LECTURE NO.

3
CHAPTER 6 - SELECTING EMPLOYEES
CHAPTER 7 - TRAINING

CHAPTER 6
SELECTING EMPLOYEES

STEPS IN ACQUIRING NEW

EMPLOYEES
PLANNING NEED FOR NEW EMPLOYEES
GETTING APPROPRIATE PEOPLE TO
APPLY FOR POSITION(RECRUITMENT)
DECIDING WHOM TO HIRE (SELECTION)
GETTING SELECTED PEOPLE TO TAKE
THE JOBS

FOUR STEPS FOR ACQUIRING

NEW EMPLOYEES
PLANNING

ACQUIRING
APPLICANTS

HIRING

SELECTING
APPLICANTS

RECRUITING APPLICANTS
SIX POSSIBLE SOURCES OF APPLICANTS
USED BY MOST OF THE ORGANIZATIONS
ADVERTISING
EMPLOYEE REFERRAL
EMPLOYMENT AGENCIES
SCHOOL RECRUITERS
WALK IN
WEB
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SELECTING EMPLOYEES
CONDUCTING A VALIDATING STUDY
IT INVOLVES 5 X STEPS
a. CONDUCTING A JOB ANALYSIS
b. SPECIFY JOB PERFORMANCE CRITERIA
c. CHOOSE PREDICTORS
d. VALIDATE THE PREDICTORS
e. CROSS VALIDATE
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FIVE STEPS FOR

CONDUCTING A VALIDATION
STUDY
CHOOSE
CRITERIA

CONDUCT A
JOB ANALYSIS

VALIDATE
VALIDATE

CROSS
VALIDATE

CHOOSE
PREDICTORS
REMEMBER KSAO
- KNOWLEDGE
- SKILL
- ABILITY
- OTHER PERSONAL CHARACTERSTICS
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CHOOSING A PREDICTORS OF JOB

PERFORMANCE
a. ASSESSMENT CENTERS
b. BIOGRAPHICAL INVENTORIES
c. INTERVIEWS
d. PSYCHOLOGICAL TESTS
e. WORK SAMPLES

VALIDATION OF PREDICTORS
TWO TYPES OF STUDY ARE USED FOR
CONDUCTING A VALIDATION STUDY
a. CONCURRENT VALIDATION STUDY BOTH
THE CRITERION AND PREDICTOR SCORES
ARE COLLECTED FROM A SAMPLE OF
PARTICIPANTS AT MORE OR LESS THE
SAME POINT IN TIME.
b. PREDICTIVE VALIDITY STUDY THE
PREDICTORS ARE MEASURED BEFORE
THE CRITERION.
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GETTING APPLICANTS TO ACCEPT

AND KEEP JOB OFFERS
RJP CONCEPT REALISTIC JOB PREVIEW IS
USED TO GIVE JOB APPLICANTS ACCURATE
INFORMATION ABOUT THE JOB AND THE
ORGANISATION

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HOW VALID SELECTION DEVICES

WORK
BASE RATE: IT IS THE PERCENTAGE OF
APPLICANTS WHO WOULD BE SUCCESSFUL
ON THE JOB IF ALL OF THEM WERE HIRED.

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HOW VALID SELECTION DEVICES

WORK
SELECTION RATIO: IT IS THE PROPORTION
OF JOB APPLICANTS THAT AN ORGANISATION
MUST HIRE.

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HOW VALID SELECTION DEVICES

WORK
VALIDITY: THE VALIDITY SELECTION DEVICE IS
MAGNITUDE OF CORRELATION BETWEEN IT AND
THE CRITERION. THE LARGER THE
CORRELATION, THE MORE ACCURATELY THE
CRITERION CAN BE FORECAST BY THE
SELECTION DEVICE. THE MORE ACCURATE THE
FORECAST OF THE CRITERION, THE GREATER
THE UTILITY IS BASED IN PART ON INCREASING
THE SUCCESS RATE OVER BASE RATE.
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INTERNATION DIFFERENCES IN
SELECTION PRACTICES
FINDING OF SURVEY OF 959 MULTINATIONAL
ORGANISATIONS IN 20 COUNTRIES FOR THE
USE OF SELECTION DEVICE
a. INTERVIEW
b. FORMER EMPLOYER REFERENCE CHECK
c. APPLICATIONS

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HOW VALID SELECTION DEVICES

WORK
THREE BASIC CONCEPT
a. BASE RATE
b. SELECTION RATIO
c. VALIDITY

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a.

FUTURE ISSUES AND

CHALLENGES
CHALLENGES
NATURE OF WORK AND WORK
FORCE

b. CONTINUOUS CHANGE IN KSAO REQUIREMENTS

c. INDUSTRY/FACTORY WORK THAT REQUIRED FEW
SKILLS IN THE PAST IS BEING REPLACED BY
JOBS WITH SUBSTANTIAL TECHNICAL CONTENT.
d. ANOTHER CHALLENGE IS TO END ALL TYPES OF
DISCRIMINATIONS IN EMPLOYEE SELECTION
e. ONLY AND ONLY MERIT FOCUSED APPROACH
f. PROPER AND MERIT BASED EVOLUTION
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CHAPTER 7 - TRAINING

TRAINING PROGRAMME IN AN
ORGANISATION
IT IS A FIVE STEP PROCESS
a. CONDUCT TRAINING NEEDS ASSESSMENT
b. SET OBJECTIVES
c. DESIGN TRAINING
d. DELIVER TRAINING
e. EVALUATE TRAINING
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TRAINING PROCESS
CONDUCT TRAINING
NEED ASSESSMENT

SET
OBJECTIVES
DESIGN
TRAINING
DELIVER
TRAINING
EVALUTE
TRAINING

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NEEDS ASSESSMENTS
IT IS CONDUCTED TO DETERMINE WHICH
EMPLOYEES NEED TRAINING AND WHAT
THE CONTENTS OF THEIR TRAINING
NEED ASSESSMENT SHOULD FOCUS ON
THREE LEVELS
a. ORGANISATION
b. JOB
c. PERSON
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SETTING OBJECTIVES FOR

TRAINING
IT IS SIMPLY CRITERIA FOR GOOD TRAINING
SUCCESS

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TRAINING DESIGN
TRANSFER OF TRAINING CONCEPT - EMPLOYESS
TO APPLY ON JOB WHAT THEY HAVE LEARNT

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MODEL OF TRANSFER OF
TRAINING
TRAINEE
CHARACTERISTICS

TRG DESIGN FEED

BACK GENERAL PRINCIPLES
IDENTICAL ELEMENTS OVER
EARNING SEQUENCING

WORK
ENVIRONMENT

LEARNING

TRANSFER OF
TRAINING TO
THE JOB 24

DESIGN FACTORS THAT

AFFECT TRANSFER OF
FEEDBACK TRAINING

BASIC GUIDING PRINCIPLES FOR

TRAINING TO BE ADHERED
IDENTICAL ELEMENTS (RESPONSES IN
THE TRAINING SITUATIONS ARE
IDENTICAL TO THOSE IN THE JOB
SITUATION)
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DESIGN FACTORS THAT

AFFECT TRANSFER OF
TRAINING
OVER LEARNING
IT REFERS TO

GIVING THE TRAINEE PRACTICE

BEYOND
THAT NECESSARY TO REACH
CRITERION
FOR SUCCESS IN TRAINING

A PERSON FIRST LEARNS THE

MATERIAL THEN CONTINUOUS TO
OVER
LEARN IT
SEQUENCING OF TRAINING SESSION.
HERE ARE TWO ASPECTS OF
SEQUENCING THE TRAINING
A. PART VS WHOLE TRAINING
B. MASSED VS SPACED

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DESIGN FACTORS THAT

AFFECT TRANSFER OF
TRAINING

MASSED TRAINING:

IN THIS TRAINING SESSIONS ARE

LONG IN
DURATION AND
TAKE PLACE OVER
A
RELATIVELY SHORT PERIOD OF
TIME.

SPACED TRAINING:

MEANS THAT TRAINING

SESSIONS ARE
RELATIVELY

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TRAINING PROGRAMME IN AN
ORGANISATION
a. AUDIO VISUAL INSTRUCTION
b. AUTO INSTRUCTION
c. CONFERENCE
d. LECTURE
e. MODELING
f. ON JOB TRAINING
g. ROLE PLAYING
h. SIMULATION

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EVALUATION OF A TRAINING
PROGRAMME
FIVE STEPS IN EVALUATING A TRAINING
PROGRAMME
CHOOSE
DESIGN

DEVELOP
CRITERIA

COLLECT DATA

ANALYZE
AND
INTERPRET
RESULTS

CHOOSE
MEASURES
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WEB LINKS TO BE
CONSULTED / VISITED

a. WWW.NWLINKS.COM

b. WWW.DIVERSITYDTG.COM
c. WWW.NWLINK.COM/~DONCLARK/HRD/
SAT.HTM
d. WWW.NWLINK.COM/~DONCLARK/HRD/
SAT.HTM
e. WWW.NWLINK.COM/~DONCLARK/HRD/
SAT.HTM
f. WWW.NWLINK.COM/~DONCLARK/HRD/
SAT.HTM

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