Journey through HRM

Prepared By
Dr. Doaa Yousry
HR Director
 Module Outline
• Introduction to HRM

• Manpower Planning and Forecasting

• Job analysis, Job descriptions, Job Specifications and

Competency Models
• Internal and External Recruitment Methods

• Testing and their Various Types and Usages

• Competency-Based Interviews (CBI)

• Training and Development Process

• Training Needs Analysis (TNA) and Training Methods

• Performance Management System & Performance Appraisals

• Methods of Performance Appraisals

2
 Module Learning Outcomes
By the end of the HRM Module, participants will be able to:

1. Define HRM functions and processes

2. Develop competency based job descriptions and job specifications
3. Identify competencies and competency models needed for successful
performance
4. Implement appropriate internal and external recruitment methods
5. Differentiate between various types of employment tests and use the most
suitable to the job requirements
6. Design appropriate situational and behavioral interview questions
7. Conduct effective Competency-Based Interviews (CBI)
8. Assess candidates’ behaviors and non-verbal cues
9. Develop employees orientation programs and analyze training and
development needs for effective performance
10. Monitor, manage and design effective performance management
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system
 Let’s Agree on Some Rules

4
 The Management Functions

Planning

Controllin Organizing 1. Planning

g

• Develop plans
• Establish goals
2. Organizing
Leading Staffing and standards
• Allocate  Establish org.
resources charts, depts.,
policies,
procedures
 Establish channels
of authority
 Assign duties
5
 Delegate authority
 The Management Functions “Cont’d”

3. Staffing
 Determine types
of people to be
hired
 Recruit, select &
interview
employees
 Set
4. Leading
 Maintain morale
performance 5. Controlling
 Motivate, coach
standards  Compare actual
 Evaluate, train and supervise
 Communicate performance to
& compensate the expected
 Get the job done
employees  Take corrective
actions
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 An ongoing
process
 Line and Staff Functions

Line Functions Staff Functions

 Departments or employees of a  Departments or employees of a
firm that perform core activities firm that perform a support
function
 Contribute directly to the
 Contributes indirectly to the
business of a firm
business of the firm
 Ex: Manufacturing, Marketing,
Sales departments  Ex: HR, Finance, IT,
Procurement departments

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What’s HR?
 What’s The Human Resources Management
(HRM)?

The Human Resources Management (HRM) is the process of

acquiring, training, evaluating, rewarding employees and
handling their labor relations, health and safety, and employees
concerns.

The Human Resources Management (HRM) focuses on people

within the organization.
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 HR Believe

People are the most valuable asset and the

single greatest source of competitive
advantage of any company.

HR Strategic Goal

Making the organization attractive place for best calibers to do

their best.

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 Human Resources Evolution

Talent
Management
Competency Management
Performance Management
Succession Planning

Strategic HR
Recruitment Business Integration
Learning & Development
Organizational Design
Total Compensation
Communication

Personnel Business Partnership

Department
Attendance
Payroll

Business Function

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 Human Resource Management Human Resource Development

HR Syste
ms
Policies
Procedu
res Performance
Management

Learning &
Development
Employees Talent &
Relations / Change
Assistance Management
Selection &
Staffing
HR
Planning Organizational
Development
Organizational &
Job Design
&
Compensation
Benefits
Employees
Engagement
Career &
Succession
Planning/
Development

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 HRM Main Functions

HR Planning
Strategic HR
Planning & Job
Analysis
Retaining Employees Attracting
Employees
Compensation; Labor
Relations, retention Recruiting;Testing
plans & Interviewing
Developing
Employees
Training &
Development;
Performance
13 Management
 HRM Process

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 Why is HRM Important to all Managers/
Organizations?

 Cost of hiring the wrong

person

 Turnover rate

 Company‘s image  Poor training

 Exit interviews
 Unreached goals
 Unfair practices &
 Saving time and effort
Discriminatory actions
 Fair salaries  Legal actions

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 Common HR Activities between Line
Manager and HR Manager

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 Current Workplace Challenges Impacting HR Importance

• More complex job tasks

• Demand for high calibers

• Employees switched to knowledge workers

• Skill gap and scarcity in labor market

• High Technology

• Globalization & Competition

• Workforce Diversity

• Optimizing cost and quality

• Non-traditional workers: alternative work arrangements, temporary workers

17 • Offshoring/Outsourcing
 HRM Vs HCM

 Human Resource Management (HRM) primarily focuses

on core administrative HR functions such as maintaining
employee records and administering benefits. Human
capital management is a broader term that includes HRM
functions as well as strategic functions such as analytics and
performance management.

 Human Capital Management (HCM) transforms the

traditional administrative functions of human resources
(HR) departments such as recruiting, training, payroll,
compensation, and performance management - into
opportunities to drive engagement, productivity, and
business value.
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 What could a Real HCM Do?
Ex.: SOUTHWEST Airlines
 Comparing the results to its competitors,
Southwest Airlines reported Total Revenue
increase in the 4 quarter 2018 by 8.17 %
year on year, while most of its competitors
have experienced contraction in revenues
by -
1.82 %, recorded in the same quarter.

 Southwest’s operating costs are 20%

below the industry average

 58.800 employees
Southwest:
The Employee-
20 Centric Culture
 What’s Strategic HRM (SHRM)?
• SHRM means developing HR strategies that align with the
organization’s strategic goals and objectives.

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How to Build SHRM?

• Develop JDs matching the workforce requirements

• Recruit the required workforce with demanded

competencies
• Manage talent pipeline through effective training &
development
• Facilitate cost-effective utilization of labor

• Retain employees by establishing motivational reward

policies and raising employees job satisfaction
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 What’s Manpower Planning (MPP)

Manpower Planning/ Workforce Forecasting is the

process of forecasting a firm’s future demand for, and
supply of the right employee, at the right place, in the
right time, and with the right number, to do work for
which they are economically most useful.

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 Manpower Planning Process
MPP Consists of:

1. Forecasting

2. Developing

3. Controlling

Supply Demand
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 Manpower/Workforce Planning/
Forecasting Steps

1. Supply Analysis: supply of inside candidates (consider retirement,

turnover, promotion, transfers…etc.)

2. Demand Analysis: demand of outside candidates (consider future

activities, newly demanded competencies, workload…etc.)

3. Gap Analysis: identify supply-demand gaps or overall personnel

needs, to determine if net human capital will be adequate

4. Action Plan: Develop strategies and action plans to fill the projected
gaps.

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 Manpower Planning Consideration

 When forecasting, It’s Important to decide:

 which positions the firm will have to fill
 quantity of required employees
 quality of required employees
 how to fill them in order to achieve the company's overall
objectives

 When forecasting, it’s important to consider:

 employment trends
 Productivity
 expansion and growth/budgetary constraints
 turnover rate, retirement, promotions, transfers
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 Internal Supply Forecasting Tools

Skill/Qualification Inventory

Management Replacement Charts

Succession Planning

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 Internal Supply Forecasting Tools
1. Skill/Qualification Inventory
Files that contain employees’ education, experience, interests,
skills, etc., that allow managers to quickly match job openings
with employees backgrounds, to forecast internal candidates for
transfers and/or promotions

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 Internal Supply Forecasting Tools “Cont’d”
2. Management Replacement Charts
Current jobholders who are potential replacement if an
opening occurs.

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 Internal Supply Forecasting Tools “Cont’d”
3. Succession Planning
The process of identifying & developing key individuals for
executive positions.

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 Why Job Analysis?
The Foundation of all HR Functions

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 Job Analysis

The procedure of:

1. determining the duties
and skill requirements of
a job
2. the kind of person who
should be hired for it.

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 Who is Involved in the Job Analysis Process?

Employee: Supervisor: Subject Matter

Familiar with job Verifies data Experts (SMEs)
tasks objectively

The Job Analyst: External Dictionary of

more objectives Consultants: Occupational Titles -
LOGIC, Job Master O*Net

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 Job Analysis Data Collection Methods

Interviews Questionnaires Observation

Diaries/Logs

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 Job Analysis Data Collection Methods
“Cont’d”

 Interviews: generate qualitative data; structured or

unstructured interviews

 Questionnaires: generate quantitative data;

standardized in content and format, structured checklists
& open-ended questions, “Describe your job duties.”

 Observation: analyst observes and records the

employee’s activities, useful when job is fairly routine or
when combined with interviews

 Diaries/Logs: Employees record activities accompanied with time of

each task; should be accompanied with interviewing
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 6 Steps to do a Job Analysis
Step 1: Decide how you will gather the job analysis information
Step 2: Gather relevant background information from organization
charts, previous job descriptions and work process/work flow charts
Step 3: Select representative positions
Step 4: Actually analyze the job
Step 5: Verify the job analysis information from the supervisor
Step 6: Write the Job Description (JD) and the Job Specification
(JS)

Shows the flow of inputs to &

39 outputs
 JA Interview Guidelines

After identifying the employee who knows the job

best:

 Quickly establish rapport with the interviewee

 Follow a structured guide or checklist

 Ask the worker to list his duties in order of

importance and
frequency of occurrence.

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 Review and verify the data with the supervisor
JA Interview aims to answer these questions

 Why does the job exist?

 How does the employee do the job?

 When is the job to be performed?

 Where is the job to be performed?

 What are the working conditions (such as location, work

environment, hazards or chemicals, etc..)
 What machinery or equipment is used in the job?

 What constitutes successful performance?

 What qualifications, experience and skills are needed to perform

the job
well?
 What physical and mental activities the employee has to have?
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 Job Analysis
Job Description (What) Job Specification (How)

Job Description
• Job Title Job Specification
• Location • Essential Qualifications:
• Who you report to Education & Experience
• Job purpose • Training
• Activities & Responsibilities • Personality traits
• Machines, tools etc • Essential skills
• Working Conditions • Emotional &
• Hazards Physical
characteristics
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 Job Description “JD“

Job Description “JD": a written statement of what the worker actually does,
how he/she does it, and what the job’s working conditions are

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 Sections of a Typical JD
• Job Identification:
Job title, Direct Supervisor, Department, Preparation date, Prepared by who

• Job Summary:
Describes the major job outcomes; major functions/activities done

• Duties and Responsibilities:

The job’s essential duties; how they are done, how often, when and where
• Authority & Supervisory Duties:
Defines limits of jobholder’s decision-making authority, direct supervision, and
budgetary limitations; number of direct and indirect subordinates
• Standards of Performance:
The level of performance required to be met: quantity, quality, deadlines, no. of errors,
accuracy
• Working Conditions:
Job related conditions like:
• Job Location: indoor, outdoor, underground
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• Environmental Conditions: dirt, heat, noise, odors
 Job Specification
A job’s human requirements: i.e.: qualifications, experience,
certifications, knowledge, skills, personality traits

 Qualifications
o Bachelor of Medicine, Science, Engineering, Pharmacy,
Commerce, ..etc.

 Experience
o Experience in pharmaceutical companies

 Knowledge needed to perform a task i.e.:

o Knowledge of laws and government regulations

 Skills
o Effective communication
o Time management
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o Presentation Skills
 Competencies
 A "Competency“ links 3 KNOWLEDGE
factors: Knowledge, Skills Relates to
information
and Attitude
& Cognitive
ability
 Measurable & Observable ATTITUDE
SKILLS
through behavioral indicators Relates to the Relates to
ability to do & qualitative
COMPETENCY aspects &
 Marks the difference between Physical
ability Personal
low, average & outstanding traits
job performance

Outstanding
i.e.:You might have good interpersonal skills (S),
but is not competent enough to join a company as Performance
a Project Manager, unless you possess adequate of tasks or
education (K) and the right behavior or attitude(A) activities
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 Types of Competencies
 Core Competencies
Behaviors required by all individuals at all
levels in the organization

 Functional Competencies
Required by individuals in certain
departments to perform the job at the required
level of efficiency.

 Managerial Competencies
Required by those holding managerial
positions across all functions.
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 Competency Model
We identify the required behaviours of an organization through a
Competency Model: a group of related competencies that
describe successful performance for a particular job or function
in a particular organization, affected by the company mission.

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 Competency Format
 Competency title: i.e.: teamwork, customer focus, communication

 Competency definition: what it means to the organization

 Key Performance indicators (KPIs): explain the desired/expected

performance or behavior

 Evaluation Scale

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 Competency Format & Career Level Guides
i.e.: Team Work
Basic Intermediate Advanced
• Acts in a friendly and • Achieves effective • Builds team cohesiveness
respectful manner, team results. by helping to create a
doing his part of the • Works effectively with feeling of unity and
assigned work to friendliness within the
diverse people across team.
achieve team the different levels and
objectives. functions vertically • Encourages and
promotes teamwork by
• Interacts well with and horizontally in the
monitoring morale
people of the same organization.
and intervening to
background and • Leverages and shares improve team climate.
maintains smooth knowledge with team • Identifies team leaders
cooperative relationships members, ensuring by recognizing diversity
calibration of knowledge in knowledge, areas of
• Shares knowledge and and information. strengths and weaknesses,
experiences with
colleagues. • Manages friction well. • Ready to act as a team
51 player/leader in times
of crisis and pressures.
 The Job/Role Profile…

Job Description Job Behavioral & Technical

+ Specifications
+ Competencies

= Job/Role Profile

Job/Role Profile concentrates more on the behaviors or

competencies needed of the job holder

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 Example
“Salesman JD & Job Specification”
 JD of a Salesman

 Duties and Responsibilities

 Establishes, develops and maintains business relationships with current and

potential customers to generate new business
 Makes telephone calls, in-person visits and presentations
daily to customers
 Develops clear and effective written proposals & quotations
 Analyzes the market and competitors’ potential
 Solves customers’ problems and complaints effectively and on timely basis
 Prepares reports to management on customer needs, problems,
and potential for new products/services.
 Participates in trade shows and exhibitions

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 Job Specification of a Salesman

 Experience
 Min. 3 years of experience in corporate sales, IT
 Experience in global marketplace is a must

 Education Qualification
 Bachelor degree
 Degree in sales & marketing from a reputed college

 Knowledge, Skills and Abilities Required

 Making quotes, negotiation & deal closing
 Can handle the whole sales cycle
 Knowledge about ERP products is a plus
 Strong communication skills/ Strong Presentation skills
 Can perform under high pressure & constantly changing environment

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 “Group Activity”
Marketing Manager Tasks & Duties
Deduce the demanded experience, qualification and Competencies from the
tasks:
 Develops pricing strategies, balancing firm objectives and
customer satisfaction
 Negotiates contracts with vendors and distributors, to manage
product distribution, establish distribution networks and strategies
 Develops and evaluates marketing strategy, based on knowledge of firm
objectives and market characteristics
 Analyzes market trends and recommends changes accordingly
 Prepares and adheres to budgets
 Designs print ads and publications and other marketing materials
 Takes calculated risks based on data analysis

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 Group Activity
“Cont’d”
Education: Bachelor Degree in Business
Experience: 5-7 years in similar position
Competencies & Personality traits
• Strong effective communicator
• Teamwork skills
• Ability to lead in an environment of
constant change
• Knowledge of marketing strategy and
tactics
• Strategic planning
• Resource allocation
• Decision Making
• Time Management
• Persuasion & Negotiation
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 “Individual Assignment”
Job Description and Role Profile

Choose a job title and write for it:

• A Job description

• A Job specification

• A Competency Model: not less than 4 competencies,

with their definitions and minimum 4 behavioural
indicators for each competency

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60
 Recruitment
Bringing the right people to your organization!

The process of finding, attracting and screening capable applicants for

employment. The result is a pool of potential candidates from within or
outside of an organization, to select the most suitable ones.

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 Internal & External Factors Affecting
Recruitment

Internal Factors External Factors

 Supply and demand in labor
 Company’s recruitment policy
market
 Job requirements:
i.e.: complexity of the vacancy  Unemployment rate
 Company image & size  Economic Conditions
 Cost of recruiting  Undersupply of workers: i.e.:
increasingly fewer “qualified”
 Expansion candidates

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 Evaluating Recruiting Effectiveness

Quantity of Quality of
Applicants Applicants
Applicants meet the job
Generating a large pool
specifications needed to fill
of applicants from
the job openings and they
which to choose perform the jobs well after
hire

Recruiting Costs
Yield Ratio and Benefits

A comparison of the number Include both Direct & Indirect

of applicants at one stage of Costs - Direct Costs:
advertising, recruiters’ salaries,
the recruiting process to the
travel, agency fees, telephone
number at the next stage. calls
Indirect Costs: operating
63 managers time, public relations,
firm image
 Evaluating Recruiting Effectiveness “Cont’d”
Using Yield Ratios determine the number of applicants needed to
be generated, to hire the required no. of new employees effectively.

The RecruitingYield
Pyramid

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 Sources of Recruitment

SOURCES OF
RECRUITMEN
T

Internal External
Sources Sources

65
 1. Internal Sources of Recruitment

Internal Job Posting

Re-recruiting former
employees
Internal
Sources
Succession Planning
(HRIS)
Promotions and
Transfers

66
 Internal Sources of Recruitment
1. Internal Job Posting
 Post jobs electronically through the organization’s intranet or send e-mails
to all employees about a job vacancy.
 Job Posts should include information about the position, the required
qualifications, how to apply & deadline for applying.

2. Re-recruiting Former Employees

 More familiar to the firm’s culture & nature of work but might not have
very positive attitudes
 Rehiring may send the wrong message to current employees.

3. Succession Planning (HRIS)

The process of identifying, developing, and tracking key executives and first
line managers and develop them for executive positions to ensure leadership
67 pipeline
 2. External Sources of Recruitment
Internet Recruiting
Methods

Media Sources
(Advertising)

Employment
External Agencies/Labor Unions
Sources
Outsourcing/Offshoring

Executive Recruitment
(Headhunters)

College Recruiting &

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Referrals
 E-Recruiting Methods
More firms and applicants are utilizing the Internet in the job
search process nowadays – i.e.: LinkedIn

Advantages of Internet
Internet Recruiting Methods
Recruiting
• Cost-effective & easy to
post an ad.
Recruitment • More applicants &
Platforms immediate responses
• Online prescreening of
applicants
Employer
Web Site
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 External Recruiting “Cont’d”

2. Media Advertising
 Newspapers

 Trade/professional publications

 Wanted ads

 Subway and bus cards

 Radio

 Telephone

 Television

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 External Recruiting “Cont’d”

3. Executive Recruiters (Headhunters)

• Seek out the top management talent working for a
competitor or a
related business

Advantages:
• Save time
• Investigate the individual’s
interestedness in changing jobs
• Keep company’s name
confidential
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 External Recruiting “Cont’d”

4. Employees Referrals:
Applicants referred to, by current employees, generate high-
quality
candidates.
 Cost-effective & speed up diversifying the workforce but
sometime discriminatory

5.Walk-ins:
Direct applicants who seek employment with/without
encouragement
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 6. Alternative Staffing: Sending Jobs Out
Outsourcing Offshoring
 Outside vendors abroad supply
 contracting work to an external
organization to supply services services that the firm’s own
employees previously did in-
 i.e.: hiring an outside law firm
house.
to review contracts  i.e.: Dell customer service
center in India, serves American
 Outsource-offshore is when work is contracted
clients out to an external org.
& is also performed in a different country, to take advantage of both.

 Temporary Employment
 Have one of the most noticeable effects of the downsizing policies and labor
shortages of the past two decades
 “Just-in-time” employees staff all types of jobs (professional, technical, and
executive positions)
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 Methods of Recruitment
 No ideal/best method for recruiting; choosing the
suitable method depends on:

• the nature of the job to be filled

• the time needed to properly fill the position
• the size of the recruiting budget
• the company image & size

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 Selection

The process of choosing job applicants who have relevant

qualifications and experience to ensure hiring the most
appropriate ones and fill the existing or projected job openings.

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 Preliminary Interview

Selection tests
R
Steps of the Employment Interview
Selection E
J Reference & background
Process check
C
T
Selection Decision

E Medical Examination

D Job Offer

Employment Contract

Evaluation
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 Selection Criteria for Filtering & Screening

• Formal Education:
 Generated from the JS

• Experience and Past Performance

 Relevant vs. irrelevant experience; similar
industry
 Long vs. short experience

• Personal Characteristics
 Gender & Age
 Physical ability (visual – hearing)
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 1. Application Form

 Determines if the person’s KSAs are related to

the job
 Indicates employment stability
 Predicts suitable candidates
 Applicant agrees upon reference checks

79
 2. Screening Interview

• A brief, investigative interview conducted by the HR, to

screen out unqualified candidates based on specified
criteria.

Information to be screened:
 Education
 Relevant experience
 Stability in career
 Accomplishments
 Previous employer
 Availability
 Language
 Appearance & grooming
 How well the candidate knows about the company
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 3. Pre-employment Tests for Candidates

Testing
Tests measure knowledge, skill, and ability, as
well as other characteristics, such as
personality traits.

Types of Tests

Motor &
Cognitiv Personalit Achievemen Manageme
Physic Work Drug
e y & t/ Job nt
al Sample Tests Test
Ability Interests Knowledge Assessment
81 Ability Test
Tests Tests Centre
Tests
 Types of Tests

 Cognitive Ability Tests

To determine how well one can perform in his work - i.e.:
IQ tests

 Aptitude Tests
To determine a person’s potential to learn in a given area

 Job Knowledge/Achievement Tests

Evaluate candidate’s current knowledge and technical
expertise
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 Types of Tests “Cont’d”

 Personality Tests
To measure employee’s motivation and personality traits

 Interests Tests
To measure an individual’s preference for career change or when a
multiple
career option is available

 Physical Ability Tests

To measure physical capabilities such as body strength, balance,
speed, eye- sight
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 Management Assessment Centre
 Role Plays
Candidate is given a scenario to play a particular role: e.g.: team leader, to assess
interpersonal or problem solving skills
 In-Basket/Tray Exercises
Memos, messages, and reports & trainee responds to materials within a
particular time period, then later justifies his decisions
 Leaderless Group Discussion
Measure group leadership, teamwork, negotiation, group problem
solving skills while resolving an issue
 Video-Based Situational Testing
Video scenario followed by multiple choice questions and the candidate chooses
from among various courses of action
 Individual Presentations
84
 4. Employment/ Selection Interview

The most widely used and the most critical component of the
entire selection process. Interviewer evaluates if the
candidate is a good match to the job vacancy.

Interviewer: HR & Line Manager

Interviewee: The Applicant/ Candidate

85
 How to Conduct an Effective Interview?
• Before:
 Secure a private room to minimize interruptions
 Review the candidate’s application and resume
 Review the job description and specifications

• During:
 Establish rapport (to put the person at ease)
 Introduce yourself, your position and the company
 Follow the set of questions (a checklist)
 Invite the candidate to ask questions
 Tell the candidate what the next step will be

• After:
 Review the interview report and take notes
 Write your evaluation and recommendation for the next step
86
A. Interview Format/ Structure
B. Interview Content
C. Interview Administration
 A. Interview Format/Structure

1. Structured Interview
 Pre-prepared set of questions (checklist) using a
common rating scale; quantitative
 Open-ended questions to elicit good length
responses
 Answers are matched against pre-decided criteria and
marked accordingly
 More systematic, each question targets a specific
skill or competency

88
 Interview Format/Structure “Cont’d”

2. Unstructured or Normal Interview

 Candidates can be asked different questions

 Spontaneous, flexible and free flowing, more relaxed

interview atmosphere; qualitative

 No standardized rating scale or benchmark of answers

 Judged on the general impression; more subjective

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 Structured Vs. Unstructured Interview

Structured interviews where candidates are all asked the

same questions and answers are scored has a 24%
selection accuracy: three times as effective and
reliable as unstructured interviews (only 8%)

Practical and theoretical implications of 85 years of

research
findings; by Schmidt, Frank L., Hunter, John E

90
 B. Interview Content

Situational Interview
Competency-Based/Behavioral Interview (CBI)
Job Related Interview

91
 Situational Interview

An interview in which an applicant is given a hypothetical

incident and asked how he or she would respond to it:
i.e.:

Suppose you realized at deadline time that a report you

wrote for your
boss was not up to level, what would you do ?

92
 Situational Interview “Cont’d”

Sample Situational Interview Questions

1. What would you do if the work of a team member was
not up to your expectations?

2. Suppose you realized at deadline time that a report you

wrote for your boss was not up to level, what would you
do

3. Describe how you would handle the situation if you met

resistance when introducing a new idea or policy to the team
you supervise.

93
 Situational Interview “Cont’d”

Sample Situational Interview Question with Answer

Suppose you have been assigned a major project and are halfway through,
when you realize that you’ve made a mistake that requires you to go back to
the beginning to fix it. How do you handle that while still trying to make
your deadline?
The first thing I would do is stop whatever I am doing on the project and really
investigate if the mistake is small to be corrected. If so, I rectify the situation
immediately and move forward.
If it’s a big mistake that will force me to miss my deadline, I would immediately
inform my supervisors and start directly to adjust my work. I will put in extra
time & effort to make the deadline without compromising the rest of the project.
If I failed, it will provide a learning opportunity for me in other projects.

94
 Competency-Based/Behavioral Interview (CBI)

An interview in which an applicant is asked questions about

what he or she actually did in a given situation: i.e.:

Give me an example of a time when you set a goal and were able
to achieve it.”

95
 STAR Technique is Used in a Competency Based Interview
(also called Structured or Behavioral interview)

The acronym STAR stands for

• Situation: Describe the situation

• Task: Explain the task or event

• Action: What action did you take to

make the situation better?

• Result: What was the outcome of

your action? What was learnt? How
did the company benefit?

96
 Example on using STAR Technique

"Tell me about a time that you solved a problem to a

tight timescale.”

1. Situation: Set the context for your story.

"We were due to be delivering a presentation to a group of 30
industry players on our new product and Stuart, the presenter,
got stuck on a train.“

2.Task: What was required from you?

"It was my responsibility to find an alternative, so as not to

reflect badly on the company and not to waste the opportunity."
97
 Example on using STAR Technique
“Cont’d”
3. Action:What did you do?
"I spoke to the event organizer to find out if they could change
the order of the presentations, to buy ourselves some time. I
contacted Susan, a team member, to step in instead. She agreed,
dropped what she was doing and headed to the event.“

4. Result: How did the situation end?

“We explained the problem to the delegates and Susan's
presentation went rather well. Stuart managed to arrive at the
last 15 minutes to answer the audience questions. As a result, we
gained some good contacts and two of which came to be of our
key clients."
98
 Competency-Based/Behavioral Interview (CBI)
“Cont’d”
Sample Behavioral Interview Questions

1. Give an example of a time when you were able to adapt to a sudden

and unexpected change and how you responded.

2. Tell me about a situation where you had a real disagreement with

one of your superiors.

3. Tell us about one of the biggest changes that you

found the most difficult to deal with. How did
you handle it or cope with it?

99
 Competency-Based/Behavioral Interview (CBI)
“Cont’d”

Sample (CBI) Question with Answer

Give me an example of a time when you set a goal and were able to achieve it.
Situation: As a project manager, my role is to ensure that the project is
completed on time and within budget. My last role involved building an
FMCG factory
Task:.With a tight deadline of 11 months and dealing with multiple
contractors from different companies, it was a challenge to complete the
project on time. I set my goal to complete the project within 10 months!
Action: I divided the work among 3 PMs heading 3 teams, I created a more
effective timetable to ensure the downtime was kept to a minimum.
Result: I completed the project on time & 5% less than the assigned budget.

100
 Job Related Interview

Focus on relevant past job-related behaviors - i.e.:

1. What factors do you consider when developing a television advertising

campaign?

2. “How could you maintain the best customer service even when
handling a large number of calls?“

3. Tell me about the most recent project you worked on.What were your
responsibilities? How did you contribute to its success?

4. What do you do to ensure you provide accurate project estimates?

101
 Probing (Digging) Questions

Tell me how you are used to set your employees’ objectives?

• What criteria did you use to distribute the roles?
• What were the challenges you encountered?
• How did you overcome those challenges?
• What was the output/outcome?
• What did you learn from this?
• What will you do differently the next time?

102
 Useful Questioning Techniques The
Funnel Technique
 Use open-ended questions

 Pause & use power of silence

 Use probing/penetrating questions

 Make smooth transitions

 Ask closed questions

 Avoid leading questions

 Check your understanding/Summarize

 Ask one question at a time /Check

103
 Traditional Interview Questions
• Introduce yourself?
• How did you know about that position?
• What do you know about our company?
• Why do you want this job?
• Why should we hire you?
• What are your greatest strengths? What do you consider your
weaknesses are?
• Where do you see yourself in five years?
• Why do you want to leave your current job?
• What are you looking for in the new position?
• What type of work environment do you prefer?
• How would your boss and co-workers describe you?
• Why is there a gap in your employment?
• How do you deal with pressure or stressful situations?
104
• What are your salary requirements?
 Ground Rules for Employment Interviews

 Success of an interview depends heavily on the

interviewer:
 Listening skills
 Using the right type of questioning at the appropriate time
 Objectivity
 Depending on a structured/unstructured/semi-structured interview

 Following the 80/20 rule

 Interviewer listens 80% of the time
 Interviewer talks only 20% of the time

105
 Ground Rules for Employment Interviews
(Cont‘d(

 Understanding the job

 Establishing an interview plan
 Establishing and maintaining rapport
 Listening actively & paying attention to nonverbal
cues
 Using questions effectively
 Recognizing stereotypes, biases and “halo errors”
 Controlling the course of the interview
 Standardizing the asked questions

106
 Factors Interviewers Consider When Hiring
 Work experience (36%)

 First impressions of the candidate (24%)

 Education (12%)

 Professional qualifications (10%)

 References (9%)

"Smiling appears to be a central

ingredient in successfully
interviewing for a job."

107
 C. Interview Administration

• Phone Interview:
• Minimize time wasting, fact-checking to verify any
prerequisites
• Video/Web-assisted:
• long-distance candidates to speak to
• Mass/Group:
• several job applicants are interviewed
• ask questions openly to the whole group
• allow candidates to compete to impress
• assess interpersonal skills and teamwork
• some candidates work better individually
108
 Interview Administration “Cont’d”
• Computerized Interview:
• replies are obtained in response to computerized
oral/written questions
• Individual/One-to-one:
• the most popular and effective form
• can build rapport easily
• assess the candidate and read his body language easily
• Panel/Board/Committee
• 2 to 3 interviewers question the candidate; help avoid
personal biases
• more scary for the candidate
• interviewers could interrupt each other, strive for
109 dominance or disagree
 Interviews Errors

First Nonverbal behavior

impressions & impression
(snap judgments) management

Interviewer’s Interviewee’s
Interviews
misunderstanding personal
Errors
of the job characteristic
s

Interviewer’s Candidate-order
unintentional (contrast effect) &
behaviors pressure to hire

110
 5. Background & Reference Check

• Background employment checks; criminal records,

driving
records…etc.
• Letters of Recommendation provide:

• employment history
• evaluation of applicant’s character
• evaluation of applicant’s job performance
• recommender’s willingness to rehire

111
 6. Medical & Drug Tests

Medical Tests:
• Given last for cost
• Ensure that applicant’s health meets job requirements
• For future medical insurance
• Reducing absenteeism

Drug Tests: Testing for illegal drugs (can be before or after

hiring)

112
 7. Final Decision - The Job Offer

• Selection of applicant by
departmental or immediate
supervisor to fill vacancy
• Job offer is sent by the HR
department

113
 Evaluating Recruitment & Selection
Process
 How cost-effective your methods were? Did you stay within
budget?
 How many applicants did you generate to hire effectively?
 Were your applicants qualified for the job?
 How long did it take to fill the position?
 Do your new employees stay with the organization, or there
is high turnover?

114
 Recruitment & Selection Assignment
Group Assignment (3 Members)
 Choose a vacant position you want to fill and create a Role
Profile for it: an engineer, pharmacist..etc.

 Decide whether you will use internal sources, external

sources or both and why?

 Agree upon the competency model of the job vacancy

needed to be filled - no less than 4 competencies, core &
technical - and prepare
8 Behavioral and situational interview questions and probing
questions.
115
 Training Definition

A systematic process through which an organization’s human

resources exchange knowledge (K), develop skills (S) by practical
activities, or change an attitude (A) that result in improved
corporate performance; short term, task oriented and job related.

Which of the three is the most difficult to be acquired?

117
 Development Definition

A long term investment in human resources to

perform
possible future jobs.

The scarcity of talent and the huge

demand for it will not be a temporary
phenomenon. It is extremely hard to
turn such a tide around in a short time.

Eva Liao

118
 Training Delivery Method
• Internal/ In-house training
• Handled by the HR Dept. or other concerned
internal department

• External/ Outsourcing Training

• i.e.: Skill-based training and other specialized
technical skills

• Online Training
• Convenience & flexibility, lower costs, self
paced, improved performance
119
 Employees Orientation Program
"Get off on the Right Track"
A systematic and planned introduction of employees to their jobs,
their co- workers and the organization, to make the new employee
feel ‘at home’ in the new environment.

Purpose of Orientation
 Reduce start up costs (associated with job learning)
 Reduce anxiety & lessen turnover rates
 Develop realistic job expectations
An Effective
 Encourage positive attitude
Orientation
 Strengthen the company image Program includes!

120
 Training Needs Analysis (TNA)
 A method to determine if a training need exists, due to a
triggering event or deficiency in performance.
 Determines the KSAs the employee currently has (actual KSAs)
 Determines the KSAs the employee is expected to have (expected
KSAs)
 Determines the training required to bridge the performance gap

121
 Performance Gap (PG) Analysis

113 Designed By: Dr. Abeer El

Kabbag
 Training Needs Analysis Steps
1. Organizational Analysis
• Examine the company environment/culture, strategies and resources to
determine where training emphasis should be placed

2. Task/Competency Analysis
(Required/Expected Performance)
• Determine the content of the training program by studying the job
description and job specification, to identify the knowledge, skills
and competencies required to practice upon in training
3. Person Analysis
(Actual Performance)
• Determine the specific individuals who have performance
deficiencies and if that deficiency could be corrected through training
123
or through some other means. Determine what kind of training is
demanded
 TNA in Practice

1. What are the symptoms/problems? Determine the root cause.

2. Who needs to be trained?

3. What resources are available for training?

4. What KSAs/competencies/tasks are needed to be trained on?

5. Is it a training or non training solution?

6. If it is training, are there any constraints that hinder holding the course?

7. Will the training be on the job or off the job?

124
 TNA Data Gathering Techniques

 Job Descriptions

 Appraisal Reviews

 Observation

 Interview/Focus Groups

 Questionnaires

 Document Reviews

125
 TNA
Output

126
 Training & Development Methods

127
 On-the-job training (OJT)
“Learning the job by doing it; by experience"

1. Coaching
Direct supervisor instructions and guidance; quick feedback and continuous
evaluation
2. Job Rotation
Shifting employees between two or more assignments to develop a wider
range of work experience
3. Mentoring
Just-in-time help, insight into issues, and the sharing of expertise, values,
skills, and perspectives
4. Apprenticeship
More time spent on productive job, employees are paid

128
 Off-the-job training (OJT)

 Classroom training
 Seminars and Conferences
 Management Games & Simulations
 Role Playing
 Case Studies
 Distance Learning and videoconferencing

 Vestibule training: using the

same equipment, but in a
simulated work environment
129
 Occurs at the end of training- Four Levels
Evaluation

13
0
131
 Kirkpatrick Model - Four Level Training Evaluation

Level 1 - Reaction  Conducted at the end

of training
Level 2 - Learning  Outcome of the
overall training
program
Level 3 – Behavior/  Every level is:
Application
• more complex
Level 4 – Business • more time
Results consuming
• presents more
132
valuable
information
Kirkpatrick Model - Four Level Training Evaluation
“Cont’d”

124
 Evaluation Level Description Characteristics
Measures participants‟
reaction to the program,
Level 1 and
Measuring Reaction
“Did they like it?” outlines specific plans
for implementation of
learning to the job
Measures skills,
Level 2 Measuring Cognitive knowledge, or
“Did they learn it?” Learning and Retention behavioral changes as
a
result of the training

Assessing Application of Measures actual changes

Level 3 in behavior on the job,
the program on the job
“Do they use/apply it?” and specific applications
after training
of the training material
Measures the business
impact
Level 4 Designed By: Dr. Abeer
125 Identifying business results of the training. (i.e.:
bba
“Did
El Ka it impact the g
measures changes in
 Training Process Summary
Identification of knowledge and skills
required

Identification of present levels of knowledge

and skills Training
Evaluatio
n
Identification of training needs

Preparation of training plan and

programs

Implementation of the training program

 Training Needs Analysis Summary
 Conducting a TNA requires gathering data at the:
1. Organizational level
2. Task/Competency level
3. Learners’ level
Methods of data gathering like:
Observation, Questionnaire, Focus groups, In-depth interviews,
Document reviews

 The performance gap might be related to:

1. Training
2. Non Training
3. Both Training & Non Training

Training Goals: Knowledge, Skills, Attitudes

136
137
 TNA Case Study Questions

1. What are the three TNA Steps? Give a brief idea of each one?

2. What are the TNA data sources and which methods are you
going to choose for training needs assessment?
3. There were various KSA outputs for the TNA. Could non training
needs impact employee performance? If yes, how?
4. What is the impact of having no evaluation for training in
organizations? According to what has been covered, discuss
Kirkpatrick model for evaluation and its four stages.

138
Performance Management
 Performance Management (PM)
 A continuous/ongoing process of identifying goals,
setting objectives, providing feedback, evaluating
results and developing capabilities of
teams/individuals.

 It is the way to communicate to employees:

 what is expected of them?
 how they should deliver results?
 what they will be rewarded for?
 what results the organization is looking for, on a
business-wide scale?
140
 Purpose of Performance Management

 Strategic Purpose: Links individual’s goals with the

organizational goals

 Administrative Purpose: Helps managerial decisions regarding

allocating rewards, promotions, terminations…

 Developmental Purpose: Helps identify causes of employee

performance deficiency & ensure proper training/development

141
 Performance Management (PM) and
Performance Appraisals (PA)

PM PA
 Serves the strategic goals - link  Evaluating employee’s individual
individual goals with performance in a given period,
organization’s goals and help against previously set criteria
evaluate performance at the
organizational level  Serves the admin goals - salary
adjustments, layoffs, & promotions as well
 Ongoing feedback to improve as the developmental goals - training &
employee performance career planning

 Driven by the line manager  Assess employee’s strengths & weaknesses

 Periodic event

 Driven by the HR
142
 Why are PAs Important?

 Recognize accomplishments
 Guide progress
 Improve performance
 Review performance
 Set goals
 Identify problems
 Discuss career advancement

143
 PM Process
1.Prerequisites: role clarification (Strategic
Planning & Job Description)
2. Performance Planning: key results demanded,
KPIs, Competencies & behavioral indicators &
developmental plan
3. Performance Execution: Performance
monitoring, coaching and feedback

4. Performance Assessment:
Performance
monitoring, coaching and feedback

5. Performance Appraisal Meeting: feedback,

developmental plan & rewarding

6. Performance Renewal & Re-contracting

144
 1. Prerequisites
A. Strategic Planning
Knowledge of the organization’s Mission and Strategic
Goals

Objectives cascade on all organizational levels up to individual jobs; a

145 logical extension of the annual business plan.
 1. Prerequisites “Cont’d”

B. Job Description & Job Specification

Ensure the existence of valid JDs to tell employees exactly what

they should do in their jobs.

146
 2. Performance Planning

Putting desired performance

into an action Plan

Task/ Startin Deadline Parties Tools & Obstacles Contingency

Activity g Date involved Resources may arise actions
needed
What When When Who Cost / What if?
With Time

what

147
 2. Performance Planning “Cont’d”

A. Results
1.Setting SMART B. Behaviors
C. Developmental
Performance 1. KSAs Plan
Objectives
2. Competencies
2.Key Performance
Indicators (KPI’s)

- Results: identify expected results from an employee over a given period of time, by
developing objectives to focus on.
- Performance Objectives (PO): tell employees what, how, when and with what results
you want the job to be done.
 A. Results

 Duty/Responsibility in JD’s:
“Organizes and inputs order records to the computer
department, and distributes a monthly printout to department
heads.”

 Performance Objective (PO) based on JD’s will state:

”To complete input order records to the computer each month
between 50 /70 records. Distribute the complete printout of each
month record to heads by the 8th working day of the following
month.”
149
 A. Results “Cont’d”

 JD states a duty/responsibility this way:

“Assembles and connects all components on the main circuit
board of X machine and performs diagnostic check Y before
approving the board for assembly .

 Performance Objective (PO) based on JD’s will state:

“Assembles and checks an average of 12 main circuit boards
per day, with quality rejection rate not to exceed 1. After 6
months, rate to increase to 15 circuits with no increase in
quality rejection.”

150
 Setting SMART Objectives
Specific: clearly state the desired
results
Measurable: in answering “how
much”
Achievable: not too tough or too easy
Relevant: to what is to be achieved
Time framed: in reflecting deadlines

Designed By: Dr. Abeer El

Kabbag
 SMART Objectives for a Software Engineer

 Work on at least 3 projects using technology x and y and show how you
used these technologies to solve real business problems

 Achieve a score of at least 4 out of 5 on customer satisfaction, as

measured by no less than 10 replies to 360 feedback requests

 Show how your code meets the quality objectives, as measured by code
reviews, static analysis tools and/or QA reports

 Deliver at least 5 projects of medium size or above during the year

152
 A. Results “Cont’d”
Key Performance Indicators (KPI’s)

30% 10 10
20% % %
Quality Conformance Attendance Tardiness

- Quality Assurance Minimum Attend more Not to exceed

observations Ratio Accepted than 96% from maximum 10
- Team Leader 100% total working occurrences per
observations hours year
Out
of
10 20
% %
100
Adherence Company Values %

Minimum ratio Collaborative, driven

accepted 90 % adventurous & ingenious

153
 B. Behaviors or Competencies

 KSAs and competencies demanded to execute the

objectives

154
 C. Development Plan

 Addresses specific skills needed to enhance employee’s

performance and develop his skills
 Development includes formal training courses, cross-training,
project assignments, on-the-job training…
 Should include timetable and indicator of priority
 Obtain dual acceptance of the development needs

155
 3. Performance Execution
Employee’s Primary Responsibility Manager Monitoring Responsibility
 Involved in setting his goals  Observes & documents
good/bad performance
 Committed to goal achievement
 Updates objectives or
 Solicits coaching and feedback competency areas
 Provides feedback & coaching
 Communicates progress on goals’
regularly
achievement regularly  Allocates suitable resources
 Collects performance data  Reinforces or reprimands
& provide solutions for remedy
 Appraises himself regularly to
take corrective actions

156
 4. Performance Assessment

• Both the employee & the supervisor are active participants in

the assessment process; each fills an appraisal form to
evaluate achieving the desired results & the desired behaviors.

Employee Self - Appraisal

• Employee completes the evaluation form first.

• Helps supervisors to view differences in how performance is
viewed
• Recommend writing a summary or list of what they have
accomplished during the period.
157
 5. Performance Appraisal
(Annually or Semi Annually)

Timing of Annual Reviews

Anniversary Date
o Each employee is reviewed around
the anniversary of
employment/promotion

Common Review Date

o All employees reviewed after year-
end
158 program and financial results are in
 5. Performance Appraisal “Cont’d”

Does “One Size Fit All”?

Consider if one evaluation form should/can be used for all

employees, or if separate forms should be used, based on:
 Staff level
 Nature of work performed
 Business unit

159
 Performance Appraisal Stages
1. Past (80%):
• Results: Reviewing goals & objectives of the job
• Behaviors: the job demanded skills & competencies

2. Present
• Compensation/promotion to be received
• Compensation/promotion to be denied

3. Future
• Future goals to be attained
• Development plans to be attained

160
 What to measure in the Appraisal Tool?

1. Results: outcomes produced by an employee

Measure goals/objectives achieved & key results using
KPIs, to evaluate how well the objective was achieved

2. Competencies: behaviors using behavioral

indicators
How the results will be achieved?
• i.e.: Salesmen: negotiation, product knowledge

161
 The Rating Scale of the Appraisal Tool

 Exceptional: Excellent work widely recognized, consistently exceeds defined

expectations, impacts results
 Highly Effective: Most objectives exceed expectations and expand the scope
of assignment, employee has done notable contributions
 Effective : Performance is competent along established expectations

 Improvement Required: Performance falls below expectations on one or two

job requirements. A performance development plan should be established
 Unsatisfactory: Performance falls below expectations on several critical job
requirements. Performance development plan must be in place

162
 A. Weighted Goals
Which objectives are most important to success & critical to organizational
goals?
“Numeric Rating Example"

Key Responsibility/ Expected Weighted Rating Total Comments

Performance Goals Outcome Factor Points

Develop materials needed Produce flyers, 10% 3 30

to promote events and adapt local newspaper
existing information ads and
materials to assure they community
accurately reflect community bulletin board
information. materials for
individual
events.

Rating Level
0 to 189 = Partially Meets Goals
190 to 349 = Consistently Meets Goals
350 to 549 = Frequently Exceeds Goals
163
550 to 600 = Exceeds All Goals
 B. Lettered Rating Levels

Using letter(s) to denote rating level; priority or “weight” can be described as a

percentage and supervisor counts up ratings to determine “average” overall rating.
“Lettered Rating Example"

KEY RESPONSIBILITY/ EXPECTED PRIORITY SUPERVISO Comments

PERFORMANCE GOAL OUTCOME R
RATING
Develop materials needed to Produce flyers,
promote events and adapt local newspaper Important CM
existing ads and
information materials to assure community
they
accurately reflect community bulletin board
information. materials for
Rating Level individual events.
Partially Meets Goals (PM) 
Consistently Meets Goals (CM) X
164 Frequently Exceeds Goals (FE) 
 Common Performance Appraisal Rating Errors

1. Standards not adequately defined

2. Basis for appraisal not understood by Employee

3. Insufficient documentation; unclear or ambiguous data

4. Relying on own gut feeling and perception in our judgment

5. Inadequate time allotted for discussion

6. Do not consider an action/follow-up plan to

assist employees in reaching their goals

165
 Potential Rater Errors
 Error of Central Tendency
A rating error in which all employees are rated about
average.
 Leniency or Severity Error
A rating error in which the appraiser tends to give all
employees either unusually high or unusually low
ratings.
 Similar to Me Bias
Inflates evaluation if the appraise is similar to me or
deflate if vice versa.
 Halo Effect
Excessively influenced by a single positive trait or incident, which affects the judgment
of the appraise other traits.
 Contrast Effect
Evaluating an employee relative to the last evaluated employee, not against an objective
criteria.
 Recency Bias
166Basedlargely on the employee’s most recent behavior rather than on the behavior
throughout the PA period
 Avoiding Appraisal Errors

HR Department can help in avoiding appraisal error by:

 Training supervisors to reduce rating errors

 Using the right appraisal tool

 Raters document positive and negative critical incidents

as they occur

167
How to Conduct a good Appraisal Interview?

 Schedule a mutually agreed upon time and place to meet.

 Be prepared with needed data and evidences

 Maintain rapport to reduce tension - call by name, maintain smile & eye
contact
 Allow time for employee’s own inputs & perspectives & listen well

 Have a clear plan - meeting agenda and topics to discuss

 Be Specific; use numbers, examples, date, time, place…

 Use positive & negative elements to impact employee change

168
How to Conduct a good Appraisal Interview?
“Cont’d”
 Describe the performance or the behaviour, not the person.

 Focus on the outcome of behavior, not the cause.

 Avoid being bossy

 Agree on a development plan

 Set a follow-up meeting & agree on the results, behaviors &

competencies to be evaluated
 Have employee sign and date the appraisal and close the meeting with brief
motivating comments.

169
 Recognizing Employees’ Good Performance
• Verbal:
By saying thank you, good job, etc.

• Public:
By recognizing the good performance in a public area like a
meeting or conference

• Intangible:
By giving a prize or reward

• Tangible/Monetary:
By giving a bonus or incentive or commission
170
 Identifying Employees’ Poor Performance

• Act early:
Take a corrective action immediately

• Take the right approach:

Know well what and how to do

• Deal with employee reaction:

Take care of employees reaction

• Handle continued poor performance:

Be patient, keep coaching and advising.

171
 6. Performance Renewal

Including Re-contracting

Performance cycle begins again

from pre-requisites

Same as the Performance

Planning,
uses the information gained
from the previous phases
i.e.: if objectives were set
unreasonably challenging,
172
re-adjust objectives