CH-7 Selection – Human Resources Management in Canada : Book Guide

This document contains Chapters 7 to 8 PART TWO: MEETING HUMAN RESOURCES REQUIREMENTS CHAPTER 7 SELECTION REVIEW AND DISCUSSION QUESTIONS 1. Explain the differences among criterion-related validity, content validity, and construct validity. Validity in the context of selection is an indicator of the extent to which data from a selection technique, such as a test or interview, are related to or predictive of subsequent performance on the job. Separate validation studies of selection techniques should be conducted for different subgroups, such as visible minorities and women, in order to address differential validity. Criterion-related validity is the extent to which a selection tool predicts or significantly correlates with important elements of work behaviour. Demonstrating criterion-related validity requires proving that those who do well on a test or in an interview, for example, also do well on the job, and that individuals who do poorly on the test or in the interview receive low job-performance ratings. Content validity is assumed to exist when a selection instrument, such as a test, adequately samples the knowledge and skills needed to perform the job. The closer the content of the selection instrument is to actual samples of work or work behaviour, the greater the content validity. For example, asking a candidate for a secretarial position to demonstrate word processing skills, as required on the job, has high content validity. Construct validity is the extent to which a selection tool measures a theoretical construct or trait deemed necessary to perform the job successfully. Intelligence, verbal skills, analytical ability, and leadership skills are all examples of constructs. Measuring construct validity requires demonstrating that the psychological trait or attribute is related to satisfactory job performance, as well as showing that the test or other selection tool used accurately measures the psychological trait or attribute. (page 170) 2. Describe three common personality tests. Personality tests can measure basic aspects of an applicant’s personality, such as introversion, stability and motivation. The use of such tests for selection assumes that it is possible to find a relationship between a measurable personality trait (such as conscientiousness) and success on the job. Many of these tests are projective. In the Thematic Apperception Test, an ambiguous stimulus (like an inkblot or clouded picture) is presented to the test taker, and he or she is asked to interpret or react to it. Because the pictures are ambiguous, the person’s interpretation must come from within – he or she supposedly projects into the picture his or her own emotional attitudes about life. The Myers-Briggs instrument, which has been in use for more than 50 years, is believed to be the most widely used personality inventory in the world. More than 2 million assessments are administered annually in the United States alone. A third example of a common personality test is the Minnesota Multiphasic Personality Inventory (MMPI), which taps traits like hypochondria and paranoia. (page 173) Describe any four activities involved in a management assessment centre. Examples of the types of activities and exercises involved include: an in-basket exercise; a leaderless group discussion; management games; individual presentations; objective tests; and an interview. (pages 174–175) Explain the difference between situational and behavioural interviews. Give examples of situational and behavioural interview questions. Content of the Interview – Interviews can also be classified according to the content of their questions. A situational interview is one in which the questions focus on the individual's ability to project what his or her behaviour would be in a given situation. The underlying premise is that intentions predict behaviour. The interview can be both structured and situational, with predetermined questions requiring the candidate to project what his or her behaviour would be. The behavioural interview or behaviour description interview (BDI) is gaining in popularity. This technique involves describing various situations and asking interviewees how they behaved in the past in such situations. Thus, while situational interviews ask interviewees to describe how they would react to a situation, the BDI asks interviewees to describe how they did react to situations in the past, giving specific examples. The underlying assumption is that the best predictor of future performance is past performance in similar circumstances. Open-ended questions – primarily situational and behavioural – should then be developed for each of the KSAs to be assessed during the interview. Situational questions ask candidates to indicate how they would respond to a hypothetical situation that could actually occur on the job. Behavioural questions request specific examples of past behaviour. Job-knowledge and worker-requirements questions should also be included. (pages 177–178) Briefly discuss any five common interviewing mistakes and explain how such errors can be avoided. Poor Planning – Many selection interviews are simply not carefully planned. An interview will be unsuccessful if the interviewer does not have specific selection criteria in mind or has failed to plan strategies for assessing the criteria chosen. Lack of planning often leads to a relatively unstructured interview in which whatever comes up gets discussed. Since the end result may be little or no cross-candidate job-related information, the less structured the interview is and the less reliable and valid the candidate evaluation will be. The importance of planning and the costs associated with poor planning should be addressed in a training session. Once trained, the key to avoiding this problem is allowing sufficient time for preparation. Snap Judgments – One of the most consistent findings in the interviewing literature is that interviewers tend to jump to conclusions – make snap judgments – during the first few minutes of the interview or even before the interview begins based on the candidates’ test scores or résumé data. This problem can be avoided through proper training and the use of a structured or mixed interview. Having a panel rather than a sole interviewer can also help to prevent this problem. Negative Emphasis – Jumping to conclusions is especially troublesome when the information the interviewer has about the candidate is negative. For example, in one study, the researchers found that interviewers who previously received unfavourable reference letters about applicants gave the applicants less credit for past successes and held them more personally responsible for past failures. Furthermore, the interviewers' final decisions to accept or reject applicants were always tied to what they expected of the applicants based on the references, quite aside from their interview performance. In other words, interviewers seem to have a consistent negative bias. They are generally more influenced by unfavourable than favourable information about the candidate. Also, their impressions are much more likely to change from favourable to unfavourable than vice versa. There are several strategies for avoiding this problem. One is to train interviewers. Another is to ensure that interviewers are not provided with the results of reference checking and/or employment tests until after they have conducted interviews and evaluated interview performance. Halo Effect – It is also possible for a positive initial impression to distort an interviewer's rating of a candidate, such that subsequent information is judged with a positive bias. This is known as the halo effect. The best strategy for ensuring that this error doesn't occur is interviewer training. Using a structured or semi-structured interview also helps to prevent the interviewer from being unduly influenced by an initial favourable impression, since questions are prepared in advance and must be followed. Poor Knowledge of the Job – Interviewers who do not know precisely what the job entails, and what sort of candidate is best suited for it, usually make their decisions based on incorrect stereotypes about what a good applicant is. They then erroneously match interviewees with their incorrect stereotypes. All interviewers should be involved in establishing the selection criteria. Doing so requires careful examination of the job description and specifications, which should result in a fair degree of familiarity with the job and the human characteristics needed to perform it. Pressure to Hire – Pressure to hire undermines an interview's usefulness, since interviewers often lower their standards in such situations. Good HR planning can help to prevent crisis hiring situations. When under pressure to hire, keeping the selection criteria in mind can help to prevent the lowering of standards, as can ensuring that candidates not meeting the must criteria are eliminated from the competition and by using the weighted wants as the basis for the interview questions and all other steps in candidate evaluation. Contrast (Candidate-order) Error Contrast or candidate-order error means that the order in which applicants are seen can affect how they are rated. In a number of studies, only a small part of the applicant's rating was based on his or her actual potential. Most of the rating was based on the effect of having followed very favourable or unfavourable candidates. Strategies for avoiding this mistake include proper training; allowing time between interviews; using a structured or semi-structured interview format to ensure that all candidates are asked the same key questions; taking detailed notes; and completing an interviewee evaluation immediately following each interview, by using an evaluation form based on the selection criteria prepared in advance. Influence of Nonverbal Behaviour – Interviewers are often influenced by the applicant's nonverbal behaviour. In fact, nonverbal behaviours often account for more than 80 percent of the applicant's rating. This is of particular concern since nonverbal behaviour is tied to ethnicity and cultural background. An applicant's attractiveness and gender also play a role. Proper interviewer training, the use of a structured or mixed interview format, and having a panel can help to avoid this error. Diversity training can also be of assistance, since it can make potential interviewers more comfortable in dealing with candidates of diverse backgrounds. Telegraphing – Some interviewers are so anxious to fill a job that they help the applicant respond correctly to their questions by telegraphing the expected answer. Interviewer training, having pre-set questions, and using multiple interviewers can help to prevent this error. Similar-to-Me Bias – Interviewers tend to provide more favourable ratings to candidates who possess demographic, personality, and attitudinal characteristics similar to their own. (pages 180–181) Playing Attorney or Psychologist – Since the interviewer often plays the role of gatekeeper in determining whether or not the interviewee gets a job, there's sometimes a tendency to misuse power by playing attorney or psychologist. Using a structured or semi-structured format can prevent this problem. (page 188) 6. Why is the supervisory interview so important in the selection process? The immediate supervisor is generally responsible for making the final selection decision. If the initial selection interview involves a one-on-one interview with a member of the HR department only, rather than a series of sequential interviews or a panel-based interview, the two or three top candidates typically return for a second interview with the immediate supervisor. There are a number of reasons for this: (1) The supervisor tends to know the technical aspects of the job best and is the most qualified to assess the applicants' job knowledge and skills. (2) The supervisor is typically best equipped to answer any job-specific questions. (3) The immediate supervisor generally has to work closely with the individual selected and must feel comfortable with that person. (4) If the supervisor is not committed to the individual selected, he or she can easily set the new hire up for failure. (5) The individual selected must fit with the current members of the department or team, something that the supervisor is often best able to assess. (page 199) CRITICAL THINKING QUESTIONS 1. If you were asked to design an effective selection process for retail sales representatives working on a 100 percent commission basis, which of the steps described in this chapter would you include and why? Justify any steps omitted and explain why the quality of the selection decision will not be compromised by their elimination. I would recommend the use of a multiple-hurdle strategy, in which some candidates would be eliminated at each step. The steps that I would include are as follows: preliminary reception of applicants – in recognition of the fact that selection is a two-way street. initial applicant screening – to narrow down the applicant pool by eliminating any candidates lacking the must criteria and determining which are worthy of further consideration. a selection interview, involving a panel (including the supervisor) and a semi-structured format, focusing on behavioural and situational questions – to increase the validity of the process, minimize errors, and save time and money so that the candidates would only have to come to the firm for one interview. selection testing – work sampling to assess the ability to prioritize tasks, organizational skills, ability to work independently, and interpersonal skills (ensuring that any such testing is clearly job-related and thus high in validity); and perhaps a General Aptitude Test Battery; a situational test valid for retail conditions; and an Emotional Intelligence test as success in retail sales work is related to effective relationships with clients. background investigation and reference checking – I would obtain written permission to check the educational qualifications and previous employment history of finalist candidates – to verify the accuracy of information provided on application forms and résumés and validate the information obtained during the other steps; and to avoid the time and legal costs associated with a wrongful dismissal suit or in parting company with an unsuitable employee and the significant damages associated with negligent or wrongful hiring. a realistic job preview – to ensure that candidates have an accurate impression of the job demands, the organization’s expectations, and the work environment, and to avoid having someone accept the job offer and quit shortly thereafter due to reality shock, especially as he/she would be working on a 100 percent commission basis. making the hiring decision based on an evaluation of all of the information gleaned – using tests that are objectively scored and a candidate rating sheet based on the weighted want criteria to increase validity and reliability. candidate notification – extending a job offer by telephone to the successful candidate, giving him or her an opportunity to think over the offer, and following up with a written offer of employment – to avoid a hasty decision, later regretted, and/or a misunderstanding regarding terms and conditions of employment. This step would also involve notifying finalists who were not selected as a matter of courtesy and as a public relations gesture. evaluating the selection process – to assess whether or not the process has resulted in a high-quality, productive sales representative and to perform a cost/benefit analysis. Some of the selection testing strategies discussed in Chapter 7 are not appropriate for sales jobs and have therefore not been recommended. A medical examination and drug testing were deliberately omitted due to their questionable accuracy and/or the legal/ethical concerns associated with them. Similarly, tests of motor and physical abilities were not considered relevant. The only step in the process that was not included is the supervisory interview, which is not required since the supervisor will be a member of the interview panel. I have suggested that interviewing precede testing but these two steps could occur in reverse order. 2. Assume that you have just been hired as the employment manager in a firm that has never done any selection testing. Write a memorandum to the CEO describing: the types of tests that you would recommend that the firm consider using in the future; some of the legal and ethical concerns pertaining to such testing and how such concerns can be overcome; and the benefits to the firm in using the recommended testing. The following types of information should be presented in memo format: Introduction I would strongly recommend that we include testing as one component of our selection process. Such testing is a common screening device used by organizations for both hiring and promotion purposes. Such tests may assess specific job-related skills, as well as general intelligence, personality characteristics, mental abilities, interests, and preferences. They may involve a demonstration of skills, a simulation, or a written exercise. Testing techniques provide efficient, standardized procedures for screening large numbers of applicants. The use of tests to assist with hiring and/or promotion decisions has been increasing. In a recent study involving 202 Canadian firms, two-thirds of the respondents indicated that they use at least one type of testing method in their selection process to supplement interview results. Types of Tests Recommended I would recommend that we consider using the following types of tests: Aptitude tests, which measure the applicant's aptitudes for the job in question – that is, the applicant's potential to perform the job once given proper training. I would recommend the use of the General Aptitude Test Battery (GATB) for most positions, and the use of specific aptitude tests for those applying for engineering department and machine shop jobs. Tests of Motor and Physical Abilities as related to the job in question. Tests in this category range from the Crawford Small Parts Dexterity Text, which measures the speed and accuracy of simple judgment, as well as the speed of finger, hand, and arm movements, to a Functional Abilities Evaluations (FAE), which measures a whole series of physical abilities – ranging from lifting to pulling and pushing, sitting, squatting, climbing, and carrying – and is particularly useful for positions with a multitude of physical demands. Achievement Tests for many of our office jobs, since they measure what a person has learned – for example, knowledge and/or proficiency acquired in areas such as sales, accounting, marketing, or HRM. In addition to job knowledge, achievement tests can measure the applicants’ abilities. A keyboarding test is one example. The work sampling technique, which measures how a candidate actually performs some of the job’s basic tasks. This approach has a number of advantages: since actual on-the-job tasks are being measured, it is harder for applicants to fake answers. the clear link between the work sample and actual job requirements makes such testing more legally defensible. there is virtually no chance of such testing being viewed as an invasion of privacy, since it does not delve into the applicant’s personality or psyche. well-designed work samples are high in validity. Management Assessment Centres for senior management positions only. In a two- to three-day management assessment centre, the management potential of 10 or 12 candidates is assessed by expert appraisers observing them performing realistic management tasks. Examples of the types of activities and exercises involved include: an in-basket exercise; a leaderless group discussion; management games; individual presentations; objective tests; and an interview. Micro-assessments, which involve each applicant completing a series of verbal, paper-based or computer-based questions and exercises that cover the range of activities required on the job for which he or she is applying. In addition to technical exercises, participants are required to solve a set of work-related problems that demonstrate their ability to perform well within the confines of a certain department or corporate culture. Exercises are simple to develop because they are taken directly from the job. Such assessments, which take one to three hours to complete, are generally used to identify the strengths, weaknesses, work habits, and organizational, personal, and cultural fit of short-listed candidates. If only the top three performers are subsequently interviewed, such assessments can eliminate 60 to 75 percent of interviews, thereby resulting in significant cost and time savings. Other key advantages include the fact that such assessments can be: used for any level of position in organizations of all sizes completed by more than one applicant at the same time used for both internal and external applicants, thereby levelling the playing field and helping to eliminate bias completed and submitted electronically by applicants down the hall, across the country, and/or on the other side of the world sent out at the end of the hiring party’s work day, completed and returned by a prearranged time (documented by the receiving fax or email), and evaluated the following morning Legal/Ethical Concerns There are a number of ethical and legal concerns about selection testing. A few of the key ones include: People without the appropriate knowledge and/or training are developing and selling tests. Such tests may be useless or even detrimental because they are neither reliable nor valid. Even if tests are well designed, they may be poorly administered or used for the wrong purposes. There is a tendency among some employers to accept the results of tests as if they were "carved in stone.” They rely on the score to point unerringly to a perfect candidate, thereby abdicating their own responsibility for making judgments. While not validating tests may save the firm some money, the costs of failing to do so include wasted human lives, as well as a negative impact on good will and public relations. Tests in common use in Canada are often designed in the U.S. and are not necessarily valid for assessing Canadian candidates. Physical abilities testing can violate human rights legislation standards if not administered correctly. Avoiding/Overcoming Legal/Ethical Concerns The Canadian Psychological Association has developed and published comprehensive testing standards covering such areas as test instrumentation, test use and administration, scoring, and reporting. Hints to ensure legal compliance include: using tests as supplements to other techniques, such as interviews and background checks. Tests are not infallible. Even in the best of cases, the test score usually accounts for only about 25 percent of the variation in the measure of performance. In addition, tests are often better at telling which candidates will fail than which will succeed. validating the tests in-house. Both legal requirements and good testing practice demand in-house validation. The fact that the same tests have been proven valid in similar organizations is not sufficient. analyzing all current hiring and promotion standards. Questions should be asked, such as: “What proportion of Aboriginal or visible minority applicants are being rejected at each stage of the hiring process?” and “Why are we using this standard – what does it mean in terms of actual behaviour on the job?” The burden of proof is always on the organization to show that the predictor is related to success or failure on the job. keeping accurate records of why each applicant was rejected, using objective, fact-based statements. A general note such as “not sufficiently well qualified” will not meet Human Rights Commission standards, should a rejection decision be questioned at a later date. beginning a validation program since we have not previously used selection testing. A predictive validation study is preferable. This requires administering a test to applicants, hiring the applicants without referring to the test scores, and at a later date correlating test scores with their performance on the job. using a certified psychologist. The development, validation, and use of selection standards (including tests) generally require the assistance of a qualified psychologist. providing appropriate testing conditions. Tests should be administered in a private, quiet, well-lit, and well-ventilated setting, and all applicants must take tests under the same conditions. Test takers have the right to expect that: results will be treated as highly confidential and used only with their informed consent. results will be shared only with those having a legitimate need for the information, who are either qualified to interpret the scores or have been provided with sufficient information to ensure their appropriate interpretation. - tests are equally fair to all test takers in the sense of being equally familiar, which requires security measures, such that no one taking a test has any prior information concerning the questions or answers. Ensuring that physical abilities tests do not violate human rights legislation also requires care. Hints to ensure legal compliance include: basing such tests on bona fide, essential job duties, as identified through job analysis. A physical demands analysis can be particularly helpful. ensuring that the tests duplicate the actual physical requirements of the job. For example, if an employee will be required to lift parts that weigh up to 20 kilograms, applicants can be asked to demonstrate their ability to lift 20 kilogram parts, but not parts weighing 30, 40, or 50 kilograms. developing and imposing such tests honestly and in good faith. For example, candidates cannot be asked to demonstrate the aerobic equivalence of a marathon runner, if the fitness level required to perform the job is that of a couch potato. ensuring that those administering the tests are properly trained and that the tests are administered in a consistent manner. ensuring that testing standards are related to job performance in an objective sense. In other words, we must be able to demonstrate that the standards are necessary to assure the efficient and economical performance of the job without endangering the employee, fellow employees, and/or the general public. If standards have an adverse impact on protected group members, inability to justify them on these grounds can lead to charges of systemic discrimination. Benefits of Such Testing The use of valid tests can significantly assist in the selection of the most qualified candidate and increase output substantially. According to researcher Stephen Cronshaw, for example, the utility for a single year of testing Canadian Armed Forces’ clerical applicants was $50 million. 3. Describe strategies you could use to: (a) establish rapport with an extremely nervous candidate; (b) get an interviewee who is rambling “back on track”; (c) clarify a statement made by an applicant during an interview; and (d) obtain detailed reference information from an individual who seems reluctant to say much. To begin the interview, I would greet him or her politely, confirming his or her name; shake hands; introduce myself and explain my position; invite him or her to be seated in a comfortable chair next to me and offer him or her a glass of water. Then, to help him or her relax, I would take a few minutes to ask questions about the hobbies and interests identified on his or her résumé and/or application form, such as interest in sports or gardening, etc., or another nonthreatening topic such as the weather. I would then confirm that he or she has received and has had an opportunity to read a copy of the job description and take a few minutes to describe the job, as well as provide the candidate with the opportunity to ask questions. If the candidate still seems to be nervous, I would take a few minutes at this point to provide some information about the department and company as a whole, once again providing an opportunity for questions. When the candidate seems more relaxed, I would suggest that we get to the heart of the interview. First, I would explain the process (a semi-structured interview involving mostly behavioural and situational questions, such that all candidates will be asked primarily identical questions to facilitate comparison, with a few candidate-specific job-related questions based on his or her résumé and application form). I would also explain that I will be taking notes, and the reasons for doing so, and suggest that he or she is welcome to take notes, as well, if so desired. To get a candidate back on track, there are several techniques I could use. One is simply to say “That’s very interesting. However, I’d like to focus more on your job-related skills. Could you provide me with an example of a time when you . . .” Another would be to pick up on something that the individual stated and redirect the discussion. For example: “You said that you particularly enjoyed working for Joe. Could you please describe the characteristics that made him such an effective supervisor?” or “You said that you particularly enjoyed working for Joe. Could you please describe the specific knowledge and skills you acquired while working for him that would be relevant to our _______ position?” To obtain clarification, I could repeat the candidate’s statement with an upward inflection at the end, turning it into a question. For example: “Joe was an excellent supervisor?” Alternatively, I could simply ask the candidate to expand on his or her answer. I could also make a statement such as “I believe you stated that . . . Have I interpreted your statement correctly?” I would reassure the reference provider that anything he or she said would be treated as highly confidential and explain the importance to the firm of obtaining accurate, honest reference information. If he or she seems concerned about possible legal repercussions, I would explain the principle of “qualified privilege” (page 293). If he or she still seems reluctant to say much, I would explain that inability to obtain reference information will mean that we cannot offer the candidate a job. 4. Alberta oil and gas companies are using pre-employment substance abuse testing even though it is prohibited. Their argument is that because they have multi-billion-dollar projects underway with a lot of potential for accidents, environmental damage, and so on, they want to be sure that they are not hiring employees who have substance abuse problems. They know that their young, transient, and relatively wealthy oil sands workforce commonly abuses drugs and alcohol. How could this situation be resolved in the spirit of the law on accommodating disabilities? This question may provoke some lively discussion. The key issue is that companies cannot discriminate for substance abuse unless there is a bona fide occupational requirement, such as the safety and health of other persons. In such a case, a medical examination may be conducted after the written offer of employment as a condition of employment. In the event, however, that an occupational requirement cannot be argued, the question arises whether the employee is engaging in substance abuse to the point of disability. If so, the company could provide treatment for people showing up in an impaired state. (page 176) APPLICATION EXERCISES RUNNING CASE: LearnInMotion.com (page 190) The Better Interview Tell us what we’re doing wrong. LearnInMotion.com has an inadequate, unstructured way of interviewing and hiring. There's a response to the question: 1. Tell us what we’re doing wrong. In reviewing the current interview process at LearnInMotion.com, several areas for improvement have been identified: a) Lack of Structured Interviews: The interviews appear to lack a standardized structure, leading to inconsistency in the assessment of candidates. Implementing structured interviews with predetermined questions and evaluation criteria can enhance fairness and objectivity. b) Limited Use of Behavioral Interviewing: The interviews seem to focus primarily on technical skills and qualifications, neglecting to delve into candidates' behavioral competencies and past experiences. Incorporating behavioral interviewing techniques can provide valuable insights into candidates' abilities to handle various situations and collaborate effectively within the team. c) Inadequate Preparation: It appears that interviewers may not be adequately prepared for the interviews, resulting in missed opportunities to gather relevant information about candidates. Providing interviewers with training on effective interviewing techniques and ensuring they thoroughly review candidates' resumes beforehand can improve the quality of interactions and decision-making. d) Failure to Assess Cultural Fit: The interviews may not sufficiently assess candidates' alignment with the company's culture and values, which are essential for long-term success and organizational cohesion. Incorporating questions and scenarios that gauge cultural fit can help identify candidates who will thrive within the company's work environment. e) Limited Diversity Consideration: The interview panel does not seem to reflect diversity in terms of backgrounds, experiences, and perspectives. Ensuring diversity among interviewers can mitigate biases and contribute to more inclusive hiring decisions. In summary, LearnInMotion.com can enhance its interview process by implementing structured interviews, incorporating behavioral interviewing techniques, providing interviewers with adequate training and preparation, assessing cultural fit, and promoting diversity among interviewers. These improvements will contribute to a more effective and equitable selection process, ultimately leading to the hiring of candidates who best fit the organization's needs and values. In general, what can we do to improve our employee interviewing practices? Should they develop interview forms that list questions for their various jobs? If so, what format should it take? The student should refer to the discussions included in Step Two: The Initial Selection and Selection Interviews of this chapter, and include suggestions from the section on designing and conducting the effective interview. To improve employee interviewing practices at LearnInMotion.com, several key strategies can be implemented: 1. Develop Structured Interviews: Implementing structured interviews ensures consistency and fairness in the assessment process. Develop interview protocols that include standardized questions tailored to each job position. These questions should cover a range of competencies, including technical skills, behavioral attributes, and cultural fit. 2. Utilize Behavioral Interviewing Techniques: Incorporate behavioral interviewing techniques to assess candidates' past experiences and behaviors in relevant situations. Develop questions that prompt candidates to provide specific examples of their problem-solving abilities, teamwork skills, and leadership qualities. 3. Provide Interviewer Training: Offer comprehensive training to interviewers to enhance their interviewing skills and ensure they are well-prepared for each interview. Training should cover topics such as active listening, effective questioning techniques, and evaluation methods to make informed hiring decisions. 4. Develop Interview Evaluation Forms: Create standardized interview evaluation forms for each job position to guide interviewers in assessing candidates consistently. The evaluation forms should include sections to rate candidates on various criteria, such as technical skills, communication abilities, and cultural fit. Additionally, provide space for interviewers to provide detailed feedback and comments. 5. Ensure Cultural Fit Assessment: Incorporate questions and scenarios in the interview process to evaluate candidates' alignment with the company's values, mission, and culture. Assessing cultural fit is essential for fostering a cohesive and productive work environment. 6. Promote Diversity and Inclusion: Ensure diversity among interviewers to mitigate biases and promote inclusivity in the hiring process. Encourage diverse perspectives and experiences among interview panel members to support fair and equitable decision-making. Regarding the format of interview forms, they should be structured in a clear and user-friendly format. Here's a suggested format for interview evaluation forms: Interview Evaluation Form Position Title: [Job Title] Interview Date: [Date] Candidate Name: [Candidate's Name] Interviewer(s): [List of Interviewers] Evaluation Criteria: 1. Technical Skills: • Rate candidate's proficiency in required technical skills (e.g., software proficiency, industry knowledge). • Comments: 2. Behavioral Competencies: • Assess candidate's demonstration of key behavioral competencies (e.g., problem-solving, teamwork, adaptability). • Comments: 3. Communication Skills: • Evaluate candidate's communication abilities (e.g., verbal and written communication, interpersonal skills). • Comments: 4. Cultural Fit: • Assess candidate's alignment with company values, mission, and culture. • Comments: 5. Overall Evaluation: • Provide an overall assessment of the candidate's suitability for the position. • Recommendation for further consideration: [Yes/No] Additional Comments: [Provide space for interviewers to add any additional comments or feedback.] By implementing these recommendations and utilizing structured interview processes with standardized evaluation forms, LearnInMotion.com can improve the effectiveness and fairness of its employee interviewing practices, ultimately leading to better hiring decisions and a stronger workforce. What are five questions we should ask salespeople candidates, and five questions we should ask programmer candidates? In addition to using some of the suggested sections in the chapter, the students should research interview questions on the Web. There are five questions tailored for each role: Salespeople Candidates: 1. Describe a time when you successfully closed a challenging sale. What strategies did you use, and what was the outcome? • This question assesses the candidate's sales skills, negotiation abilities, and resilience in overcoming obstacles. 2. How do you approach building and maintaining relationships with clients? Can you provide an example of a long-term client relationship you've developed? • This question evaluates the candidate's relationship-building skills, customer focus, and ability to foster client loyalty. 3. How do you handle rejection or objections from potential clients? Can you give an example of a situation where you turned a rejection into a successful sale? • This question assesses the candidate's resilience, problem-solving skills, and ability to handle rejection positively. 4. In a competitive market, how do you differentiate yourself and your product/service from competitors? • This question evaluates the candidate's understanding of market dynamics, competitive positioning, and ability to articulate value propositions effectively. 5. Can you share a successful sales strategy or tactic you've implemented in your previous role? How did it contribute to achieving sales targets? • This question assesses the candidate's strategic thinking, creativity, and track record of driving results in sales. Programmer Candidates: 1. Describe a complex coding problem you encountered in a previous project. How did you approach solving it, and what was the outcome? • This question evaluates the candidate's problem-solving skills, technical expertise, and ability to tackle challenges in programming. 2. Can you discuss your experience with different programming languages and technologies? Which ones are you most proficient in, and why? • This question assesses the candidate's technical knowledge, adaptability to various programming languages, and specialization in specific technologies. 3. How do you ensure the code you write is efficient, scalable, and maintainable? Can you provide an example of a project where you prioritized these factors? • This question evaluates the candidate's understanding of software development best practices, code quality standards, and considerations for long-term project sustainability. 4. Describe a time when you collaborated with a team to deliver a software project. How did you contribute to the team's success, and what challenges did you encounter? • This question assesses the candidate's teamwork and communication skills, as well as their ability to work effectively in a collaborative environment. 5. How do you stay updated with the latest trends and advancements in software development? Can you give an example of how you've applied new technologies or methodologies in your work? • This question evaluates the candidate's commitment to continuous learning, adaptability to evolving technologies, and innovation in software development practices. These questions provide insight into candidates' skills, experiences, and suitability for the respective roles of salespeople and programmers at LearnInMotion.com. Tailoring questions to specific job requirements helps assess candidates more effectively and make informed hiring decisions. CASE INCIDENT: If We Knew Then What We Know Now (page 191) What are the background implications of the Pinpoint Networks Case? The need for due diligence is critically important. If an investigation is not done, as this case shows, there is the risk of hiring somebody who is not competent to do the job, leading to major operational problems. Do you believe the search firm had a responsibility for checking candidates’ references before giving Pinpoint its recommendations? Explain your position. If yes, evidently the search firm should not recommend or forward names without checking on the candidate. If no, the company has the responsibility of carrying out the due diligence and reference checks. In either case, if necessary, there are companies that specialize in carrying out due diligence checks. The question arises as to what the agreement was between Pinpoint and the search firm. What role does the company play in reference checking? The company needs to be comfortable with exactly what was checked, including education, accuracy of work history, the names of references, and whether they were contacted. It is the company that is accountable for the recruitment, and which pays the price if a bad hiring decision is made. As such, it is essential that the agreement between the company and the search firm is explicit about each other’s responsibilities. EXPERIENTIAL EXERCISES (page 192) 1. Design a semi-structured interview for a position with which you are extremely familiar, basing the candidate-specific questions on your own résumé. Ensure that behavioural, situational, job-knowledge, and worker-requirements questions are included. Once you have done so, select a partner. Role-play two selection interviews – one based on your questionnaire and the other based on your partner’s questionnaire. The individual who wrote the questions is to play the role of interviewee, with his or her partner serving as the interviewer. Do not forget to build rapport, ask the questions in order, take effective notes, and bring the interview to a close. Once you have completed the two role plays, critically evaluate each of the interview questionnaires. Prior to developing interview questions, selection criteria must be identified and divided into two categories: musts and wants. The wants should be weighted. To avoid the possibility of legal challenges, all questions developed should relate directly to these criteria, including those that are candidate-specific. Answering this question requires an understanding of the following: Situational questions ask candidates to indicate how they would respond to a hypothetical situation that could actually occur on the job. For example: On this job, it is fairly common to encounter a customer who believes that you have charged him or her the incorrect amount for a product – in other words, that the computer-generated price showing on the cash register is not the price that he or she saw in the product display area. How would you handle this situation? Behavioural questions request specific examples of past behaviour. For example, this job requires a great deal of customer contact. Tell me about a time in one of your previous jobs when you had to pacify a very irate customer. Please be very specific. Job-knowledge questions assess whether candidates have the basic knowledge needed to perform the job. Often they deal with technical aspects of the job. For example, please describe your experience in working with computerized cash registers. Please explain how to override an incorrect price. Worker-requirements or willingness questions gauge the applicants’ motivation and willingness to perform under prevailing working conditions. For example, since the store is open twenty-four hours per day, seven days per week, you will be expected to work shifts and weekends. Does that pose any problems for you? The steps involved in conducting an effective interview are described on pages 182–183. To judge the effectiveness of the interview questionnaire, the following points should be kept in mind: (1) All questions must be directly related to the selection criteria. A helpful phrase to keep in mind to ensure that questions focus on the job description is “This job requires . . . ” (2) Most questions should be open-ended. (3) Questions that can be answered with one word (such as “yes” or “no”) should be avoided. (4) Most questions should be situational and/or behavioural, since such questions are high in validity. 2. Create an offer of employment for the successful customer-service representative at a call centre, outlining the terms and conditions of employment. Keep in mind that a copy of the letter should be signed and returned by the new hire and that a signed letter of offer becomes an employment contract. Included in the offer of employment should be information regarding the job title and duties, agreed-upon starting date and time, information about probation period and salary review date, and information on benefits and services that will be provided. Attaching a copy of the job description and specifications as well as the benefits plan booklet is a good strategy, since the letter itself can then be kept fairly brief. If attached, reference should be made to these documents in the letter of offer. The signature section should include a statement regarding acceptance of the terms and conditions of employment as outlined in the job description and specifications, and agreement to abide by the company’s policies and procedures. PART THREE: DEVELOPING EFFECTIVE HUMAN RESOURCES CHAPTER 8 ORIENTATION AND TRAINING REVIEW AND DISCUSSION QUESTIONS Prepare an orientation checklist for your current or most recent job. Refer to content of orientation programs on pages 197–198. There's a sample orientation checklist for a typical job role: Orientation Checklist Employee Information: • Provide employee with a copy of the employee handbook. • Review company policies and procedures, including dress code, attendance, and code of conduct. • Ensure completion of all necessary paperwork, including tax forms, direct deposit authorization, and emergency contact information. Workplace Orientation: • Tour of the workplace facilities, including restrooms, break areas, and emergency exits. • Introduction to key personnel and departments. • Overview of company organizational structure and reporting lines. Job-Specific Training: • Provide an overview of job responsibilities and expectations. • Demonstrate how to access necessary tools, equipment, and software systems. • Review job-specific procedures, workflows, and performance metrics. Safety and Security: • Conduct safety training, including workplace hazards, emergency procedures, and first aid protocols. • Provide information on security measures, access controls, and confidentiality policies. • Issue any required safety equipment or personal protective gear. Benefits and Perks: • Explain employee benefits package, including health insurance, retirement plans, and vacation policies. • Review any additional perks or incentives offered by the company. • Provide instructions for accessing employee assistance programs or wellness initiatives. Professional Development: • Discuss opportunities for professional growth and career advancement within the company. • Outline available training programs, workshops, and continuing education resources. • Encourage participation in mentoring or coaching programs. Company Culture and Values: • Communicate company mission, vision, and core values. • Emphasize the importance of teamwork, collaboration, and diversity in the workplace. • Foster a welcoming and inclusive environment for new employees. Follow-Up and Feedback: • Schedule regular check-ins with the employee to address any questions or concerns. • Encourage open communication and feedback regarding the orientation process. • Provide ongoing support and guidance as needed during the employee's transition period. This orientation checklist can be customized to fit the specific requirements and nuances of your current or most recent job role. It serves as a comprehensive guide to ensure that new employees receive the necessary information, training, and support to succeed in their roles and integrate effectively into the organization. Choose a task with which you are familiar – mowing the lawn or using a chat room – and develop a job instruction training sheet for it. When completing this task, the sample job instruction training sheet for teaching a right-handed trainee how to operate a large, motorized paper cutter, found on page 209, can be used as a model. Job Instruction Training Sheet: Mowing the Lawn Objective: The objective of this job instruction training sheet is to provide clear and concise instructions for mowing the lawn effectively and safely. Step 1: Preparing Equipment 1. Inspect the Lawn Mower: • Check fuel level and oil level. • Ensure the mower blades are sharp and in good condition. • Verify that safety features such as the kill switch and blade engagement lever are functional. 2. Gather Necessary Tools and Supplies: • Lawn mower • Safety goggles • Ear protection (optional) • Gloves (optional) • Sunscreen (if applicable) Step 2: Preparing the Lawn 1. Clear the Lawn: • Remove any debris, toys, or obstacles from the lawn surface. • Trim overhanging branches or shrubs that may obstruct mowing. 2. Mark Boundaries: • Define the boundaries of the mowing area using markers, flags, or visual cues. Step 3: Operating the Lawn Mower 1. Start the Lawn Mower: • Place the lawn mower on a flat surface. • Ensure the throttle control is set to the appropriate speed. • Pull the starter cord or engage the electric start button to start the engine. 2. Adjust Cutting Height: • Set the cutting height adjustment lever to the desired cutting height for the grass. 3. Begin Mowing: • Start mowing from the edge of the lawn, working in overlapping rows or patterns to ensure even coverage. • Keep a steady pace and maintain a straight line while mowing. • Use caution when turning corners to avoid scalping or damaging the lawn. 4. Handle Slopes Safely: • Approach slopes or inclines with caution, mowing across the slope rather than up or down. • Maintain firm footing and avoid sudden movements or sharp turns on slopes. Step 4: Safety Precautions 1. Wear Personal Protective Equipment (PPE): • Safety goggles to protect eyes from debris. • Ear protection to reduce noise exposure (if applicable). • Gloves to protect hands from blisters or cuts (optional). • Closed-toe shoes with good traction. 2. Stay Alert and Aware: • Avoid distractions such as phone calls or conversations while operating the lawn mower. • Keep an eye out for obstacles, rocks, or hidden objects in the grass. 3. Handle Fuel and Oil Safely: • Refuel the lawn mower in a well-ventilated area away from open flames or heat sources. • Avoid spills and wipe up any fuel or oil spills immediately. Step 5: Post-Mowing Maintenance 1. Clean the Lawn Mower: • Turn off the engine and allow it to cool down. • Remove grass clippings and debris from the lawn mower deck, blades, and wheels. • Use a brush or compressed air to clean hard-to-reach areas. 2. Inspect the Lawn: • Walk around the mowed area to ensure no patches of uncut grass or missed spots remain. • Trim any stray grass along edges or borders if necessary. 3. Store the Lawn Mower Properly: • Park the lawn mower in a designated storage area, away from moisture or extreme temperatures. • Securely fasten the fuel cap and store fuel containers in a safe location. • Cover the lawn mower with a protective cover to prevent dust buildup. By following this job instruction training sheet, individuals can effectively and safely mow the lawn, maintaining a well-groomed yard while minimizing the risk of accidents or injuries. Ali Khan is an undergraduate business student majoring in accounting. He has just failed the first accounting course, Accounting 101, and is understandably upset. Explain how you would use performance analysis to identify what, if any, are Ali's training needs. The first thing that needs to be determined is if this is a "can’t do" or a "won't do" situation, which is the heart of performance analysis. (page 207) It is possible that, as a first-year student, Pierre has spent too much time socializing and not enough time studying. This would indicate a need for training on studying skills and setting priorities. It is also possible that Pierre really does not have the basic skills that he needs in order to be successful in this course, something that could be assessed through testing. If he doesn't, remedial training or courses would be appropriate. A third possibility is that Pierre simply does not have the interest or natural inclinations for success in the accounting field, which could be determined through interest and aptitude testing. If this is the case, training is not appropriate; rather, Pierre should be counselled to change majors. Think about the jobs that you have had in the past. For which of those jobs could an electronic support system be used? Prepare an outline for such a system. Refer to pages 212–213 for a definition of EPSS. An outline would include who is called with the problem and the questions to be asked in a sequence prompted by an EPSS. Let's consider a previous job as a customer support representative for a software company. Here's an outline for an electronic support system tailored to this role: Electronic Support System Outline for Customer Support Representatives 1. User Interface: • Clean and intuitive user interface for easy navigation. • Dashboard displaying key metrics such as ticket volume, response times, and customer satisfaction ratings. • Search functionality to quickly access relevant information and resources. 2. Ticket Management: • Ticket creation: Ability to create new support tickets manually or automatically from incoming emails, calls, or chat messages. • Ticket assignment: Automated assignment of tickets to appropriate support agents based on skills, availability, or workload. • Ticket tracking: Real-time tracking of ticket status, updates, and resolution progress. • Escalation procedures: Automated escalation of tickets based on priority, complexity, or service level agreements (SLAs). 3. Knowledge Base: • Comprehensive knowledge base containing FAQs, troubleshooting guides, product documentation, and best practices. • Searchable database with advanced filtering options to quickly find relevant articles and solutions. • Ability for support agents to contribute new articles, update existing content, and provide feedback on the usefulness of articles. 4. Communication Channels: • Integration with multiple communication channels such as email, phone, live chat, and social media. • Unified inbox: Centralized inbox for managing incoming messages from all communication channels. • Automated responses: Pre-configured email templates and canned responses for common inquiries or issues. • Chatbot assistance: Integration with AI-powered chatbots to handle routine queries and provide instant support. 5. Collaboration Tools: • Internal chat and messaging features for real-time collaboration among support team members. • Shared document repository: Centralized storage for documents, manuals, and training materials accessible to all team members. • Discussion forums or channels for sharing insights, tips, and troubleshooting techniques. 6. Reporting and Analytics: • Customizable reports and dashboards to monitor key performance indicators (KPIs) and track support team performance. • Metrics tracking: Analysis of ticket volume, response times, resolution rates, customer feedback, and trends over time. • Insights for continuous improvement: Identification of common issues, recurring problems, and areas for process optimization. 7. Training and Development: • Onboarding materials: Online training modules, videos, and quizzes to onboard new support agents efficiently. • Continuous learning: Access to ongoing training resources, webinars, and certifications to enhance skills and knowledge. • Performance feedback: Regular performance evaluations, coaching sessions, and opportunities for career development. 8. Security and Compliance: • Role-based access controls: Granular permissions to restrict access to sensitive information and features based on user roles. • Data encryption: Secure storage and transmission of customer data and confidential information. • Compliance with industry regulations such as GDPR, HIPAA, or PCI DSS. By implementing this electronic support system, customer support representatives can efficiently manage support tickets, access relevant knowledge and resources, collaborate effectively with team members, analyze performance metrics, and deliver exceptional customer service. CRITICAL THINKING QUESTIONS "A well-thought-out orientation program is especially important for employees (like many recent graduates) who have had little or no work experience.” Explain why you agree or disagree with this statement. Orientation programs are important for all employees. New employees can suffer from a significant amount of anxiety during the first few days on the job, as they find themselves in an environment and culture with which they are not familiar. Those with little job experience, however, may find it especially difficult to adjust to the job and work environment without an effective orientation program, since they may have very unrealistic expectations, having had little basis for comparison, and are more likely to suffer from reality shock than individuals with more prior work experience. A well-developed orientation program can help to socialize such employees, and introduce them to important organizational values and norms, such that their chances of easing smoothly into the organization are significantly increased. (page 197) What do you think are some of the main drawbacks of relying on informal on-the-job training for teaching new employees their jobs? The main drawbacks related to informal OJT include: not every employee will get the same basic information; in fact, some may not get basic, fundamental information the quality of the training is highly dependent on the training skills of the employee who supervises the OJT, and that person's skills and training are usually not in the area of training the new employee may get false information or inappropriate socialization depending on who is assigned responsibility for providing the training OJT – whether formal or informal – is not suitable in many cases. Sometimes, for example, it is too costly or dangerous to train employees on the job. 3. This chapter points out that one reason for implementing special global training programs is to avoid business loss due to cultural insensitivity. What sort of cultural insensitivity do you think is referred to, and how might that translate into lost business? What sort of training program would you recommend to avoid such cultural insensitivity? Cultural insensitivities could relate to values differences, incorrect assumptions concerning communication and identity issues, etiquette requirements, perceptions of technology and technical training, lifestyle, grooming and attire, and so on. Any of these can result in unintentional insults or cause offence, either of which may result in a reluctance to do business with the firm in question. A consultant with expertise in international business training could be hired to provide training, or a pre-packaged program can be purchased. 4. Most training programs are not formally evaluated past a reaction measure. Why do you think employers do not measure the learning, behaviour, and results efforts of training more often? The major reason for lack of evaluation of learning, behaviour, and results levels is upfront costs versus long-term gains. Another reason is lack of expertise. All three levels require clear measurable learning objectives. Learning evaluations are most valid if control groups are used. Behavioural evaluation requires cooperation of the workplace that may involve time and commitment from supervisors. Finally evaluation results are influenced by many variables other than the training. Often organizations are unclear about their reasons for training, and if a thorough needs assessment is not carried out, the evaluations at the three levels beyond reaction cannot be conducted. APPLICATION EXERCISES RUNNING CASE: LearnInMotion.com (page 221) The New Training Program Specifically, what should be covered in a new employee orientation program, and how should this information be conveyed? There's a structured response: Components of a New Employee Orientation Program for LearnInMotion.com: 1. Company Overview: • Mission, vision, and core values of LearnInMotion.com. • History and background of the company. • Organizational structure and key departments. 2. Policies and Procedures: • Employee handbook review covering company policies, code of conduct, and expectations. • Compliance with legal and regulatory requirements. • Safety protocols and emergency procedures. 3. Job Role and Responsibilities: • Detailed explanation of the employee's specific job role, including duties and expectations. • Overview of performance metrics and goals. • Introduction to team members and collaborators. 4. Tools and Resources: • Training on software systems, tools, and technology used in daily tasks. • Access to internal communication channels, collaboration platforms, and company intranet. • Introduction to relevant documentation and knowledge repositories. 5. Benefits and Perks: • Explanation of employee benefits package, including health insurance, retirement plans, and paid time off. • Overview of additional perks and incentives offered by the company. • Guidance on how to access employee assistance programs and wellness initiatives. 6. Professional Development: • Opportunities for career advancement within the company. • Introduction to training programs, workshops, and continuing education resources. • Mentoring or coaching opportunities for skill development and growth. Methods of Conveying Information: 1. In-Person Sessions: • Conduct interactive sessions led by HR representatives or department managers. • Use multimedia presentations, slideshows, and videos to engage employees. 2. On-the-Job Training: • Provide hands-on training and shadowing opportunities for practical learning. • Pair new employees with experienced mentors or buddies to facilitate learning and integration. 3. Written Materials: • Distribute printed or digital copies of the employee handbook and training manuals. • Create visual aids, infographics, or checklists to reinforce key information. 4. Online Modules: • Develop e-learning modules or online courses for self-paced learning. • Utilize learning management systems (LMS) to track progress and completion of training modules. 5. Interactive Workshops: • Facilitate group discussions, role-playing exercises, and team-building activities. • Encourage participation and collaboration among new employees to foster a sense of belonging. By covering these essential topics and utilizing a variety of methods to convey information, LearnInMotion.com can ensure that new employees receive a comprehensive and engaging orientation program that sets them up for success in their roles. In the HR course Jennifer took, the book suggested using a task analysis record form to identify tasks performed by an employee. Should a form like this be used for the salespeople? If so, roughly speaking, what should the completed, filled-in form look like? The students should refer to the section on the training needs of new employees. This section discusses a task analysis form, which includes items about the task such as: a task list; when and how often it is performed; quantity and quality performance standards; conditions under which performed; skills or knowledge required; and where best learned (refer them to Table 8.1). Using a task analysis record form can indeed be beneficial for identifying and documenting the tasks performed by salespeople. Here's how such a form might look for salespeople at LearnInMotion.com: Salesperson Task Analysis Record Form Employee Name: [Salesperson's Name] Date: [Date of Task Analysis] Job Title: Sales Representative 1. Task Identification: a) Primary Tasks: • Prospecting and lead generation • Cold calling/emailing potential clients • Conducting product demonstrations or presentations • Negotiating contracts and closing deals • Following up with clients for feedback and repeat business b) Secondary Tasks: • Attending sales meetings and training sessions • Updating CRM software with client information and sales activities • Collaborating with marketing team on promotional campaigns • Providing feedback to product development team based on client needs • Participating in industry events and networking opportunities 2. Frequency of Tasks: • Prospecting and lead generation: Daily • Cold calling/emailing potential clients: Several times per week • Conducting product demonstrations or presentations: Weekly • Negotiating contracts and closing deals: Bi-weekly • Following up with clients for feedback and repeat business: Daily 3. Importance and Impact: • Prospecting and lead generation: Critical for pipeline development and revenue growth. • Cold calling/emailing potential clients: Initial point of contact and opportunity creation. • Conducting product demonstrations or presentations: Essential for showcasing product features and benefits. • Negotiating contracts and closing deals: Directly impacts revenue and business profitability. • Following up with clients for feedback and repeat business: Builds client relationships and promotes customer loyalty. 4. Skills and Competencies Required: • Strong communication and interpersonal skills • Excellent negotiation and persuasion abilities • Proficiency in product knowledge and understanding of customer needs • Time management and organizational skills for managing sales pipeline • Resilience and ability to handle rejection and objections 5. Training Needs: • Sales techniques and methodologies • Product knowledge and features • CRM software training for efficient data management • Negotiation skills development • Time management and prioritization techniques 6. Feedback and Recommendations: • Provide additional training on objection handling techniques. • Implement role-playing exercises to practice negotiation scenarios. • Offer ongoing support and coaching to improve sales performance. • Encourage collaboration with successful sales team members for knowledge sharing. By using a task analysis record form tailored to the specific responsibilities and requirements of salespeople, LearnInMotion.com can effectively identify training needs, assess performance, and support continuous improvement in the sales team. Which specific training techniques should we use to train our salespeople, Web designer, and Web surfer, and why? The students should review the training techniques discussed in the chapter and conduct research on the Internet to review the various training resources offered for salespeople, Web designers, and Web surfers. Training Techniques for LearnInMotion.com Employees 1. Salespeople: a) Role-Playing Exercises: • Why: Role-playing allows salespeople to practice real-life scenarios, improve communication skills, and refine their sales techniques in a risk-free environment. b) On-the-Job Shadowing: • Why: Shadowing experienced sales reps provides new hires with practical insights into effective sales strategies, customer interactions, and handling objections. c) Sales Training Workshops: • Why: Workshops focused on sales techniques, product knowledge, and negotiation skills help enhance salespeople's competencies and confidence in their roles. 2. Web Designers: a) Hands-On Design Projects: • Why: Assigning real-world design projects allows web designers to apply theoretical knowledge, develop their design skills, and build a portfolio of work. b) Design Critique Sessions: • Why: Regular critique sessions provide constructive feedback, foster collaboration, and encourage continuous improvement in design concepts and execution. c) Web Design Tools Training: • Why: Training sessions on design software and tools help web designers stay updated with industry trends, improve efficiency, and enhance their technical skills. 3. Web Surfers: a) Online Research Exercises: • Why: Structured online research exercises help web surfers develop effective search strategies, discern reliable sources, and extract relevant information efficiently. b) Information Literacy Workshops: • Why: Workshops on information literacy cover topics such as evaluating sources, avoiding plagiarism, and citing references, ensuring web surfers can navigate the vast amount of information available on the internet responsibly. c) Continuous Feedback and Review: • Why: Regular feedback sessions and performance reviews allow web surfers to reflect on their search methodologies, address any challenges, and refine their skills over time. By employing these specific training techniques tailored to the roles of salespeople, web designers, and web surfers, LearnInMotion.com can effectively equip its employees with the necessary knowledge, skills, and competencies to excel in their respective positions. CASE INCIDENT: TPK Appliances (page 222) Comment on the strengths and weaknesses of Jacob’s orientation and on-the-job training. Jacob’s orientation to his new job was really non-existent. Safety issues were never discussed nor were machinery malfunctions. Already anxious because of layoffs, Jacob was left with nothing to do the first week. He received OJT from his supervisor that was too brief. Because the job was simple, it was assumed that he could learn it quickly. He also received informal training from a peer on how to hide his mistakes. Outline how the process should have been followed. Although Jacob had worked for the organization for 15 years, he was new to the department and to the job. Follow the orientation for new workers of the toaster department starting with the second point of the content of orientation programs on pages 197–198. Following a needs assessment, OJT should involve assigning him to an experienced worker or supervisor to do the actual training. (page 208) There's an outline of how the process should have been followed in the TPK Appliances case: Process Outline for TPK Appliances 1. Needs Assessment: • Identify the need for a new training program based on performance gaps, employee feedback, or changes in technology or processes. • Conduct a thorough analysis of training needs, including skill gaps, knowledge deficiencies, and areas for improvement. 2. Define Objectives: • Clearly define the objectives and goals of the training program, aligning them with organizational priorities and strategic initiatives. • Specify desired outcomes, such as improved product knowledge, enhanced customer service skills, or increased sales performance. 3. Design Training Content: • Develop a comprehensive training curriculum covering all relevant topics and skills required for appliance repair technicians. • Include a mix of theoretical concepts, hands-on exercises, and practical applications to facilitate learning and skill development. 4. Select Training Methods: • Determine the most effective training methods based on the nature of the content and the learning preferences of participants. • Consider a blend of instructor-led sessions, hands-on workshops, e-learning modules, and on-the-job training experiences. 5. Develop Training Materials: • Create training materials and resources to support the delivery of the training program, such as manuals, presentations, videos, and simulations. • Ensure that training materials are engaging, interactive, and tailored to the needs of appliance repair technicians. 6. Implement Training Program: • Schedule training sessions at convenient times and locations for participants, considering operational requirements and work schedules. • Provide necessary resources and facilities to support training delivery, such as training rooms, equipment, and tools. 7. Deliver Training Sessions: • Conduct training sessions according to the planned schedule, ensuring that all content is covered comprehensively and effectively. • Engage participants actively through discussions, group activities, and practical demonstrations. 8. Monitor Training Progress: • Monitor participants' progress and performance throughout the training program, providing feedback and support as needed. • Assess learning outcomes through quizzes, tests, assessments, and practical evaluations. 9. Evaluate Training Effectiveness: • Gather feedback from participants and stakeholders to assess the effectiveness of the training program. • Measure outcomes against predefined objectives and performance metrics, identifying areas of success and opportunities for improvement. 10. Adjust and Improve: • Use evaluation results and feedback to refine and enhance the training program for future iterations. • Make adjustments to content, delivery methods, or training materials based on lessons learned and emerging needs. By following this process outline, TPK Appliances can ensure the successful development and implementation of a training program for appliance repair technicians, resulting in improved skills, enhanced performance, and increased customer satisfaction. EXPERIENTIAL EXERCISES (page 223) 1. Obtain a copy of an employee handbook from your employer or from some other organization. Review it and make recommendations for improvement. Depending on the size of the organization from which the employee handbook was obtained. Handbooks prepared by corporate head offices may be quite elaborate. When the head office is in the U.S., the handbook may not have been rewritten for Canadian employees, thus containing material that is not applicable. While reviewing the handbook, students should keep in mind its purpose in the orientation process. Information on the purpose and content of orientation programs on pages 197–198, as well as the orientation checklist in Figure 8.1, will provide some helpful background material. One thing that students should look for is whether steps have been taken to ensure that the handbook contents do not represent a contract. Hints to ensure legal compliance found on page 198 include: using disclaimers to make it clear that statements of company policies, benefits, and regulations do not constitute the terms and conditions of an employment contract, either express or implied. avoiding statements that could be viewed as legal and binding commitments, such as “No employee will be fired without just cause.” A common error when preparing employee handbooks is not keeping the intended audience in mind. The literacy levels of the audience must be considered, as well as clarity and use of jargon. Because handbooks can become quickly outdated and printing revisions can be costly, some firms provide their “handbook” online, rather than in print based format. Working individually or in groups, follow the steps in Figure 8.2 and prepare a training program for a job that you currently hold or have had in the past. The material presented on pages 201–207 will assist students in developing a training program. Helpful hints on writing job descriptions can be found in Chapter 4. The task analysis record form found in Table 8.1 (page 206) may be used as a guide in preparing an abbreviated task analysis record form. This exercise is fairly straightforward, and will provide students with an opportunity to work through the process of developing a training program and selecting the training technique(s) that best fit the situation. Training Program for [Job Title] Objective: The objective of this training program is to equip employees with the necessary knowledge, skills, and tools to perform their job effectively and efficiently. Step 1: Training Needs Assessment 1. Job Analysis: • Conduct a thorough analysis of the job responsibilities, tasks, and required competencies. • Identify any gaps or areas where employees may need additional training or support. 2. Employee Survey: • Gather feedback from current employees to understand their training needs, preferences, and areas for improvement. • Assess employees' current skill levels and knowledge gaps related to their job role. Step 2: Training Design 1. Training Objectives: • Define clear and measurable learning objectives for the training program. • Ensure alignment with organizational goals and objectives. 2. Training Content: • Develop training materials and resources tailored to the specific job role. • Include a mix of theoretical concepts, practical skills, and hands-on exercises. 3. Training Methods: • Determine the most suitable training methods based on the nature of the job and the learning preferences of employees. • Consider a combination of instructor-led sessions, workshops, online modules, and on-the-job training. Step 3: Training Delivery 1. Instructor-Led Sessions: • Schedule interactive training sessions led by subject matter experts or experienced trainers. • Cover essential topics such as job responsibilities, company policies, and technical skills. 2. Workshops and Simulations: • Facilitate workshops and simulations to allow employees to practice job-related tasks and scenarios in a controlled environment. • Provide immediate feedback and guidance to reinforce learning. 3. Online Learning Modules: • Offer self-paced online modules accessible via a learning management system (LMS). • Include multimedia content, quizzes, and assessments to engage learners and track progress. Step 4: Training Implementation 1. Training Schedule: • Develop a training schedule that accommodates employees' work schedules and availability. • Ensure adequate time for employees to complete training activities without disrupting daily operations. 2. Resource Allocation: • Allocate necessary resources such as training materials, equipment, and facilities to support training delivery. • Assign trainers or mentors to guide employees through the training process. Step 5: Training Evaluation 1. Learning Assessment: • Conduct pre-training and post-training assessments to measure employees' learning outcomes and knowledge retention. • Use quizzes, tests, and practical assessments to gauge competency levels. 2. Feedback Collection: • Solicit feedback from participants to evaluate the effectiveness of the training program. • Identify strengths, areas for improvement, and any additional training needs based on feedback received. Step 6: Training Review and Revision 1. Review Session: • Hold a review session with key stakeholders to discuss training outcomes and review evaluation results. • Identify successes, challenges, and opportunities for future training enhancements. 2. Continuous Improvement: • Incorporate feedback and lessons learned into future training programs. • Stay updated with industry trends and best practices to ensure training content remains relevant and effective. By following these steps, LearnInMotion.com can develop and implement a comprehensive training program for employees in various job roles, ensuring they have the knowledge and skills needed to succeed in their positions. In small groups of four to six students, complete the following exercise. JetBlue Airlines has asked you to quickly develop an outline of a training program for new reservation clerks. Airline reservations clerks obviously need numerous skills to perform their jobs. You may want to start by listing the job’s main duties, using the information provided below. In any case, please produce the requested training outline, making sure to be very specific about what you want to teach the new clerks, and what methods and aids you suggest using to train them. Duties of Airline Reservation Clerks: Customers contact airline reservation clerks to obtain flight schedules, prices, and itineraries. The reservation clerks look up the requested information on the airline’s flight schedule systems, which are updated continuously. The reservation clerk must deal courteously and expeditiously with the customer, and be able to quickly find alterative flight arrangements in order to provide the customer with the itinerary that fits his or her needs. Alternative flights and prices must be found quickly, so that the customer is not kept waiting, and so that the reservations operations group maintains its efficiency standards. It is often necessary to look under various routings, since there may be a dozen or more alternative routes between the customer’s starting point and destination. Conduct a needs assessment as outlined in pages 205–207. Develop the learning objectives and determine how you will evaluate the training (pages 213–216). Based on outcomes from the needs analysis, select the training techniques (pages 207–213). Note that the timeline is very tight. Evaluate the training results and revise the course. Training Program Outline for New Reservation Clerks at JetBlue Airlines Objective: The objective of this training program is to equip new reservation clerks with the necessary skills and knowledge to effectively assist customers with flight bookings, provide accurate information, and maintain high standards of customer service. Training Modules: 1. Introduction to Reservation Systems: • Overview of JetBlue's reservation systems and software platforms. • Demonstration of how to access and navigate the reservation system interface. • Practice sessions to familiarize clerks with searching for flight schedules, prices, and itineraries. 2. Customer Service Excellence: • Importance of providing courteous and expedient service to customers. • Role-playing exercises to simulate various customer scenarios and practice effective communication skills. • Techniques for managing customer inquiries and handling challenging situations professionally. 3. Flight Information Retrieval: • Detailed training on how to efficiently retrieve flight schedules, prices, and itineraries from JetBlue's reservation systems. • Practice exercises to enhance clerks' ability to quickly locate alternative flight arrangements and provide suitable options to customers. • Strategies for searching under various routings to find optimal flight choices based on customer preferences. 4. Problem-Solving and Decision-Making: • Training on identifying customer needs and preferences through effective questioning techniques. • Scenario-based exercises to develop problem-solving skills in finding alternative flight options and resolving customer concerns. • Decision-making frameworks to assist clerks in making timely and informed decisions while assisting customers. Training Methods and Aids: 1. Instructor-Led Training Sessions: • Led by experienced trainers or senior reservation staff members. • Incorporate interactive discussions, demonstrations, and Q&A sessions. 2. Hands-On Practice Sessions: • Utilize mock reservation systems or simulation software for practical training. • Provide guided exercises and real-time feedback to reinforce learning. 3. Role-Playing Exercises: • Conduct role-playing scenarios to simulate customer interactions and practice communication skills. • Encourage active participation and feedback from both trainers and peers. 4. Training Manuals and Reference Guides: • Provide comprehensive training manuals and reference guides covering reservation procedures, system navigation, and customer service protocols. • Include step-by-step instructions, troubleshooting tips, and best practices for reference during training and on-the-job. 5. Online Learning Modules: • Supplement in-person training with self-paced online modules accessible through a learning management system (LMS). • Offer multimedia content, quizzes, and interactive simulations to enhance learning and retention. By implementing this comprehensive training program, JetBlue Airlines can ensure that new reservation clerks are well-prepared to handle customer inquiries, provide accurate flight information, and deliver exceptional customer service, contributing to overall customer satisfaction and operational efficiency. Solution Manual for Human Resources Management in Canada Human Resources Management in Canada Gary Dessler, Nina D. Cole 9780132270878, 9780134005447