Learning topic 4  Content Validity – focuses on

a test accurately measures

Effective Employee Selection
the intendent content
Techniques
domain.
Four characteristics of Effective  Criterion Validity
employee selection.  Construct Validity
 Face Validity
1. Reliable: This means that when a
system is reliable, it consistently
gives similar results over time,
3. Reduces Legal Challenges: This
without too much variation or
means that the selection process
mistakes.
should be fair and not likely to
‘yung employee selection dito cause legal problems. The
consistently gives the same questions asked should relate to
result over time and hindi siya the job, respect an applicant's
affected by randoms error. privacy, and not unfairly
disadvantage any particular group.
 Test-retest reliability – method
for assessing the internal ‘yung selection process dito
consistency reliability of dapat fair hindi siya ‘yung mag
selection measure. cause ng legal problems
 Alternate-forms Reliability
4. Cost-Effective: This means that
 Internal Reliability
the selection process should be
 Methods for internal
efficient and not too expensive.
consistency
This includes the costs of creating,
 Split Half Method
administering, and evaluating tests
 Cronbach’s Coefficient Alpha
or interviews.
 Kuder-Richardson Formula
20 (K-R 20) Dapat ‘yung selection process
 Scorer Reliability dito is efficient and hindi
masyadong expensive.
2. Valid: When a selection test is
valid, it means it's actually good at EMPLOYMENT INTERVIEWS
assessing what it's supposed to.
Employment Interview - is a way
For example, it should be based on
employers choose their new
a careful analysis of the job,
employees. In this process, a person
accurately predict how well a
(called an interviewer) asks questions
person will do in that job, and
to a job applicant. The person
measure the qualities it claims to
conducting the interview then decides
measure.
whether or not to hire the applicant
Based po siya sa careful based on their answers to the
analysis of the job questions and how they responded.
requirements, and accurate
Methods of selecting employees
yung prediction of how well a
kung saan yung interviewer nag
person will do in that job
aask ng question.
 Types of Validity
→ Interviews vary on three main Yung mga interviewers may
factors: structure, style, and medium. freedom sila magtanong ng
kahit anong gusto nilang
Structure: This refers to how
question.
organized and consistent the
interview process is. Problems with Unstructured
Interview.
Style: This is about how the interview
is conducted. a) Poor Intuitive Ability: This means
making a hiring decision based on a gut
Medium: This relates to how the
feeling or intuition rather than relying
interview is carried out. It could be in
on clear evidence or qualifications.
person, over the phone, or even
through a video call. Nag hi-hire sila base sa gut feeling
or intuition
INTERVIEW BASED ON
STRUCTURE b) Lack of Job Relatedness: This
happens when the questions asked
1. Structured Interviews: These are
during an interview don't directly relate
interviews where all applicants are
to what the job requires. It means they
asked the same job-related
haven't been carefully thought out based
questions, and their answers are
on what the job actually involves.
scored in a consistent way. This
helps in comparing candidates they didn't put much thought into
fairly. what the job actually involves.
Advantages of Structured c) Primacy Effect or First Impression:
Interviews: This is when the information presented
early in an interview has a bigger impact
 They focus on job-related aspects
than what comes later. It's like forming a
and use a consistent scoring
strong opinion based on the first things
system, which makes it easier to
you learn.
compare candidates.
Kung ano yung unang bagay mo na
 From a legal perspective, courts
natutunan tends to have a bigger
tend to view structured interviews
impact than what comes after.
more favorably compared to
unstructured ones. This is because d) Contrast Effect: This occurs when
they're based on a careful analysis the performance of one applicant affects
of the job and tend to have fewer how the interviewer sees the next
unintended negative effects. applicant. For example, if the first
person was really impressive, the next
2. Unstructured Interviews: In
person might seem less so in
these interviews, interviewers
comparison.
have the freedom to ask whatever
questions they want, even if
they're not directly related to the
job. The questions and how they're
scored may vary from one
applicant to another.
Dito kapag yung first person na but also how you show it with your
nainterview mo is magaling, maiisip body and expressions that counts.
mo na baka hindi naman magaling
When it comes to classifying interviews:
yung susunod na person kahit na
ang totoo naman is magaling yung  Highly Structured: This means
sususnod. It's all about how we the interview is very organized.
compare things. Questions are based on careful
analysis of the job, every applicant
e) Negative-Information Bias: This is
is asked the same questions, and
when negative information about an
there's a clear way of scoring the
applicant carries more weight in the
answers.
hiring decision than positive information.
It's like paying more attention to flaws  3 criteria are met
than strengths.
 Moderately Structured: This is a
f) Interviewer-Applicant Similarities: bit less organized. It meets two out
This means that if an applicant is similar of three criteria for structure.
to the interviewer in terms of
 2 criteria are met
personality, attitude, race, or
membership, they might be given a  Slightly Structured: It's
higher score. It's like feeling a somewhat organized but only
connection with someone who is like meets one out of three criteria.
you.
 1 criteria are met
g) Interviewee Appearance: This is
when how a person looks can influence  Unstructured: This means the
how they are judged in an interview. interview isn't very organized. It
Both men and women can experience doesn't meet any of the criteria for
this. It's like having a preference for structure.
people who look a certain way.  None of the criteria met
Dito is kung ano yung itsura nung INTERVIEWS BASED ON STYLE
tao ay nakakaimpluwensiya kung
paano sila i-judge sa interview. 1. One-on-One Interviews: This is
when one person from the
h) Non-Verbal Communication: This company talks to one person
refers to the messages people send applying for the job. It's a private
through their body language, gestures, conversation.
and facial expressions. It's important
because how you express yourself Private chat.
without words can strongly affect how 2. Serial Interviews: This is like a
well you do in an interview. series of one-on-one interviews.
the messages you send without using After one conversation, there's
words. another with a different person,
and so on.
Importante din po ito kasi meron
‘tong malaking impact on how well bunch of one-on-one talks in a
you do. So, it's not just what you say, row
3. Return Interviews: This is like the applicant, but they can't see
serial interviews, but there's some each other. It's like having a
time between the first talk and the conversation without being in the
next ones. It's like having a break same place.
in between.
3. Videoconference Interview: This
Para po siyang serial is like a video call, where the
interviews, pero with a break in person interviewing and the
between. For example may applicant are in different places,
kausap kang isang tao, then but they can both see and hear
there is a little pause, tapos each other. It's not as personal as
kakausap ka ulit ng ibang tao being in the same room, but they
naman. can still communicate.
4. Panel Interviews: In this type, a 4. Written Interview: In this type,
bunch of people from the company the applicant gets a set of
talk to one applicant at the same questions in writing. They answer
time. It's like a group discussion, them and then send their answers
but with one person being the back, either by regular mail or
focus. through email. It's like filling out a
Multiple viewer asking bunch form, but with more detailed
of question. answers.

5. Group Interviews: In this type, The person gets a set of

many people applying for the job questions in writing. Tapos
are all in the same interview. pwede niya isend through
They're asked questions together email.
and they all answer.
CREATING A STRUCTURED
Multiple applicants answering INTERVIEW
question during the same
1st Step: Determining the KSAOs to
interview.
Tap in the Interview
INTERVIEWS BASED ON
 First, they carefully study the job
MEDIUM
and write down exactly what it
1. Face-to-Face Interview: This is involves.
when both the person doing the  Then, they figure out the best way
interview and the person applying to see if an applicant can do the
for the job are in the same room. tasks needed for the job. Some
It's a personal setting where they things can be tested in an
can see and hear each other. interview, while other skills might
need different tests.
‘yung person who is doing the
interview and yung person who 2nd Step: Creating Interview
wants the job is nasa same Questions
room sila.
1. Clarifier: This is a type of question
2. Telephone Interview: In this in an interview. It's meant to clear
type, the interview happens over up or explain things on the
the phone. The interviewer talks to applicant's resume or application.
 It helps the interviewer understand how the applicant
understand the information better handles different scenarios.
and get any missing details.
Dito naman sa situational
It's used to make sure the binibigyan ng different
interviewer fully understands situations ‘ying applicant tapos
the information on the tatanungin sila how they deal
applicant's resume or with each one.
application.
6. Past-Focused Question: This
2. Disqualifier: This is a specific type of question in an interview is
type of question in an interview. If about the applicant's past
the applicant gives a wrong experiences. It helps the
answer, it means thed won't be interviewer see what the applicant
considered for the job anymore. has done before.
Kapag yung applicants is About naman ito sa past
nagbigay siya ng wrong experience ng applicants.
answers ibig sabihin hindi na
7. Patterned-Behavior Description
siya considered doon sa job.
Interview (PBDI): This is a
3. Skill-Level Determiner: This is a special kind of interview where the
type of question in an interview questions mainly focus on how the
that aims to find out how much the applicant behaved in their previous
applicant knows or how skilled jobs.
they are in certain areas.
‘yung question dito mainly
It simply tries to figure out how focused on how the applicants
good the applicant is at certain behaved sa kanilang previous
things jobs
4. Future-Focused Question: This 8. Organizational-Fit Questions:
type of question in an interview These are questions in an
gives the applicant a made-up interview that aim to see if the
situation and asks them how they applicant's personality and values
would handle it. It helps the match well with the company's
interviewer see how the applicant way of doing things.
thinks about solving problems.
3rd Step: Creating a Scoring Key
Type po ‘to ng question kung for Interview Answers
saan binibigyan nila ng made-
1. Right/Wrong Approach: Some
up situations yung applicants
questions in an interview can be marked
and tatanungin sila kung paano
as correct or incorrect based on the
nila iha-handle ito.
answer given. This is especially true for
5. Future focus or Situational questions about specific skills.
Question: This is a method in an
2. Typical-Answer Approach: This way
interview where the applicant is
of scoring looks at an applicant's answer
given different situations and
and compares it to a set of model
asked how they would deal with
answers. These model answers have
each one. It helps the interviewer
been decided upon by experts who know going to talk about during the
the job well. interview. It's like giving a
roadmap so both you and the
How this is done:
person being interviewed know
(1) Create a list of all possible what to expect.
answers to each question,
3. Ask the interview questions: It's
(2) Have SMEs rate the favorableness like having a conversation where
of each answer, and you're trying to understand how
well they fit the job.
(3) Then use these ratings to serve as
benchmarks for each point on a five- 4. Provide info about the job and
point scale. organization: Share details about
the job and the company.
Benchmark Answers: These are
standard answers that have been 5. Answer any questions the
approved by experts who understand applicant might have: Give the
the job very well. person a chance to ask you
anything they want to know. It's
 Nag se-serve siya as a
like making sure they have all the
reference point for
information they need to make a
evaluating how well
decision.
someone’s performance.
6. End on a pleasant note: Finish
the interview by saying something
3. Key-Issues Approach: This method nice to the person, like giving them
involves giving points for each important a compliment. Also, let them know
part of an answer that matches the when they can expect to hear from
scoring key. you about the job offer. It's like
How this is done: leaving on a positive and
reassuring note.
a) Experts create a list of the most
important things that should be Job Search Skills
mentioned in a perfect answer.
Successfully Surviving the
b) For each of these important points Interview Process
that the interviewee includes in their
A. Scheduling the Interview:
answer, they get a point.
This means picking a good time for
c) The points can also be weighted, the interview. Arriving on time is
meaning some of the most crucial really important because if you're
points get more points than others. late, it can lower your score.

CONDUCTING THE STRUCTURED Is just like setting up a time for

INTERVIEW a meeting

1. Build rapport: It's like creating a B. Before the Interview: It's

comfortable and positive really impressive if you know a lot
atmosphere. about the company you're applying
to. This includes what they do,
2. Set the agenda for the what they might need in the
interview: Explain what you're
 future, the big problems they face, c) You explain how you found out
and their mission or goals. On the about the job (like from a
day of the interview, make sure newspaper ad or a friend).
you look tidy and professional and
3. Second Paragraph: In this part,
dress appropriately for the
you say why you're a good fit for
situation.
the job. You give about three
C. During the Interview: The reasons why you're qualified.
best ways to act during an
4. Third Paragraph: Here, you talk
interview usually play into what
about why you're interested in the
the person doing the interview
specific company where you're
might already think. So, it's good
applying.
to be aware of this and adjust your
behavior accordingly. 5. Final Paragraph: This is the end
of your letter. You finish by giving
D. After the Interview: Right
your contact information, so they
after the interview, it's a good idea
can get in touch with you.
to send a short letter or email to
thank the person who interviewed 6. Signature: This is where you
you for their time. It's a polite way write your name in a nice way, like
to show appreciation. saying "cordially" or "sincerely".
After you write your name, you
WRITING COVER LETTERS
sign it with a pen. Then, type your
Cover Letter - it is like a letter that you name, address, and phone number
send along with your job application or below your signature.
resume. It tells the employer that you're
WRITING A RESUME
including your resume and you're
interested in applying for a specific job. A résumé is like a formal
summary of your work and
1. Salutations: This is how you say
educational background. It's what
"hello" in a letter. If you can, find
you give to employers so they can
out the name of the person you're
see if you're a good fit for a job.
writing to. If you're not sure, you
can call the company and ask for two different ways of resume:
the name (and how to spell it) of
the person who should get your 1. Résumés as a Life History:
resume. These tend to be long and list
every job you've ever had, along
2. First Paragraph: This is the with personal information like
beginning of your letter. It should hobbies, marital status, and health.
be short, just one or two
sentences. In this part, you say 2. Résumés as an Advertisement
three things: of Skills: These are shorter and
only include positive and relevant
a) That your resume is enclosed information related to the job you
(meaning, it's included with the want.
letter).
Characteristics of Effective
b) You mention the name of the job Résumés
you're applying for.
 Effective résumés have three main  Relevance: Include information
rules: that's important for the career you
want.
1. Must be attractive and easy to
read  Unusualness: If you have
something unique about you,
2. Cannot contain typing, spelling,
include it, as people pay more
grammatical, or factual mistakes.
attention to unusual things.
hould make the applicant look as
 Positivity: The unique thing
qualified as possible-without lying
should also be positive.
There are three main types of
o Do not list everything you
résumés:
have done; list only your
1. Chronological Résumé: This lists best.
your jobs in order from the most
This means when you're making a
recent to the oldest. It's good for
résumé, don't include every single
people whose past jobs relate to
thing you've ever done. Instead,
what they want to do next and
focus on the most impressive and
don't have big gaps in their work
relevant experiences.
history.
 "Averaging vs Adding Model
2. Functional Résumé: This groups
of Impression Formation -
your jobs by the skills they use
activity quality is more
rather than listing them by date.
important than quantity
It's useful for people changing
(Anderson, 1965)."
careers or who have gaps in their
work history. This means that when people form
opinions about you, they pay more
organizes your jobs based on
attention to the overall quality of
the skills they require, instead
what you've done rather than just
of listing them by when you did
adding up all the things you've
them.
done.
3. Psychological Résumé: This uses
 "Our impressions are based
psychology principles to create a
more on the average value of
strong impression. It starts with a
each impression than on the
short summary of your strengths
sum of the values for each
and then uses principles like
impression."
making a good first impression and
keeping things brief and This is saying that when people
memorable. judge you, they consider the
average level of your achievements
It's designed to leave a strong
rather than just counting up all the
and positive impression on the
achievements individually. In other
person reading it.
words, it's about the overall quality
When you're deciding what to rather than the sheer number of
put in your résumé, remember things you've done.
THREE IMPRESSION-
MANAGEMENT RULES:
 REFERENCES AND LETTERS they don't do it carefully or
OF RECOMMENDATION accurately.
1. Reference check: This is like 3. Discovering new information
double-checking the information about the applicant: This is like
someone gives when they apply for learning more about the person
a job. beyond what's written on their
resume.
Pag do-double checking po ng
mga information na binigay ng 4. Predicting future performance:
mga nag apply. This means trying to figure out
how well the person will do in the
2. Reference: This is like when
job in the future.
someone shares their thoughts
about a person who wants a job. PROBLEMS FOR USING
REFERENCES AND LETTER OF
 Expression of an opinion.
RECOMMENDATION
3. Letter of recommendation: This
1. Leniency: This means that
is a formal letter where someone
sometimes the people giving
writes down what they think about
references or writing letters of
a person who's applying for a job.
recommendation might be too kind
REASONS FOR USING or forgiving. In other words, they
REFERENCES AND might say good things about a
RECOMMENDATIONS person even if they weren't that
great at their job.
1. Confirming details on resume:
It's like double-checking the 2. Knowledge of the Applicant:
resume of the person to make sure The person providing the
they're not making things up. reference or writing the
recommendation may not know the
 Resume fraud – intentional job applicant well enough.
placement of untrue
information on resume  It's like asking someone for
their opinion about a book
2. Checking for behavioral they've only heard a little bit
problems: This means finding out about, not read.
if the person might have had any
issues with how they behave or act 3. Reliability: This is about how
at work. much you can trust what the
reference or recommendation says.
 Negligent Hiring: This happens
when an employer hires someone 4. Extraneous Factors: These refer
without properly checking if to things that have nothing to do
they're suitable for the job. with the job or the applicant's
 Negligent in Reference: abilities but can influence the
This means that a person or reference or recommendation.
a company gives a
ETHICAL GUIDELINES
recommendation or
reference for someone, but PREDICTING PERFORMANCE OF
THE APPLICANTS’
 Training & Education This is when the job applicant actually
does tasks that are very similar to what
This means that for many jobs, you
they'd be doing on the job.
need to have a certain level of
education or training to even be few reasons:
considered.
1. Content Validity: The tasks in the
 Knowledge test directly relate to what the job
requires.
This is like checking if a person
knows the things they need to 2. Criterion Validity: It's good at
know for a job. predicting how well the person will
actually perform on the job (it's
 Ability
like a preview of their real work).
This is about figuring out if a
3. Face Validity: The person taking
person has the natural skills to
the test can see how the tasks
learn and do the tasks required for
connect to the job they're applying
a job.
for.
 Cognitive Ability
4. Racial Differences: It tends to
This is all about your thinking show less variation in scores based
abilities, like how well you on race compared to written tests.
understand and use information.
Work samples are especially useful for
 This test is like a challenge jobs that pay well and where a lot of
for your brain. people will be hired.
 Assessment Centers
 Perceptual Ability
This is a way of picking the right person
This is all about how well you
for the job by using many different
understand what you see and hear.
methods to assess the applicants. .
 Psychomotor Ability
How It Works
This is about how good you are at using
1. Multiple Assessment Methods:
your hands and body.
This means they use different ways
 Physical Ability to check if a person is good for the
job. It's not just one test, but a mix
This is all about how strong and fit you
of activities.
are. They want to make sure you can
handle the physical demands of the job. 2. Multiple Assessors: Several
people who are trained to judge
 Skills
applicants watch and assess how
Instead of just testing if a person is well they do. It's like having a
capable of doing a job (like checking group of experts who can give
their potential or knowledge), some their opinions
methods focus on seeing if the person
These are methods used to
already knows how to do specific tasks
figure out if a person is right
related to the job.
for a job.
 Work Samples
 In-Basket Technique: This is like Assertiveness and
giving the applicant a bunch of Friendliness
tasks or problems that a manager o MMPI, Big-Five Factor
or employee might deal with every Model, NEO-PI, 16PF
day.  Tests of Psychopathology -
determine whether
Simulation: This is about putting
individuals have serious
the applicant in a situation that's
psychological problems such
very similar to what they'd face on
as Depression, Anxiety,
the job.
Bipolar disorder, and
Work Sample: Here, the Schizophrenia.
applicant is asked to actually do
 Projective test, Rorschach
some tasks that are part of the real
Inkblot Test, TAT
job.
 Character/Integrity
Leaderless Group Discussion:
This is when applicants get This is like checking if a person is
together in small groups and are honest and trustworthy.
given a work-related problem to
solve or a topic to talk about.
LESSON 6: Designing and Evaluating
Business Game: This is like a
Training System
pretend game that imitates the
business activities that happen in a Training is a systematic acquisition of
company. skills, rules, concepts, or attitudes that
results in improved performance. It also
 Personality, Interest, and
compensates for the inability to hire the
Character
desired applicant. The ultimate goal is to
These are ways that employers try increase the organization’s Profit.
to understand more about the
a process where people learn new
person who's applying for a job.
skills or improve the ones they
They want to know things like how
already have.
a person acts, what they're
interested in, and if they're Steps to follow to design training
trustworthy. properly
 Personality Step 1. Determining Training Needs
The use of psychological (Need Analysis)
assessment to measure an  Needs analysis is the first step in
applicant’s Normality or developing an employee training
Psychopathology. system.
 Tests of Normality -  The purpose of needs analysis is to
measure the traits exhibited determine the types of training, if
by a normal individual in any that are needed in an
everyday life. Such as organization, as well as the extent
extraversion, Shyness, to which training is a practical
 means of achieving an Using job analysis methods to determine
organization’s goals. the tasks conducted by each employee,
the conditions under which these tasks
 This is the first step in creating
are performed, and the competencies
a training plan for employees.
(knowledge, skills, and abilities)
 We need to understand what
required to perform the tasks under the
kind of training is necessary
identified conditions.
for the organization and if it
will really help achieve the  Interview
goals.  Observation
 Task inventories
Three Types of Needs Analysis
o The next step, after a job's
1. Organizational Analysis
tasks and competencies have
Its purpose is to determine all been defined, is to figure out
organizational factors that either how people become trained
facilitate or inhibit training effectiveness to do those things.
or success. below are the factors to
This is like looking closely at the
focus on to properly conduct
specific jobs employees do. It finds
organizational analysis
out what tasks they do, what
 The goals the organization wants conditions they do them in, and what
to achieve (What the organization skills and knowledge they need to do
wants?) those tasks well. This is done
 The extent to which training will through things like interviews,
help achieve those goals (how can watching them work, and making
these goals be achieved?) lists of tasks.
 The organization’s ability to
3. Person Analysis
conduct training (e.g. finances,
physical space, time) Used to identify which employees
 The extent to which employees are require training and in what areas, as
willing and able to be trained(e.g well as the specific training
ability, commitment, motivation, requirements of each employee.
stress)
Person Analysis uses
This looks at everything about the
1. Performance Appraisal Scores
organization. It checks what the
organization wants to achieve, how  Low ratings on a particular
training can help achieve those dimension for most employees may
goals, if the organization has the indicate that additional training in
resources for training (like money that dimension is needed.
and space), and if employees are Conversely, if most of the
ready and able to be trained. employees score high on a
particular dimension, relatively
little training time is needed.

2. Task Analysis This is like looking at how well

employees are doing their jobs. If
most employees get low scores in a score on a given dimension. Employees
certain area, it means they might who scored low on that dimension
need more training in that area. But should receive training.
sometimes, there are mistakes in
Third, (Not Enough Information) the
these scores. For example,
current performance evaluation system
sometimes, the person doing the
may not provide the necessary data for
rating might be too easy or too
conducting a training requirements
strict. So, we need to be careful with
analysis.
these scores.
2. Survey
three identified problems using
Performance appraisal score  Ask employees what they think
future training should cover in
First, (Mistakes in Rating) several
terms of information and skills.
types of rating errors can reduce the
 Using a survey shares several
accuracy of the performance appraisal
advantages and disadvantages
scores and the most relevant errors are
the Advantages
 Leniency Errors: Because of  Performance rating errors are
leniency errors, human resources eliminated
professionals may incorrectly  Employees are the ones who really
assume that employees are know what they need
proficient in a particular area and  They are aware of their own
don't need training. strength and weaknesses
 Training has not previously made
Sa leniency errors naman,
an effort to design an effective
masyadong easy magbigay ng score
performance appraisal system or
and thinks that everyone is doing
adequate job descriptions
really well, kahit na kaylangan pa
talaga nung mga tao na ‘yun ng Disadvantages
maraming training.
 Employees may not be honest
 Strictness Errors: Low scores  The organization may not be able
might be seen as a sign that to afford the training suggested by
someone needs training, but the the employees.
real reason for low scores is a
Note: Surveys can be done in many
rater mistake.
ways such as
Sa strictness errors, masyadong
A. Questionnaire: asks employees to list
strict magbigay ng score dito, and
the areas in which they would like to
nagbibigay ng low score sa lahat
further their skills through training or
kahit na they’re doing a good job.
what kind of training
Tapos sasabihin na kaylangan ng
training kahit hindi naman na need B. Provide a list of job-related tasks or
nung person. components of knowledge and have
employees rate their need for training;
Second, (Not Everyone is the Same)
the result of these ratings is given to the
it’s uncommon for there to be scenarios
supervisor for validation.
in which all workers have a high or low
Ito ‘yung pag a-ask sa employee related sa job nila. Kung yung
kung ano sa tingin nila yung employee, hindi naging maganda
kaylangan nilang matutunan para sa yung result ng test ibig sabihin
job nila. kaylangan pa nila ng maraming
training
Advantage nito is masasabi nung
mga employee ‘yung mga suggestion 5. Critical Incidents
nila and alam kasi nila yung best na
 The critical situations are divided
need nila. Disadvantage naman,
into aspects and examples of
minsan yung mga employee hindi
excellent and subpar performance.
nagsasabi ng totoo, tapos yung
 Additional training is
company naman is walang sapat na
recommended in dimensions with
pera sa mga suggested na training.
a high number of instances of
3. Interviews subpar performance.
 It can provide even more Dito is tumitingin tayo sa specific
comprehensive responses to situation kung saan yung employee
queries regarding training needs. did really well or not so well. Kapag
 The benefit of interviews is that in maraming instances na yung
contrast to survey methods, employee is hindi maganda yung
employee feelings and attitudes performance, sign yun na need pa
are more clearly exposed. ng training nung mga nasa area na
 Interview disadvantage: it's yon.
frequently challenging to measure
Step 2: Develop a Training Program
and interpret the data. Difficult to
quantify the data. Developing training is not an easy task,
it’s quite the contrary, but to properly
Sa interview, one on one
design training, there are things to
conversation ito with employee para
consider such as the goals and
express nila yung mga thoughts nila
objectives, employee motivation, and
kung ano sa tingin nila yung
training method.
kaylangan nilang matutunan.
1. Establishing Goals and Objectives
4. Skills and Knowledge tests
 It is important that these goals and
 If all employees perform poorly on
objectives be obtainable given the
these examinations, organization-
time and resources allocated to
wide training is recommended.
training
 When a small number of
 Training goals and objectives
employees perform poorly, they
should concretely state the
are picked out for individualized
following
training.
 What learners are expected
 Interview disadvantage: relatively
to do
few tests are available for this
 The conditions under which
purpose.
they are expected to do it
Pagbibigay ng test ‘to sa employee  The level at which they are
para makita nila kung gaano kaalam expected to do it
nung employee yung mga bagay na
This is like setting clear targets for  Depth skill plans- Reward
what employees should learn from employees for learning specialized
the training. These goals should be skills
realistic and doable, considering the  Basic skill plans- Focus on such
time and resources available. They basic skills as Math and English
should also be specific about. o Interest: topic can be made
interesting by making it relevant to
2. Motivating Employees
the employee’s lives
Motivating the employees to attend o Feedback: positive feedback,
the training is one of the measures positive reinforcement
of the training success. the design  A balanced feedback will
must give an optimal learning
experience, not too little, not
 Relate the training to an
too much, or detailed
employee/s immediate job
feedback.
 Be interesting
 Increase employee buy-in Motivating Employees to use their
(employee’s role in choosing and training on the job
planning the training)
 If the supervisors will encourage
 Provide incentives
and reward them
 Provide food
 Give them an opportunity to apply
 Reduce the stress associated with
what they learned
attending (workload reduction)
 Setting goals, goals works best if
Motivating Employees to perform  Individually set by each employee
well in the training  Concrete
 High enough to be challenging but
Provide incentives for learning
not so difficult as to be impossible.
type of incentives that can be
Note: because all employees have been
used are
trained, they can help and encourage
 Money
each other.
 Job security
 Self-improvement Principles of Learning
 Advancement
 Active practice and repetition
 Opportunity to enter a new career
 Massed versus distributed learning
 Fun (training should be fun)
 Whole versus part learning
Skill based-pay  Feedback and reinforcement
An employee takes part in a training Choosing the Best Training Method
program that aims to improve a
1. Lectures
certain skill they need to either get
2. Case study
promoted or receive a salary raise.
3. Simulation Exercises
Four common skill-based pay plans 4. Roleplay
5. Behavior modeling
 Vertical skill plans for skill in a
single job Step 3: Implementing the Training
 Horizontal skill plans used
across multiple jobs
Implementing training is a process of It's like having a personal schedule
delivering the desired learning for learning.
objectives. But before implementing a
On-the-job training.
training we have to consider few things
 Modelling
Initial decision
Watching someone else do the job
 Who will conduct the training?
well and learning from them.
This is the person who will teach
 Job-rotation
the training.
Trying out different tasks related to
 Where will the training be held?
the job.
We need to decide on a place where
 Apprentice training
everyone can gather to learn.
Learning from a skilled person while
 How long should the training be?
working together.
We should know how much time we
 Coaching and mentoring
need to set aside for the training to
cover everything. Getting guidance and support from
experienced people.
Preparing for the training
Coaching Mentoring
Adjusting to the audience, the trainer
must consider.
Coaching is a A relationship-
 The size (how many, how big or systematic based process
small the venue) approach to where experienced
 Demographics (Age, ethnicity, assisting people individuals
educational level, etc..) in reaching their (mentors) share
full potential in expertise,
 The ability of the participants
terms of knowledge, and
( beginner, professionals, performance, skill guidance with less
specialized, etc) acquisition, and experienced
Delivering the training program goal attainment. individuals
(mentees).
Introduce the trainer and the training. Coaches help
their clients Mentors provide
 Educational qualification reach their goals support and advice
credentials by providing for personal and
 House rules, training hours, etc. them with professional
Use energizers like jokes, anecdotes, encouragement, development.
insight, and
games, open-ended questions, etc. to
direction.
break the ice and get people talking.
Focus: Focus:
Make a presentation. Performance A mentor's primary
enhancement and concern is with the
Distance learning program. goal attainment mentee's growth
are at the heart of as a whole. Career
 Asynchronous
the coaching development,perso
 Self-paced training
process. nal improvement,
and professional
 progress are only a and perception of the training
few of the many experience.
domains it extends
to This is about finding out how the
people taking the training feel
about it. Did they like it? Did they
feel engaged and interested?
 Coaching is like having a
personal guide who helps you • Learning
become the best you can be in Measuring participants' acquisition of
terms of how well you perform, knowledge, skills, or attitudes during
the skills you learn, and the training through pre- and post-
achieving your goals. training assessments, quizzes, tests,
 Mentoring is like having a wise or skill demonstrations.
friend who has a lot of
experience. They share what This is all about whether the
they know and guide you, people actually learned what they
especially if you're just starting were supposed to from the
out or learning something new. training. Did they gain new
knowledge, skills, or ways of
Step 4: Evaluating the Training thinking?
The purpose of evaluating the • Behavior
training design is to assess the
effectiveness, efficiency, and overall Evaluating whether participants have
quality of a training program. applied the learned knowledge and
Evaluation helps determine whether skills in their work or daily lives, often
the training design aligns with the through observation, self-reports, or
intended goals and objectives and feedback from supervisors or peers.
whether it adequately addresses the This looks at whether the people
needs of the learners and the
are using what they learned in
organization. Reaction, Learning,
their actual work or everyday life.
Behavior, and Result are methods to
Are they applying what they were
assess the training effectiveness.
taught?
The main goal of evaluating the
• Results
training is to figure out how well
it's working. This means looking Measuring the broader impact of the
at whether it's achieving what it training program on organizational or
set out to do, and if it's being individual outcomes, such as
done in a way that makes sense. improved productivity, increased
sales, enhanced customer
methods to assess the training satisfaction, or reduced errors. This
effectiveness. evaluation method focuses on long-
• Reactions term data analysis and follow-up
assessments.
Assessing participants' immediate
responses to the training program This is about the bigger picture.
through surveys or feedback forms to It checks if the training is making
gauge their satisfaction, engagement, a real impact on the organization
or the individuals. Is it making and ensure that the learned
things better, like increasing knowledge or skill becomes ingrained
productivity, sales, or customer and readily accessible, even under
satisfaction? challenging or high-pressure
situations.
These evaluation methods, when used
in combination, provide valuable The individuals who have made
information about the effectiveness of contributions to the topic at hand
a training program, allowing are predominantly male.
organizations to make informed
Frederick Taylor, widely recognized
decisions and improve future training
as the progenitor of scientific
initiatives.
management, revolutionized the
Transfer of Learning notion of enhancing work processes
to maximize efficiency. The
The knowledge learned from
contributions of his time and motion
training to be transferred to the
studies were crucial in establishing
job
the basis for contemporary training
Knowledge transfer is the process and development techniques. These
through which an individual is able to studies underscored the significance
use the information and abilities of implementing systematic training
gained via training in a work or life methods as a means to optimize
setting. The purpose of training is to employee performance.
make sure that what is taught there
Kurt Lewin, a prominent figure in
can be used successfully on the job.
the field of social psychology, has
The training situation must be made significant contributions to the
similar to the actual job situation realm of training and development
tactics through his force-field analysis
Training should mimic working model. The author's focus on
conditions as nearly as possible to comprehending the interaction
maximize retention of information. between human and environmental
This means that the training course elements has resulted in the
should reflect the actual duties, development of more efficient
difficulties, and environment that its training interventions that take into
students would face on the job. account both personal and
Learners are more likely to retain and organizational dynamics.
apply information when the training
environment is similar to the real B.F. Skinner, a prominent figure in
world. the field of behaviorism, has made
significant contributions to the
Overlearning advancement of behavior-based
Overlearning is the concept of training methodologies. The concepts
continuing to practice a task or skill of operant conditioning formulated by
even after it has been successfully the individual in question have been
learned. It involves repetition and effectively utilized in training
reinforcement beyond the point of programs to bolster desirable
initial mastery. The purpose of behaviors and enhance the
overlearning is to enhance retention
performance of employees by means Denise Rousseau's research on
of positive reinforcement. psychological contracts and the
dynamics of employee-employer
Edwin Locke's seminal contributions
interactions has had a significant
to the field of goal-setting theory have
influence on the formulation and
significantly transformed approaches
implementation of training and
to training and development tactics.
development initiatives. The
The researcher's findings
researcher's workplace significant
underscored the need to establish
emphasis on the significance of
precise and demanding objectives for
effective communication and shared
employees, resulting in heightened
comprehension in training endeavors
levels of motivation, performance,
aimed at fostering favorable
and individual growth.
psychological contracts within
organizational settings.

Women who have made significant Nancy T. Tippins has made

contributions. significant contributions to the field of
people selection and evaluation
Dr. Karen Dillard-Lewin, a well- through her research endeavors. The
regarded scholar in the discipline of individual's perspectives on the
organizational psychology, has made identification and cultivation of talent
significant contributions to the field of have significantly influenced the
training and development. Her design of training initiatives that
research focuses on the intricate prioritize the harmonization of
dynamics of organizational change personal competencies with the
and growth. The focal point of her requirements of the company.
work lies in highlighting the
significance of good communication,
leadership, and employee
LESSON 7: Employee Motivation
involvement within the context of
successful training efforts. Motivation
Tammy Allen's scholarly Motivation is both an internal force that
investigation of the relationship drives action and external stimuli that
between work-life balance and support that activity. It indicates if the
employee well-being has significantly employee will perform adequately, and it
influenced the design and boosts employee motivation, which
implementation of training and improves job performance.
development strategies. The author's
Predisposition to Motivation
analysis of strategies for establishing
work environments that foster There are three individual difference
employee satisfaction and traits that are most related to work
productivity has had a significant motivation
impact on the development of training
1. Self-esteem is a person’s view of
programs that aim to satisfy the
him/herself as valuable or worthy
comprehensive requirements of
employees. This is how you see yourself.
 a. Korman’s Consistency people around the person, and the
Theory: is a theory of work person's expectations of success.
motivation that states that
This is how you feel about yourself in
people have a need to
specific situations.
maintain consistency
between their self-concept, Example: A person with high chronic
their task performance, and self-esteem may have low situational
their occupational choice. self-esteem when they are taking a test.
The theory is based on the They may feel anxious and worried about
idea that people are doing poorly, which can lower their self-
motivated to behave in ways esteem in that specific situation.
that are consistent with their
Example: A person with low chronic
self-image. Positive
self-esteem may have high situational
correlation between self-
self-esteem when they are around people
esteem and performance
who make them feel good about
3 types of Self-Esteem themselves. They may feel more
confident and capable in those
 Chronic Self-Esteem
situations, which can boost their self-
This is a person's consistent assessment esteem.
of oneself in many circumstances. People
 Socially Influenced Self-esteem
with high chronic self-esteem believe
they are competent, deserving, and A person's evaluation of themselves is
valued. People with chronically low self- influenced by the opinions of others. It
esteem believe they are inadequate, can be influenced by factors such as the
undeserving, and worthless feedback that people receive, the way
that they are treated by others, and the
This is how you generally feel about
media images that they see.
yourself.
This is how others' opinions affect
Example: A person with high chronic
how you see yourself.
self-esteem may see themselves as
capable, worthy, and valuable. They may Example: A person who receives
be confident in their abilities and believe positive feedback from their teachers
that they can achieve their goals. and parents may develop high socially
influenced self-esteem. They may start to
Example: A person with low chronic
see themselves as capable and
self-esteem may see themselves as
intelligent, which can boost their overall
inadequate, unworthy, and worthless.
self-esteem.
They may be hesitant to take risks or try
new things because they believe that Example: A person who is bullied or
they will fail. mistreated by others may develop low
socially influenced self-esteem. They
 Situational Self-esteem (Self-
may start to see themselves as worthless
efficacy)
and inadequate, which can lower their
This is a person's evaluation of overall self-esteem.
themselves in a specific situation.
b. Experience with success: A task
Situational self-esteem can be influenced
assigned to an employee is so simple
by factors such as the task at hand, the
that they will almost definitely achieve known as the self-fulfilling negative
success. prophecy.
This means when a task given to an This is the opposite of the Pygmalion
employee is quite easy, so they're Effect. If someone expects you to do
very likely to do it well. It's like poorly, it can actually make you
giving someone a task that matches perform worse.
their skills.
2. Intrinsic Motivation
i. Based on the “SELF-FULFILLING
Refers to engaging in an activity or
PROPHECY” thus, Self-expectation =
behavior because of its inherent
Performance (GALATEA EFFECT)
satisfaction, personal enjoyment, or
"Self-Fulfilling Prophecy", which interest, as opposed to external rewards
means what you expect from yourself or pressures.
influences how well you perform.
 Personal interest and
So if you believe you can do internal satisfaction
something, you're more likely to do
 Self-determination and
it well. This is sometimes called the
autonomy
"Galatea Effect".
This is about doing something
c. Supervisor’s Behavior:
because you really enjoy it, not just
Supervisors communicate a feeling of because you get a reward or
confidence in an employee. someone tells you to
This is about how a supervisor acts 3. Need for Achievement
towards an employee. If a supervisor
Entails a strong desire to set and achieve
shows they believe in an employee
challenging objectives, pursue
and have confidence in their
opportunities for success, take
abilities, it can boost the employee's
calculated risks, and receive
performance.
performance feedback.
ii. Pygmalion Effect:
This is when someone really wants to
is the phenomenon in which higher set and reach challenging goals.
expectations result in better They like taking on tasks that are a
performance, while lower expectations bit tough but doable.
result in inferior performance. Is derived
a. McClelland's Theory: In his theory
from George Bernard Shaw's play
of motivation, psychologist David
"Pygmalion."
McClelland popularized the concept of
This is like a magic spell where if the need for achievement. According to
someone expects you to do well, you McClelland, along with the need for
often do. affiliation (desire for interpersonal
relationships) and the need for power
iii. Golem Effect: (desire for influence and control), the
It is the phenomenon in which lowered need for achievement is one of three
expectations result in diminished primary motivators
performance and potential. It is also i. Need for Achievement
Motivated by jobs that are challenging since candidates self-select
and over which they have control based on fit.
 Attract applicants who want the
1. Employees with low need for
job, improving job satisfaction,
achievement are more satisfied
productivity, and engagement.
when jobs involve little challenge
 Reduce early attrition, lowering
and have a high probability of
recruiting and training
success
expenses.
ii. Need for Affiliation and desire for  Impact on the employee
interpersonal relationship  Informed Decisions: RJPs
help candidates match skills
iii. Need for Power have a high desire
and expectations to jobs.
for influence and control
 Realistic Expectations:
Employee’s Values and Expectations Applicants understand
employment requirements,
Our work motivation and fulfillment at duties, and work
work are determined by the gap between environment.
what we want, value, and expect from  Accurate previews minimize
the job and what it actually provides. work unhappiness.
This is about what a person wants,  Accurate expectations help
values, and expects from their job. If prepare and align, increasing
what they hope for doesn't match work performance.
what they actually get from their job,  Realistic Job Previews help
it can affect how motivated and businesses by enhancing recruiting
satisfied they are. decisions, decreasing attrition,
raising job happiness, and saving
Job expectation money. Informed decision-making,
reasonable expectations, less work
o A mismatch between what an unhappiness, and maybe enhanced
employee expects from a job and job performance all benefit
its reliability might have an impact candidates concurrently.
on motivation and satisfaction.
o It is critical to provide applicants Job Characteristics
with a realistic job preview.
o Realistic Job Preview (RJP) o Job Characteristics Theory
provides a candidate with an  Employees seek meaningful
honest review of a job that covers employment that gives them the
both positive and negative features chance to take personal
responsibility for the consequences
This is when what an employee
of their work and provides them
thought they'd get from a job doesn't
with feedback on those outcomes.
match what they actually experience.
 Meaningful
Impact of RJP on the Company  Give autonomy
 Provides feedback
 Reduce mismatches in hiring by
 Skill Variety
accurately portraying the job.
 Task
 Reduced Turnover: Realistic job
identification/Identity
previews minimize turnover
  Task Significance Planning and Execution of Group
Activities.
Needs, Values, and Wants
vii. Foster a welcoming
Theories that are centered on the needs
environment for people of all
and values of employees.
backgrounds and perspectives.
1. Maslow’s Needs Hierarchy
viii. Encourage a healthy work-
a. Basic Biological Needs (Food, air, life balance by providing
water, Shelter) employees with adaptable
scheduling options and generous
i. Someone who is unemployed,
time off.
living on the streets, and close to
starvation will take any work that pays ix. By taking these steps,
enough to meet their most basic businesses improve morale,
requirements. increase productivity, and
strengthen relationships among
b. Safety Needs (Psychological as well as
workers.
physical safety)
d. Ego Needs (Needs for Recognition
i. Referred to the security of
and Success)
tenure
i. Employees' ego demands
ii. If someone who is secured to
may be met in a variety of ways by their
his/her job with all the benefits and the
organizations, including through
like
recognition, rewards, advancement,
c. Social Needs (interpersonal higher pay, and more visibility
relationships, friendship, feeling need)
e. Self-Actualization Needs
i. Promote Teamwork: Initiate
i. Self-actualization is
Interdepartmental Initiatives.
meaningful, fulfilling work. Values,
ii. Create opportunities for meaningful employment, and
people to meet and interact by growth are essential. Self-
planning parties and group actualized workers require
outings. autonomy, creativity, and
expression. Work-life balance,
iii. Set up ERGs: Form employee relationships, and professional
resource groups to facilitate expertise are prized. Workplace
communication and collaboration. self-actualization improves
iv. Set up Mentoring Schemes: employee engagement, enjoyment,
Team up senior workers with their and contribution.
younger counterparts. 2. Herzberg Two-factor Theory
v. To facilitate communication, f. Motivator
provide available channels for staff
interaction. i. Job elements that do concern
actual tasks and duties
vi. Promote In-Group
Interactions by Facilitating the ii. Example: Level of
responsibility, amount of job
 control, and the interest that the satisfaction, and engagement in the
work holds for the employee workplace.
iii. A.K.A the intrinsic factors, 3. ERG Theory (Existence, Relatedness,
are the primary variables that and Growth)
contribute to job satisfaction and
h. Developed by Clayton Alderfer
motivation in the workplace. These
elements are in charge of fueling i. The main distinction between
people's internal drive and sense Maslow's Theory and ERG Theory is that
of fulfillment. Alderfer proposed that people can skip
stages.
1. Achievement
j. Alderfer's ERG Theory says that
2. Responsibility
multiple needs can be present at the
3. Recognition same time and that when higher-level
needs aren't met, it can lead to a return
4. Advancement
to lower-level needs. This is different
5. Work itself from Maslow's hierarchy of needs, which
says that needs go from the most basic
g. Hygiene factor
to the most complex.
i. Refer to the extrinsic components
Maslow ERG Two-factor
in the workplace that, if insufficient, can
contribute to job unhappiness, but their Self- Growth Motivators
Actualization
presence alone does not always result in
motivation or satisfaction. Rather than Ego
the labor itself, hygiene considerations Social Relatedne Hygiene
are connected to the setting and ss factors
conditions of the activity. Safety Existence

1. Salary and Compensation Physical

2. Working conditions
3. Company policies 4. Goal Setting Theory (Locke and
Latham's)
4. Job security
k. According to Locke and Latham's
5. Interpersonal relationship (1990) goal-setting theory, employees
6. Supervision are motivated to attain goals they
actively accept and committed to. The
Herzberg argued that when hygiene argument suggests that involvement in
factors are absent or inadequate, they goal-setting is essential when employees
can lead to job dissatisfaction. However, are unlikely to accept them.
their presence does not inherently
motivate employees. Instead, motivators Here are the key points of the setting
(intrinsic factors) such as achievement, Theory
recognition, responsibility, i. Goal Specificity: Clear
advancement, and the work itself are goals motivate and perform. Clear
necessary to stimulate motivation, job goals help people comprehend
what to do.
 ii. Goal Difficulty: Harder l. focuses on how people perceive
objectives motivate better. Difficult and respond to fairness or equality in
objectives inspire people to work social transactions, especially at work
harder, use their abilities, and
i. Social Comparison: Equity
persevere.
Theory suggests comparing effort
iii. Goal Acceptance: Goals and contributions to others in
must be accepted and committed similar situations. They evaluate
to for success. Involving people in incentive and outcome fairness
goal-setting and giving them relative to their efforts.
ownership boosts motivation.
ii. Equity Perception: People
iv. Feedback and Monitoring: want the same ratio of inputs—
Feedback assesses progress, effort, abilities, and time—to
adjusts plans, and motivates. outputs—salary, recognition, and
Milestones give a sense of promotions—as others. When they
accomplishment. see employee under- or over-
rewarding, they get tense.
v. Goal Interdependence:
Team objectives may motivate and iii. Types of inequity Under-
cooperate. Interconnected goals reward and over-reward
encourage collaboration and
1. Under-reward occurs
support for achievement.
when people think they are
vi. Self-efficacy and task getting less for their inputs
difficulty: Self-efficacy and task than others.
complexity boost goal
2. Over-reward happens
achievement.
when people feel they are
vii. Goal Alignment: Goals obtaining better rewards for
should match organizational their contributions than
objectives for coherence and others.
integration. Aligned goals boost
iv. Equity Restoration:
employee engagement and
Unfairness motivates individuals to
corporate performance.
right problems. They can do this
According to the Goal-Setting Theory, by changing their inputs, results,
establishing clear, difficult goals, or perceptions.
including people in the process, giving
v. Perceived Referent: People
feedback, and matching goals to
compare their equity to a baseline
organizational objectives may all
or referent. It might be a person,
improve motivation, performance, and
team, or standard.
task completion. It has been widely used
to enhance goal-directed behavior and Equity theory emphasizes fairness
performance results in a variety of perceptions' impact on workplace
industries, including business, motivation and behavior. Equality boosts
education, and sports. motivation and job satisfaction.
Perceived disparity might impair
5. Equity Theory (J. Stacy Adams)
motivation, increase attrition, or lead to
equitable actions. Fairness and equality
are essential for a healthy workplace and  Is the extent to which an employee
employee satisfaction. identifies with and is involved with
the organization

 There are three types of
organizational Commitment
6. Expectancy Theory (Victor H. Vroom)
Affective Commitment: the employee
m. Motivation theory that focuses on
wants to remain with the organization
the relationship between individual
because
motivation and anticipated outcomes.
 S/he cares about the organization
n. It suggests that individuals are
 Willing to exert effort on its behalf
motivated to act in a certain way based
on their beliefs about the relationship Continuance commitment
between effort, performance, and
 The employee believes s/he must
outcomes.
remain with the organization due
i. Expectancy: An individual's to
expectation that their efforts will o Time
yield a desired performance. The o Expenses
belief that effort improves o effort
performance.
Normative Commitment
ii. Instrumentality: The
assumption that a particular  The employee feels obligated to
performance will result in certain the organization, thus will result to
outcomes or rewards. It's about a feel that s/he “MUST” stay
how people think performance FACTORS AFFECTING JOB
affects results. SATISFACTION
iii. Valence: An individual's Personal Disposition
worth or attractiveness of
expected events or rewards. It individual difference theory: variability
expresses the personal value of in job satisfaction is due to an
performance outcomes individual’s personal tendency across
situations to enjoy what s/he does
Motivational Force = (Expectancy) x
(Instrumentality) x (Valence) Genetic Predisposition

EMPLOYEE SATISFACTION AND inherited personality traits such as

COMMITMENT negative affectivity (fear, hostility,
anger)
Job Satisfaction and
Commitment Core self-evaluation

o The attitude an employee Emotional stability, Self-esteem, Self-

has towards his/her job efficacy, Locus of control

Organizational Commitment
Intelligence
There are some studies that show bright o Job rotation: employees are
people have “slightly” lower job given the opportunity to
satisfaction than do less intelligent perform several different
employees in jobs that are not complex jobs in the organization
Life Satisfaction o Job enlargement:
employees are given more
Life satisfaction <--> job satisfaction
tasks to perform at the same
Job expectation time
Employee expectations are not met  o Job enrichment: employees
lower job satisfaction, decreased are given more responsibility
organizational commitment, and over the tasks and decisions
increased turnover intention related to their job.
Fit CONSEQUENCES OF
DISSATISFACTION AND OTHER
With the job and the organization
NEGATIVE WORK ATTITUDE
o Vocation, Job tasks,
Absenteeism
Organization, Coworkers,
Supervisors Turnover
Rewards and resources Lack of Organization Citizenship
Behavior
o Equity theory: The levels of
js and motivation are related Lesson 8
to how “fairly” we believe we
Organizational Communication
are treated in comparison
with others
Organizational Communication
 Distributive justice:
perceived fairness of
Organizational communication refers to the
the actual decisions interchange of information, ideas, and
made in an messages across all levels and departments
organization of an organization. It involves both formal
and informal communication channels.
 Procedural justice:
perceived fairness of Formal Communication
the methods used to Formal communication within an
arrive at the decision organization refers to the formal channels
through which information, messages, and
 Interactional justice: directives circulate. These channels are
perceived fairness of established by the organizational hierarchy
the interpersonal and adhere to specific routes.
treatment employees
receive
Vertical Communication
o Upward Communication
(a.k.a. Bottom up)
 Communication from
employee to manager
Growth and Challenges
  MUM minimize meetings, and cooperating on
unpleasant message projects. Internal
 Bad news and communication keeps staff
grievances are informed, aligned, and working
seldom shared: toward goals.
Because of the External communication
stress associated o Interactions with outsiders.
with delivering bad This involves communicating
news with customers, suppliers,
 Example investors, regulatory
 Surveys organizations, government
 Suggestion/ agencies, media, and the
complaint box public. External communication
 Third-party is essential for creating
facilitator connections, promoting
 Focus group products, maintaining
discussion reputation, and resolving
 Exit interview stakeholder issues.
Written Communication
o Downward Communication o Business communication relies
 Communication from heavily on writing. It comprises
managers to employee emails, notes, reports, business
 Considered as the key letters, proposals, and other
method of within the written materials. Clear,
organization accurate, and professional
 Example written communication is vital.
 Bulletin boards Verbal communication
 Policy Manual o Includes face-to-face talks,
 Newsletter phone calls, video conferences,
 Employee presentations, and meetings.
Handbook Feedback, clarification, and
interaction are instantaneous.
Horizontal Communication Emotions, relationships, and
o communication occurs between teamwork require verbal
peers or divisions communication.
o It helps teams collaborate and Nonverbal communication
share information o Comprises body language,
o Example: Interdepartmental, facial expressions, gestures,
peer, and coordination and tone. It enhances verbal
meetings communication by conveying
Business Communication emotions, attitudes, and
Business communication in an organization meaning.
involves sharing of information, messages, Technology-Mediated
and ideas. It includes internal and external Communication
communication with customers, suppliers, o Business communication now
partners, and the public. uses digital tools and platforms.
Emails, instant messaging,
video conferencing, project
management software, and
Internal Communication social networking. Technology
o Employees at all levels allows distant cooperation,
communicate. It involves worldwide communication, and
exchanging information, efficient information exchange.
organizing tasks, updating,
offering comments, holding
 Cross-Cultural Communication about individuals within an
o Global business requires cross- organization.
cultural communication. When o This type of grapevine
communicating with people communication frequently
from other cultures, it entails involves speculative or
knowing and managing cultural unconfirmed information about
differences in communication employees, their personal
methods, norms, and affairs, or workplace-related
expectations. matters.
Business communication is essential for
smooth operations. It improves decision-
making, problem-solving, cooperation,
innovation, and relationship-building within
and beyond the business. Employee
engagement, consumer satisfaction,
organizational success, and brand image are
all improved by it.
Informal Communication
Informal communication in an organization
is the unofficial, spontaneous interchange of Probability
information, ideas, and messages outside o In probability grapevine
established channels. It's informal employee communication, people debate
communication in social contexts. possible future events or
Grapevine Communication outcomes based on their
assumptions or perceptions.
Grapevine communication, as an informal o This type of communication
and unofficial means of communication occurs frequently when
within an organization, may take different employees anticipate or
types. Here are some examples of grapevine speculate about prospective
communication: organizational changes,
promotions, or decisions.
Single-Strand
o In a single-strand grapevine,
information is transmitted
sequentially from one person to
the next, similar to a chain.
o For instance, an employee may
share some news with a
colleague, who then shares it
with another colleague, etc

Cluster grapevine communication

o Occurs when information
circulates within specific
employee groups or clusters.
o It may entail various
organizations having their own
grapevine networks in which
information is shared more
frequently and quickly within
the group.

Gossip
o Refers to the dissemination of
rumors or private information
Learning Assessment 15-item quiz

1. A company wants to improve employee motivation and satisfaction. Which principle of

psychology would be most effective in achieving this goal?
a. The principle of classical conditioning
b. The principle of social facilitation
c. The principle of motivation and emotion
d. The principle of cognitive dissonance
2. XYZ Corporation wants to select the most suitable candidate for a managerial position. Which
major field of I/O Psychology should they utilize to assess the competencies of the applicants?
a. Organizational Psychology
b. Ergonomics
c. Industrial Psychology
d. Social Psychology
3. Company ABC wants to create a work environment that promotes employee well-being and
inclusivity. Which company is a good example for them to follow?
a. Google
b. Microsoft
c. Tesla
d. Amazon
4. Ergonomics in the workplace aims to:
a. Enhance employee motivation.
b. Promote teamwork and collaboration.
c. Create a positive work culture.
d. Design a comfortable and efficient work environment
5. The principle of social psychology can be applied to:
a. Develop effective training programs.
b. Assess job performance.
c. Enhance employee engagement.
d. Create job advertisements.
6. Which psychological principle should be considered when designing workstations to fit
individual workers?
a. Principle of classical conditioning
b. Principle of observational learning
c. Principle of motivation and emotion
d. Principle of individual differences
7. Company XYZ wants to reduce the risk of workplace injuries and improve employee
productivity. Which ergonomics practice should they implement?
a. Providing training on proper lifting techniques.
b. Conducting team building activities.
c. Implementing performance appraisal systems.
d. Offering flexible work schedules.

8. Which major field of I/O Psychology focuses on job analysis and employee selection?
a. Organizational Psychology
b. Ergonomics
c. Industrial Psychology
d. Developmental Psychology
9. A manager wants to enhance teamwork and cooperation among employees. Which principle
of psychology can be utilized to achieve this goal?
a. The principle of classical conditioning
b. The principle of social loafing
c. The principle of motivation and emotion
d. The principle of cognitive dissonance
10. In the context of I/O Psychology, what does KSAO stand for?
a. Knowledge, Skills, Abilities, and Outcomes
 b. Key Strategic Approaches and Objectives
c. Key Success Attributes and Opportunities
d. Knowledge, Skills, Attitudes, and other characteristics
11. An organization wants to foster a positive and safe working environment. Which major field
of I/O Psychology is most relevant?
a. Organizational Psychology
b. Ergonomics
c. Industrial Psychology
d. Developmental Psychology
12. A company wants to improve employee performance by providing appropriate feedback and
reinforcement. Which principle of psychology should they consider?
a. The principle of classical conditioning
b. The principle of operant conditioning
c. The principle of social facilitation
d. The principle of cognitive dissonance
13. Ergonomics in the workplace involves:
a. Assessing employee job satisfaction.
b. Designing workspaces for optimal comfort and efficiency
c. Promoting diversity and inclusion.
d. Developing leadership training programs.
14. Organizational Psychology focuses on:
a. Assessing employee job satisfaction.
b. Analyzing job performance and employee selection.
c. Creating a positive work culture.
d. Designing ergonomic workspaces.
15. The principle of learning can be applied to:
a. Motivate and satisfy employees.
b. Assess employee personality traits.
c. Design effective performance appraisal systems
d. Improve workplace communication.

Lesson 5
Assessment

1. Which of the following best describes the primary objective of recruitment?

a) Attracting a diverse range of applicants
b) Hiring individuals with the required skill set
c) Maximizing cost-effectiveness in the hiring process
d) Enhancing employee retention rates

2. What is the main purpose of recruitment?

a) Evaluating the qualifications of job applicants
b) Attracting individuals who can effectively perform job tasks
c) Establishing an organizational culture
d) Increasing employee job satisfaction
3. When an organization promotes or transfers an employee from within the company to fill a
vacant position, it is an example of:
a) External recruitment
b) Internal recruitment
c) Campus recruitment
d) Executive search recruitment

4. If an organization decides to hire a candidate who is not currently employed within the
company, it is an example of:
a) External recruitment
b) Internal recruitment
c) Employee referral recruitment
d) Point of purchase recruitment

5. What does a Realistic Job Preview (RJP) involve?

a) Providing applicants with only positive aspects of the job
b) Giving applicants an unrealistic view of the job
c) Providing applicants with an honest assessment of the job, including both good and bad
aspects
d) Omitting any negative information about the job

6. What is the purpose of providing a Realistic Job Preview (RJP) to applicants?

a) To mislead applicants about the job responsibilities
b) To discourage applicants from applying for the job
c) To give applicants a realistic understanding of the job, including both positive and negative
aspects
d) To promote unrealistic expectations among applicants about the job

7. Which of the following is a method for assessing the internal consistency reliability of a
selection measure?
a) Test-retest reliability
b) Alternate-forms reliability
c) Split Half Method
d) Kuder-Richardson Formula 20 (K-R 20)

8. Which type of validity focuses on whether a test accurately measures the intended content
domain?
a) Content validity
b) Criterion validity
c) Construct validity
d) Face validity

9. To reduce legal challenges in employee selection, it is important to ensure that the selection
process is:
a) Job-related and respects privacy rights
b) Discriminatory and invasive
c) Based on personal preferences of the interviewer
d) Adversely impacts certain demographic groups

10. In a structured interview, the interviewer follows a set procedure and takes the lead in
guiding the conversation. What is the main advantage of using a structured interview?
a) It allows applicants to freely talk about themselves
b) It provides a specific reference for evaluating candidates
c) It encourages a more relaxed and informal atmosphere
d) It allows multiple interviewers to ask questions simultaneously
11. A panel or round table interview is commonly conducted for high-level positions and
involves multiple interviewers asking questions. What is the primary purpose of conducting a
panel interview?
a) To create a more structured and controlled interview environment
b) To provide an opportunity for group discussion and consensus in candidate evaluation
c) To allow applicants to freely express their thoughts and opinions
d) To streamline the interview process and reduce time spent on individual interviews

12. During a group interview, multiple applicants are present and answer questions
simultaneously. What is a potential challenge of conducting a group interview?
a) Difficulty in evaluating individual applicant's responses and abilities
b) Limited opportunity for applicants to showcase their qualifications
c) Inability to assess applicant's suitability for specific job responsibilities
d) Increased likelihood of bias and favoritism towards certain applicants

13. Which of the following is a potential consequence of poor intuitive ability in the hiring
process?
a) Hiring decisions based on gut reactions or intuition
b) Increased reliance on objective criteria for candidate evaluation
c) Improved accuracy in selecting the most qualified candidates
d) Enhanced job-relatedness in the selection process
14. Lack of job relatedness in interview questions refers to:
a) Questions based on thorough job analysis
b) Questions not aligned with the requirements of the job
c) Questions that assess long-term career goals
d) Questions focusing on personal aspirations

15. The primacy effect in interviews refers to:

a) The weight given to information presented early in the interview
b) The impact of an applicant's appearance on the interview outcome
c) The influence of non-verbal communication on interview scores
d) The tendency to evaluate applicants based on their race or membership

16. The contrast effect in interviews implies that:

a) One applicant's performance affects the perception of the next applicant's performance
b) Interviewers should consider the overall performance of all applicants
c) Similarities between the interviewer and applicant influence the interview score
d) Non-verbal communication has a significant impact on interview outcomes

17. Interviewer-applicant similarities can result in:

a) Higher scores for applicants who share personality and attitude traits with the interviewer
b) Objective and unbiased evaluation of applicants' qualifications
c) Increased diversity and inclusion in the selection process
d) Equal treatment of all applicants regardless of their background

18. The concept of attractiveness bias in interviews refers to:

a) Preference for physically attractive candidates
b) Focusing on candidates' qualifications and job-related skills
c) Considering the non-verbal communication of applicants
d) Giving higher scores to applicants with similar attitudes to the interviewer

19. Which type of interview question allows the interviewer to clarify information on the
applicant's resume, cover letter, and application?
a) Clarifier questions
b) Disqualifier questions
c) Past focus questions
d) Skill or knowledge focus questions

20. Which type of interview question can disqualify a person from further consideration if
answered incorrectly?
a) Clarifier questions
b) Disqualifier questions
c) Past focus questions
d) Skill or knowledge focus questions
21. Which type of interview question focuses on the applicant's past experiences and behaviors
as the best predictor of future performance?
a) Clarifier questions
b) Disqualifier questions
c) Past focus questions
d) Skill or knowledge focus questions

22. Which type of interview question is designed to assess the applicant's knowledge or skill
level?
a) Clarifier questions
b) Disqualifier questions
c) Past focus questions
d) Skill or knowledge focus questions

23. Which type of interview question presents a hypothetical situation and asks the applicant
how they would handle it?
a) Clarifier questions
b) Disqualifier questions
c) Future focus questions
d) Skill or knowledge focus questions

24. Which type of interview question focuses on assessing how well the applicant's personality
and values fit with the organizational culture?
a) Clarifier questions
b) Disqualifier questions
c) Organizational fit focus questions
d) Skill or knowledge focus questions

25. When asking organizational fit focus questions, it is important to avoid considering
characteristics such as:
a) Age, sex, or race
b) Work experience and qualifications
c) Technical skills and knowledge
d) References and recommendations

Lesson 7
Memory Pitstop!!

Training is a systematic acquisition of skills, rules, concepts, or attitudes that results in

improved performance. Determining the Training Needs is the first step in developing an
employee training system. The purpose of needs analysis is to determine the types of training, if
any, that are needed in an organization, as well as the extent to which training is a practical
means of achieving an organization’s goals. There are three types of needs analysis
Organizational Analysis, Task Analysis, and Person Analysis.
Organizational analysis focuses on determining the factors that either facilitate or inhibit
training effectiveness or success within an organization, such as the organizational goals,
resources available, external environment, and the current skill levels of employees.

Task analysis involves identifying the tasks conducted by each employee, the conditions under
which these tasks are performed, and the knowledge and skills required to perform the tasks.
This can be done through observations, interviews, and analyzing job descriptions.

Person analysis is used to identify which employees require training and in what areas, as well
as the specific characteristics of each employee. This analysis can be done using performance
appraisal scores, surveys, interviews, Skills and Knowledge tests and Critical Incidents.

Overall, needs analysis plays a crucial role in determining the training needs of an organization
and its employees, considering factors at the organizational, task, and individual levels