6.Recruitment Selection - Training Development

7/23/2019 6.Recruitment Selection - Training Development

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Recruitment & Selection

Recruitment involves the utilization of organizational practices inorder to inuence the number and types of individuals who are willingto apply for any job vacancies, while it could focus on the internal orexternal labor market Rynes, !""!#$Selection is the process of choosing, with the utilization of theappropriate methods, the best candidates for the organizational

position we want to %ll$ he importance of selection to organizations isvery clear as it identi%es those individuals who have the ability toperform a job well 'atewood, (ield & )arrick, *++- Rioux & )ernthal,!"""#$Main objectives of each recruitment process: • /ncrease the pool of job applicants at a minimal cost$• 0nsure that the organization compiles with legislative re1uirements$• /mprove the selection process$

• 'atewood, 2$R$, (ield, S$3$ and )arrick, 4$ *++#, “Human Resource Selection” , 5th 0dition, homson South6western, homson learning 7cademic

resource 8enter, pp$!6!+$• Rioux, 4$S$ and )ernthal, R$9$ !"""#, “Recruitment and Selection Practices: Survey Report” , 2evelopment 2imensions /nternational, 3R )enchmark

'roup, /ssue *, :ol$ *, pp$ !6!+$• “ - ”




Internal Recruitment

7n internal recruitment strategy is characterized by promotingemployees from within an organization to %ll upcoming positions$

External Recruitment 7n external recruitment strategy is one which a human resourcesdepartment will systematically search the employee pool outside itsown employees to %ll positions$



/nternal & 0xternal Recruitment Sources



?ob 7nalysis he management of a business need to determine what work needsto be done$ ?ob analysis concentrates on what job holders are expectedto do$ /t provides the basis for a job description, which in turn inuencesdecisions taken on recruitment, training, performance appraisal andreward systems$



?ob 2escription 7 broad, general, and written statement of a speci%c job, based on the %ndingsof a job analysis$ /t generally includes duties, purpose, responsibilities, scope, andworking conditions of a job along with the job@s title, and the name or designation

of the person to whom the employee reports$

?ob description usually forms the basis of job speci%cation$

?ob Speci%cation 9erson Speci%cation# 7 statement of employee characteristics and 1uali%cations re1uired for

satisfactory performance of de%ned duties and tasks comprising a speci%c job orfunction$

?ob speci%cation is derived from job analysis$



raining & 2evelopment &2#

Defnitions

“ planned, continuous e*ort by mana(ement to improve employees+ competenciesand capabilities, and to enhance or(ani)ational per!ormance” 4ondy et al$ !"""<*A>#$

“n or(ani)ed learnin( eperience provided by employers #ithin a specic period o!time to brin( about the possibility o! per!ormance improvement and.or personal

(ro#th” Badler & Badler, !""+< 5#$

“Training is a planned process to modi!y attitude, %no#led(e or s%ill behaviorthrou(h learnin( eperience in order to achieve per!ormance in an activity or ran(eo! activities, #hile development is a learnin( process, #ith a lon(itudinal character,#hich helps employees and or(ani)ations to acquire %no#led(e and to develops%ills, so to use them in the !uture #here more responsibilities and initiatives may be

required” 4aund, *++!#$

8onse1uently, it is obvious that training focuses on improving individuals@competences, capabilities, skills and behaviors so being able to eCectively performtheir jobs, while development gets a more future6oriented role of developingemployees@ knowledge to direct and manage future job assignments$Badler, ;$ & Badler, D$ !""+#$ $evelopin( Human Resources: Concepts and a /odel0 =rd 0dition, San (rancisco< ?ossey6)ass, p$5$4ondy, E$, Boe, 4$ and 9remeaux, R$ !"""#$ Human Resource /ana(ement0 Fth 0dition, ;ondon< 9rentice63all /nternational, pp$*A>6*5>$4aund ;$ *++! $ n &ntroduction to Human Resource /ana ement: 1heor and Practice0 9al rave 9ublications Bew Gork$



7ims of &2

he purpose and aims of a successful &2 program can be summarized into the

following< • 3elp new employees with induction training to become familiar with the job

re1uirements-• 2evelop new and existing employees@ skills, competences and capabilities so to

improve their performance 4archington & Eilkinson, *+++#-•

0nhance employees@ knowledge, and to constitute to positive changes in theirbehaviors and attitudes so to facilitate organizational change more eCectively'arvin et al$, *++#-

• )uild of a more eHcient, eCective and highly motivated team, which couldenhance the business@ competitive position and could also improve employees@morale$

• /ntroduce workforce and ensure ade1uate human resources into new systems and

innovative working methods Roberts et al$, *+!!#-• 0nhancement of a companyIs ability to adopt and use advances in technology

because of a suHciently knowledgeable staC-• )uild and maintain a learning environment and culture within the organization, so

to enhance organizational performance that will eventually result to improvedcustomer service, better 1uality, satisfaction, increased pro%tability,organizational eHcacy and eHciency etc$-

• he creation of a pool of readily available and ade1uate replacements for'arvin, 2$7$, 0dmondson, 7$8$ and 'ino, ($ *++#$ &s yours a learnin( or(ani)ation2, 3arvard )usiness Review, :ol$A!, Bo$*, pp$!+"6!!5,4arch *++$4archington, 4$ and Eilkinson, 7$ *+++#$ People /ana(ement and $evelopment0 *nd 0dition, ;ondon< 8hartered /nstitute of 9ersonnel



)ene%ts derived from &2

4any studies Roberts et al$, *+!!- 'andol%, *++", *++5- 7cton & 'olden, *++=-4cBamara, *++!- 4otwani et al$, !""># demonstrated speci%c bene%ts that abusiness receives from &2, including<

0nhanced job satisfaction, morale and motivation- /ncreased productivity with lower production costs-

/ncreased eHciency resulting in %nancial gains- 3igh capacity to adopt new technologies and methods- 0nhanced innovation in strategies and productsKservices- 3igh customer satisfaction rates through enhanced customer 1uality services- /ncreased organizational competitiveness and exibility- Reduced employee turnover- (lexibility of manpower from one role to another-

4atch of the organizational realities to recruiting promises- 2ecreased need for supervision$

• 7cton, $ and 'olden, E$ *++=#$ 1rainin( the %no#led(e #or%er: descriptive study o! trainin( practices in &rish so!t#are companies0 ?ournal of0uropean /ndustrial raining, :ol$*F, Bo$>, pp$!=F6!>5$

• 'andol%, ($ *++5#$ Personal $evelopment and 3ro#th in a $o#nsi)ed 4an%in( 'r(ani)ation: Summary o! /ethodolo(y and 5indin(s0 3umanResource 2evelopment /nternational, :ol$", /ssue *, pp$*+F6**5$

• 'andol%, ($ *++"#$ 1rainin( and $evelopment in an 6ra o! $o#nsi)in($ ?ournal of 4anagement Research, :ol$", Bo$!, pp$=6!>$• 4cBamara, 8$ *++!#$ 6mployee 1rainin( and $evelopment: Reasons and 4enets0 7pril *++!, http<KK

managementhelp$orgKtrainingKbasicsKreasons6for6training$htm• 4otwani, '$, (rahm, 4$ and Lathawala, G$ !"">#$ chievin( a competitive advanta(e throu(h quality trainin($ raining for Muality, :ol$ *, /ssue !,

http://managementhelp.org/training/basics/reasons-for-training.htm







raining Beeds 7ssessment 7ccording to )ee & )ee *++=# the training needs assessment and analysis process is veryimportant and it is considered crucial for identifying which employees need to be trained- to setthe training objectives- design the appropriate programs so to meet these needs, and allocate

the re1uired time for training@s delivery$ /dentifying learning needs can be either implemented bya Ntop6downO approach, by viewing the overall organizational performance, organization@s currentand future challenges and its plans for change, or by a Nbottom upO approach, by identifying theway in which individuals and teams are performing and %nding the skills gaps re1uired, as shownwithin the following graphs 0raut & 3irsh, *++F, p$5A#$

• )ee, ($ and )ee, R$ *++=#$ 7earnin( "eeds nalysis and 6valuation$ *nd 0dition, ;ondon< he 8hartered /nstitute of 9ersonnel and2evelopment 8/92#, 7pril *++=$

• 0raut, 4$ and 3irsh, E$ *++F#$ 1he Si(nicance o! 8or%place 7earnin( !or &ndividuals, 3roups and 'r(ani)ations0 he 0SR8 8entre on6



raining needs identi%cation can be assessed by analysing three major humanresource areas< the organization as a whole, the job characteristics and the needs ofthe individuals, as presented below )aldwin and (ord, !"- 7rthur et al$, *++=,p$*=A#$ 0ach dimension can be seen as a useful source of information, so tosuccessfully identify training gaps and needs Stone, *++A#$

raining Beeds /denti%cation

• 7rthur, E$, )ennett, E$, 0dens, 9$S$ and )ell, S$$ *++=#$ 6*ectiveness o! 1rainin( in 'r(ani)ations: /eta-nalysis o! $esi(n and

6valuation 5eatures0 ?ournal of 7pplied 9sychology, :ol$, Bo$*, pp$*=>6*>A$• )aldwin, ;$4$ and (ord, ?$L$ !"#$ 1rans!er o! 1rainin(: Revie# and 5uture $irections !or 5uture Research$ 9ersonnel 9sychology,

:ol$>!, /ssue$!, pp$5=65"$



ypes of &2 'enerally, there are two broad types of training available tobusinesses< on-the-job and o-the-job techni1ues$ /ndividual

circumstances such as who, what and why of your training programdetermine which method to use, as presented below$



raining 0valuation hrough training evaluations, organizations try to identify whether the training bene%ts

exonerate the %nancial investments made in terms of knowledge and skills dissemination in thework context LauCeld et al$, *++- Saks & )urke, *+!*#, as lack of training transfer results in

exaggerate costs ;aker & 9owell, *+!!#$/n many organizations, training evaluation is focused mere on the trainees@ reaction right

after a training course short6term evaluation# Bickols, *++A#$ 3owever, in order to determinethe actual training bene%ts, the long6term training outcomes should also be evaluatedbehavioral changes, transfer to practice, return on investment, individual and organizationalresults# Eang & Eilcox, *++5- Lirkpatrick and Lirkpatrick, *++5- 'iangreco, *+!+#$

7ccording to )urrow & )erardinelli *++=#successful evaluations<• 4ust be objective and target to speci%c

outcomes on individual, occupational andorganizational levels-

• Should be regarded according to the evaluationcriteria that have been set during the designingand development &2 process-

• 3ave to be matched within the organizational

objectives, philosophy and culture-• Should be reasonable and must be conducted

by trainers within the resources and thestructure of the training program$

• )urrow, ?$ and )erardinelli, 9$ *++=#$ Systematic per!ormance improvement-renin( the space bet#een learnin( and result0 ?ournal of Eorkplace ;earning, :ol$!A,Bo$!, pp$56!=$

• 'iangreco, 7$, 8arugati, 7$ and Sebastiano, 7$ *+!+#$ re #e doin( the ri(ht thin(2 5ood !or thou(ht on trainin( evaluation and its contet0 9ersonnel Review, :ol$=",/ssue *, pp$!5*6!FF$

• LauCeld, S$, )ates, R$7$, 3olton, 0$($/// and 4Qller, 7$8$ *++#$ $as deutsche 7erntrans!er - System - &nventar 9371S&: Psychometrische ;berpr<!un( der

deutschsprachi(en 91he 3erman version o! the 7earnin( 1rans!er System &nventory 9371S&: psychometric validation0 Deitschrift (Qr 9ersonalpsychologie, :ol$F, Bo$*,pp$A+65", ranslated by )ing 4icrosoft /nternet 0xplorer ranslator$

• Lirkpatrick, 2$;$ and Lirkpatrick, ?$2$ *++5#$ 6valuatin( 1rainin( Pro(rams: 1he 5our 7evels0 =rd 0dition, San (rancisco, 87< )errett6Loehler$

6.Recruitment Selection - Training Development

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