Alternatives to Recruiting

8/8/2019 Alternatives to Recruiting

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ALTERNATIVES TO RECRUITING(STRATEGIES FOR DEALING WITH LABOR SHORTAGES)

OVERTIME

RECALL RECENT RETIREES

TEMPORARY AGENCIES

EMPLOYEE LEASING

SUBCONTRACT WORK OUT

TRANSFER WORKERS IN


2/28

ALTERNATIVES TO LAYOFFS(STRATEGIES FOR DEALING WITH LABOR SURPLUSES)

REDUCE WORKWEEK

ACCUMULATE SURPLUS INVENTORY

ATTRITION

EARLY RETIREMENT INCENTIVES

SEEK SUBCONTRACT WORK

REASSIGN/TRANSFER OUT


3/28

RECRUITING EFFORT IS AFFECTED BY:

MANAGERIAL PHILOSOPHY

OPEN = Best Specialists Sought

CLOSED = Develop & Promote From Within

AGREEMENTS & REGULATIONS

LAWS & AFFIRMATIVE ACTION

UNION CONTRACTS

LABOR MARKET CONDITIONS

UNEMPLOYMENT RATES

SOUGHT SKILLS (Local v. National Search?)

ORGANIZATIONAL IMAGE & REPUTATION

INDUSTRY, STABILITY, PROGRESSIVE POLICIES, PAY & BENEFITS


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EXTERNAL SOURCES OF RECRUITS

HIGH SCHOOLS & VOCATIONAL SCHOOLSclerical, mechanical

COMMUNITY COLLEGES

specific trades, retailing

COLLEGES & UNIVERSITIES

professional, management

COMPETITORS (Other Organizations)proven abilities, highly developed skills

THE UNEMPLOYED

lost jobs due to downsizing, layoffs

THE SELF-EMPLOYED

technical, professional expertise

THE RETIRED

experienced, loyal, skilled


5/28

INTERNAL RECRUITING METHODS

PERSONNEL SKILLS INVENTORIES (HRIS)

JOB POSTING AND BIDDING SYSTEMS

SUPERVISORY RECOMMENDATIONS

UNIONS

REVIEW RECENT LAYOFFS & RETIREMENTS


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EXTERNAL RECRUITING METHODS

REFERRALS

By Current Employees

UNSOLICITED APPLICANTS

Walk-Ins and Drop-Ins

ADVERTISEMENTNewspapers, Specialized Journals

EMPLOYMENT AGENCIES

U.S. E. S., Private Agencies, Executive Search Firms

EDUCATIONAL INSTITUTIONS

Campus Recruiting, Special Events/Job Fairs, Internships

PROFESSIONAL ASSOCIATIONS

Professional Conference Placement Bureaus

INTERNET

Job Listing Sites or Company Web Page


7/28

SELECTION CRITERIA FOR A

SALES MANAGER

EDUCATION

Earned degree in Marketing (BBA, min)

EXPERIENCE

Previous experience as Sales Manager (2 yrs, min)

SKILLS

Knowledge of spreadsheets and desk top publishing

(Corel 9 Suite, Pagemaker)

SUPERVISION

Evidence of ability to positively motivate sales representatives(Customer satisfaction, territorial sales growth, etc)

WORKING CONDITIONS

Lots of travel, tolerant of week-long trips


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RATIONAL SELECTION PROCESSES

COMPENSATORY (Classical)

All relevant criteria identified and weighted by importance

Each decision choice can be mathematically represented

Calculate expected values and select optimal choice

CONJUNCTIVE (Multiple Hurdles)All relevant criteria identified and rank-ordered by importance

Cutoff limits set for each criterion

Evaluate alternatives against cutoffsonly viable choices survive

DISJUNCTIVE (Behavioral)

Criteria seem incomplete (not able to weight or rank them)

Note the outstanding attributes (pros/cons) of each alternative

Select the alternative with the fewest negative attributes


9/28

SOURCES OF INFORMATION

ABOUT JOB APPLICANTS

RESUMES

APPLICATION FORMS

INTERVIEWS

TESTS

Aptitude (promise) vs Achievement (proof)

Cognitive (intelligence, math, spatial, etc) vs Physical ability

Personality, honesty, drug and substance abuse

REFERENCE CHECKS

Honesty, dependability, ability to work with others

PROBATIONARY PERIODS

Try them on a no fault basis


10/28

SELECTION IS A TWO-WAY

MATCHING PROCESS

MATCH 1

WHAT THE ORGANIZATION WANTS

AND WHAT THE EMPLOYEE CAN OFFER

A good fit results in high performance andproductivity

MATCH 2

WHAT THE EMPLOYEE WANTS

AND WHAT THE ORGANIZATION CAN OFFER

A good fit results in high satisfaction and loyalty to the firm

CLEAR AND HONEST INFORMATION EXCHANGE ABOUT JOBEXPECTATIONS AND WHAT THE FIRM WILL OFFER IN RETURNARE ESSENTIAL TO A GOOD FIT FOR BOTH PARTIES.


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REALISTIC JOB PREVIEWS

WHAT DOES THE JOB REQUIRE?JOB DESCRIPTION (Duties & Tasks)

JOB SPECIFICATION (Qualities & Personal Characteristics)

PERFORMANCE STANDARDS (Appraisal Criteria)

Are there Unwritten Expectations?

WHAT DOES THE JOB OFFER?What will I do? How challenging will the work really be?

What salary and benefits can I expect?

What other rewards and/or recognition is possible?

What is the potential for career growth and promotion?

If a job offer is accepted, will there be unanticipated surprises when s/he beginswork, or will things be exactly expected? Unexpected surprises on the job will

generate feelings of inequity (They lied!Ive been deceived!) which harm both

productivity and longevity. BE PAINFULLY CLEAR AND HONEST in all your

communications with prospective employees. No one wants to work for a

company that cant be trusted.


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ARE THESE INTERVIEW QUESTIONS

LEGAL?

1. Have you ever worked under another name?

2. What religious holidays do you observe?

3. Are you a citizen of the United States?

4. Are you handicapped?

5. Which foreign languages can you read and speak fluently?

6. Are you married?

7. Do you plan to start a family in the near future?

8. How long did you work at your three most-recent jobs?

9. Have you ever been arrested or convicted of a felony?

10. What is the name, address and phone number of your father?11. Do you rent or own your home?

12. Do you have a current drivers license?


13/28

HIRING CRITERIA TO AVOID

RACE RELIGION

GENDER

NATIONAL ORIGIN

AGE

MARITAL STATUS

DISABILITIES

PREGNANCY

CREDIT RECORD

ARREST RECORD

GARNISHMENT RECORD

DRESS AND APPEARANCE

EXCESSIVE WORK EXPERIENCE REQUIREMENTS

EXCESSIVE EDUCATION REQUIREMENTS


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SOME INTERVIEWING ERRORS

PRIMACY EFFECT -- first impressions are lastingSTEREOTYPES categorization based on appearance (not knowledge)

HALO EFFECT you did discover one outstanding attribute

CONTRAST EFFECT ordering or sequencing has an impact

PROJECTION similar to me error; if youre like me youre ok!

REJECTION MIND SET deliberate search for negative info

INTERVIEWER DOMINATION interviewer talks too much

INCONSISTENT QUESTIONS info gathered isnt comparable

INAPPROPRIATE QUESTIONS legally questionable, job related?

INADEQUATE INTERVIEWER TRAINING doesnt know what to do

POOR BODY LANGUAGE nonverbal signals conflict & confuse

SELECTION ERRORS Type I and II Errors

TYPE I ERROR = Hiring the incompetent worker

TYPE II ERROR = Not hiring a good worker


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STRUCTURED INTERVIEWS

Weyerhaeuser Corp (80)

1. Based exclusively on Job Duties and Requirements

2. Focuses on four types of questions:

* Job knowledge

* Worker requirements

* Job samples and simulations

* Situational questions

3. Sample answers for each question determined in advance

Interviewee responses are rated on a 5-point scale

4. Committee approach: several raters evaluate the interviewee

5. Same procedures are consistently applied to each applicant

6. All interview data is documented in case of legal challenge


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EMPLOYMENT TESTS

WORK SAMPLE TESTS (Performance)Typing, driving, programming, operating equipment

SIMULATIONS

In-baskets, dexterity tests, etc

APTITUDE & ABILITY TESTS

Intelligence & learning potential tests

Clerical ability & spatial relationships

Reading comprehension and mathematical abilities

PERSONALITY & TEMPERAMENT TESTS

Personality tests (MBTI, MMPI, etc)

Projective tests (TAT, Rorschacht Ink Blot, etc)

HEALTH ASSESSMENT

Drug Tests

Physical Examinations


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RELIABILITY & VALIDITY

RELIABILITY = internal consistency of measurement tool

VALIDITY = does it measure what it claims to measure?

CONTENT VALIDITY (Face Validity)

It measures the obvious skills, knowledge etc. needed on the job

The relevance of these measures is rarely questioned by experts

CONSTRUCT VALIDITY (Theoretical)

Measures traits and psychological characteristics which we believe

are important in a job, but their relevance to the job may not be clear.

CRITERION VALIDITY (Empirical)

Test scores are significantly correlated with actual job performance

PREDICTIVE VALIDITY = uses new employees, a sequential test

CONCURRENT VALIDITY = uses existingemployees, one-shot test


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CONDUCTING A CRITERION VALIDITY

STUDY

Q: Are the interview ratings (or test scores) valid predictors of jobperformance?

RESEARCH DESIGN

1. Interview all job applicants and record their interview scores

2. Offer all job applicants a position, regardless of their score

3. After an appropriate learning period, gather work performance

(appraisal) data

4. Evaluate the correlation between interview scores and appraisalscoresis it statistically significant? If YES, the interview score

CAN BE USED to cut off or select applicants in the future. If

NO, DO NOT USE interview scores (or your test scores) for

hiring purposes.

5. Set the cutoff limit in a way that minimizes Type I & II errors.


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PURPOSES OF ORIENTATION

1. TO CREATE A POSITIVE ATTITUDE AND A FAVORABLE

IMPRESSION ABOUT THE ORGANIZATION

2. TO EDUCATE NEW WORKERS ABOUT THEIR

ORGANIZATION, THEIR JOB TASKS AND THEIRPERFORMANCE EXPECTATIONS

3. TO EASE ENTRY INTO THE ORGANIZATION BY

REDUCING STRESS AND ANXIETY


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GENERAL ORIENTATION

CORPORATE CULTURE & PHILOSOPHY

The Corporate Vision and MissionThe Products/Services Provided; The Publics We Serve

The Way We Do Things Around Here

Teamwork & Commitment to the Organization

COMPANY POLICIES AND RULES

The Company HandbookThe Appraisal Process

Disciplinary Actions & Grievance Procedures

COMPENSATION AND BENEFITS

Vacations & Holidays

Insurance Plan & Fringe BenefitsEMPLOYEE DEVELOPMENT

Training & Development Expectations

Career and Promotional Opportunities


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SPECIFIC JOB ORIENTATION

TOUR THE DEPARTMENT/WORK AREA

INTRODUCE TO COWORKERS AND KEY COLLEAGUES

SETTLE IN TO ASSIGNED WORK SITE/OFFICE/LOCATION

REVIEW THE JOB REQUIREMENTS (Job Description)

REVIEW PERFORMANCE STANDARDS (Appraisal Criteria)

GIVE INITIAL INSTRUCTIONS RE: WORK PROCEDURES ANDSPECIFIC JOB RULES

IDENTIFY WHO TO CONTACT WHEN UNCERTAIN WHAT TO DO


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SOCIALIZATION AT TEXAS INSTRUMENTSGOMERSALL & MYERS (66)

USE OF SENSITIZATION & TRAINING TO REDUCE ANXIETY

1. EMPHASIZED YOU WILL BE SUCCESSFUL

POSITIVE SENSITIZATION

2. DISREGARD THE HAZING AND HALL TALK

INITIATION RITUALS AND PRANKS

3. TAKE THE INITIATIVE ASK QUESTIONS!!

4. GET TO KNOW YOUR SUPERVISOR

HERES YOUR NEW SUPERVISOR IN HER GARDEN

5. SUPERVISORS WERE TRAINED BY SUBORDINATES

THE WHOLE TEAM WAS RESPONSIBLE FOR TRAINING


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KEYS TO SUCCESSFUL SOCIALIZATION

REALISTIC EXPECTATIONSAccurate Job Information

No Surprises

CHALLENGING WORK ASSIGNMENTS

Match Employee Skills with Tasks

Develop Intrinsic Motivation Early

SUPPORTIVE SUPERVISION

Demanding of Employees

Gives Feedback and Assistance

Secure, Can Tolerate Mistakes

SUPPORTIVE WORK GROUP

Has Positive Attitudes Toward Work and the Organization

Willing to Accept the New Employee Into Their Midst

Provides On-The-Job Guidance and Support


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PHILOSOPHIES OF DEVELOPMENT

THE WORKER IS RESPONSIBLE FOR DEVELOPING HIMSELF

GET YOUR OWN SKILLS BEFOREHAND, WERE NOT PAYING!

LET THE WORKER LEARN ON-THE-JOB

THE LEARNING IS NOT STRUCTURED OR SEQUENCED

YOU LEARN THROUGH OBSERVATION, TRIAL & ERROR

ROTATE WORKERS THROUGH A SEQUENCE OF POSITIONS

JOB ROTATION & JOB TRANSFERS

COURSEWORK AND FORMAL INSTRUCTION

CLASSROOM EXPERIENCESCOMPANY-PROVIDES TIME OFF or REIMBURSEMENT

GROWING THE RISING-STARS

ASSESSMENT CENTERS, INTENSIVE EDUCATIONAL PROGRAMS


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TRAINING & DEVELOPMENT

TRAINING = Knowledge and skills needed for the present job.

DEVELOPMENT = Knowledge and skills for the future.

DETERMINE YOUR TRAINING & DEVELOPMENT NEEDS

CONDUCT A NEEDS ASSESSMENT

ORGANIZATIONAL, TASK, and INDIVIDUAL LEVELS

ESTABLISH T&D OBJECTIVES

WHAT IS THE PURPOSE OF TRAINING? WHY DO THIS?

WHAT LEARNING OBJECTIVES DO WE HAVE?

WHAT RESULTS DO WE WANT TO ACHIEVE? BY WHEN?

SELECT T&D METHODS

ON-THE-JOB

OFF-THE-JOB

COMBINATION


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TRAINING TECHNIQUES

ON-THE-JOBTRIAL-AND-ERROR

COACHING

APPRENTICESHIPS

JOB ROTATION

OFF-THE-JOB

VESTIBULE TRAINING

SIMULATION

COMPUTER-BASED TRAINING /CDS

CLASSROOM PROGRAMSDEMONSTRATIONS & VIDEOTAPES

CONFERENCE DISCUSSIONS

DISTANCE LEARNING


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DEVELOPMENT TECHNIQUES

ON-THE-JOB

MENTORING & COACHING

INTERNSHPS

JOB ROTATION & TRANSFERS

UNDERSTUDY ASSIGNMENTS

PROJECT & COMMITTEE ASSIGNMENTS

OFF-THE-JOB

CLASSROOM PROGRAMS

CONFERENCES & WORKSHOPS

DEMONSTRATIONS & VIDEOTAPES

CASE STUDIES AND DISCUSSIONS

MANAGEMENT GAMES

ROLE PLAYSIN-BASKET SIMULATIONS

DISTANCE LEARNING

IN-HOUSE UNIVERSITIES

ASSESSMENT CENTERS


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EVALUATING

TRAINING & DEVELOPMENT

ATTITUDES & OPINIONS

HOW DO THE PARTICIPANTS FEEL ABOUT IT?

DID THEY THINK IT WAS WORTHWHILE?

KNOWLEDGE GAINED

WHAT DID THEY REALLY LEARN? DO WE HAVE PROOF?

BEHAVIORAL CHANGE

ARE PEOPLE BEHAVING & ACTING DIFFERENTLY NOW?

RESULTS ACHIEVED

WERE OUR OBJECTIVES MET? HAVE COSTS DECLINED?

HAVE PERFORMANCE GAPS NARROWED?

Alternatives to Recruiting

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