Part 2 ® Recruitment and Placement 7 ® Interviewing Candidates

Panel Interview
Situcrtional Inter^'ew Behavioral Interview
Candidates are asked what their Candidates are asked how they have In a panel interview, several interviewers question the candidate. This has several
behavior would be in a given situation. reacted to actual situations in the 1 advantages. In "serial interviews," candidates may have to repeat the same
information over and over again with each interviewer. The panel format lets
interviewers ask follow-up questions based on the candidate's answers. This may
Jobreioted Interview Stress Interview encourage more meaningful responses than are normally produced by a series of
interviewer tries to deduce what Typesof Interviewer tries to make the one-on-one interviews.
applicant's on-the-job performance Interview (Based applicants uncomfortable with
will be by listening totheir answers on Content) "rude" questions in orderto find On the other hand, some candidates find panel interviews more stressful, so
about past behavipjj iraStrgss^ra they may actually inhibit responses. An even more stressful method is the mass Mass interview
Figure 7.2 interview. Here a panel interviews several candidates together at the same time. A panel interviews several
Types of Intewiews
The panel poses a problem and then sits back to watch which candidate takes the candidates simultaneously.
lead in giving an answer.
"So, oar record shows that you had two parking
ticketslast year... Whatdo you have to say for yourself?" Telephone Interview
Some interviews may be by telephone. These can be more accurate than face-to-
face interviews for judging an applicant's conscientiousness, intelligence, and
"I thought this is a job interview interpersonal skills.Since both sidesdo nothave toworryabout thingslikeclothing
far the position of a dishwasher.' and handshakes, they can focus on substantive answers.

In a stress interview, the interviewer

tries to make the applicants
uncomfortable with "rude" questions
in order to find their stress tolerance.

Administering The Interview

Interviews can be administered in the following various ways; 'Mmhmm... Oh yes... I thnk tm
u Individual interview able to present myselfwell enough."
w Sequential interview
o Panel interview
w Telephone interview
e Computerized interview.
Computerized Interview
Unstructured In a "computerized selection interview," the applicants answer questions in
sequential interview response to computerized oral, visual, or written questions or situations. The
An Interview in which
each interviewer forms an
Individual interview basic step is to present the applicants with a series of job-related questions about
independent opinion after Most interviews are individual or one-on-one: two people meet alone. The their background, experience, education, skills, knowledge, and work attitudes.
asking different questions. interviewer asks questions and the applicant answers them orally. Some questions Applicants are given questions in a multiple-choice format, one at a time. They
may require written answers. answer these questions on the screenby pressing a key. QuickQuiz
Structured sequential In a computerized interview, applicants have to concentrate as the questions
interview may appear very quickly oneafter another. The computerized interview program Describe the features of the following:
An interview in which the Sequential Interview may also measure the response time to each question. Computer-aided interviews © Individual interview
applicant is interviewed are generally used to reject unacceptable candidates and to select those who will © Sequential interview
sequentially by several In a "sequential or serial interview," several persons interview the applicant, m
sequence, before a decision is made. In an unstructured sequential intcrvjew, move on to face-to-face interviews. © Panel interview
persons; each rates the
applicant on a standard each interviewer may ask different questions and form an independent A computer-aided interview may have some advantages. It reduces the © Telephone interview

form. In a structured sequential interview, each interviewer rates the candidates on a amount of time managers have to spend on interviewing. Applicants are © Computerized interview.

standard evaluation form, using standardized questions. reportedly more honest with computers than they would be with people.

K
Part 2 • Recruitment and Placement 7 • Interviewing Candidates

presumably because computers are factual and neutral. On the other hand, the
mechanical nature of such interviews may make some applicants feel that the
employer is rather impersonal.
Are Interviews Useful?
Interviews have been criticized for their low reliability and validity. These
weaknesses can be minimized if interviewers can avoid some common mistakes
in conducting interviews.
Interviews should be structured as they have higher validity than unstructured
interviews. Interviewers should be careful about what kind of traits they trj' to
assess. They should nottrytofocus on hard-to-assess traits like conscientiousness.
Instead, they should limit mostly to situational and job knowledge questions that
can assess how candidates will respond to typical situations on the job.
Common Interviewing Mistakes
There are several common mistakes that can reduce the usefulness of interviews.
Examples are:
® First impression
® Poor knowledge ofthe job
® Candidate-order error
® Pressure to hire
® Impression ofnon-verbal behavior
® Effect of personal characteristics
® Interviewerbehavior.
First Impression
Some interviewers tend to make quick judgments about candidates during tlie
first few minutes of the interview, or even before the interview starts, based on
test scores or resume data. First impressions are especially damaging when the
ii^formation about the candidate is negative. An applicant who starts out poorly
will find ithard to overcome that first bad impression.
Poor Knowledge of the Job
It is important that interviewers know what they are looking for in an ideal
candidate. Those who do not know precisely what the job is about and what
kind of candidate is best suited for it usually make decisions based on incorrect
stereotypes of what a goodapplicant is. They thenerroneously match interviewees
with their incorrect stereotypes.
Candidate-Order Error
Candidate-order (or contrast) error means that the order in which you see Candidate-order
applicants affects how you rate them. Some managers may evaluate an "average" (or contrast) error
applicant more favorably after interviewing several "poor" applicants. In contrast An error of judgment on
the part of the interviewer
to the poor candidates, the average ones may look betterthan they actually are.
due to interviewing one or
more very good or very bad
candidates just before the
Pressure to Hire
The pressure to reach a recruitment quota may affect tlie usefulness ofan interview.
interview in question.
Interviewers may lower their expectations to fill the targeted number quickly.
Impression of Non-verbal Behavior
Interviewers may be influenced by the applicants' non-verbal behavior. Why
are these behaviors so important? Accurately or not, some interviewers infer the
interviewees' personality from theway they actintheinterview. Clever interviewees
take advantage ofthis, by presenting a good impression oftheir behavior.
Effect of Personal Characteristics
Interviewers should guard against being affected by the applicants' personal
characteristics suchas attractiveness, race, gender, or theway they dress.
Interviewer Behavior
Interviewer behavior plays an important role inany interview. Some interviewers QMickQuiz
talk so much and applicants have little time to answer questions. At the other
extreme, interviewers may let a "talkative" applicant dominate the conversation • List some of the common mistakes
leaving little time for them to ask all the required questions. Other interviewers made by interviewers.

you look like an Mes. I don'thke may play amateur "detective" or "psychologist." They pick on the applicants' ® How can these mistakes be avoided?

They never tinish whatthey start. inconsistent remarks or probe for hidden meaningin their comments.

Design And Conduct An Effective Interview

e Many of the interview mistakes can be avoided if the interviews are carefully
designed and conducted.

The Structured Situational Interview

In a structured situational interview, there is a series of hypothetical job-related
Someintetviewers tend to make
questions with predetermined answers that interviewers askallapplicants. Forthese
quick and damaging judgments interviews, people familiar with the job develop questions based on the actual job
about candidates during the first few duties. They then reach a consensus onwhat are and are notacceptable answers.
minutes. As shown in Figure 7.3, the procedure consists offive steps:'-^
Part 2 ® Recruitment and Placement
1Jobana!ysis^ij.^J||
I ''
i Companies generally conduct structured situational interviews using a panel,
5.Appoint interview panel and
Figure 7.3
The Struaured Situational Interview
conduct interview
) or good answers. At the end of the interview, someone explains the follow-up
Step I: Job analysis
Write a jobdescription witha listofjob duties, required knowledge, skills, abilities,
and other worker qualifications.
Step 2: Rate the job's duties
Identify the job's main duties. Rate each duty on its importance to job success and
on the time required to perform it when compared to other tasks.
Step 3: Create Interviev^ questions
Create interview questionsthat are basedon actual job duties, with more questions
for the important duties.
Structured situational interviews may contain three types of questions.
Situational questions pose a hypothetical job situation, such as "What would
you do if the machine suddenly began heating up?" Job knowledge questions
assess the knowledge that is essential to job performance. These often deal with
technical aspects of a job such as "What is HTML?". Willingness questions gauge
the applicant's willingness and motivation to meet the job's requirements—to do
repetitive physical work or to travel, for instance.
The people who create the questions usually write them in terms of critical
incidents. For example, for a supervisorycandidate, the interviewer may ask:
"Your spouse and two teenage children are sick in bed with colds. There are
no relatives or friends available to look after them. Your shift starts in three hours.
Whatwould you do in this situation?"
Step 4: Create benchmark answers
Develop answers and a five-point rating scale for each, with ideal answers for
good (5), marginal (3), and poor (1). Consider the preceding situational question,
where the spouse and children are sick. Members of the committee write good,
marginal, and poor answers based on things they have actually heard in an
interview.
7 e Interviewing Candidates
After a group discussion, they reach consensus on the answers to use as
benchmarks for each scenario. Three benchmarks for the example question may
be "1 will stay home—my spouse and family come first" (1); "I will phone my
supervisor and explain my situation" (3); and "Since they only have colds, I will
come to work" (5).
Step 5: Appoint interview panel and conduct interviews
rather than sequentially. The panel usually consists of three to six members,
preferably the same employees who wrote tlie questions and answers. It may also
include the job's supervisor and/or incumbent, and an HR representative. The
same panel interviews all candidates for the job.-^
The panel members generally review the job description, questions, and
benchmark answers before the interview. One panel member usually introduces
the applicant, and asks all questions of all applicants in this and succeeding
interviews (to ensure consistency). However, all panel members record and rate
the applicant's answers on the rating scale sheet; they do this by indicatingwhere
the candidate's answer to each question falls relative to the ideal poor, marginal,
procedure and answers any questions the applicant has."*
How To Conduct A More Effective interview
The following steps are useful for conducting an interview effectively.
Step 1: Structure your interview.
Step 2: Prepare for the interview.
Step 3: Establish rapport.
Step 4: Ask questions.
Step 5: Close the interview.
Step 6: Review the interview.
Step I: Structure the Interview
The interviewershould ask job-relevant questions.^-^ They include the following:
a) Ask questions on actual job duties. This will minimize irrelevant
questions based on beliefs about the job's requirements. It may also reduce
the likelihood of bias.
b) Use job knowledge, situational, or behaviorally oriented questions and
objective criteria to evaluate the interviewee's responses. Structured
interview questions can reduce subjectivity. (Figure 7.4 shows some
structured interview questions.)
c) Train interviewers. Train them to avoid irrelevant or potentially
discriminatory questions and to avoid stereotyping minority candidates.
Also train them to base their questionson job-related information.
d) Use the same questions with all candidates. When it comes to asking
questions, the prescription seems to be "the more standardized, the
better." Using the same questions with all candidates can also reduce bias
"because of the obvious fairness of giving all the candidates the exact
same opportunity."
e) Use descriptive rating scales (excellent, fair, or poor) to rate answers. For
each question, providea range of possible ideal answersand a quantitative
score for each. Then you can rate each candidate's answers against this scale.
This ensures that all interviewers are using the same standards.
 Part 2 ® Recruitment and Placement
Figure 7.4
Examples of Questions that Provide
Structure
Source; Michael Campion, David
Palmer, and JamesCampion,"A
Review of Structure in the Selection
Interview," Personnel Psycholosv
(1997), p.668. Reprinted by
permission of Wiley-Blackwell.
QuickQuiz
® How do you prepare for an interview?
# How do you establish rapport with
applicants'
7Interviewing Candidates
0 Use multiple interviewers or panel interviews. Doing so can reduce bias, Step 4: Ask Questions
by diminishing the importance of one interviewer's idiosyncratic opinion, Follow your list of questions. (Figure 7.5 provides some additional questions.)
and by bringing in more points of view. Some do's and don'ts for actually asking questions include:
s) Use a structured interview fortn. Interviews based on structui-ed guides like
the one in Figure 7.1. At the very least, list your questions before the interview. a) Don't ask questions that can be answered "yes" or "no."
h) Control the interview. Techniques include limiting the interviewers' b) Don't put words in the applicant's mouth.
follow-up questions (to ensure all interviewees get the same questions), c) Don't interrogate theapplicant as iftheperson is a criminal
using a larger number of questions, and prohibiting questions from d) Don't be patronizing, sarcastic, or inattentive.
candidates until after the interview. e) Don't monopolize the interview or let the applicant dominate the
i) Take brief notes during the interview. It helps to overcome "the recency interview.
effect" (putting too much weight on the last few minutes of the interview). f) Do ask open-ended questions.
It may also help avoid making a quick decision based on inadequate g) Do listen to the candidatesand encourage them to express thoughts fully.
information early in the interview. h) Do draw out the applicants' opinions and feelings by repeating their last
comment as a question (such as "You didn't likeyour last job?").
Situational Questions When candidates talk about their accomplishments, ask for specific examples. If
1. Suppose a co-worker was not following standard work procedures. The co-worker was more the candidate lists specific strengths or weaknesses, follow up with "What are
experienced than you and claimed the new procedure was better. Would you use the new specific examples that demonstrate eachof your strengths?"
procedure?
2. Suppose you were giving a sales presentation and a difficult technical question arose that you
could not answer. What would you do?
it 1. How did you choose this line of work?
Past Behavior Questions \ 2. What did you enjoy most about your last job?
3. Based on your past work experience, what is the most significant action you have ever taken to 3. What did you like least about your last job?
help out a co-worker? 4. What has been your greatest frustration or disappointment on your present job? Why?
4. Can you provide an example of a specific instance where you developed a sales presentation 5. What are some of the pluses and minuses of your last job?
that was highly effective? 6. What were the circumstances surrounding your leaving your last job?
7. Did you give notice?
Background Questions
8. Why should we be hiring you?
5. What work experiences, training, or other qualifications do you have for working in a teamwork
9. What do you expect from this employer?
environment?
10. What are three things you will not do in your next job?
6. What experience have you had with direct point-of-purchase sales?
11. What would your last supervisor say your three weaknesses are?
Job Knowledge Questions 12. What are your major strengths?
7. What steps would you follow to conduct a brainstorming session with a group of employees 13. How can your supervisor best help you obtain your goals?
14. How did your supervisor rate your job performance?
on safety?
8. What factors should you consider when developing a television advertising campaign? 15. In what ways would you change your last supervisor?
16. What are your career goals during the next 1-3 years? 5-10 years?
Note: These questions provide structure, insofar as they are job-related and the employer can be consistent in
asking them of all candidated.
17. How will working for this company help you reach those goals?
18. What did you do the lasttime you received Instructions with whichyou disagreed?
19. What are some of the things about whichyouand yoursupervisor disagreed? What
Step 2: Prepare for the Interview did you do?
Preparation for the interview should include the following: 20. Which do you prefer, working alone or working with groups?
21. What motivated you to do better at your last job?
a) Prepare a private room where telephone calls are not accepted to minimize 22. Do you consider your progress on that job representative ofyour ability?Why?
interruption. 23. Do you have any questions about the duties of the job for which you have applied? Figure 7.5
b) Review the candidate's application and resume, and note any areas that are 24. Can you perform the essential functions of the job for which you have applied? Suggested Supplemer^tary Questions
vague or that may indicate strengths or weaknesses. for Interviewing Applicants
c) Know the duties of the job, and the specific skills and traits to look for.
d) Havea setofspecific questions thatfocus on the skills and experiences the
ideal candidate for that job needs. Step 5: Close the Interview
e) Review the job specification. The following suggestions are useful in closing an interview:
f) Keep a record of the answers, and review them after the interview. Make a) Leave time to answer any questions the candidate may have.
your decision then. b) Tell the applicant what the next step will be.
c) Make rejections diplomatically: for instance, "Although your background
Step 3: Establish Rapport is impressive, there are other candidates whose experience is closer to our
The following steps are useful toestablish rapport: requirements."
a) Put applicants atease by greeting courteously. d) If the applicant is still being considered but you cannot reach a decision
now, say so.
b) Start the interview with some simple, non-controversial question.
c) If an applicant is nervous, try to relax the person before asking serious e) Ifthe company'spolicy is to inform candidates of theirstatus in writing, do
questions. so within a few days after the interview.
Part 2 ® Recruitment and Placement
Step 6: Review the interview
Once the candidate leaves, and while the interview is fresh in your mind, review
your notes and fill in the structured interview guide (if you used one and if you
did not fill it in during the interview). Reviewing the interview shortly after
the candidate leaves can also help to minimize snap judgments and negative
emphasis.
HR in ACTION
VJ"— y An Effective Interview for Entrepreneurs
Yousit in your office,waiting for a candidate who is about to arrive for a job
interview. You may want to follow the guidelines discussed in this chapter;
® Prepare for the interview.
® Know the specific factors to look for. . • .
" ® Use an interview plan.
© Match the candidate to the job.
Prepare for the Interview
Even a busy entrepreneur or manager can quickly specify the kind of person who
would be best for the job. One way to do so is ask questions based on these four
basic factors:
© Knowledge and experience
© Motivation
© Intellectual capacity
© Personality factors.
Knowledge and experience
© What must the candidate know to do the job?
© What experience is necessary to perform the job?
Motivation
© What should the person like doing to enjoy this job?
© Is there anything the person should not dislike?
« Are there any essential goals oraspirations the person should iiavc?
© Are thereany unusual energy demands on the job?
Intellectual capacity
u Are there any specific intellectual aptitudes required (mathematical,
mechanical, etc.)?
How complex are the problems the person must solve?
What must a person be able todemonstrate he or she can do intellectually?
How should the person solve problems (cautiously, deductively, etc.)?
Personality factors
u What are the personality qualities needed for success on the job (ability to
withstand boredom, decisiveness, stability, etc.)?
How must the job-holder handle stress, pressure, and criticism ?
© What kind of interpersonal behavior is required in the job up the line, at
peerlevel, down the line, and outside thecompany with customers?
7 ®Interviewing Candidates
Specific Factors to Look for in the Interview
Next, use a combination of situational questions, plus open-ended questions like
those in Figure 7.5, to probe the candidate's suitability for the job. Forexample:
u fiitcllcctun! factor. Assess such factors as complexity of tasks that the
applicants have performed, grades in school, test results (including
scholastic aptitude tests, etc.), and how the persons organize their thoughts
and communicate.
u Mofivafiou factor. Probe areas such as the person's likes and dislikes (for
each task done, what they liked or disliked about it), aspirations (including
the validity of each goal in terms of the person's reasoning about why
they chose it); and energy level, perhaps by asking what they do on, say, a
"typical Tuesday."
o Pcrsonalili/ factor. Probe by looking for self-defeating behaviors
(aggressiveness, compulsive fidgeting, etc.) and by exploring the person's
past interpersonal relationships. Ask questions about the person's past
interactions (working in agroup at school, leading the work team on the last
job, etc.). Also, try to judge the person's behavior in the interview itself—is
the candidate personable? Shy? Outgoing?
© Kmnok'ii;^c atni c.xpcricncc factor. Probe with situational questions such as
"How would you organize such a sales effort?" "How would you design
that kind of website?"
Conducting the Interview—Have a Plan
You should use a plan to guide the interview. According to John Drake important
areas to cover include the candidate's:
School, college or university experience
Work experience
Goals and ambitions
Reactions to the jobyou are interviewing for
Self-assessment (of the candidate's strengths and weaknesses)
Military experiences
Present outside activities.^
Follow your plan
Start with anopen-ended question for each topic, such as "Could you tell me about
whatyou did when youwere inhigh school?" Keep inmind thatyou are trying to
find informationabout four maintraits—intelligence, motivation, personality, and
knowledge and experience.
Youcan then accumulate the informationas the person answers. You can follow
up on particular areas that you want to pursue by asking questions like "Could
you elaborate on that, please?"
Match the Candidate to the Job
After following the interview plan and looking for the four factors, you should
be able to summarize the candidate's general strengths and limitations and to
draw conclusions about the person's intellectual capacity, knowledge, experience,
motivation, and personality.
You should then compare your conclusions to both the jobdescription and the
list of behavioral specifications developed earlier. This should provide a rational
basis for matching the candidate to the job—one based on an analysis of the traits
and aptitudes that are actually required. You may use an interviewevaluation form
to compile your impressions (see Figure 7.6).
Part 2 ® Recruitment and Placement 7 ®Interviewing Candidates

Name of candidate:
Date interviewed:
CHAPTER SUMMARY
Position:
1. There are several types of interviews—situatlonal, unstructured, structured, sequential, panel, stress,
Completed by: and appraisal interviews.
Date:
2. We can classifyInterviews according to content, structure, and method of administration.
Instructions: Circle one number for each criterion, then add them together for a total. 3. Several factors can affect the usefulness of an interview. These are:
© Making premature decisions
KNOWLEDGE OF SPECIFIC JOB AND JOB-RELATED TOPICS
© Letting unfavorable information predominate
0. No knowledge evident.
1. Less than we would prefer.
© Not knowing the requirements of the job
2. Meets requirements for hiring. © Being under pressure to hire
3. Exceeds our expectations of average candidates. © The candidate-order effect.
4. Thoroughly versed in job and very strong in associated areas.
4. The five steps in the interview are:
EXPERIENCE © Plan
0. None for this job; no related experience either. © Establish rapport
1. Would prefer more for this job. Adequate for job applied for.
2. More than sufficient for job.
© Question the candidate
3. Totally experienced In job. © Close the interview
4. Strong experience in all related areas. © Review the data.
COMMUNICATION 5. Guidelines for interviewers include:
0. Could not communicate. Will be severely impaired in most jobs. © Use a structured guide.
1. Some difficulties. Will detract from job performance. © Know the requirements of the job.
2. Sufficient for adequate job performance.
3. More than sufficient for job. © Focus on traits you can more accurately evaluate (like motivation).
4. Outstanding ability to communicate. © Let the interviewee do most of the talking.
INTEREST IN POSITION AND ORGANIZATION © Delayyour decision until after the interview.
© Remember the legal requirements.
0. Showed no interest.
1. Some lack of interest.
6. The steps in a structured or situatlonal interview are:
2. Appeared genuinely interested. © Analyze the job.
3. Very interested. Seems to prefer type of work applied for. © Evaluate the job duty information.
4. Totally absorbed with job content.Conveys feeling only this job will do. © Develop interview questions with critical incidents.
© Develop benchmark answers.
OVERALL MOTIVATION TO SUCCEED
© Appoint an interview committee to implement.
0. None exhibited.
1. Showed little interest in advancement. 7. A quick procedure for conducting an interview is to:
2. Average interest in advancement. © Develop behavioral specifications
3. Highly motivated. Strong desire to advance.
4. Extremely motivated. Very strong desire to succeed and advance. © Determine the basic intellectual, motivational, personality, and experience factors to look for
© Use an interview plan
POISE AND CONFIDENCE © Match the individual to the job.
0. Extremely distracted and confused. Displayed uneven temper. 8. As an interviewee, keep in mind the following:
1. Sufficient display ofconfusion or loss of temper to interferewith job performance. © Interviewers tend to make premature decisions and let unfavorable information predominate.
2. Sufficient poise and confidence to perform job.
3. No lossof poise during interview. Confidencein abilityto handle pressure. © Your appearance and enthusiasm are important.
4. Displayed impressive poise under stress. Appears unusually confident and secure. © You should get the interviewer to talk.
COMPREHENSION
© It is important to prepare before walking in.
© Know the job and the problems the interviewer wants to solve.
0. Did not understand many points and concepts.
1. Missed some ideas or concepts. © Should stress your enthusiasm and motivation to work.
2. Understood most new ideas and skills discussed. © Explain how your accomplishments match your interviewer's needs. (See HRToday in this chapter,
3. Grasped all new points and concepts quickly. Guidelines for Interviewees.)
4. Extremely sharp. Understood subtle points and underlying motives.

TOTAL POINTS
KEY TERMS
ADDITIONAL REMARKS: behavioral interview, 162 situatlonal interview, 162
candidate-order error, 164 stress interview, 162
interview, 152 structured interview, 158
Figure 7.6 job-related interview, 162 structured sequential interview, 162
Interview Evaluation Form i/ji Mm
Source: Reprinted from www.HR.BLR.com with permission ofthe publisher Business and Legal Reports, inc. 'vuii mass interview, 163 unstructured interview, 158
Rock Road East, Old Saybrook, CT.© 2004. panel interview, 162 unstructured sequential interview, 162
 Part 2 © Recruitment and Placement
r The offer forced her to consider several issues. From her point of view, the job itself was perfect—she liked
sHRewd
Acute in perception, sound injudgement
DISCUSS!
1.Explain the basic ways to classify selection interviews.
2. Briefly describe each of the following types of interviews: (a) unstructured panel interviews, (b) structured
sequential interviews, (c)job-related structured interviews.
3. For what kind ofJobs do you think computerized interviews are most appropriate? Why?
4. Why do you think, "situational interviews yield a higher mean validity than do job-related or behavioral
interviews, which inturn yield a highermean validity than do psychological interviews"?
5. Why are structured interviews more valid than unstructured interviews for predicting jobperformance?
6. Discuss some examples of common interviewing mistakes. What recommendations will you give to avoi
these mistakes?
7. Discuss how interviewers can improve their performance.
0 0 9®
® O ® O o (e) a very intelligent and well-balanced personality
INTERACT!
ACTIVITY 1 Prepare and giveashort presentation titled,"Howto be Effective as an Interviewer."
ACTIVITY 2 Use the Internet to find employers who do preliminary selection interviews with the aid of the
Web. Print out and bring examples to class. Do you think these interviews are useful? Why or why not? How
would you improve them?
ACTIVITY 3 In groups, discuss and compile examples of"the worst interview Iever had." What was it about
these interviews that made them sobad? If time permits, discuss asa class.
ACTI VITY 4 In groups, prepare an interview (including asequence ofat least 20 questions) you will use to
interview candidates for the job of teaching a course in Human Resources Management. Each group should
present its interviews in class.
« • t>
USE YOUR HR SKILLS!
The Out-of-Control Interview
Maria is a mechanical engineer who graduated from City University in 2004. Before her graduation, she went
out on many job interviews, most ofwhich shethought were conducted courteously and reasonably useful in
giving both her and the prospective employer a good Impression.
She was particularly interested in Apex Environmental Company. She had a strong interest in cleaning up
the environment and firmly believed that the best use of her training and skills is to work for a company like
Apex, where she could have asuccessful career while making the world abetter place.
The interview, however, wasa disaster. Maria walked into a room in which five men—the general manager,
twoassistant managers, the marketing manager, and an engineer—began asking questions that she felt were
not relevant to her engineering skills.The questions ranged from unnecessarily discourteous ("Why did you take
ajobasa waitress during the vacation if you were such an intelligent person?") to irrelevant and sexist ("Are you
planning to get married andstarta family soon?")
Then, after the interview, she met with two ofthe gentlemen individually (including the general manager),
and the discussions focused almost exclusively on her technical expertise. She thought that these later
discussions went fairly well. However, given the disappointing experience at the panel Interview, she was
surprised when several days later she got a job offer from the company.
7 ®Interviewing Can(didates
what she would be doing, the industry, and the company's location. And in fact, the general manager had been
quite courteous in subsequent discussions, as so were the other members of the management team. She was
left wondering whether the panel interview had been intentionally tense to see how shewould react under
pressure, and, ifso,whythey did sucha thing.
Questions
1. How doyou explain thenature of thepanel interview that Maria had experienced? Specifically, doyou think
itreflected a well-planned interviewing strategy on the part ofthecompany orcarelessness onthe partof
the company s management? If itwere carelessness, what would you doto improve the interview process at
Apex Environmental?
2. Would you take the joboffer if you were Maria? If you are notsure, is there any additional information that
may help you make your decision, and Ifso, what is it?
3. Thejob of applications engineerfor which Maria wasapplying requires:
(a) excellent technical skills with respect to mechanical engineering
(b) a commitment to work inthe area of pollution control
(c) the ability to deal confidently with customers who haveengineering problems
(d) a willingness to travel worldwide
4. List 10 questions that you would askwheninterviewing applicants for the job.
oooosoooooooo
EXPERIENCE HR!
The Most Important Person You Will Ever Hire
Purpose
The purposeof thisexercise isfor you to practice someofthe interview techniques youhavelearnt from the chapter.
Required understanding
You should be familiar with the information presented in this chapter and read this: For parents, children are
precious. It is therefore interesting that parents who hire nannies to take care of their children usually do little
more than ask several interview questions and conduct a simple reference check. Giventhe questionable validity
of interviews, and the (often) relative inexperience of the father or mother doing the interviewing, it is not
surprising that many of these arrangementsend indisappointment.You knowfrom this chapter that it isdifficult
to conduct a valid interview unless you know exactly whatyou are looking for and preferably, also structure the
interview. Most parents simply are not trained to do this.
How to set up the exercise
1. Set up groups of five or six students. Two students will be the interviewees, while the other students in the
group will serve as panel interviewers. The interviewees will develop an interviewer assessment form, and
the panel interviewers will develop a structured situational interview for a nanny.
Instructions for the interviewees
1. The interviewees should leave the room for about 20 minutes.
2. While out of the room, the interviewees should develop an "interviewer assessment form" based on the
information presented inthe chapterregarding factors that can underminethe usefulness of an interview.
3. During the panel Interview, the Interviewees should take notes on a copy of the interviewer assessment
form.
4. After the panel interviewers have conducted the interview, the interviewees should leave the room to
discuss their notes.
5. Did the interviewers show any of the factors that can undermine the usefulness of an interview? Ifso, which
ones?
6. What suggestions would you (the interviewees) make to the interviewers on how to improve the usefulness
of the interview?
Part 2 ^ Recruitment and Placement
Instructions for the interviewers
1. While the interviewees are out of the room, the panel interviewers will have 20 minutes to develop a
structured situatlonal interview form fora nanny.
2. The interview panel will interview two candidates for the position.
3. During the panel interview, each interviewer should take notes on a copy of the structured situatlonal
interview form.
4. After the panel interview, the panel interviewers should discuss their notes,
u What were your first impressions of each interviewee?
o Were your impressions similar?
u Which candidate would you all select for the position and why?
0^p Laundry Company
A CONTINUING CASE IN EVERY CHAPTER...
The better interview
Like all the other HR-related activities at KK Laundry, the company currently has no organized approach to
interviewing job candidates. Store managers, who do almost of the hiring, have their own favorite questions.
But in the absence of any guidance from top management, they all admit that their interview performance
should be improved.
Similarly, Jak Ko, the Founder Manager himself admitted that he was only comfortable dealing with the
"nuts and bolts" machinery aspect of his business and was not comfortable in interviewing managers or other
job applicants.
Jen Ko, his daughter who is the Consultant Manager, is sure that this lack of formal interviewing procedures
and training has caused some of the employee turnover and theft problems. Therefore she wants to o
something to improve in this important area. Here are her questions;
a) In general, what can Jen do to improve the company's employee interviewing practices? Should she
develop interview forms that list questions for management and non-management jobs? And if so, what
form should these take and what questions should be included? Should she introduce a computer-based
M Suppose you have a very pushy incoming guest who insists on being checked in at once, while
I i?^®'^^'.^^^PP''°^^'^^Andifso,whatandhow?
If she implements an interview training program for her managers, what should be the content? In other
words. If she decides to start training her managers to be better interviewers, what should she tell them?
7«Interviewing Candidates
theHPscorecard
strategy and Results—Hotel International
The new interviewing program
Hotel International Groups competitive strategy is, "To use superior guest services to increase the
length ofstay and return rate of guests, and thus to increase revenue and profit."
At the Hotel International Group, HR Director Li noted that her branch hotel managers varied
widelyintheir Interviewing skills. Somewerequite effective but most were not.The hotel did not have
aformal interview training program. It did not even have standardized interview packages thatits hotel
managers around the world could use.
As an experienced HR professional, Director Li knew thatthe hotel's new testing program had its
limits. She knew that itwas important for the hotel group to have a package of Interviews that the
branch hotel managers could use toassess candidates for various positions. It was only in thatway that
the managers could hire employees with competencies and behaviors that their branch hotels needed
to provide superior guest service.
The HR Scorecard (see Figure 7.7) presents several strategically relevant employee competencies
and behavior metrics that HR Director LI found have ameasurable impact on therequired organizational
and customer outcomes, such as guest satisfaction, average length ofstay, and frequency of guest
returns,and, through them on the company's performance.
Now HR Director Li and her team had to create an interviewing program that would help to
produce these competencies and behaviors.
They started by reviewing the job descriptions and job spGclfications for the positions of front-
desk clerk, assistant manager, security guard, door person, and housekeeper. Focusing on developing
structured interviews for each position, the team then designed interview questions. For example, for
thefront-desk clerk and assistant manager, they planned several "behavioral questions," including
u Tell me about atime when you had todeal with an angry person, and what you did.
L' Tell me about a time when you had todeal with several conflicting demands at once, such as
having tostudy for several final exams atthesame time, while working. How did you handle the
situation?
They also developed a number cf'sltuatlona! questions," including:
at the same time you are trying to process the check-out for another guestwhomustbe at the
airport in ten minutes. How would you handlethe situation?
Questions
1. For the jobs of security guard or car hop, develop five situational, five behavioral, and five job
knowledge questions, with descriptive good /average / poor answers.
2. Combine your questions Into acomplete interview process that you would give tothe person who
will interview candidates for these jobs.
 Part 2 ® Recruitment and Placement 7 ®Interviewing Candidates

/
r
5. Strategic Rankings in Profit mai^ins i Percent share of Annual revenues
performance industry service and total annual market
metrics satisfaction profits Endnotes
(Are we achieving surveys
1. Lowry, Philip. 1994."The Structured Interview: An 5. Williamson, Laura G. et al. 1996."Employment
our strategicgoals?) Alternative to Assessment Centerl" Public Personnel Interview on Trial: Linking Interview Structure with
Management 23, no. 2:201 -15. Litigation Outcomes." Joumo/ of Applied Psychology
11 82. no. 2: 900.
2. Maurer, Steven. 1997. "The Potential of the
4. Strategically Guest service Number of written guest Various customer and Situational Interview: Existing Research and 6. Campion, Michael. Palmer, David, and Campion,
relevant customer satisfaction index compliments and/or Hotel International Unresolved Issues." Human Resource Management James. 1997. "A Review of Structure in the Selection
and organizational complaints per year outcome metrics, Review 7, no. 2:185-201. Interview." Personnel Psychology 50:655-702.
outcomes metrics including:frequency of
(How can we measure guests' returns: average 3. Purseli, Elliot et al. 1980."Structured Interviewing." 7. Drake, John. 1994. Interviewing for Managers:
whether our customer length of stay; and guest PersonnelJournal 59:210. A Complete Guide to Employment Interviewing.
service is actually expenditures per guest New York: AMA-COM.
improving and having per stay 4. Green, Paul. 1985. Speech by the industrial
the desired ejects?) psychologist contained In BNA Bulletin to
Management, 20 June, p. 2-3.

L I
t
3. Strategically Employee Employee morale Various employee
Employee Percentage of
service-oriented
relevant turnover service employees
emergent behavior metrics, commitment and scoring at least
employee including: percent engagement 90% on Hotel
calls answered with
capabilities and index International core
requiredgreeting: values quiz
behaviors
y \ speed of check
metrics "A"
in/out; percent room
(What skillsand
cleaning infractions;
octjons must
and percent guests
our employees
receiving Hotel
demonstrate ifour
Internationalrequired
company is to achieve
greeting on arrival
itsstrategic goals?)
/N -li
r
2. Strategic HR Chapter 4, Job Chapter 5, Chapter 6, Chapter 7,
activities metrics Analysis Recruiting Testing Interviewing
(What HR function Percentage of Number of Percentage of Percentage of
should wefocus on, employees with applicants per employeeshired applicants receiving
and how should updated job recruiting source; based on validated structured

we measure its descriptions number of qualified employment test

^iciency and applicants/
effectiveness?) positions

1. Hotel International Create Service-Oriented Embed Core Values Encourage Personal Emphasize
Basic Strategic Workforce Employee Growth and Partnership and
Themes Learning Sense of Ownership
(What bask themes must
we in HRpursue to help
Hotel International achieve
its strategic goals?)

Figure 7.7
HR Storecard for Hotel International*
Note: '(Anabbreviated example showing selected HR practices and outcomes aimed atimplementing thecompetitive strategy. "To use superior
guest services to differentiate the Hotel International properties andthusincrease thelength ofstays and the return rate ofguests, and thus boost
revenues and profitability and help the form expend geopraphicaliy.")
Part 2 ® Recruitment and Placement
HR-TODAY
Guidelines For Interviewees
Interviews are used to help employers to decide what applicants are like as persons. In other words,
information about how you get along with other people and your desire to work Is important in the
interview; your skills and technicalexpertiseare often assessed through tests and a study of your education
and work history. Interviewers will look for clear answers:
© Whether you respond concisely
© Cooperate fully in answering questions
© State personal opinions when relevant
© Keep to the subject being discussed,
There are seven things to do to get that extra edge in the
interview.
1. Preparation is important
Before the interview, learn all you can about the
employer, theJob, andthe people doing therecruiting.
On the Web or at the library, look through business
magazines to find out what is happening In the
employer's field. Who is the competitor? How are
they doing? Try to discover the employer's problems.
Be ready to explain why you think you may be able
to solve such problems, citing some of your specific
accomplishments to support your case.
2. Uncover the interviewers' real needs
Spend as little time as possible answering your
interviewers' first questions and as much time
as possible letting them to describe their needs.
Determine what the person is expected to accomplish,
and the type of person they need. Use open-ended
questions such as, "Could you tell me more about
that?"
3. Relate yourself to the interviewers'
needs
Once you know the type of person your interviewer
is looking for and the kind of problems they want to
solve, youare in a good position to describe your own
accomplishments in terms of the interviewers'needs.
Start by saying something like, "One of the problem
areas you have said is important to you is similar to
a problem I once faced." Then state the problem,
describe your solution and reveal the results.
7 • Interviewing Candidates
1. What is the first problem that needs the attention of the person you hire?
2. What other problems need attention now?
3. What has been done about any of these to date?
4. How has this job been performed in the past?
5. Why is it now vacant?
6. Do you have a written Job description for this position? '-rhlbirir
7. What are its major responsibilities?
8. What authority would I have? How would you define its scope?
4. Think before answering 9. What are the company's five-year sales and profit projections?
Answering a question should be a 3-step process:
Pause-Think-Speak. 10. What needs to be done to reach these projections?
a) Pause to make sure you understand what the 11. What are the company's major strengths and weaknesses?
interviewer is saying.
b) Think about how to answer. 12. What are its strengths and weaknesses in production?
c) Then speak. 13. What are its strengths and weaknesses in its products or its competitive position?
In your answer, emphasize how hiring you will help the
interviewers solve their problems. 14. Whom do you identify as your major competitors?
15. What are their strengths and weaknesses?
5. Remember that appearance and
enthusiasm are important 16. How do you view the future for your industry?
Appropriate clothing, good grooming, a firm 17. Do you have any plans for new products or acquisitions?
handshake, and the appearance of energy are
18. Might this company be sold or acquired?
important. Remember that your non-verbal behavior
may tell more about you than the verbal content of 19. What is the company's current financial strength?
what you say. Here maintaining eye contact is very
important. Speak with enthusiasm, nod agreement, 20. What can you tell me about the individual to whom Iwould report?
and remember to take a moment to plan your answer
21. What can you tell me about other persons in key positions?
(pause, think, speak).
22. What can you tell me about the subordinates Iwould have?
Make a good first impression 23. How would you define your management philosophy?
Remember, studies show that in most cases
interviewers make up their minds about the applicant 24. Are employees afforded an opportunity for continuing education?
during the early minutes of the interview. A good first 25. What are you looking for in the person who will fill this job?
impression may turn to bad during the interview, but
is unlikely. Bad first impressions are almost impossible
to overcome. Figure 7.8
Intervievkf Questions to Ask
Source: H.Lee Rusc./ofa Seorcfi: The Complete Manualforlob Seekers. 1991 H.Lee Ruse. Published by AMACOM, division of American Management
7. Ask questions Assn. IncL, New York, NY. Used by permission of the publisher. All rights reserved.
Sample questions you can ask are presented In
Figure 7.8.
i
Part 2 ^ Recruitment and Placement
VIDEO CASES Part 2
video 3: The HR Manager's Job, Job Analysis,
HR Planning and Recruitment
In this video, Paul, the vice president of HR at BMG faces
the possibility that the wrong person was recruited for a
job. The senior director of musicplacementaccuses Paul of
sending hercandidates who donot meet the criteria set by
her department. Adiscussion takes place between the two
persons, detailing information about the role of HR in the
recruiting process, and the recruiting process in general.
And, the video also deals with some of the technical
aspects of recruiting.
As Paul explains, when we get a"recruitment request,
we ask for Job specifications, we interview several
candidates and we provide the recruiting department
with a short list of candidates."
So, as Paul says, if the candidate turns out to be
inadequate, it is not HR's problems, it is "your fault, since
your supervisor picked him." She makes the point that "you
only recruited in Rolling Stone magazine." Paul agrees, but
points out that they did get 50 candidates. Furthermore,
recruiting more extensively would involve more cost.
Again, though one of the many issues revolved around
whether the job specifications ("criteria") were correct.
And whether there was an agreement on those job specs
between HR and the recruiting department.
Discussion Questions
1. Do you agree or disagree with the HR vice president
when hetells the recruiting manager that "your
department picked him, so ifthe candidate did not
work out it is your fault, not ours." What doesan
approach like that say about the extent to which
the HR department in this company views itself asa
strategic partner?
2. Ifyou had been in the HRdepartment in this company,
what would you have done differently to make sure
that you understood the job specifications? Whose
responsibility was it to come up with those job
specifications—HR, the recruitment department, or both?
3. Do you think one good solution would be raising the
salary of the position in order to get better candidates?
Ifso, do you think it is practical to do so?
4. Based on what you read in this book, how much
legitimacy is there to the accusation that the company
did not throw out a wide enough net in recruiting
(giventhe fact that they did get 60 candidates)?
Video 4: Testing and Selecting Employees
Using a proven proprietary management tool called the
Predictive Index (PI), Parendex Inc. enables employers
of all types to hire and retain the right people. The PI is a
personality survey consisting of a two-sided sheet with
86-adjectives on each side. Onesideasks people to tick off
any words they feel describe how others perceive them.
The other side asks them to tick off any words they believe
pertain to themselves ("how do you see yourself"). As the
company's president says, our main purpose is "to help
clients make the best use of their employees' talent."
Discussion Questions
1. How would you classify PI, in terms of the type of test it
is?
2. Whatsort of information would you want from
Parendexbefore deciding to use a survey like the PI in
your company?
3. Why do you think the company's president described
the PI, not simplyas a selection tool, but as something
that helps clients"make the best use of their
employees'talents"?
 part
Chapter 8

Training and Developing

Employees (Q
Q
At the Hotel International Group, as Job. Director Li noted the weakness of this
MR Director Li reviewed the hotel's informal method when she compared the Q.
training program, she noted this area needed hotel's performance on various training
improvement. In the past, the hotel only metrics with those of other hotels. For
a
provided informal on-the-job training. New example, in terms of the number of training
security guards attended a one-week program
offered by a security training agency. All other
new employees, from assistant manager to
hours per employee per year, the number of
training hours for new employees, the cost per
trainee hour, and percentage of payroll spent
t
housekeeping crew, learnt about their jobs on training, the hotel's record was lower than
o
from colleagues and supervisors, on the similar hotels.
"O
3
(D
D

Learning Objectives
After studying this chapter, you should be able to:
1. Describe the basic training process.
2. Describe how you identify training needs.
3. Distinguish between problems you can fix
with training and those you cannot.
4. Explain how to use five training techniques.
5. Discuss how companies in Asia train their
employees.
 Part 3 « Training and Development
Employee orientation -
A procedure to provide
new employees with basic
Information about the
company.
» informal introductions to lengthy, formal courses.
Training
The process ofteaching new
employees the basic skills
they need todotheir job.
Most employers can build training
programslike this one based on
existing online and offline content
offered by training content providers.
8 ®Training and Developing Employees
The purpose of this chapteris to increase your effectiveness as a trainer. The main The Five-Step Training Process
topics include:
The training process consists of five steps (see Figure 8.1). Most employers do not
1. Orienting employees create their own training materials. Many materials are available from professional
2. Training process training providers. Some are even available on websites.
3. Training methods
4. Management development
5. Evaluating the training program II
Recruiting high-potential employees does not guarantee they will perform Step 1: Needs Analysis
effectively. This is because people who do not know what to do or how to do ft Identify the specific jobskills,
ft Analyzethe needs or trainees.
it cannot perform effectively even if they want to. They must be oriented and ft Develop specific, measurable knowledge and performance objectives, f
trained.
i
Orienting Employees Step 2: Instructional Design
"A
ft Compile and produce the training program content, including
Orientation provides new employees with the basic information needed to do their workoooks, exercises, and activities,
ft Use techniquessuch as on-the-jobtraining and computer-assisted
jobs, such as information about company rules. Programs may range from short, learning.
Orientation typically includes information onemployee benefits, HR policies, the
daily routine, company operations, safety regulations, as well as a tour of company
facilities. New employees are usually given a handbook or some printed materials IStep 3:Validation
that explain matters like work hours, company rules, and vacation. (Validate the training program by presenting itto asmall representative
The HR specialist usually handles the first part of the orientation and explains ^audience.
.. JSHHH
such matters as working hours and vacation. New employees then meet their
respective supervisors. The latter continue the orientation by explaining the nature i
of the job, introducing them to their colleagues, and familiarize the new employees
Step 4: implementation
with the workplace and the job. Asuccessful orientation should achieve these basic
objectives:
w New employees should feel welcome.
( Train
o They should understand the company and its policies and procedures.
o Theyshould know what is expected in terms of work and behavior. Step 5: Evaluation and follow-up
Assessthe program's successor failure. Figure 8.1
or
The Five-Step Training Process
The Training Process
Training provides employees with the skills they need to do their jobs. Having
high-potential employees does not guarantee they will succeed. They must know
"what" to do and "how" to do it. Training is used to focus mostly on technical Training, Learning and Motivating
skills. Today, in addition to technical skills,employees need skills in team building, Training will be more effective if trainers understand how people learn. Some
decision-making, and communication. suggestions are discussed below:
u Make the learning meaningful,
o Make skills transfer easy,
u Motivate the learner.
Make the learning meaningful
Trainees can easily understand and remember materials that are meaningful and
useful.
u At the start of training, give an overview of the material to be presented.
Knowing the overall picture helps learning.
Use familiar examples.
Present the materials logically, and inmeaningful units,
o Use words and concepts that are already familiar to trainees,
o Use as many visual aids as possible.
i' j'**' ' V'''''
 Part 3 " Training and Development "1 8 " Training and DevelopingEmployees

Make skills transfer easy Table 8.1 Task Analysis Record Form

Makeit easyfor trainees to "transfer" the new skills to their job by: Task List When and Quantity and Conditions Skills or Knowledge Where Best
How Often Quality of Under Which Required Learned
© Making the trainingsituation similar to that of the work place, v
Performed Performance Performed
o Giving trainees opportunity to practice.
1. Operate paper cutter 4 times Noisy pressroom;
© Asking trainees to pay attention to the important aspects of the job. per day distractions

1.1 Start motor

Motivate the learner 1.2 Set cutting distance ± tolerance of Read gauge On the job
There aresome simple ways to motivate the trainees: 0.007 In,

QuickQuiz © As people learn best by doing, provide as many practical examples as 1.3 Place paper on cutting Must be Lift paper On the job
possible. table completely correctly
© Describe the basic training process. © Trainees learn best when the trainers provide immediate feedback whether even to
© Explain how you motivate trainees. they aredoingit correctly. prevent
© Trainees learn best attheir own pace. Ifpossible, let them pace themselves. uneven cut

1.4 Push paper up to cutter Must be even On the job

1.5 Grasp safety release 100% of time, Essential for On the job but
Training Needs Analysis with left hand for safety safety practise first with
no distractions
Analysis of training needs depends on whether the training is for new or current 1.6 Grasp cutter release Must keep both On the job but
employees. There are two main ways to identify training needs: with right hand hands on releases practise first with
1. Task analysis no distractions
2. Performance analysis. 1.7 Simultaneously pull
1. Task Analysis: Assessing New Employees' Training Needs. Task analysis safety release with left
hand and cutter release
is used to determine the training needs of new employees. The aim is to
with right hand
give these employees the skills and knowledge they need to do the job. Task
analysis is adetailed study of the job to determine what specific skills the 1.8 Wait for cutter to retract 100% of time, Must keep both On the job but
job requires. Job descriptions and job specifications are helpful here. They for safety hands on releases practise first with
list the job's specific duties and skills and thus provide the basic information no distractions

in determining the training required. 1.9 Retract paper Wait until cutter On the job but
Some employers supplement the job description and specification with retracts practise first with
a task analysis record form (see Table 8.1). This combines information no distractions
about the required tasks and skills in a form that ishelpful for determining 1.10 Shut off 100% of time, On the job but
training requirements. for safety practise first with
2. Performance Analysis: Assessing Current Employees' Training Needs. For no distractions

current employees, performance analysis is the process of checking whether
there is aperformance deficiency and determining if such deficiency should
be corrected through training or through some other means (like transferring
the employee). This is done by comparing the person's performance to what
it should be.
Can't do and won't do
Distinguishing between "can't do" and "won't do" problems is the focus of
performance analysis.
First, determine whether itisa "can't do" problem and, ifso, itsspecific causes.
For example:
© The employees don't know what to do or what the standards are.
QuickQuiz « There are obstacles in the system such as lack of tools or supplies,
© How do you distinguish between w There are no job aids (such as color-coded wires that show assemblers
problems youcan fix with training which wire goes where), or no electronic performance support systems
and those you cannot? that provide on-screen, computerized, step-by-step instruction.
You have hired people who donothave theskills to do the job.
2. Operate printing press
2.1 Start motor
Note; Task analysisrecord form showingsome of the tasksand subtasksperformedbya printingpressoperator.
On the other hand, it may be a "won't do" problem. Hereemployees can do a
good job if they want to. You may need to change the reward system, perhaps by
introducing an incentivescheme.
Setting training objectives
If training is the solution, you need to set objectives. These specify what the
trainee should be able to do after completing the training program.
Training Methods
Once you have decided to train employees and what they should learn, you design
the training program. There are numerous training methods (see Figure 8.2).

I
 Part 3 ^ Training and Development 8 « Training and Developing Employees

Figure 8.2 Training Methods Step 2: Present the operation

Training Methods
2-1 Explain quantity and quality requirements.
2-2 Go through the job atthe normal work pace.
o On-the-job training n Apprenticeshiptraining r> Lecture _. 2-3 Go through the job ataslow pace several times, explaining each step. Between
I n Programmed learning
o Computer-based training
n Audiovisual based training
o Tele-training
o Simulated training
operations, explain the difficult parts, orthose in which errors are likely tobe
made.
2-4 Again go through the job at a slow pace several times; explain the key
On-the-Job Training points.
2-5 Have the learner explain thesteps as you gothrough thejob at a slowpace.
On-the-job training (OJT) means aperson learns by actually doing it (see Figure 8.3).
There are several types of OJT:
© Coaching bysupervisor or experienced worker Step 3: Do a tryout
© Observing the supervisor 3-1 Have the learner go through the job several times, slowly, explaining each
© Job rotation: move from job to job. step to you. Correct mistakes and, if necessary, do some of the complicated
steps the first few times.
Figure 8.3 learn while
3.2 Run the job at the normal pace.
Advantages of On-the-Job Training
1 Relatively inexpensive producing 1 3.3
3.4
Havethelearner do tliejob, gradually building up skill andspeed.
As soon as the learner demonstrates ability to do the job, let the work begin,
dvantage but don't abandon the trainee.
iNO neea lor expensive of OJT Trainees learn by doing,
off-site quick facilities get feedback on their
like a class room performance Step 4: Follow up
41 Appoint a colleague to whom the learners should go for help ifthey need.
4.2 Gradually decrease supervision, checking work from time to time against
There are a couple ofpoints to note when using OJT: quality and quantity standards.
© The trainers themselves should be trained. 4.3 Correct faulty work patterns before they become a habit. Show why the
© They should be given the proper training materials. learned method is superior.
On-the-Job Training
4.4 Praise workers for their good work. Encourage them until they are able to
meet the quality and quantity standards.

^11 Apprenticeship Training Apprenticeship

In apprenticeship training, the learner (apprentice) studies under the guidance of training
A structured process by
a master craftsman. It is a structured process that combines classroom instruction which people become
and on-the-job practice. This method is widely used in some occupations such as skilled workers through a
electrical work and plumbing. In medical schools, interns spend a few years in combination of classroom
hospitals after graduation. and on-the-job training.

'fmm

"I saJd I luanted to look like Madonna, not MaradonaJ

Here are some steps to ensure success.

Step I: Prepare the learner

1.1 Put the learners at ease—relieve the tension.
1.2 Explain why they are being taught.
1.3 Create interest, encourage questions, find out what the learneralreadyknows
about this or other jobs.
1.4 Explain the whole job and relate it to some job that the worker already knows. Apprenticeship training is a
structured process that combines
1.5 Place the learner as close to the normal working position as possible. classroom instruction and on-the-job
1.6 Familiarize the learner with equipment, materials, tools, and trade terms. practice.
 Part 3 « Training and Development
Leaures are a quick and simpte way
of providing knowledge to a large
group of trainees.
Programmed
learning
A systematic method for
teaching job skills involving
presenting questions or facts
allowing learners to respond,
and giving them immediate
feedback on the accuracy of
their answers.
Lectures
Lecturing hasseveral advantages. Itisa quick and simple way to provide knowledge
to a large group of trainees.
Here are some useful hints for presenting a lecture:
u Presentthe materials point by point.
o Explain why the lectureis important.
u Makesure everyone in the room can hear.
u At the end of the lecture, summarize the main points.
ki Be alert to your audience.
i-t Keep eye contact with the listeners.
Avoid making unnecessary gestures.
Speak from notes rather than read from a script.
kf Practise before the actual presentation.
Programmed Learning
> Whetherthe instruction device isa textbook or computer, programmed learning is
a step-by-step self-learning method that consists of three main steps:
Present questions, facts, or problems to the learner
u Allow the learner to respond
o Provide feedback on the accuracy of answers.
The main advantage ofprogrammed learning is that it allows trainees to learn
at their own pace. It provides immediate feedback, and (from the learner's point of
view) reduces the riskof error. On the other hand, trainees do not learn much more
from programmed learning than they would from a traditional textbook. There
is a need to weigh the cost of developing the manuals or software programmed
instruction against the effectiveness of learning.
Audiovisual-based Training
Audiovisual-based training techniques include film, audiotape, videotape,
PowerPoint slides, and others. Audiovisuals are more expensive than lectures but
they have some advantages. Consider using them in the following situations:
o When there is a need to show how to follow a certain sequence over time,
such as when teaching fax machine repair. The stop-action, instant replay,
and fast- or slow-motion capabilities of audiovisuals can be useful.
8 « Training and Developing Employees
u When there is a need to show events not easily demonstrated in live
lectures, such as a visual tour of a factory or open-heart surgery.
When you need company-wide training and it is too costly to move the
trainers from place to place.
There is a wide range of training materials available in audiovisual format.
Topics related to HR management range from interviewing skills to conflict
resolution, and from cross-cultural practices tointernational management.
Simulated Training
Simulated training is a method in which trainees learn on the actual or simulated Simulated training —
equipment they will use on the job, but are actually trained off the job. It is a Training employees
necessity when it is too costly or dangerous to train employees onthe job. Putting on special off-the-job
equipment, as in airplane
new assembly-line workers right to work could slow production. In situations where pilot training, so training
safety isa concern—as with pilots—simulated training may bethe only alternative. costs and hazards can be
reduced.
Computer-Based Training
Computers and the Internet have revolutionized the training process. Specific
methods here include computer-based training (GET) and learning portals. CBT
programs have the following advantages:
u Interactive technologies reducelearning time,
o They can also becost effective once designed andproduced,
u There isinstructional consistency, mastery of learning (if the trainees donot
learn it, they usually cannot move on tothe next step).
u They increase retention and trainee motivation (resulting from the
responsive feedback).
Distance and Internet-Based Training
There are various forms of distance learning methods. They include
traditional paper-and-pencil correspondence courses, as well as teletraining,
videoconferencing, and Internet-based classes.
Teletraining
In teletraining, a trainerina central location teaches groups ofemployees at remote
locations via television hookups.
Employers increasingly relyon video- and
Internet-based training programs to create
"virtual classrooms."
 Part 3 ®Training and Development 8 Training and Developing Employees

Management Development Off-the-Job Management Training

Succession planning
A process through which
senior level openings are
planned for and eventually
filled.
As shown in Figure 8.5, there are numerous off-the-job methods used for training
The aim of management development is to improve performance of managers by managers.
providing knowledge, changing attitudes, or increasing skills, thereby improving
theperformance ofthe company asa whole. The process consists of the following: Case study method
e Assess the company's strategic needs (for instance, to fill future executive In a case study, trainees are given an organizational problem. They analyze the
openings, or to boostcompetitiveness). case, diagnose tiie problem, and discuss their solutions with other trainees.
0 Appraise the managers' performance.
0 Develop themanagers (and future managers). Management games
Some development programs are companywide and involve all managers. In a management game, trainees are divided into small teams that compete with
Other programs aim to fill specific positions, such as that ofthe CEO. This usually Management games
involves succession planning.
one another in a simulated marketplace. For example, each group mustdecide: A developmenc technique
u How mucii to spend on advertising in which teams of managers
compete by making
u How much to produce computerized decisions
Succession Planning u How much inventory to maintain regarding realistic but
Succession planning refers to the process through which a company plans for and u How many of which product tomake. simulated situations.
fills senior positions. Figure 8.4 summarizes the typical success planning process. Usually the game itself compresses a two- or three-year period into days,
weeks, or months. As in the real world, teams do not know \he decision of other
teams although these decisions do affect their own performance. Management
cep 1: Anticipate management needs—based on strategic games help trainees to develop their problem-solving skills. The teams elect their
IIfectors like plannedexpansion.
own officers and organize themselves. They canthusdevelop leadership skills and
foster cooperation and teamwork.

Step 2: Review diecompany's management skills inventory (data

onthings like education and work experience, career preferences,
and performance appraisals) to assess current talent.
I Case study method
Figure 8.5
Off-the-Job Methods ofTraining
Managers

Management games |Mmod,^l

Figure 8.4 ucp fSftze potential I
irididates and each person's
The Typical Success Planning Process
Methods

Managerial On-the-Job Training

I Seminar and conference forTraining
Managers

job rotation
A management training
technique that involves
moving trainees from
department to department
to broaden their experience
and identify strong and
weak points.
Action learning
A training technique by
which management
trainees are allowed to work
full-time analyzing and
solving problems in other
departments.
On-the-job training is not just for non-managers. Managerial on-the-job training
methods include job rotation, mentoring, and action learning.
Job rotation
In job rotation, management trainees move from department to department to
broaden their understanding of all parts of the business and to test their abilities.
They may just be observers in each department, but itis more common for them to
get involved in its operations. The trainees thus learn the department's business by
actually doing it, while discovering what jobs they prefer.
Mentoring
In mentoring or understudy approach, the trainee works directly with a senior
manager who is the trainee's mentor. Normally, the trainee relieves that manager
ofcertain responsibilities, thus having a chance to learn the job.
Action learning
In action learning programs, managers are given released time to work full-time
on projects as a member of the project team. They analyze and solve problems in
departments other than their own.
University-related
program
( Executive coach
)
Seminar and conference
Many training companies and universities offer Web-based and traditional
management development seminars and conferences. Topics range from basic
financial skills toassertiveness training toquality management.
University-related program
Many universities provide executive education andcontinuing education programs
in topics such as leadership and supervision. They may range from one-day to
several months. Some of theseprograms may be offered online. Many universities
in Asia are offering executive programs in cooperation with institutions from the
United States, United Kingdom, or Australia.