Untitled Flashcards Set
Key Elements of Talent Acquisition (TA)
Recruitment
Assessment
Selection
Recruitment
Recruitment Goals
Influence # of people who apply
the more, the better (gives ERs the ability to be more selective)
however, more volume = more time spent
Influence the type of people who apply
enhance quality of applicants (KSAOs, person-org fit)
reduce # of unqualified applications
Ensure that those who apply reflect the diversity of the population
Ultimate goal is a large pool of qualified, diverse, applicants
Recruitment Sources
Evolution of Sourcing
in the past, candidate sourcing = very localized (towns, cities)—> now, candidate sourcing = regional/national/global
much more high-tech
from signs on doors to online job boards, social networking sites, company sites
much more analytically driven
companies collect data about their recruitment (which sources draw the best applicants, etc.)
Sourcing Options
Internal (Build)—orgs. fill a number of their positions with people already in the org.
internal job postings
leadership development programs
talent inventories
succession plans
External (Buy)
campus recruitment
employee referrals
advertisements
career sites
search firms
professional associations
job boards
Evaluating Sources
Speed
Cost
Volume
Quality and/or “Fit”
Employee Retention
Diversifying Applicant Pool
Match w/ Job Level
Open v. Closed Sources
Open—fair/transparent; large pool; hidden talent; costly/time-intensive
Closed—efficient; faster; fewer rejections; bias/less diverse
Talent Attraction
Barber’s Recruitment Model
Phase 1: Generating Candidates (Attraction)
Phase 2: Maintaining Applicant Status (Retention)
Phase 3: Encouraging Acceptances (Hiring)
Key Factors Influencing Recruitment Outcomes
Brand, Recruiters, Timing, Messaging, Market
Elements of a Brand Impression
Employer Brand
Familiarity (Do I know this company?)
can range from being entirely unaware of the company’s existence to being top-of-mind when they EEs think about potential ERs
shaped by low-involvement messaging
Image (What’s it like at this company?)
shaped by applicants’ views of the ER, the job itself, and other people at the company
Reputation (What do other people think about this company?)
shaped by views held by general public, peers, and family & friends
driven by how we view companies by consumers
Messaging
Realistic Job Preview (RJP)
presenting candidates with both positives and negatives/drawbacks associated with the job and org.
shown to reduce turnover via self-selection; improve job satisfaction
most effective for routine, etc.
Psychological Assessments serve as a tool to predict who will be most successful in the role
Assessment
Theoretical Predictors of Behavior at Work—personality; achievement mindsets; knowledge, skills, and abilities; motivation; work attitudes; emotions; leadership
Assessments allow us to measure these theoretical predictors of job performance
Forms of assessments include resumes, interviews, personality inventories, biodata, etc.
give insight into KSAOs (eg: technical knowledge, service orientation, resilience, etc.)—> ultimately predict certain outcomes (eg; job performance, turnover, OCBs, CWBs, etc.)
Key Goal of Assessment: Prediction
Ideally, assessments perfectly predict actual performance/outcomes; however, assessments aren’t always entirely accurate
ultimately, want to make decisions better than chance
help inc. # of true pos./neg. hiring outcomes and dec. false pos./neg. hiring outcomes
Types of Assessments
Initial Assessments: assessments used to initiate the hiring process and screen candidates for basic requirements (eg: resumes, phone screens
Formal Assessments: assessments used to further evaluate the remaining candidates and inform hiring decisions
generally “performance-based” and in-person
trying to replicate what will happen in the job; scoring people based on their behaviors and actions
generally online or paper-pencil based
Contingent Assessments: assessments used only for certain types of jobs and often only after a hiring offer has been made
Key Considerations in Choosing Assessments
Validity—the accuracy or appropriateness for predicting or drawing inferences from test scores; most important factor
work samples, cognitive ability tests, structured interviews, etc. have high validity; personality tests, unstructured interviews are on the lower end
Cost—how expensive it is to develop and administer certain tests
Adverse Impact—different outcomes for different people based on race, disability status, etc.
can lead to claims of racism, discrimination, etc.
personality tests are used in hiring processes because they’re low-cost and have low levels of adverse impact
Candidate Reactions—extent to which candidates react positively v. negatively to the assessment method
interviews produce most positive candidate reactions (expected/standard in interview/hiring process); personality tests and cognitive ability tests are at lower end (slightly harder to comprehend job relevance)
Measures of Skills & Abilities
Cognitive Ability Tests
assess general mental ability (g) or specific facets of intelligence
applies to all jobs (higher generalization) than specific intelligence tests
cognitive ability = good predictor of better job performance
g has been shown to explain as 40% of variance in job performance
EG: SAT, ACT, Wonderlic Test, etc.
Benefits: high validity, high generalization, low cost
Limitations: mixed candidate reactions, high adverse impact
Situational Judgment Tests—candidates presented w/ situations and need to select or rank order potential options for handling them; assess practical intelligence, problem solving, decision making; used mainly for professional jobs
Work Samples—candidates perform a representative sample of job tasks, assess job specific knowledge, skills, and abilities; used mainly for technical jobs
Situational Exercises/Simulation—candidates engage in exercises that mirror part of the job; can be used to assess job specific KSAs as well as general qualities and personality characteristics; used mainly for managerial and professional jobs
Assessment Centers—candidates complete a series of exercises that simulate
Benefits: moderate to high validity; favorable candidate reactions; low to moderate adverse impact
Limitations: high cost, low generalizability; maximal v. typical performance
Measures of Traits & Qualities
Personality Inventories
Big 5 (openness, conscientiousness, extraversion, agreeableness, neuroticism)
ensure proper use
Integrity Tests
Overt Measures
punitive attitudes, admissions of illegal drug use, reliability/diligence, theft admissions
EG: Reid Report
Personality Based Measures
mainly assess conscientiousness, also agreeableness and emotional stability
EG: Employee Reliability Index
Benefits: low cost; low adverse impact; offer incremental validity when used in combination w/ ability measures
Limitations: low to moderate validity; less favorable candidate reactions; faking?
Faking does not hurt the validity/value of these tests
can indicate a job relevance skill of how an employee should behave/their expected norm of worker behavior in the workplace
adding points to all workers, doesn’t skew results
Interviews
most common assessment used in organization
can be used to assess almost any KSA, often used to assess softer skills (eg: interpersonal skills, leadership, adaptability)
Continuum:
Unstructured—interviewers make judgments as to what questions to ask and how to evaluate responses
low/zero validity; potential for adverse impact
Structured—interviewers ask the same questions of all applicants and responses are scored using a standardized key
high validity; low adverse impact
Improving Interviews
develop questions based on a thorough job analysis
how to design questions relevant to critical job qualifications
formalize and structure the interviewing and rating process
provide interviewer training
reduce adverse impact and bias; apply rating system fairly; justifications of ratings; etc.
Making Decisions with Multiple Assessments
how to take info from multiple assessments and make sound hiring decisions
Multiple Regression
applicants complete all assessments and their scores are weighed and added together to create an overall evaluation that is used to rank candidates
compensatory approach—high score on one assessment can compensate for a low score on another assessment
Multiple Cutoffs
applicants complete all assessments and must scorea bove a set level on each assessment. Applicants who pass all of the assessments are then rank ordered based on their scores
non-compensatory approach—high
Multiple Hurdle
Legal Issues
Major U.S. EEO Laws
Civil Rights Act (1964) Title VII—no disc. on basis of race, color, sex, religion, national origin
Age Discrimination in Employment Act (ADEA; 1967)—covers those over the age of 40
Americans With Disabilities Act (ADA; 1990)—make reasonable accommodation w/o undue4r
Civil Rights Act (1991)—allows jury trials, compensatory damages, etc.
2 Theories of Employment Discrimination
Adverse Treatment (Disparate Treatment)—intentionally treat protected class members differently (overt discrimination)
pretty rare, but Ruby Tuesday EG
Adverse Impact (Disparate Impact)—practices or policies that were thought to be unbiased result in a disproportionate negative impact on a certain group (unintentional discrimination)
much more common
stock statistics—compare “utilization rates”
EG: compare company’s % m/f in clerical jobs v. % m/f in “relevant population
concentration statistics—compare job category distributions
EG: compare % m/f in clerical v. sales v. management
flow statistics—compare “selection rates”
EG: compare % of m/f applicants hired
Example of 80% or 4/5 Rule
less than 80%, so adverse impact exists
Employer Defenses
Business Necessity/Job Relatedness: show that the processes/practices (a) are closely related to job requirements, and/or (b) predict job performance
need to show that there is not a reasonable alternative that doesn’t cause undue hardship
Bona Fide Occupational Qualification (BFOQ): necessary for safe performance or is essential to role; often difficult to prove
race can’t be used in this case; however, other protected classes can be
EG: Catholic priests need to be Catholic
Strategies for Reducing Adverse Impact
Recommended
Recruit more qualified minority candidates
Include multiple assessments that assess a comprehensive array of skills, abilities, and traits/qualities related to both technical task performance & contextual job performance
Not Recommended
Use assessments w/ low validity
Provide test orientation and preparation programs to candidates
have been shown to have no impact
Identify and remove individual test items on which majority and minority candidates differ
has been shown to have no impact
Engagement: the harnessing of organization members’ selves to their work roles; in engagement, people employ & express themselves physically, cognitively, and emotionally during role performances
Related concepts: flow, absorption, energy, involvement, satisfaction, commitment, etc.
Defining Characteristics:
psychological connection w/ performance of work tasks rather than an attitude toward features of the organization or job
self-investment of personal resources (physical, emotional, cognitive) into job tasks
Trends in Employee Engagement
Highly/Actively Disengaged: ~20%; Neutral: ~50%; Highly Engaged: ~30%
Consequences of Employee Engagement
Individual Outcomes
Chapel Hill study shows pos. relation to task performance & contextual performance
Gallup found that 62% of engaged employees believe their work pos. affects health
Business Outcomes
positive relationship between employee engagement and shareholder return, safety, productivity, growth, customer loyalty, etc.
need for caution against reverse causality
Antecedents of Employee Engagement
Job Characteristics
Job Characteristics Model (Hackman & Oldham)—any proposed job can be desc. by 5 core dimensions
Skill/Task Variety—extent to which a job requires a number of activities, skills, & talents
most strongly related to employee engagement
Task Identity—
Task Significance—job’s impact on lives or work of other people, whether inside or outside the org.
Autonomy—
Task Feedback—to what extent is one getting feedback on how they are doing their job
influence 3 important psychological states: experienced meaningfulness, responsibility, and knowledge of results—> Motivating Potential Score (MPS)
motivation can depend on person, but on average
Leadership
Transformational Leadership & Leader-Member Exchange (LMX) lead to higher employee engagement
Learning & Development Opportunities
Effective Mentoring
boost employee engagement
Challenging Development Plans
help employees grown and develop
Management & Job Skills Training
Dispositional Characteristics
Positive Affect, Conscientiousness, Proactive Personality have pos. relation to employee engagement
Measuring & Analyzing Employee Engagement
Employee Listening
EG: recruitment surveys, mid-yr pulse, pulse points, learning plans, 360 feedback, skip-levels, 1:1s, annual pulse, exit surveys, etc.
annual pulse = most common—> other aforementioned surveys = methods to receive constant feedback
Engagement Surveys
10 Common Themes (not all engagement): pride in ER; satisfaction w/ ER; job satisfaction; opportunity
rather, drivers and outcomes of engagement
Recommendations to better measure engagement
align survey items w/ how engagement is defined w/i org.
differentiate measures of engagement from measures of its antecedents and consequences
Analyzing & Acting on EE Feedback
many orgs. fail to act on EEs’ feedback, or take too long
critical that EEs know that they’ve been heard and that their feedback = taken seriously
companies have been using analytics and dashboards to help HR and people leaders make sense of and respond to EE feedback
Performance Management
Key Goals of Performance Management
Strategic—communicating organizational goals and ensuring employees’ goals and actions are aligned
Administrative—gathering info needed to make and document decisions related to selection, compensations, promotion, termination, etc.
Developmental—providing feedback on strengths and weaknesses accompanied by coaching and training
Views on Performance Management
Watson Wyatt study —> only 3/10 EEs believe their performance rev. system actually improves performance
Another study found that almost 1/2 of ERS believe their managers are, at best, only slightly effective in helping underperforming EEs improve
Academic review of 600+ EE-feedback studies found that in over 1/3 of
Deloitte study —> only about 40% of HR execs. Believe their own performance management process is an effective use of time
Rethinking Performance Management
Performance Management Challenges
Doesn’t assess actual performance
Managers focus on person characteristics rather than actual output
Infrequent feedback
Most appraisals are done annually; EEs need more regular feedback & coaching
Non-data-based assessment
Evaluations commonly based on memory and subjective criteria
Conflicting Objectives
By serving multiple purposes, often don’t serve any extremely well
Errors are common
Judgments commonly biased by halo, recency, similar-to-me, leniency, and other errors
Distribution Errors/Biases
Central-Tendency Error (everyone = average)
Leniency Error (left-skew)
Severity Error (right-skew)
Forced Distribution—forces performance onto normal curve
Top-Grading: version of forced list. In which the bottom 10% is dismissed each yr; rank & yank
Problems w/ Forced Distribution
Cultural Implications
Can hurt EE morale and create a competitive culture that limits collaboration
of companies have abandoned forced rankings
limited utility over time
simulation study by Scullen, Bergey , and Smith (2005)—> end up getting rid of good workers/EEs
legal risks
many companies have lost class-action suits claiming that a disproportionate number of EEs of particular sex, age, and race groups had been “ranked & yanked”
Improving Performance Management
Training
provide rater training
Rater error training—goal is to make raters aware of potential errors and teach hem how to avoid them; generally ineffective for improving accuracy
Frame of Reference Training—goal is to provide raters w/ common, specific stds. against which to rate EEs and the opportunity for calibration through practice; generally effective for improving accuracy
coach managers
how to navigate the challenges of the performance management process (eg. having difficult convos)
peer-led workshops can be helpful for sharing best practices & advice
train EEs how to write effective, objective self-assessments
Process
clearly define and communicate key performance indicators (KPIs) that form the basis of performance evals.
gather additional info.
other sources of info to provide more holistic/accurate insight
simplify process by minimizing no. of forms and using tech. to dist., collect
Timing
inc. freq. of eval., feedback, and coaching
capture more freq. observations and evals. of EEs
encourage regular feedback and coaching, as opposed to annual point-in-time assessments
decouple compensation decisions and developmental discussions
research has shown that when performance appraisals are used for decision-making (pay, promotions, etc.), ratings tend to be more lenient and managers are less willing to give difficult feedback
Learning v. Training
Learning: relatively permanent acquisition of knowledge and skills
Training: systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance in another environment
Facts that Impact Training Effectiveness
alignment of training w/ individual and organizational needs
learners’ motivations and abilities
program design and implementation
organizational learning climate
rigorous evaluation and continuous improvement
Training is influenced by what happens before and after the training as well; process rather than one-time event
The ADDIE Model
Analyze, Design, Develop, Implement, & Evaluate
Human Performance Improvement (HPI) Model
largely similar to ADDIE Model, but suggests that a performance issue is due to poor job design
includes cause analysis and solution selection sections
Training Needs Assessment
Needs Assessment
Organizational Analysis
Is there a clear need that aligns w/ business strategy?
Is training the best approach for addressing the need?
Is the training feasible and likely to be successful?
Task Analysis
What are the tasks performed on the job?
What are the competencies (KSAOs) required to effectively perform the task?
Which tasks and competencies should receive highest priority in the training?
Person Analysis
Who should be trained?
Are trainees willing and able to learn?
How can we design more personalized learning experiences that match the needs, characteristics, and preferences of the trainee?
Personalized Learning
IBM—Myca Your Career & Your Learning Platforms
Career Paths & Opportunities, Personal Learning
drives employees to learn more
Training Design & Delivery
Training Methods
Instructor-Led Training (ILT), Self-Directed, On-the-Job Training (OJT), Observation & Modeling, Simulations & Role-Plays
can be either traditional or virtual—practical considerations as well as quality ones
EG: Walmart VR Training
Shifting Delivery Trends
Effectiveness (?) of Virtual Training
1000 studies have compared virtual and traditional training
consistently reveal that, all else equal, learning outcomes are equivalent for virtual and traditional training
virtual training isn’t inherently better or worse than other methods of instruction, what matters is how/when it’s used
Transfer of Training
~30% of what trainees learn is transferred back to the job
suggests that many resources are lost
Transfer Barriers
Organizational Resistance
Technology/Infrastructure
Lack of Incentives
Lack of Support
Temporary Productivity Implications
Lack of Knowledge or Ability
Improving Transfer
Improve Needs Analysis
Build Learner Motivation
Enable Manager Support
Climate & Support
Positive Climate—openness to new ideas; psych. safety, time to engage in learning & reflection; favorable consequences for learning
Supervisor & Peer Support—removing obstacles, communicating importance of training; creating awareness/visibility of training opportunities; role modeling; encouraging application
EG: Leadership Training Transfer at AMEX
people w/ high improvement had convos w/ leader about how to apply, has a leader who supports the training
Training Evaluation
Leadership Training @ AMEX (Case Study)
Reactions—assess learner satisfaction & perceived utility through a survey administered at the end of training
Learning—assess the acquisition of new leadership knowledge and skills through a knowledge test and/or simulation conducted at the end of training
Behavior—assess application of leadership competencies (EG: coaching, goal setting, etc.) on the job 3-6 mos. after training by surveying trainees’ supervisors and/or direct reports
Results—assess the engagement, performance, and/or retention of trainees’ direct reports 6-12 mos. after training using company/HR data
Design Note: AMEX would also want to collect pre-training data; control data
Kirkpatrick’s Model (Levels)—4 different data points to evaluate training
Reactions
trainee’s thoughts regarding the training program
two dimensions:
affective—did participants enjoy the program?
instructor satisfaction, etc.
utility—will the training be useful back on the job?
relevancy to job; extent to which training prepared person for job/task
Learning
did participants acquire desired competencies?
typically assessed during or at the end of training
3 types of measures
immediate knowledge
EG: paper-and-pencil test immediately following training
knowledge retention
EG: paper-and-pencil test 2-weeks after training
behavioral/skill demonstration
can be conducted during or at some point following training; distinct from job performance itself
EG: performance in a simulation conducted near or at the end of training
Behavior
assesses transfer of trained knowledge and skills to the job; are trainees using what they learned in training on the job?
methods
performance appraisal
behavioral observation
interviews w/ trained employees and/or managers
beware of contamination
overall performance ratings can obscure real behavior change
whenever possible, tailor ratings to focus on specific elements of job
Results
does the training produce “bottom line” results?
how does the training contribute o the organization’s objectives
relevant results should be identified by referring back to organizational analysis
Leadership Development Trends
New Leadership Capabilities
Traditional—administrative leadership, reactive leadership, building teams, command & ctrl, centralize innovation
New—purpose-driven leadership, adaptive leadership in uncertain contexts, building culture, orchestrator & coach, co-create innovation across the workforce
Trends highlighted in 2024 Annual Leadership Development Survey Report
despite slightly higher investment in training overall, prop. of training budget allocated to leadership development decreased
coaching, communication, and team leadership skills remain top priorities; performance mgmt. and providing feedback inc. in priority
only ~7% of orgs. are actively using genAI
Leadership Development Methods
Development of Top Talent
McCall study—largely challenging jobs/assignments, then other people, other events, and hardships
70-20-10 Model of Development
about 70% of development will come job experience
about 20% will come from coaching/mentoring
about 10% from formal learning
emphasis on experiential learning
Development Across Levels
Leadership Development Delivery Methods
rely a lot on formal training
Meaningful Developmental Experiences
characteristics shown to enhance value of developmental experiences
unfamiliar responsibilities, developing new directions, high stakes & responsibilities, managing business diversity
characteristics shown to detract from value of developmental experiences
lack of top management support, lack of personal support, difficult boss (all interpersonal)
Definitions & Trends
Turnover: individual movements across the membership boundary of a social system; people leaving organizations; number or percentage of workers who leave an organization and are replaced by new employees
Types of Turnover
voluntary—employee-initiated (quits)
involuntary—org-initiated (discharges, terminations, firings, dismissals)
functional—some org. benefit (non-regrettable)
dysfunctional—neg. org. consequences (regrettable)
avoidable—preventable by org. (controllable)
caused by dissatisfaction, etc.
unavoidable—little org. could do (non-controllable)
Turnover Rate Trends
voluntary turnover has been steadily increasing since around 2008-09
spikes in involuntary turnover during the Great Recession & Covid
Industry Variation
highest turnover rates in leisure & hospitality sector
Consequences of Turnover
increased costs
loss of human and social capital
operational disruption
neg. effects on customer outcomes, productivity, safety, sales/profits, etc.
Costs of Turnover
separation costs: hr staff time; manager’s time; accrued paid time off; temporary coverage
replacement costs: job posting/advertising; hiring inducements; hiring manager and department employee time; hr staff time
training costs: orientation program time and materials; formal training; on-the-job training; productivity loss due to learning curve
other costs: delays in production and customer service; lost clients and customers; disruptions to team-based work; loss of workforce diversity
Turnover Models—Approaches to Understanding and Predicting Turnover
Turnover Antecedents—
leader-employee relationship = strongest turnover antecedent
implications: monitor key antecedents to foreshadow turnover risk; focus improvement efforts on most powerful antecedents and those most salient to critical populations
limitations: importance of different antecedents depends on a variety of factors (EG: job level, performance level); employee turnover is typically driven by a series of decisions, not isolated factors
Unfolding Model of Turnover—what’s the decision making process people go through when they decide to leave an org.
Shocks—jarring events that prompt thoughts about leaving (EG: unsolicited job offer)
Scripts—preexisting plans for leaving (EG: when I have a child, I’m going to quit my job for x amount of time)
Image Violations—violations of employees’ values, goals, or goal strategies
Job Satisfaction, Search &/or Evaluation of Alternatives, and Likelihood of External Offer
implications: leavers don’t always quit for other job; shocks drive turnover more than dissatisfaction; some paths take longer to unfold than others, which impacts the time available to intervene
limitations: model focuses on a limited number of variables that shape individuals’ decisions to remain with or leave an organization
Job Embeddedness—factors that embed employees in their job and make it harder for them to leave
Links—connections to institutions and other people
Organization: tenure in company, interactions w/ coworkers, membership in teams and work committees
Community: spouse/partner status, family members and friends living close
Fit—compatibility or comfort w/ organization and environment
Organization: match w/ orgs.’ values and culture, professional growth and development opportunities
Community: weather,
Sacrifice—
implications: predicts turnover over and above traditional antecedents; can attenuate the deleterious consequences of shocks
limitations: orgs. may have limited influence over external factors
Integrating the Different Models
employee turnover is driven by a number of factors both internal and external to the organization
turnover occurs through a sequence of decisions that extend over variable timeframes
orgs. need to adopt a holistic perspective to understand why and how employees decide to stay or leave
Layoffs
Effects of layoffs
companies conducting large-scale layoffs often perform more poorly than companies engaging in smaller or no layoffs
holds even after controlling for company performance
factors shaping effects of layoffs:
time frame: job must remain unfilled for 6-12 mos. to realize any benefit
goal: layoffs conducted for strategic repositioning or due to an M&A have more pos. effects than those conducted for cost-cutting reasons