in the overall evaluation. Did the trainees like the training? Did they
think it was valuable?
5. Measure Performance – Go back to your base line and see what the results of the
training are in terms of the criteria you have established. Track performance over a long
period of time so you can be sure the improvement is established.

HUMAN RESOURCE DEVELOPMENT

 Development refers to formal education, job experiences, relationships, and
assessments of personality and abilities that employees prepare for the future.
 Development can be thought of as the growing capabilities that go beyond those
required by the current job.
 It represent the employee’s ability to handle variety of assignments.
 Development helps the employee prepare for other positions and increased their
ability to move into other jobs that may be available in the future.
 It prepares also the employee for changes in current jobs due to changes in
technology, work design and customers or new products or new type of market.
PLANNING AND CHOOSING A DEVELOPMENT APPROACH
 While Training considers analysis as an important component of any training program
development needs analysis because it is necessary to identify strengths and
weaknesses of those that will be given these organizational interventions.
 Assessment involves collecting information and providing feedback on employees’
behavior, communication style or skills or relationship potentials as preparation for
formal induction to the development program.

THE FOLLOWING PROCES ARE USED IN THE ASSESMENT:

1. ASSESMENT CENTERS – Employees are sent to assessment centers to take
examination covering personality tests, communication skills, personal inventory
assessments, benchmarking and other examinations.
2. PSYCHOLOGICAL TESTING – Pencil and paper tests have been used for years to
determine employees’ development potentials and needs. Intelligence tests, verbal and
mechanical reasoning tests can furnish useful information about factors of motivation,
reasoning, abilities, leadership styles, interpersonal response traits and job
preferences. 3. PERFORMANCE APPRAISAL – Performance appraisal that measures the
employees potential when done properly could be a good source of development
information. Observable and measurable output, attitude and behavior, data on
productivity, employee relations, job knowledge and leadership behavior are important
source of employee information. These are usually available in the personal file.

HUMAN RESOURCES DEVELOPMENT APPROACHES

 IN-HOUSE OR ON COMPANY SITE – The planned activities that could be developed
within the company or while the employee is at work are those activities that will
enhance employees’ potential to assume other jobs that the company needs in its
operation. It is imperative that managers and supervisors plan coordinate development
efforts so that the desired developments actually occur. The following are the In-House
approaches:
1. MANAGEMENT COACHING – The immediate supervisor coaches the subordinate
employee in performing certain functions that are necessary for its advancement. It
combines observations and suggestions. This is best when involves good
relationships. 2. COMMITTEE ASSIGNMENTS – Assigning promising employees to
important committees can give the employee a broadening exercise and can help
them to understand the personalities, issues and processes governing the
organization.
2. JOB ROTATION – This is the process of shifting employees from one job to another.
A substantial managerial time is needed when trainees change positions. The
trainees must be acquainted with different people and techniques in each new unit.

3. ASSISTANT-TO-THE-POSITION – This is the assignment of an assistant to the

position who works directly under the manager. He is given the opportunity to deal
with challenging and interesting tasks. Studies and other tasks are assigned for
analysis before they are given to the head for final implementation.

4. JOB ENLARGEMENT – Refers to adding challenges or new responsibilities to the

employees’ current job. This could include such activities as special projects
assignments, switching roles within a work team or research activities.

5. MENTORING – Employees can also develop skills and increase their knowledge
about the company and its operation by interacting with more experienced
organization members. It helps new members bring together successful senior
employees with less experienced members.

 OFF-SITE OR OUTSIDE DEVELOPMENT INTERVENTIONS – This technique

can be effective because the individuals are given the opportunity to get away from the
job and concentrate solely on what is to be learned. These interventions are usually held
outside at the company’s expense and will serve as a break from the office monotony.
The following are some of the development programs:
1. FORMAL EDUCATION – the company sends the employee to formal seminars,
workshops and other training programs offered by training consultants and agencies.
Some companies send their employee to take advanced studies in the graduate
programs in exclusive schools or take courses in foreign countries.
2. TEAM BUILDING – These organizational interventions are usually conducted away
from work about three to four days. The employees are organized into team and solve
common problems related to relationships. The focus is on the human relation issues
and poor tea- work.
3. CASE STUDIES – This is a classroom type of training techniques that provides a
medium through the application of management behavior concepts and analysis. Cases
are either through the use of multi-media or case problems that are developed similar
to those existing in the work environment. Group case analysis and presentations are
made and discussions facilitate the learning experience.
4. ROLE PLAYING – is a development technique requiring the trainee to assumes a
role in a given situation and act the behavior associated with it. The facilitators provide
the script and the group evaluate the performance. The other participants provide
comments and suggestions after each performance.
5. SIMULATION – These are business games developed by human resource experts
that require the participants to analyze a situation and decide the best course of action
based to the given data.
 CHAPTER 6
JOB EVALUATION AND WORK FLOW ANALYSIS

OBJECTIVES:
After the lessons, the students should be able to:
1. Establish and document the “JOB RELATEDNESS” of employment procedures; 2.
Identify or develop training content, assessment tests to measure effectiveness of
training, equipment to be used in delivering the training and methods of training.
3. Identify or determine skill levels, compensable job factors work environment,
responsibilities and required level of education.
4. Identify job duties in advertisements; appropriate salary level for positions;
minimum requirements; interview questions; selection tests/instruments;
appraisal/evaluation forms; orientation material for applicants/new hires; and
5. Identify or develop goals and objectives, performance standards, evaluation
criteria, length of probationary periods and duties to be evaluated.
 A sound Human resource management program requires knowing the different jobs in
the company.
 The manager and supervisor must get a comprehensive picture of each job in his
organization.
 This involves – what each worker does, how he does it, why he does it and under what
conditions he performs his job and what special qualifications each worker must possess
to perform his job satisfactory.
 Analysis of the organizational structure is the vertical and horizontal interconnections
among jobs.
 We must have a thorough understanding of how one job relates to those above the
organization and those down the line of the organization and those at the same level of
the functional areas.
 Analysis of the organization structure can be leverage to gain a competitive advantage
for the company, but how one does this depends on the firm’s strategy and its
competitive environment.
 A major quality program is the need to identify clearly the output requirement for a
particular type of job.
 To design work systems that are maximally efficient, a manager needs to understand
the process required in the development of the products for their work units.
 Without a clear understanding of the tasks necessary to the production of the desired
output, it would be difficult to determine whether the works is under-staff or over-staff.

THE RATIONALE FOR JOB ANALYSIS

 The conduct of job analysis has behind it several reasons that are vital to human
resource management and the supervision of the work to be done by the workers in the
shop or the office.
 It is considered as the building block of anything that human resource management
does as any personnel action requires information that is gleaned from job analysis.
THE FOLLOWING ARE THE USED OF JOB ANALYSIS:

1. To specify the duties and responsibilities of the position. It examines what the
employee will perform, what skills are needed the condition which work shall be done
and the range of difficulty or complexity of the action.
2. To provide job-oriented recruitment and selection guides. Those in the
recruitment and election of employees must be familiar with the duties and
responsibilities of the vacant position. To identify which applicant is most qualified, it is
necessary to determine the task that will be performed by the individual hired as to
skills, knowledge and abilities.
3. To provide guide in operation-based compensation determination – the process of
job evaluation involves the relative peso value of each job to the organization to set up
equitable pay structures. To get the peso value on jobs, is necessary to get information
about different jobs, which jobs deserves higher pay than others.
4. To provide information and tools for career planning entails matching individual
skills and aspirations that are or may become available in the organization, this
matching process requires that those in charge of career planning know the skill
requirements of the various jobs.
5. To have a guide in the construction of performance evaluation criteria.
Performance criteria deals with getting information about how well each employee is
performing his job in order to reward those who effective. The information generated
by job analysis unveils the aspect of the jobs that are measurable and should logically be
evaluated in the performance appraisal of the employee.
6. To serve as guide in methods improvement. Jobs designs consists of different
steps or processes. Job analysis provides the information to design the work process
most effective in carrying out tasks. This involve improving methods and developing
more efficient systems at work.
7. To obtain background information about working conditions. The environment of
work positively affects the productivity and morale of the workers. This information is
available in job analysis and could be used by management in positively identifying the
hazards and other conditions that affect job performance.
8. To serve as guide in the development of training programs. Almost all employees
hired by an organization will require training in their jobs. Some training programs may
be more extensive than others. Job analysis provides the required information to ensure
the training program will prepare the individual to perform the job effectively.
9. To assist the supervisor in the supervision of the employees. Supervisors are
provided with precise and detailed description of the jobs under their respective areas
or departments and they can make this serve as bases for judging their performance.
10. To provide the conceptual basis for position classifications to the employee who
will occupy the position. The bases of any position title are the tasks, duties and
responsibilities of the job. Managers without proper job analysis might assign position
titles that are not related to the functions of the position.

JOB ANALYSIS PROGRAM AND ORGANIZATIONAL STRUCTURE

 Job analysis starts with a careful study of the organizational structure.
 This would reveal the relationships of jobs within the organization.
 Organizational structures is often seen in organizational charts that convey the vertical
and horizontal relationship of the two.
 The type of organizational structure has implications on the design of the
jobs.  A functional structure needs specialization and the responsibility is
focused on specialized skills hence supervision and decision-making become
minimal..
 In a divisional structure, jobs are holistic and people are working in teams that tend to
have greater decision-making and authority.
 For the company to succeed, it must have detailed information about the
requirements of the jobs through careful job analysis program.
 It must ensure that a match exist between job requirements and the individual
aptitudes and qualities to fit into the position in the organization.
 Management must understand that it is great importance for an organization to match
job requirements and people to achieve high quality-performance to be more
competitive in todays’ global marketplace.
 Job analysis is a continuing program.
 Organizational structure changes due to introduction of new technology in order to be
competitive in the global economy. Any changes in structure carry additional duties and
responsibilities or simplifications of functions.
THE ROLE OF HUMAN RESOURCES IN JOB EVALUATION
 Job analysis is not the sole responsibility of human resource department but a
cooperative effort of ll operating departments.
 While it is more of personnel functions, the greater bulk of information must come
from the persons who are jobholders of the position.
 The supervisor or manager must immediately inform the HRD of any changes in the
duties and responsibilities of the position due to the introduction of new technology or
changes in the production process that improved production efficiency.
 Some companies get the services of management consultants to conduct a job
analysis program to be more objective.
 Management consultant is more objective as they have more experience in
conducting the job analysis program due to their exposure to different organizational
systems.  Another reason is that there are managers who try to overstate the functions
and duties of the different positions, as they know that they have great implications in
the company’s pay scale.

THE GATHERING OF JOB INFORMATION

JOB ANALYST – The study of jobs is the responsibility of the personnel department thru
the job analyst who is trained to conduct the job evaluation program. The job analyst
studies the duties and responsibilities, and the specification requirements of the job.
This involves careful understanding of the conditions around the functions and tasks of
the positions.
A GOOD JOB ANALYST MUST HAVE THE FOLLOWING QUALIFICATIONS:
1. Good knowledge of organizational system.
2. Good intelligence and analytical skills.
3. Good judgement and acumen.
4. Clarity and facility of language.
5. Familiarity with organizational and company policies.
6. Good personality and good relationships with others in the organization.
7. Tact and diplomacy in getting along with others.
GETTING PROCESS IN JOB INFORMATION
Job analysis starts with a careful understanding of the relationship of the jobs in the
organizational structure. This relationship is concerned with the details of the job rather
than with the worker who is assigned to do the job.

THE FOLLOWING FACTORS ARE IMPORTANT CONSIDERATIONS IN JOB ANALYSIS:

1. What the job requires the employee to do. Job requirements involves the
activities that workers have to do the importance of the duties or activities. The amount
of time that involve din doing the job and other minor duties required of the job.
2. How effectively does the employee perform hid assigned duties and
responsibilities? This involved the detail on how the workers perform the assigned
tasks, the materials and essential t tools and equipment required to the job, the skills
required and the methods and procedures involved in doing the work.
3. Why should the worker do the job? This cover the reason why the employee has
to do the tasks assigned to him and the purpose of the job in relation with those of
another jobs in the organization. The tasks should justify its contributions to the
effective and efficient functions in the organizational work systems.
4. Supervision required in the job. The details of supervision requires the amount of
supervision involved or the assistance needed in carrying out the job, the extent of
employee’s authority in carrying out the functions and the extent of relationships of the
job with those others in the organizational setup
5. Working environmental conditions. This deals with the conditions prevailing in the
workplace, like exposure to hazards, heat, or other elements that affect the
performance of the job. This may involve in the conditions of comfort or discomfort
while the employee is performing the tasks assigned to him.
THE IMPORTANCE OF A JOB TITLE
 The correct title of a particular job is very important in the organization.
 Similar jobs performing similar duties and responsibilities must have the same job
titles.
 The title of the job must show clearly the area of job activity and must show its
relationships with the other jobs in the unit or department.
 The job relationships will provide better job placements in the organizational ladder
thereby job inconsistencies can be avoided.
 The specific titles will clarify the employee’s line of movement in the organizational
structure and they should be grouped in job families in the line and staff
organization.  Job title must reflect the major job function.

THE FOLLOWING ARE SUGGESTED GUIDELINES IN JOB TITLE SELECTION

1. The title must be standard used in the industry.
2. It must be suggestive of the nature and function of the jobs.
3. It must be different from other jobs based on major duties of employees who hold
the position.
4. The job title must be brief but suggestive of its functions.

THE NATURE OF JOB ANALYSIS INFORMATION

 Job analysis focuses on the two important data or information that managers must
have the right information about the nature of the employees’ job.
 This information is reflective of what the employee does daily, weekly, monthly or
annually.
 It also reflects the conditions or the working environment in the organization. These
two important factors are:
1. THE JOB DESCRIPTION – the result of any job analysis program is the writing of the
job description. The job description contains the tasks, duties, and responsibilities that
the jobs entail. This information is derived from the job analysis report.
THE FLLOWING ARE THE USES OF JOB DESCRIPTION
a. It helps identify and distinguish one job from other jobs.
b. It is used as a tool in the proper employee recruitment, selection, and training.
c. It helps establish job relationships within the salary bracket.
d. It serves a guide in structural departmentalization.
e. It could be used as a guide in the horizontal and vertical promotion of employee’s
thereby developing and promoting morale.
2. JOB SPECIFICATION – IT CONTAINS INFORMATION about the employee’s
qualifications and trait required in the effective performance of the work assigned. It
specifies the qualifications as to education, training, experience and the statement as to
the nature of the environment where the employee is assigned.
THIS INFORMATION COULD BE USED IN THE FOLLOWING PERSONNEL ACTIVITIES:
a. It serves as a guide in interviewing applicants.
b. It is a guide in the proper selection of the employee as to his qualifications for the
proposed vacant positions.
c. It is used in the assessment of employees for training and development.

JOB DESCRIPTION

Position Title – Human Resource Assistant Department – Human Resources

Job Code – HR 002 Salary Grade – Pay Grade 5

JOB SUMMARY

Under the direct supervision of the Human Resource Manager assist in the general
functions in the recruitment, selection, training, benefits administration, performance
appraisal and other related duties inherent in the function of the department.

SPECIFIC DUTIES AND RESPONSIBILITIES

1. Assist in the processing of application by conducting preliminary interviews to

applicants to determine their initial qualification for the position being applied.
2. Determines the qualifications requirement for the positions and makes reports to the
immediate supervisors for the applicants that meet the initial evaluation.
3. Assist in the giving of examination to applicants to determine their suitability in the
position being applied for and makes report of the results.
4. Assist in the orientation program to ascertain that the new employees are properly
oriented with company rules and regulations and other company policies.
5. Prepare reports to the Social Security System, Pag Ibig Fund, Philhealth and
othergovernment instrumentalities to comply with government requirements as
directed by the immediate supervisor.
6. Assist in the Periodic Performance Evaluation of employees and makes records in
theirHIRS or 201 file for references in terms of salary adjustments or promotion.
7. Assist in job evaluation program conducted by the department trough the distribution
and retrieval of questionnaires for further analysis of the job Analyst.
8. Coordinates with other department on employees’ requirements such as leave of
absence, sick leave notices, maternity leave and other benefits.
9. Does other related duties and assignments that may be required from time to time.

JOB SPECIFICATIONS

1. Education – College Graduate Major in Human Resource or Psychology

2. Training – On the job training at the HRD for at least 500 hours
3. Job Location – HRD at usually in air conditioned room
4. Assignments - May be assigned to liaison work with government offices and may be
exposed to traffic and dust
JOB ANALYSIS METHODS
1. The Job Questionnaire Method – the accuracy of job information is necessary.
The job analyst prepares the questionnaire based on the purpose of the job analysis.
The form to be used is carefully prepared based on the simple understanding of the
employees who will answer them. The set of questions contains information as to its
purpose, clear cut instruction and the procedure on how to accomplish the
questionnaire.
The questionnaire is distributed to the supervisor who will then require the employee
concerned to answer it, the supervisor then reviews the information as to its accuracy.
He talks with the employee concerned with the information which he thinks does not
conform to his judgement. The corrected questionnaire is then forwarded to the HRD
foR finalization of the job description. The duties and responsibilities change due to
changes in technology and other needs of the organization. Job description should be
reviewed annually.
2. The Interview Method – is commonly used for blue-collar jobs, as the employee
may not be able to answer the questionnaire. The job analyst gets the information by
interviewing the employee about his job or the immediate supervisor. To get the more
specific data the analyst is guided by a set of facts about the job or records or take notes
in the information given by the employee. The analyst gathers information and acquires
a personal impression about the job and later these will contribute to the accuracy of
his job description.

3. The Combination of Interview and Questionnaire Methods – The job analyst

gives the questionnaire and then conducts interview later. The analyst verifies the
information from the employees’ immediate supervisor thru a structural interview. To
verify further information, the analyst interviews the employee concerned. The
contents of the questionnaire and the verified information are the bases for the writing
of the job description.
4. Observation and Interview method – is involved in the observation of the worker
at the job site and in their station. The observation is noted while the employee is
performing the tasks assigned to him. Time and motion study is involved in this activity.
The results of the interview, observation and time motion study are the bases of the
written job description, which will be sent to the supervisor and the employee
concerned for final review and final printing.