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Date : 20 – 21 October 2014
Venue : R ivers ide Majest ic , Kuching
Facil i tator : Davidson Abishegam (Dave)
PRESENTED BY:
• Telephones set to silent / vibration mode
• No telephone calls until breaks
• Share with us your thoughts
• Be punctual in the morning / after breaks / lunch
• Respect everyone
• Have fun while learning…
AGENDA DAY ONE
Session 1 : Introduction and Course Overview
Session 2 : Defining Human Resources
Session 3 : Skills Inventory
Session 4 : Forecasting
Session 5 : Job Analysis
Session 6 : Job Competencies
Session 7 : Do You Really Need to Hire?
Session 8 : Screening Resumes
Session 9 : Preparing for the Interview
Session 10 : Conducting the Interview
Session 11 : After the Interview
Session 12 : Employee Orientation
AGENDA DAY TWO
Session 13 : Planning Training
Session 14 : Performance Reviews
Session 15 : Absenteeism
Session 16 : Diversity
Session 17 : Compensation and Benefits
Session 18 : Discipline
Session 19 : Termination
Session 20 : Exit Interviews
Q&A / Group Photo / Evaluation Form
Workshop Wrap-up
SESSION 1: COURSE OVERVIEW
o The latest trends in the human resource field and the changing role of the human resource professional
o How to write job specifications and identify core competencies
o Methods of finding, selecting, and keeping the best people using behavioral description interviewing techniques
o How to get employees off to a good start
o How to deal with compensation and benefits
o How to maintain healthy employee relations
o How to make performance appraisals a cooperative process
Learning Objectives
YOUR PERSONAL OBJECTIVES
What are your personal objectives?
Take 1 minute each to discuss with a partner and share with us your partners objectives…
SESSION 2: DEFINING HUMAN RESOURCES
o What is Human Resources?
o What is your HR role?
o In your position can you be a strategic partner with the organization?
o What are some of the things you might do to be more of a player?
o What are some of the trends and issues facing HR professionals?
SESSION 2: DEFINING HUMAN RESOURCES
Case Study: Expansion Staffing
o What should Virginia do? Explain.
o Can you put an effective argument together for Virginia to convince Mr. Sullivan she needs additional help?
o Have you dealt with any similar situations, where you needed help but were unable to convince the higher-ups that it was necessary?
SESSION 3: SKILLS INVENTORY
o Knowledge
o Skills
o Abilities
o Qualifications
o Interests
o Motivation to learn new skills
o Future plans (retirement, advancement)
SKILLS INVENTORY FORM
IDENTIFICATION
Name:
Job Title:
EXPERIENCE
Years with Company:
Years on Current Job:
Years on Similar Jobs in Other Companies:
EDUCATION
High School Yes No
Vocational School Yes No Type of Course:
University Yes No Type of Course:
Job Training Yes No Type of Course:
SKILLS
Skills Used on Present Job
1.__________________ 6.__________________
2.__________________ 7.__________________
3.__________________ 8.__________________
4.__________________ 9.__________________
5.__________________ 10. __________________
Skills Possessed but not used on Present Job
1.__________________ 6. __________________
2.__________________ 7. __________________
3.__________________ 8. __________________
4.__________________ 9. __________________
5.__________________ 10. __________________
Machines & Equipment Abilities and Level of Proficiency
1.__________________
2.__________________
3.__________________
4.__________________
5.__________________
READINESS FOR PROMOTION
To What Job(s):
Current Deficiencies:
Actions Needed to Correct Deficiencies:
1.
2.
Video Presentation on HR
SESSION 4: FORECASTING
o Extrapolation applies past trends to future years to estimate figures.
o Indexation matches employee growth with another factor (such as sales or revenue).
SESSION 4: FORECASTING
o Step One: Determine what period of the future you want to look at and gather the data for that same period of the past.
o Example: You want to estimate data for the next four years, so obtain data from the past four years.
Year Revenue Employees
1 $10,000 10
2 $15,000 10
3 $30,000 20
4 $90,000 20
SESSION 4: FORECASTING
o Step Two: Apply the trend to the next year.
Year Revenue Employees
4 $90,000 20
5 $135,000 20
6
7
SESSION 4: FORECASTING
o Step Three: Continue applying the trend to extrapolate the remaining years.
Year Revenue Employees
4 $90,000 20
5 $135,000 20
6 $270,000 40
7 $810,000 40
SESSION 5: JOB ANALYSIS
A job analysis is performed by obtaining answers to six questions:
o What physical and mental tasks does the worker accomplish?
o When is the job to be completed?
o Where is the work to be accomplished?
o How do the workers do the job?
o Why is the job done?
o What qualifications are needed to perform the job?
SESSION 5: JOB ANALYSIS
There are at least three different times when a job analysis should be performed:
o When new jobs are created
o When jobs have changed because of new technology, methods, etc.
o When they have not been analyzed for a period of time and a new worker is required for the job
SESSION 5: JOB ANALYSIS
There are several ways of doing a job analysis
o Direct observation: Often used by a first line supervisor or manager. Serious limitations, particularly if the job requires mental effort or specialized skills/knowledge.
o Interviews: A step beyond observation, as there is an exchange of information.
o Combined observation and interview: This can make for a complicated process.
o Questionnaires: They can be customized to the job and they are relatively inexpensive to do.
SESSION 5: JOB ANALYSIS
Here are some common job analysis formats:
o Functional Job Analysis
o Factor Evaluation System
o Critical Incident Technique
o Occupational Analysis Inventory (OAI)
SESSION 6: JOB COMPETENCIES
Technical Skillso What specific kinds of machines will the employee use?
o What specific kinds of computer hardware/software will they use?
o Is there a certain specific and prescribed way they must manipulate tools?
Performance Skills o What tasks and responsibilities are assigned to the position?
o Look at work habits that reflect the way a person gets a job done.
Video Presentation“How Not to Conduct An Interview”
SESSION 7: DO YOU REALLY NEED TO HIRE?
Options other than hiring new staff:
o Review work processes.
o Shift the new work to someone who isn't currently working at top capacity.
o Hiring temporary workers.
o Working with freelancers/contract workers.
Task Cost
Lost productivity while the job is vacant.
Recruiting costs
Screening costs
Interviewing costs
Testing costs
Evaluating costs
The cost of making the job offer. Figure in time spent negotiating
with the candidate, arranging start date, and other arrangements
that must be made before the candidate arrives.
Training costs
The cost of reduced efficiency as the new employee learns the job,
including time spent by someone answering questions and
showing him/her the ropes.
Other employee turnover costs associated with your organization.
Total cost of replacing one employee
SESSION 8: SCREENING RESUMES
o Your resume screening guide should allow you to search for thosethings you absolutely must have and still leave room for a little bit offlexibility.
o Method: develop criteria and assign a point value to each item.
o It must be a test that everybody has to pass.
o When people call to see whether they were considered, or ask whythey didn’t get an interview, you have a defensible answer.
SESSION 9: PREPARING FOR THE INTERVIEW
Some items of preparation:o Before the interview, develop a question/interview guide
o Give yourself enough time between appointments
o Have a room conducive to an informal interview
Before the interview:o Go to get the person
o Shake hands
o Show them where to put their coat
o Tell them which chair is theirs
The interview format:o Establish rapport.
o Discussion about the job.
Closing:o More about job and company
o What happens next?
o Permission to check references
o Conclude and shut up
SESSION 9: PREPARING FOR THE INTERVIEW
SESSION 10: CONDUCTING THE INTERVIEW
History of the Interviewing Process
o In 1919, Alfred Binet, the father of intelligence testing, first tried interviews.
o During World War II, large-scale decisions had to be made about who to put where.
o The stress interview got the spotlight because of Admiral Rickenbacker.
o As early as 1942 intelligence testers were advocating using a structured set of interview questions so that each candidate is taken over the same ground.
Five criteria for today's objective interviews:
o Structured interviews
o Based on job requirements
o Ask the same questions (stems) to each candidate
o Combine competency based questions, behavioral type questions, and critical incidents
o Take notes
SESSION 10: CONDUCTING THE INTERVIEW
o What were the things that went wrong in interviews you have participated in?
o Have you ever left a job interview thinking you didn’t want to work for a particular company?
o What are some problems we encounter during the interview?
• Leniency/Stringency
• Halo/Horn Effect
• Error of Central Tendency
• Stereotyping
SESSION 10: CONDUCTING THE INTERVIEW
o A behavioral interview is a structured interview that is created after a thorough analysis of the job skills needed for a successful job performance.
o The competencies are then selected that define the knowledge, skills, and abilities which must be assessed during the interview process.
There are some real pluses to using behavioral type interviews:
o Reliable indicator of future performance
o Candidates feel they have had a comprehensive interview
SESSION 10: CONDUCTING THE INTERVIEW
The behavioral interviewing tools will ensure that the selection process is:
o Objective
o Consistent and transparent
o Based on the competencies and proficiency level of the job
o A good predictor of performance
SESSION 10: CONDUCTING THE INTERVIEW
There are two kinds of questions:o Open
o Closed
There are five ways to probe:o Ask an open question
o Pause
o Reflective or mirroring question
o Paraphrasing
o Summary question
SESSION 10: CONDUCTING THE INTERVIEW
Some provocative statements:
o I really hate my job.
o I think this city is too hot.
o I really dislike cooking.
o You’re not very good at your job.
o I don’t like the way you speak to me.
o I think the report you wrote is terrible.
o Your new hair cut isn’t flattering.
o I wish I didn’t have to go to that meeting tomorrow.
SESSION 10: CONDUCTING THE INTERVIEW
o The stem or main question seeks information on past situations,the action the candidate took in that situation, and what theoutcome was.
o Additional probing statements give you more information aboutthat situation, reaction, and outcome.
SESSION 10: CONDUCTING THE INTERVIEW
The Critical Incident Technique
The purpose of situational interview questions is to identify jobcandidates’ work-related behavioral intentions by presentingthem with a series of incidents which might occur on the job,and for each one asking, “What would you do in this situation?”
SESSION 10: CONDUCTING THE INTERVIEW
What do you do AFTER the interview is concluded:
o Rate the candidate
o Check the references
o Develop a reference check guide
o Check references
o Letter of offer
SESSION 11: AFTER THE INTERVIEW
SESSION 12: EMPLOYEE ORIENTATION
Common orientation mistakes include:
o Telling too much at one time
o A failure to use demonstrations and involvement; they just talk at them
o Lack of patience
o Lack of preparation
o Not allowing for feedback
o Failure to reduce tension
SESSION 12: EMPLOYEE ORIENTATION
o How will you plan to make the new employee feel welcome?
o How can you make certain the employee has clear direction about job expectations?
o What might you put in a "New Employee" kit?
o How can you lay the foundation for any training the new employee might need?
o What follow-up, if any, should you do after the employee has gone through the orientation program?
o What is the human resource manager's role in the orientation process?
ONBOARDING
Pre-Work
First Day
First Week
First Month
First Year
A General Framework
Pre-Work Day One Week One Month One Year One
Manager obtains network access and other credentials for employee
Ensure employee’s workspace is ready and looks inviting
Training is provided Training continues Training may continue
Provide benefits information Introduce employee to colleagues and stakeholders
Meet their work buddy/mentor
Work on goals and reviews with manager
Employee works on goals and reviews with manager
Set up workspace (office supplies, computer, name plate, etc.)
Review onboarding plan Meet with stakeholders
Complete regular work First performance review is completed
Complete security processes Safety procedures are reviewed
Complete regular work
Shares onboarding feedback with manager
Formal onboarding review takes place
Employee and manager complete onboarding plan together
HR confirms all paperwork complete
Employee graduates from onboarding; may serve as mentor to others
Complete any required paperwork
Employee gets tour of building
Get set up on payroll First day work tasks are completed
Employee reviews self-paced training, policies, and procedures
Stages of The Onboarding Process
Onboarding Executives
o Two to five years long
o Leadership workshops
o Training in legal issues
o Hands-on guidance about the company policy and culture
o More involvement from a mentor and the board of directors
o Focused on company-wide goals
o Intensely focused on relationship building
10 Ways to Make Your Program Unique
1) Create a welcoming workspace
2) Free gifts
3) Lunch and learns
4) Games (Management)
5) Virtual tools
6) Incorporating Fun
7) Field trips
8) Hands-on activities
9) Skip meetings
10) Train the trainer
SESSION 13: PLANNING TRAINING
The training process consists of five steps:
o What is it the organization needs?
o What are the priorities?
o Design the training strategy
o Deliver the training
o Measure the effect of the training
SESSION 14: PERFORMANCE REVIEWS
The four biggest complaints employees have about performance reviews are:
o They are not happy if their performance is reviewed or appraised by someone who is not their direct supervisor.
o They are not happy if there is no opportunity for them to tell their side of the story.
o Employees are not happy if they get generalities in their discussions.
o Employees are unhappy if they make a commitment to change and there is no follow-up on that commitment.
Descriptive evaluation is better than an arbitrary scale of good, fair, poor, excellent.
Initiative:
o Undertakes projects without being asked
o Writes letter without supervisor reviewing them
o Calls meetings on own
o Orders materials on own
SESSION 14: PERFORMANCE REVIEWS
Video Presentation“Absenteeism”
SESSION 15: ABSENTEEISM
o Can you figure out what absenteeism costs your company in any given month?
o Can you multiply that by 12 to see what it costs in a year?
o What are the reasons for an increase in absenteeism?
Case Study Discussion Questions
o What disciplinary action should Shirley take?
o How should Shirley approach Gretchen after she puts her coat away?
o How could this problem have been prevented?
You should:
o Clearly outline the policy in your employee handbook.
o Discuss expectations during the orientation so that employees know about the policy.
o Indicate you take the policy seriously.
o Your policy should include specific disciplinary action for failure to properly notify the company of an absence.
SESSION 15: ABSENTEEISM
Your organization has the right to:
o Require that an employee be examined by a doctor to determine whether the employee is able to work.
o Expect that employees who accept a job are available for work.
o Expect the employee to take responsibility for making you aware of health conditions that interfere with work.
How can your organization help combat unscheduled absenteeism?
SESSION 15: ABSENTEEISM
Video Presentation“Diversity”
SESSION 16: DIVERSITY
o Why do we find it so natural to make quick judgments about somepeople, even when we know that we don't have enoughinformation about them?
o How can we tell that we have pigeon-holed ourselves?
o If you feel that you have pigeon-holed yourself, what questionsshould you ask yourself and what actions should you take?
o Can you recall any situations in which the potential contribution ofsomeone was limited because s/he had been pigeon-holed?
o What are the indications that someone has been pigeon-holed?
o If you see a group pigeon-holing one of its members, how can youmake them aware of what they are doing and what negative effectit is having?
o If you see that someone has underestimated their competence,how can you help them to get a more accurate and positive pictureof themselves?
SESSION 16: DIVERSITY
Group A
Think of a situation where you were seriously misjudged by thepeople around you. It may be that they underestimated youreducation, your experience, or your overall competence to make acontribution.
o What does it feel like to be pigeon-holed?
o What did people say or do that gave you the impression that they didn't really appreciate your talents?
o How did their behavior and your interpretation of it affect what you did or said?
SESSION 16: DIVERSITY
Group B
Think of a situation when you had very strong, clear, but wrongbeliefs about what another person knew, believed, or could do abouta problem being considered.
o Why do we pigeon-hole other people?
o What did you say or do after you came to know more about the person?
o How do you think your behavior influenced how the other person acted and how the whole episode unfolded?
SESSION 16: DIVERSITY
SESSION 17: COMPENSATION AND BENEFITS
o What are some things we might do to build morale and create that motivating climate?
o Are there any other ways you can prevent employees from leaving?
o Is there a bright side to having a valued employee walk out the door?
SESSION 18: DISCIPLINE
The Four Step Disciplinary System
o An interview (not a warning) during which the problem is discussed and the employee is counseled.
o If the unwarranted behavior is repeated, the supervisor counsels the employee again.
o On the third repetition, the employee is asked to take three or four days leave with pay.
o If there is yet another rule infringement, there is no alternative but to terminate the employee.
Video Presentation“Be Nice to Penny”
SESSION 19: TERMINATION
o Termination (firing or dismissing an employee) is the most severepenalty that management can impose and should therefore be themost carefully considered.
o The termination experience is traumatic for the employee.
o Firing is also difficult for the person who makes the decision.
o The manager must prepare for the termination interview in orderto remain in complete control.
SESSION 19: TERMINATION
o Come right to the point
o Spell out the reason
o Be prepared to listen
o Have help ready
o Arrange for an exit interview
SESSION 20: EXIT INTERVIEWS
DATE: Department:
NAME: JOB:
Do you feel you made satisfactory progress with this company? Was your compensation satisfactory? Why or why not? When you first started with this company, did you receive adequate orientation to the
organization?
Are you leaving to accept another job? What will be your responsibilities? Why have you chosen to accept this position?
How would you rate your supervisor’s skills in the following areas? o Leadership o Communication
If you had the opportunity to come back to work here, what improvements would you suggest?
Comments:
Eligible for rehire? Yes No
Exit Interviewer:
26%
56%
18%
Percentage of Workers
Engaged Not Engaged Actively Disengaged
UNDERSTANDING EMPLOYEE ENGAGEMENT
1) It is important to Connect with your employees
2) Give your employees the opportunity to advance their Career
3) Create a Clear vision
4) Ensure you Convey your vision, your expectations, and feedback
5) When employees make a contribution or do something positive Congratulate them
6) Give employees a Chance to contribute to the organization
7) Give employees Control over their jobs as much as possible
8) Create a Collaborative atmosphere
9) Ensure your company is Credible and has a good reputation
10) Create Confidence in your employees and in your company
UNDERSTANDING EMPLOYEE ENGAGEMENT
Mobile: 012.601.0044
FOR YOUR ATTENTION ANDGOOD LUCK WITH YOURH R M E X E R C I S E
P l e a s e c o m p l e t e t h e evaluation fo r m sf o u n d a t t h e e n d o f y o u r w o r k b o o k s
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