Case Analysis #2

1. Read the Case Facts

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2. IN YOUR OWN WORDS, FOLLOW THE EXAMPLE PROVIDED IN PDF FORM AND MAKE YOUR CASE FINDINGS. YOUR PAPER HAS TO BE IN A SIMILAR FORM.

NO PLAGAIRISM!!!!!!!!!

At the end of the reading material in is 4 questions that have to answered within the case findings.

Follow the directions of the QUESTIONS

follow directions asap

Case Application 2

1. Read the Case Facts

2.
IN YOUR OWN WORDS
, FOLLOW THE EXAMPLE PROVIDED IN PDF FORM AND MAKE YOUR CASE FINDINGS. YOUR PAPER HAS TO BE IN A SIMILAR FORM.

NO PLAGAIRISM!!!!!!!!!

Angelo’s Pizza Case Facts (Student Question Prompts are Located after Case Facts)

Angelo Camero was brought up in the Bronx, New York, and basically always wanted to be in the pizza store business. As a youngster, he would sometimes spend hours at the local pizza store, watching the owner knead the pizza dough, flatten it into a large circular crust, fling it up, and then spread on tomato sauce in larger and larger loops. After graduating from college as a marketing major, he made a beeline back to the Bronx, where he opened his first Angelo’s Pizza store, emphasizing its clean, bright interior; its crisp green, red, and white sign; and his all-natural, fresh ingredients. Within five years, Angelo’s store was a success, and he had opened three other stores and was considering franchising his concept.

Eager as he was to expand, his four years in business school had taught him the difference between being an entrepreneur and being a manager. As an entrepreneur/small business owner, he knew he had the distinct advantage of being able to personally run the whole operation himself. With just one store and a handful of employees, he could make every decision and watch the cash register, check in the new supplies, oversee the takeout, and personally supervise the service.

When he expanded to three stores, things started getting challenging. He hired managers for the two new stores (both of whom had worked for him at his first store for several years) and gave them only minimal “how to run a store”–type training, on the assumption that, having worked with him for several years, they already knew pretty much everything they needed to know about running a store. However, he was already experiencing human resource management problems, and he knew there was no way he could expand the number of stores he owned, or (certainly) contemplate franchising his idea, unless he had a system in place that he could clone in each new store to provide the managers (or the franchisees) with the necessary management knowledge and expertise to run their stores. Angelo had no training program in place for teaching his store managers how to run their stores. He simply (erroneously, as it turned out) assumed that by working with him they would learn how to do things on the job. Since Angelo had no system in place, the new managers were, in a way, starting off below zero when it came to how to manage a store.

There were several issues that particularly concerned Angelo. Finding and hiring good employees was number one. He’d read the new National Small Business Poll from the National Federation of Independent Business Education Foundation. It found that 71% of small business owners believed that finding qualified employees was “hard.” Furthermore, “the search for qualified employees will grow more difficult as demographic and education factors” continue to make it more difficult to find employees. Similarly, reading the Kiplinger Letter one day, he noticed that just about every type of business couldn’t find enough good employees to hire. Small firms were particularly in jeopardy; the Letter said that giant firms can outsource many (particularly entry-level) jobs abroad, and larger companies can also afford to pay better benefits and to train their employees. Small firms rarely have the resources or the economies of scale to allow outsourcing or to install the big training programs that would enable them to take untrained new employees and turn them into skilled ones.

Although finding enough employees was his biggest problem, finding enough honest ones scared him even more. Angelo recalled from one of his business school courses that companies in the United States are losing a total of well over $400 billion a year in employee theft. As a rough approximation, that works out to about $9 per employee per day and about $12,000 lost annually for a typical company. Furthermore, it was small companies like Angelo’s that were particularly in the crosshairs, because companies with fewer than 100 employees are particularly prone to employee theft. Why are small firms particularly vulnerable? Perhaps they lack experience dealing with the problem. More importantly: Small firms are more likely to have a single person doing several jobs, such as ordering supplies and paying the delivery person. This undercuts the checks and balances managers often strive for to control theft. Furthermore, the risk of stealing goes up dramatically when the business is largely based on cash. In a pizza store, many people come in and buy just one or two slices and a cola for lunch, and almost all pay with cash, not credit cards.

And, Angelo was not just worried about someone stealing cash. They can steal your whole business idea, something he learned from painful experience. He had been planning to open a store in what he thought would be a particularly good location and was thinking of having one of his current employees manage the store. Instead, it turned out that this employee was, in a manner of speaking, stealing Angelo’s brain: what Angelo knew about customers, suppliers, where to buy pizza dough, where to buy tomato sauce, how much everything should cost, how to furnish the store, where to buy ovens, store layout—everything. This employee soon quit and opened up his own pizza store, not far from where Angelo had planned to open his new store.

That he was having trouble hiring good employees, there was no doubt. The restaurant business is particularly brutal when it comes to turnover. Many restaurants turn over their employees at a rate of 200% to 300% per year—so every year, each position might have a series of two to three employees filling it. As Angelo said, “I was losing two to three employees a month,” adding, “We’re a high-volume store, and while we should have about six employees per store [to fill all the hours in a week], we were down to only three or four, so my managers and I were really under the gun.”

The problem was bad at the hourly employee level: “We were churning a lot at the hourly level,” said Angelo. “Applicants would come in, my managers or I would hire them and not spend much time training them, and the good ones would leave in frustration after a few weeks, while often it was the bad ones who’d stay behind.” But in the last two years, Angelo’s three company-owned stores also went through a total of three store managers—“They were just blowing through the door,” as Angelo put it, in part because, without good employees, their workday was brutal. As a rule, when a small business owner or manager can’t find enough employees (or an employee doesn’t show up for work), about 80% of the time the owner or manager does the job himself or herself. So, these managers often ended up working seven days a week, 10 to 12 hours a day, and many just burned out in the end. One night, working three jobs himself with customers leaving in anger, Angelo decided he’d never just hire someone because he was desperate again, but would start doing his hiring more rationally.

Angelo knew he should have a more formal screening process. As he said, “If there’s been a lesson learned, it’s much better to spend time up front screening out candidates who don’t fit than to hire them and have to put up with their ineffectiveness.” He also knew that he could identify many of the traits that his employees needed. For example, he knew that not everyone has the temperament to be a waiter (he has a small pizza/Italian restaurant in the back of his main store). As Angelo said, “I’ve seen personalities that were off the charts in assertiveness or overly introverted, traits that obviously don’t make a good fit for a waiter or waitress.”

As a local business, Angelo recruits by placing help wanted ads in two local newspapers, and he’s been “shocked” at some of the responses and experiences he’s had in response to the ads. Many of the applicants left voicemail messages (Angelo or the other workers in the store were too busy to answer), and some applicants Angelo “just axed” on the assumption that people without good telephone manners wouldn’t have very good manners in the store, either. He also quickly learned that he had to throw out a very wide net, even if hiring only one or two people. Many people, as noted, he eliminated from consideration because of the messages they left, and about half the people he scheduled to come in for interviews didn’t show up. He’d taken courses in human resource management, so (as he said) “I should know better,” but he hired people based almost exclusively on a single interview (he occasionally made a feeble attempt to check references). In total, his HR approach was obviously not working. It wasn’t producing enough good recruits, and the people he did hire were often problematic.

What was he looking for? Service-oriented courteous people, for one. For example, he’d hired one employee who used profanity several times, including once in front of a customer. On that employee’s third day, Angelo had to tell her, “I think Angelo’s isn’t the right place for you,” and he fired her. As Angelo said, “I felt bad, but also knew that everything I have is on the line for this business, so I wasn’t going to let anyone run this business down.” Angelo wants reliable people (who’ll show up on time), honest people, and people who are flexible about switching jobs and hours as required. He calls his management style “trust and track.” “I coach them and give them goals, and then carefully track results.”

Angelo’s Pizza business has only the most rudimentary human resource management system. Angelo bought several application forms at a local Office Depot, and rarely uses other forms of any sort. He uses his personal accountant for reviewing the company’s books, and Angelo himself computes each employee’s paycheck at the end of the week and writes the checks. Training is entirely on-the-job. Angelo personally trained each of his employees. For those employees who go on to be store managers, he assumes that they are training their own employees the way that Angelo trained them (for better or worse, as it turns out). Angelo pays “a bit above” prevailing wage rates (judging by other help wanted ads), but probably not enough to make a significant difference in the quality of employees whom he attracts. If you asked Angelo what his reputation is as an employer, Angelo, being a candid and forthright person, would probably tell you that he is a supportive but hard-nosed employer who treats people fairly, but whose business reputation may suffer from disorganization stemming from inadequate organization and training.

Angelo has approached you and asked you to respond (in writing & in your own words) to the following four questions:
* Label and answer each question separately!

* Follow the directions in each question

* NO References NEEDED

Question 1:
My strategy is to (hopefully) expand the number of stores and eventually franchise, while focusing on serving only high-quality fresh ingredients. What are three specific human resource management implications of my strategy (including specific policies and practices)?
Question 2:
Identify and briefly discuss five specific human resource management errors that I’m currently making.

Question 3:
Develop a structured interview form that we can use for hiring (1) store managers, (2) wait staff, and (3) counter people/pizza makers.

Question 4:
Based on what you know about Angelo’s, and what you know from having visited pizza restaurants, write a 3-4 paragraph outline showing specifically how you think Angelo’s should go about selecting employees.

(EXAMPLE PAPER) – The Angelo’s Pizza Case Facts and Questions are also available on the attached pdf file.

NO PLAGAIRISM!!!!!!!!!

Angelo’s Pizza Case Notes:

Angleo’s Pizza explores the importance of establishing human resource (HR) practices

as an organization expands. After success with one store, Angelo opens two new

stores and is considering opening more stores or franchising. However, the case

shares some of the HR challenges including high turnover and other staffing problems.

The case explores the need for structured orientation and training programs, as well as

better recruitment and selection practices.

Questions:

B-8. My strategy is to (hopefully) expand the number of stores and eventually franchise,
while focusing on serving only high-quality fresh ingredients. What are three specific
human resource management implications of my strategy (including specific policies
and practices)?
There are several important HR implications of Angelo’s growth plans. The three most
important include:

• Consistent recruiting and selection practices. Angelo needs to establish new
sources of candidates such as employee referrals. He also needs to implement
formal selection processes beyond informal interviews. An assessment test to
identify specific skills and/or a structured interview process will benefit Angelo’s
Pizza.

• A structured orientation and new hire training process. Much of Angelo’s
turnover is caused by good workers who leave in frustration due to lack of
training. Better training will lead to better quality pizza and better retention of
staff.

• Established management practices and training to support store managers.
Angelo needs some consistency to ensure each store is meeting his
expectations in all aspects of hiring and managing workers. A structured
management training program can help support this need.

B-9. Identify and briefly discuss five specific human resource management errors that
I’m currently making.
There are several errors that Angelo is making, including:

• Failing to carefully evaluate applicants and basically hiring anyone that applies.
The poor selection process leads to poor hires that don’t work out for a variety of
reasons.

• Providing very little training to new hires. New hires either will not do their work
properly, leading to poor quality products, or they will quit in frustration because
they did not receive proper training.

• Not providing training to those that move into management positions. Managers
are the key in opening new stores. Managers must be equipped with training on
how to operate the stores and also how to manage people.

• Using generic human resource employment application forms and no other forms
or procedures. Angelo needs to use forms that ask relevant questions about
working at his stores such as schedule availability.

• Not providing feedback to employees about their performance. Providing formal
feedback to employees is an important component in training employees on
proper procedures to ensure quality.

B-10. Develop a structured interview form that we can use for hiring (1) store managers,
(2) wait staff, and (3) counter people/pizza makers.
There are several interview questions that would be beneficial to the hiring process of
each of these categories of workers. All interview questions should be related to the
specific job and include questions that are based on job knowledge, situational or
behavioral. Some sample questions for each category:
Store Managers
Store managers are responsible for hiring and training their own staff. Some potential
questions for a store manager include:

– Tell me about a time you had to address an employee problem.
– How would you organize the training of your new employees?

Wait Staff
The wait staff needs to have strong customer service skills and be able to manage in a
fast-paced environment. Some potential questions for the wait staff include:

– Tell me about a time you had to deal with a difficult customer.
– Give me an example of a time you had to complete several tasks at the same

time, how did you decide what to do first?

Counter People/Pizza Makers
These employees need to also be customer oriented and focused on quality. Some
potential questions for counter people/pizza makers include:

– Tell me about a time when you found a problem with a product, what did you do?
– If a customer returned a pizza and said it didn’t taste right, what would you do?

B-11. Based on what you know about Angelo’s, and what you know from having visited
pizza restaurants, write a one-page outline showing specifically how you think
Angelo’s should go about selecting employees.
There are many different strategies that a student could recommend. First, they should

identify several recruiting strategies. As Angelo notes, it is important to cast a wide net

to yield better candidates. In addition to “Help Wanted” signs at the stores to attract

local applicants, he may want to also consider advertising with local high schools and

colleges. If he does have some valuable employees, he could also provide bonus

payments for employee referrals.

Careful screening of the applicants is important. He first should create a custom

employment application that asks relevant questions such as scheduling availability. A

next step might include an assessment test to measure honesty or integrity, or possibly

a personality test to assess ability to interact with customers. One or more interviews

should be part of the process and they should use a structured interview format.

Finally, he should outline a background check process that includes verifying education,

past employment and speaking to references.

Training and Developing

Employees

8-1

Employers are finding that a lack of ability to handle basic reading, writing, and arithmetic tasks means that there is a very real need for basic skills and literacy training. Language training is often required as well, and not just for English. Many customers and stakeholders speak a variety of languages, resulting in the need for a multilingual workforce.
Once employees are on board, the employer must train them. The purpose of this chapter is to increase your effectiveness in training employees. The main topics we’ll cover include orienting employees, the training process, analyzing training needs, implementing training and development programs, and evaluating the training effort.
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Summarize the purpose and process of employee orientation.
List and briefly explain each of the steps in the training process.
Explain how to use five training techniques.
Learning Objectives
8-2

After studying this chapter, you will be able to:
1. Summarize the purpose and process of employee orientation.
2. List and briefly explain each of the steps in the training process.
3. Explain how to use five training techniques.

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List and briefly discuss four management development methods.
List and briefly discuss the importance of the steps in leading organizational change.
Explain why a controlled study may be superior for evaluating the training
program’s effects.
Learning Objectives
8-3

After studying this chapter, you will be able to:
4. List and briefly discuss four management development methods.
5. List and briefly discuss the importance of the steps in leading organizational change.
6. Explain why a controlled study may be superior for evaluating the training
program’s effects.
3

Employee orientation (or “onboarding”) provides new employees with the information they need to function (such as computer passwords and company rules). Ideally, though, it should also help new employees start getting emotionally attached to the firm.
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Orienting and Onboarding New Employees
Welcome
Basic information
Understanding the organization
Socialization
8-5

Carefully selecting employees doesn’t guarantee they’ll perform effectively. Even high potential employees can’t do their jobs if they don’t know what to do or how to do it.
The purposes for an effective orientation program is to:
Make the new employee feel welcome and at home and part of the team.
Make sure the new employee has the basic information to function effectively, such as e-mail access, personnel policies and the like.
Help the new employee understand the organization in a broad sense.
Start the process of a person becoming socialized into the firm’s culture, values, and ways of doing things.

The length of orientation varies, but it usually includes time with HR to review benefits, vacations, and other policies. It also includes time with the supervisor to learn the organization and culture of the department.
Carefully crafted employee handbooks are helpful to the employer and employee. Under certain conditions, courts may find that the employee handbook’s contents represent legally binding employment commitments.
Employers use technology to support orientation. Some employers put all or some of their orientation media on the Web.
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Purposes
Welcome
Basic information
Understanding the organization
Socialization
Review
Employee handbook
Orientation technology
Training process overview
8-7

We have discussed the purposes of an employee orientation including providing a welcome, basic information, socialization and understanding the organization. Part of the orientation process includes the use of a handbook and technology. Finally, we have provided an overview of the training process which include aligning strategy and training and performance. See FIGURE 8-1 New Employee Departmental Orientation Checklist.

Next, we will discuss the five steps of a commonly used instructional design technique known as ADDIE.
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Overview of the Training Process
Inadequate training can expose the employer to liability for negligent training
Training begins after orientation
Ask what competencies employees will need
8-9

Training might involve having the current jobholder explain the job to the new hire, or multi-week classroom or Internet classes.
Training is found to be important. If even high-potential employees don’t know what to do and how to do it, they will improvise or do nothing useful at all. Furthermore, by one estimate, about three fourths of 30-something age high achievers start looking for new positions within a year starting, often due to dissatisfaction with inadequate training.
“It’s clear from the case law that where an employer fails to train adequately and an employee subsequently does harm to third parties, the court will find the employer liable.” Among other things, the employer should review skill and experience levels and provide adequate training (particularly where employees work with dangerous equipment), and evaluate the training to ensure that it is actually reducing risks.
The training programs will have the competencies the employees need to achieve the strategic plans of the company.
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Overview of the Training Process
Aligning strategy and training
Training and performance
8-10

Training means giving new or current employees the skills that they need to perform their jobs. The task is to identify the employee behaviors the firm will require to execute its strategy, and from that deduce what competencies employees will need.
One survey found that “establishing a linkage between learning and organizational performance ”…was the number-one pressing issue facing training professionals.”

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Training and Performance
Ensure training translates into improved performance
Define training purpose
Have company strategies drive the training
Check with mangers on the training success
Ask “how are we doing.”
8-11

Training ranks higher than appraisal and feedback and just below goal setting in its effect on productivity. Companies spend on average $1,103 per employee for training per year and offer each about 28 hours of training. Some experts use the phrase “workplace learning and performance” in lieu of training to emphasize that training aims to boost both employee learning and organizational performance.
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IMPROVING PERFORMANCE:
HR as a Profit Center
Training Program Turning Macy’s Around
Changed the 90-minute interactive video to:
Attending 3 ½-hour training to cultivate higher levels of customer service
Sales up 3.5% in 2013
8-12

The Training Program That Turned Macy’s Around
For about 6 years after buying May Department Stores Co., Macy’s Inc. was in a consolidation/cost-cutting mode. During these years, Macy’s customer service suffered. Many sales associates weren’t providing the level of service that customers wanted. The question was, what should Macy’s do about it now?
Macy’s top management turned to a new strategy. As its CEO said, “We are [now] talking about a cultural shift . . . becoming more of a growth company.”
However, Macy’s top management knew that growth would not occur without a big improvement in how its sales associates treated customers. To produce the improved customer service Macy’s needed to achieve its new strategy, Macy’s installed a new training program. Rather than just watching a 90-minute interactive video as they previously did, sales associates now attended 3 ½-hour training sessions aimed at cultivating higher levels of customer service.
Macy’s management believed the training program and resulting customer service improvement would be the biggest factor in driving their company’s sales growth. And indeed, same store sales rose 5.3% in 2011, 3.7% in 2012, and about 3.5% in 2013, well above many competitors’.
Discussion Question: Show in outline form the strategy map steps that you think would explain how training produced improved sales at Macy’s.
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Analyze
Design
Develop
Implement
Evaluate
8-13

The tried-and-proven ADDIE five-step training program includes:
Analyzing the training need.
Designing the overall training program.
Developing the course.
Implementing training by actually training the targeted employee group.
Evaluating the effectiveness of the course.
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Conducting the Training Needs Analysis
8-14

The training needs analysis should address the employer’s strategic/longer term training needs and/or its current training needs. See TABLE 8-1 Sample Task Analysis Record Form.
Strategic goals (perhaps to enter new lines of business or go abroad) usually mean the firm will have to fill new jobs.
Strategic training needs analysis focuses on identifying the training that employees will need to fill these new future jobs.

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Performance Analysis: Current Employees’ Training Needs
Definition
Current training needs analysis
Task analysis
Talent management
Performance analysis
Can’t do/won’t do
8-15

Performance analysis is the process of verifying that there is a performance deficiency and determining whether the employer should correct such deficiencies. This can be done by comparing the person’s actual performance to what it should be.
Most training is focused on improving current performance. Analyzing current employee needs is more complex than the new employee needs. You also must decide whether training is the solution to the underlying problem or is it just convenient to refer the employee to a program.
A task analysis can be used to determine the training needs of new employees. A task analysis record form also can be used for tracking purposes.
Best talent management practice suggests using the same set of job-related competencies for training the employee as for recruiting, selecting, appraising, and paying him or her. We saw that doing so often begins with summarizing the job’s required human competencies (required skills, knowledge, and behaviors such as leadership) in a competency model. The biggest issue is to figure out what is causing reduced performance. Can the person perform or are they unwilling to do so? If the problem is employee motivation then training is unlikely to fix this.
For underperforming current employees, you can’t assume that training is the solution. In other words, is it lack of training, or something else? Performance analysis is the process of verifying that there is a performance deficiency and determining whether the employer should correct such deficiencies through training or some other means (like transferring the employee).
The aim here is to distinguish between can’t-do and won’t-do problems. First, determine whether it is a can’t-do problem and, if so, its specific causes. For example: The employees don’t know what to do or what your standards are; there are obstacles in the system such as lack of tools or supplies.
Or, it might be a won’t-do problem. Here employees could do a good job if they wanted to, instead of training the better solution might be to change the incentives.
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Designing the Training Program
With the needs analysis results, the manager next designs the training program. Design means planning the overall training program including training objectives, delivery methods, and program evaluation. Sub-steps include setting performance objectives, creating a detailed training outline (all training program steps from start to finish), choosing a program delivery method (such as lectures or Web), and verifying the overall program design with management.
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Designing the Training Program
Setting learning objectives
Creating a motivational learning environment
8-17

Training, development, learning, or (more generally) instructional objectives should specify in measurable terms what the trainee should be able to do after successfully completing the training program.
In setting the learning environment, the manager therefore should address several trainee-ability issues. For example, how will our program accommodate differences in trainee abilities? Do we need to provide remedial training?
Second, the learner must also be motivated. In terms of ability, the learner–trainee needs the required reading, writing, and mathematics skills. In addition, he or she must posses the required educational level, intelligence, and knowledge base. As every student knows, the learner also must be motivated to learn the material.

Make the Learning Meaningful
Bird’s-eye view
Familiar examples
Organize
Familiar terms
Perceived need

8-18

At the start of training, provide a bird’s-eye view of the material that you are going to present. For example, show why it’s important, and provide an overview. Use a variety of familiar examples. Organize the information so you can present it logically, and in meaningful units. Use terms and concepts that are already familiar to trainees. Use as many visual aids as possible. Finally, create a perceived training need in trainees’ minds.
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Making Skills Transfer Obvious and Easy
Similarity
Practice
Label
Attention
“Heads-up”
Pace
8-19

Maximize the similarity between the training situation and the work situation. Provide adequate practice. Label or identify each feature of the machine and/or step in the process. Direct the trainees’ attention to important aspects of the job. Provide “heads-up” information about what could happen. And remember, trainees learn best at their own pace. Adjust your pace and rhythm to connect with the group.
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Reinforce The Learning
Reinforce correct responses
Schedule
Follow-up assignments
Transfer of training
Other issues
8-20

Trainees learn best when the trainers immediately reinforce correct responses, perhaps with a quick “well done” or head nod.
The schedule is important. The learning curve goes down late in the day so plan accordingly. Also, start and end on time or “re-negotiate” the learning contract should unforeseen circumstances arise.
Provide follow-up assignments at the close of training. Ensure transfer of learning to the job. During training, provide trainees with training experiences and conditions (surroundings, equipment) that resemble the actual work environment. After training, reinforce what trainees learned, for instance, by appraising and rewarding employees for using new skills.
Finally, review relevant alternative training methodologies (lectures, web-based, and so on) and choose the best methods for their program.
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Developing the Program
Assemble training content and materials
Training Methods
iPads
Workbooks
Lectures
PowerPoint slides
Web- and computer-based activities course activities
Trainer resources and manuals
Support materials
8-21

Some employers create their own training content, but there’s also a vast selection of online and offline content. (See, for example, the American Society for Training and Development’s Infoline at www.astd.org, www.trainerswarehouse.com, and www.gneil.com, among thousands of such suppliers.) Turnkey training packages often include a trainer’s guide, self-study book, video, and other content.
Once you design, approve, and develop the program, management can implement and then evaluate it.
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Review
ADDIE
Analyze
Design
Develop
Implement
Evaluate
Strategic needs
Strategic training needs analysis
8-22

The ADDIE model of instructional development follows a logical step-by-step process. It allows trainers and HR professionals to analyze needs, design and develop a training program then implement and evaluate results. Ultimately, the evaluation step leads back to the earlier steps for possible revisions and other changes.
Long-term business strategies should align closely with the training and development needs of the firm.
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8-23

Program development means actually assembling the program’s training content and materials. It means choosing the actual content the program will present, as well as designing/choosing the specific instructional methods (lectures, cases, Web-based, etc.) you will use. Training equipment was also discussed. Implement means actually provide the training, using one or more of the instructional methods (such as lectures).
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Overview
Familiarity
Organization
Needs
Similarity
Practice
Labels
Heads-up
Pace
Reinforcement
Schedule
Follow-up
Alternatives
Review
8-24

The steps we have covered include providing an overview, offering familiar examples and terminology, keeping organized and showing how and why the training is important. As you provide training, keep the connection alive between what is known and the new material being learned. Always provide practice opportunities and use familiar labels. Provide a “heads-up” for what might happen on the job and keep the pace of learning aligned with what the learners need. Reinforce what you do, stay on track, provide follow-up opportunities and keep an eye out for alternative learning methods.
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Lets discuss how to use five training techniques. With objectives set and the program designed and developed, you can turn to implementing the training program. This means actually doing the training, using one or more of the following training methods.
At the Hotel Paris:
As Lisa and the CFO reviewed measures of the Hotel Paris’s current training efforts, it was clear that some changes were in order. Most other service companies provided at least 40 hours of training per employee per year, while the Hotel Paris offered, on average, no more than five or six. See pages 252-253 on how this was handled.
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Implementing Training Programs
On-the-job training
Types of on-the-job training
Job rotation
Special assignments
8-26

On-the-job training (OJT) means having a person learn a job by actually doing it. The most familiar on-the-job training is the coaching or understudy method. Here, an experienced worker or the trainee’s supervisor trains the employee. This may involve acquiring skills by observing the supervisor, or having the supervisor show the new employee the ropes. Job rotation, in which an employee moves from job to job at planned intervals, is another OJT technique. Special assignments similarly give lower-level executives firsthand experience in working on actual problems.

The following steps will assist in creating an effective On-the-Job (OJT) program.
Prepare the learner by putting the learner at ease and explaining why he or she is being taught.
Present the operation. Explain quantity and quality requirements and go through the job at a normal pace.
Do a tryout and have the learner go through the job several times at a reduced, then normal, pace.
Follow-up and designate to whom the learner should go for help. Gradually decrease supervision.
27

Apprenticeship training is a process by which people become skilled workers, usually through a combination of formal learning and long-term on-the-job training. Traditionally, a master craftsperson will serve as a role model and guide.
Surveys estimate that as much as 80% of what employees learn on the job they learn through informal means, including performing their jobs on a daily basis with their colleagues. Other types of informal training occurs between people in the lunch or break room.
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Other Types of Learning
Job instruction training
Lectures
Programmed learning
Behavior modeling
Audiovisual-based training
Vestibule training
8-29

Many jobs (or parts of jobs) consist of a sequence of steps that one best learns step-by-step. Such step-by-step training is called job instruction training.
Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when the sales force needs to learn a new product’s features.
Whether the medium is a textbook, PC, or the Internet, programmed learning is a step-by-step, self-learning method. It consists of three parts:
1. Presenting questions, facts, or problems to the learner
2. Allowing the person to respond
3. Providing feedback on the accuracy of answers, with instructions on what to do next
Behavior modeling involves (1) showing trainees the right (or “model”) way of doing something, (2) letting trainees practice that way, and then (3) giving feedback on the trainees’ performance.
Behavior modeling training is one of the most widely used, well-researched, and highly regarded psychologically based training interventions.
Although increasingly replaced by Web-based methods, audiovisual-based training techniques like DVDs, films, PowerPoint, and audiotapes are still popular.
With vestibule training, trainees learn on the actual or simulated equipment they will use on the job, but are trained off the job (perhaps in a separate room or vestibule).
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Electronic performance support systems (EPSS)
Videoconferencing
Computer-based training(CBT)
Simulated learning
Other Types of Learning
8-30

Electronic performance support systems (EPSS) are computerized tools and displays that automate training, documentation, and phone support. Performance support systems are modern job aids. Job aids are sets of instructions, diagrams, or similar methods available at the job site to guide the worker.
Videoconferencing is popular for training geographically dispersed employees. It involves delivering programs via compressed audio and video signals over cable broadband lines, the Internet, or satellite.
Computer-based training refers to training methods that use interactive computer-based systems to increase knowledge or skills.
Simulated learning activities include virtual reality-type games with a step-by-step animated guide, and online role-play with photos and videos. In general, interactive and simulated technologies reduce learning time by an average of 50%.
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IMPROVING PERFORMANCE: HR Practices Around the Globe Diversity
ABC Virtual Communications, Inc. (www.abcv.com/) in Des Moines, Iowa, provides customized software
8-hour orientation overview
“Effective communications” training
Specialized classes for individual needs
8-31

Training at ABC Virtual Communications, Inc.
Diversity training aims to improve cross-cultural sensitivity, with the goal of fostering more harmonious working relationships among a firm’s employees. Such training typically includes improving interpersonal skills, understanding and valuing cultural differences, improving technical skills, socializing employees into the corporate culture, indoctrinating new workers into the U.S. work ethic, improving English proficiency and basic math skills, and improving bilingual skills for English-speaking employees.
Discussion Question: List five competencies that you believe such a diversity program should cultivate.
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Other Types of Learning
Lifelong and Literacy Training Techniques
Team training
Internet-based training
Learning Management Systems (LMS)
Virtual classrooms
Mobile Learning

8-32

Lifelong learning means providing employees with continuing learning experiences over their tenure with the firm. This helps with the aims of ensuring they have the opportunity to learn the skills they need to do their jobs and to expand their horizons. By one estimate, about 39 million people in the United States have learning disabilities. Employers often turn to private firms to provide the requisite education.
Teamwork is not something that always comes naturally. Companies therefore devote many hours to training new employees to listen to each other and cooperate.
Trainers increasingly employ Internet-based learning to deliver programs. There are two basic ways to offer online courses to employees. First, the employer can arrange for its employees take relevant online courses from either its own online offerings or from online training vendors on the Web. The second approach is to arrange with an online training vendor to make its courses available via the employer’s intranet-based learning portal.
Learning management systems (LMS) are special software tools that support Internet training by helping employers identify training needs. An LMS also can help in scheduling, delivering, assessing, and managing the online training itself.
A virtual classroom uses special collaboration software to enable multiple remote learners to participate in live discussions, communicate via written text, and learn via content such as PowerPoint slides.
Mobile learning (or “on-demand learning”) means delivering learning content on demand via mobile devices like cell phones, laptops, and iPads,.
Employers also are moving from textbook and classroom-based learning to interactive learning.
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IMPROVING PERFORMANCE: HR Tools
for Line Managers and Entrepreneurs
Creating Your Own Training Program
Prepackaged training solutions
Outsourced learning
Create your own
8-33

First for either the individual manager or small business owner there are literally hundreds of suppliers of prepackaged training solutions.
Second, small and medium-sized companies may also want to take advantage of the new trend toward outsourced learning. Major consulting firms such as Accenture and IBM Global Services can obtain increased returns to scale by providing training solutions to multiple clients. Therefore many employers are now saving training dollars by outsourcing their entire learning functions to them.
Third, you can create your own “costless” training program, using the following process.
Step 1. Set Training Objectives. First, write down your training objectives. For example, your objective might be to reduce scrap, or to get new employees up to speed within 2 weeks.
Step 2. Write a Detailed Job Description. A detailed job description is the heart of any training program. It should list the daily and periodic tasks of each job, along with a summary of the steps in each task.
Step 3. Develop an Abbreviated Task Analysis Record Form. For practical purposes, the individual manager or small business owner can use an abbreviated version of the Task Analysis Record Form (Table 8-1) containing just four columns.
Step 4. Develop a Job Instruction Sheet. Next, develop a job instruction sheet for the job. We saw earlier that a job instruction training sheet shows the steps in each task as well as key points for each.
Step 5. Prepare a Training Package for the Job. At a minimum, your training package should include the job description, abbreviated Task Analysis Record Form, and job instruction sheet, all collected in a training manual.
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On-the-job training
The OJT process
Apprenticeships
Informal
Other forms of training and learning
Review
8-34

On-the-job training simply means the new employee has an opportunity to practice work behaviors while performing the job. The process steps of OJT include preparation, presenting the operation in terms of quantity and quality issues, trying the job out and providing follow-up.
Other forms of learning include becoming an apprentice to a highly experienced worker and learning informally from others.
We also discussed job instruction training, lectures, programmed learning, audiovisual-based training, and vestibule training. Electronic Performance Support Systems (EPSS), videoconferencing, computer-based training and simulated training were among the topics we covered. Learning Management Systems (LMS), lifelong and literacy training techniques, and team training, virtual classrooms and mobile learning all address specific training and learning needs.

The management development process consists of: (1) assessing the company’s strategic needs (2) appraising managers’ current performance, and then (3) developing the managers. Using such an approach will help support the firm’s overall strategy.

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Strategy and development
Candidate Assessment and the
9-Box Grid
Managerial on-the-job training
Coaching/understudy approach
Action learning

Implementing Management Development Programs
8-36

Management development is any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills. The management development process consists of (1) assessing the company’s strategic needs (2) appraising managers’ current performance, then (3) developing the managers.
The 9-Box Grid is one tool. It shows Potential from low to medium to high on the vertical axis, and Performance from low to medium to high across the bottom—a total of nine possible boxes. The grid can simplify, somewhat, the task of choosing development candidates.
Managerial on-the-job training methods include job rotation, the coaching/understudy approach, and action learning. Job rotation is a widely used method to help managers develop. It means moving managers from department to department broadening their understanding of the business and testing their abilities.
In coaching, the understudy works directly with a senior manager or with the person he or she is to replace.
Action learning programs give managers and others release-time to work analyzing and solving problems in departments other than their own.

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Off-the-Job Management Training and Development Techniques
Case studies
Computerized management games
Outside seminars
University programs
Role-playing
8-37

The case study method presents a trainee with a written description of an organizational problem. The person then analyzes the case, diagnoses the problem, and presents his or her findings and solutions in a discussion with others.
Computerized management games enable trainees to learn by making realistic decisions in simulated situations.
Numerous companies and universities offer Web-based and traditional classroom management development seminars and conferences. Many universities provide executive education and continuing education programs in leadership, supervision, and the like.
The aim of role playing is to create a realistic situation and then have the trainees assume the parts (or roles) of specific persons in that situation.
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Behavior modeling
Corporate universities
Executive coaches
SHRM learning system
Off-the-Job Management Training and Development Techniques
8-38

Behavior modeling involves (1) showing trainees the right (or “model”) way of doing something, (2) letting trainees practice that way, and then (3) giving feedback.
Many firms, particularly larger ones, establish in-house development centers (often called corporate universities).
An executive coach is an outside consultant who questions the executive’s boss, peers, subordinates, and (sometimes) family. The coach’s goal is to identify the executive’s strengths and weaknesses. The coach also will counsel the executive so he or she can capitalize on strengths and overcome weaknesses.
The Society for Human Resource Management (SHRM) encourages HR professionals to qualify for professional designation by taking certification examinations. Such exams are similar to what a Certified Public Accountant must complete to receive his or her professional designation.

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Off-the-Job Management Training and Development Techniques
Leadership Development at GE
Talent Management and Differential Development Assignments
8-39

General Electric is known for its success in developing its executive talent. Their current mix of executive development programs illustrate what they offer:
Leadership programs: These multiyear training programs rotate about 3,000 employees per
year through various functions with the aim of enabling people to run a large GE business.
Session C: This is GE’s intense multi-level performance appraisal process. The CEO personally
reviews GE’s top 625 officers every year.
Crotonville: This is GE’s corporate training campus in New York and offers a mix of conventional
classroom learning and team-based training and cultural trips.
Boca Raton: At this annual meeting of GE’s top 625 officers, they network, share their best
ideas, and get to understand the company’s strategy for the coming year.
The next big thing: Whether it’s productivity and quality improvement through “Six Sigma”
or “innovation,” GE focuses its employees on central themes or initiatives.
Monthly dinners: Jeffrey Immelt, GE’s CEO, meets periodically at dinners and breakfasts to
learn more about his top executives and to “strengthen his connections with his top team.”
Probably the most distinctive talent management best practice is to actively manage employees. Employers
need to think through how to allocate resources in a way that makes the most sense given their strategic aims.

For this objective we have discussed more than four types of management development programs. They include developing managers to align with the overall strategy of the firm. On- and off-the job training programs along with coaching, action learning, case studies and computerized “games” may be part of the developmental process used.
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Review
Outside and university
Role-playing
Behavior modeling
Corporate universities
SHRM
GE and Talent Management
8-41

Seminars, workshops and classroom learning experiences often are provided by outside companies and universities. Some of the techniques used in training programs include role-playing, behavior modeling, and the creation and use of in-house corporate universities.
Finally, the Society for Human Resource Management (SHRM) provides an examination-type certification and learning system. Such a certification allows the human resource professional to display the designation on their business cards, resumes and the like. GE is an example of a company whose talent is actively managed.
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List and briefly discuss the importance of the steps in leading organizational change.
8-42

Managing change is important in today’s challenging environment. Professor Edward Lawler says that as more employers face rapid competitive change, “focusing on strategy, organizational development, and organizational change is a high payoff activity for the HR organization.”
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Managing Organizational Change Programs
What to change
Structure
Technology
Other
Lewin’s change process
Unfreezing
Moving
Refreezing
8-43

Perhaps the hardest part of leading a change is knowing what to change and overcoming resistance to it. However, Professor George Wynn claims, “People don’t resist change; they resist being changed.” OD can help in the management of the entire change process.
Strategy and technology are two of many changes that could be made. Of course, strategic, cultural, structural, and technological changes, no matter how logical, will fail without employees’ active support.
Unfreezing means reducing the forces that are striving to maintain the status quo. Moving means developing new behaviors, values, and attitudes. Refreezing means building in the reinforcement to make sure the organization doesn’t slide back into its former ways of doing things.
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Leading Organizational Change
Unfreezing stage
Urgency
Commitment
Moving stage
Coalition
Vision
Acceptance
Gains

Refreezing stage
Reinforcement
Monitor
8-44

The Unfreezing Stage requires establishing a sense of urgency and mobilizing a commitment to change. You can mobilize commitment through joint diagnoses of problems.
In the Moving Stage, you create a guiding coalition. No one can really implement major organizational change alone. Most CEOs create a guiding coalition of influential people. Develop and communicate a shared vision. It is likely your organizational renewal may require a new vision. Help employees make the change. If lack of skills, pedantic policies or the organization itself stands in the way, remove the obstacles to make way for the change. Finally, consolidate gains and produce more change. Aim for attainable short-term accomplishments to encourage ongoing achievement.
For the Refreezing Stage, reinforce the new ways of doing things by using such things as a new appraisal or incentive system.
Finally, the leader must monitor and assess progress. In brief, this involves comparing where the company is today with where it should be.
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Using Organizational Development
Characteristics
Human processes
Technostructural
HR management
Strategic OD
Evaluating
8-45

Organizational development (OD) is a change process through which employees formulate the change that’s required then implement it.
OD has several distinguishing characteristics:
It usually involves action research, which means collecting data, and feeding the information back to employees. Employees then analyze it and develop hypotheses about the problems and possible solutions.
It applies behavioral science knowledge to improve the organization’s effectiveness.
And, it changes the organization in a particular direction such as toward empowerment or improved problem solving,.
HUMAN PROCESS APPLICATIONS
The goal of human process OD techniques is to give employees the insight and skills required to analyze behavior more effectively. They can then solve interpersonal and intergroup problems.
TECHNOSTRUCTURAL INTERVENTIONS
OD practitioners also get involved in changing firms’ structures, methods, and job designs. They then use various strategies such as quality circles to help manage needed changes.
HUMAN RESOURCE MANAGEMENT APPLICATIONS
OD practitioners use action research to enable employees to analyze and change their firm’s human resources practices.
STRATEGIC OD APPLICATIONS
Strategic interventions use action research to improve a company’s strategic management for alignment with long-term organizational plans.

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What to change
Structure
Technology
Other
Lewin’s change process
Unfreezing
Moving
Refreezing
OD change process

Review
8-46

We have been discussing managing and leading organizational change processes. Some of the concerns include deciding what to change, such as structure, technology, and the like.
The overall process involves Kurt Lewin’s eight-step process beginning with unfreezing, moving and refreezing.
Organizational development (OD) is a change process through which employees formulate the change that’s required then implement it. It usually involves action research, behavioral science knowledge and changes the organization. There are four basic categories of OD applications: human process, technostructural, human resource management, and strategic applications (see Table 8-2).
Measurement of results is a key component of OD and typically involves a controlled experiment. The goal is to measure reactions, learning, behavioral change and results.
46

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Explain why a controlled study may be superior for evaluating the training
program’s effects.
8-47

With today’s emphasis on measuring results, it is crucial that the manager evaluate the training program.
47

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Evaluating the Training Effort
Designing the study
Controlled experimentation
Training Effects to Measure
Reactions
Learning
Behavior
Results
8-48

There are two basic issues to address when evaluating training programs. One is the design of the evaluation study and, in particular, whether to use controlled experimentation. The second is, “What should we measure?”
There are several things you can measure: reactions to the program, what (if anything) was learned, and to what extent on-the-job behavior or results change. See FIGURE 8-3 Using a Time Series Graph to Assess a Training Program’s Effects.
Also see FIGURE 8-4 A Training Evaluation Form.
Comparison of the training program’s costs and benefits can enable the human resource team to compute the program’s return on investment. Online calculators are available to facilitate such analyses. See for instance, exceltemplates.net/images/2009/
trainingcost , www.tjtaylor.net/resources-tools2.htm, www.redhat.com/resourcelibrary/onlinetools/trainingroi-
calculator, and www.fastrak-consulting.co.uk/tactix/Features/tngroi/tngroi.htm.
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8-49
Review
Designing the study
Controlled experimentation
Training Effects to Measure

With today’s emphasis on measuring results, it is crucial that the manager evaluate the training program. There are several things you can measure: participants’ reactions to the program, what (if anything) the trainees learned from the program, and to what extent their on-the-job behavior or results changed as a result of the program.
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Improving Performance at
The Hotel Paris
The New Training Program
Based on what you read in this chapter, what would you have suggested Lisa and her team do first with respect to training?
Have Lisa and the CFO sufficiently investigated whether training is really called for?
8-50

As Lisa and the CFO reviewed measures of the Hotel Paris’s current
training efforts, it was clear that (when compared to similar companies)
some changes were in order. Most other service companies provided at
least 40 hours of training per employee per year, while the Hotel Paris
offered, on average, no more than five or six.
Similar firms offered at east 40 hours of training per new employee, while
the Hotel Paris offered, at most, 10. Even the apparently “good” metrics
comparisons simply masked poor results. For example, whereas most service
firms spend about 8% of their payrolls on training, the Hotel Paris spent less
than 1%. The problem, of course, was that the Hotel Paris’s training wasn’t
more efficient, it was simply nonexistent.
Lisa and the CFO were not at all surprised to find that within a year of
instituting the new training programs, scores on numerous employee
capabilities and behavior metrics (including speed of check-in/out, percent
of employees scoring at least 90% on Hotel Paris’s values quiz, and percent
room cleaning infractions) improved markedly.
Discussion Question: Develop a detailed training program for one of these
hotel positions: security guard or valet.
50

Hotel Paris
Strategy
Chapter 8

Hotel Paris Strategy Chapter 8
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Interviewing Candidates

7-1

Chapter 6 focused on important tools managers use to select employees. Now we’ll turn to one of these tools—interviewing candidates. The main topics we’ll cover include types of interviews, things that undermine interviewing’s usefulness, and designing and conducting effective selection interviews.
1

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Learning Objectives
List and give examples of the main types of selection interviews.
List and explain the main errors that can undermine an interview’s usefulness.
7-2

After studying this chapter, you will be able to:
1. List and give examples of the main types of selection interviews.
2. List and explain the main errors that can undermine an interview’s usefulness.
2

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7-3
Learning Objectives
Define a structured situational interview and give examples of situational questions, behavioral questions, and background questions that provide structure.
What are the main points to know about developing and extending the actual job offer?

After studying this chapter, you will be able to:
3. Define a structured situational interview and give examples of situational questions, behavioral
questions, and background questions that provide structure.
4. What are the main points to know about developing and extending the actual job offer?
3

An interview is a procedure designed to obtain information from a person through oral responses to oral inquiries. A selection interview (the focus of this chapter) is a selection procedure designed to predict future job performance based on applicants’ oral responses to oral inquiries.

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Basic Types of Interviews
Structured vs. unstructured
Questions to ask
Situational
Behavioral
Job-related
Stress
Puzzle questions

7-5

In unstructured (or nondirective) interviews, the manager follows no set format. In structured (or directive) interviews, the employer lists the questions ahead of time. He or she also may even list and score possible answers for appropriateness. Structured interviews are generally superior. In structured interviews, all interviewers generally ask all applicants the same questions. It’s clear the courts will look at whether the interview process is structured and consistently applied.
In a situational interview, you ask the candidate what his or her behavior would be in a given situation. Behavioral interviews ask applicants to describe how they reacted to actual situations in the past. In a job-related interview, the applicants answer questions about relevant past experiences. In stress interviews, the applicant is made uncomfortable by a series of often rude questions. This technique helps identify hypersensitive applicants and those with low or high stress tolerance. Puzzle questions are popular. Recruiters like to use them to see how candidates think under pressure.

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Administering Interviews
Panel
Phone
Video/web-assisted
Computerized
Second Life
Speed dating
Case interviews
7-6

Employers also administer interviews in various ways. These include one-on-one or by a panel of interviewers, sequentially or all at once, and computerized or personally. In an unstructured sequential interview, each interviewer generally just asks questions as they come to mind. In a structured sequential interview, each interviewer rates the candidates on a standard evaluation form, using standardized questions.
A panel interview is an interview conducted by a team of interviewers who interview each candidate and then combine their ratings into a final panel score. Employers do some interviews entirely by telephone. These can actually be more accurate than face-to-face interviews for judging an applicant’s conscientiousness, intelligence, and interpersonal skills.
Firms have long used the Web to do selection interviews. With iPad-type video functionalities and the widespread use of Skype™, their use is growing.
A computerized interview is one in which a job candidate’s oral and/or computerized replies are obtained in response to questions and/or situations.
Several employers such as Microsoft and Hewlett-Packard use the online virtual community Second Life to conduct job interviews. Others have tried a “speed dating” model wherein candidates visit briefly with selected employees.
Finally, Bain & Company uses case interviews as part of its candidate selection process.

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IMPROVING PERFORMANCE:
HR as a Profit Center
Great Western Bank uses a computerized job interview
Candidate responds via a touch screen and a microphone
Applicant can see what the job is really like
Those hired are reportedly 26% less likely to leave within 90 days
Turnover costs reduced
7-7

Discussion Question: You have to hire dozens of wait staff every year for a new restaurant on
Miami Beach. Explain how you would use a computerized interview, including questions and tasks for
candidates.
7

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Three Ways to Make the Interview Useful
Structure the interview
Carefully select traits to assess
Beware of committing interviewing errors
7-8

Structured interviews are more valid than unstructured interviews for predicting job performance. This is especially true for structured interviews using situational questions
To reduce interview errors, limit yourself mostly to situational and job knowledge questions. This will help you assess how the candidate will actually respond to typical situations on that job.
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Review
Structured vs. unstructured
Questions to ask
Situational
Behavioral
Job-related
Stress
Puzzle questions
Administration
Panel
Phone
Video/web- assisted
Computerized
7-9

In unstructured interviews, the manager follows no set format. In structured interviews, the employer lists the questions ahead of time. Possible answers also may be provided. The types of questions we have discussed include:
Situational
Behavioral
Job-related
Stress
Puzzle questions
Interviews may be conducted by a panel, on the phone, using video or web-assisted technology or via the computer.
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List and explain the main errors that can undermine an interview’s usefulness.
7-10

One reason selection interviews are often less than useful is that managers make predictable, avoidable errors. We’ll look at these next.
10

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Snap judgments
Job requirements not clear
Candidate-order & pressure to hire
Nonverbal behavior & impression management
Personal characteristics
Interviewer mistakes
Errors That Undermine Interviews
7-11

Perhaps the most consistent finding is that interviewers tend to jump to conclusions—make snap during the first few minutes of the interview. Sometimes this occurs before the interview starts, based on test scores or résumé data.
Interviewers may not have an accurate picture of the job requirements and what sort of candidate is best suited for it. If that’s the case, they may make their decisions based on incorrect impressions or stereotypes of what a good applicant is.
Candidate-order error means the order in which you see applicants affects how you rate them. There is some indication that the effects of primacy (who you interviewed first) or recency (most recently interviewed) can impact your decisions.
The applicant’s nonverbal behavior can also have a surprisingly large impact on his or her rating. Interviewers infer your personality from your nonverbal behaviors in the interview. Clever candidates capitalize on non-verbal behavior and impression management. One study found that some used ingratiation to persuade interviewers to like them. Psychologists call using techniques like ingratiation and self-promotion “impression management.”
Unfortunately, physical attributes such as applicants’ attractiveness, gender, disability, or race also may distort an interviewer’s assessments.
Interviewers may make numerous mistakes such as:
Having favorable pre-interview impressions
Playing district attorney or amateur psychologist
Asking improper questions
Being inept
11

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IMPROVING PERFORMANCE:
HR Practices Around the Globe
Selection Practices Abroad
Traditional selection practices
Cultural demands
7-12

Traditional selection practices there are different from what one might expect in the United States. For example, “age is considered synonymous to wisdom.” Therefore, job advertisements for mid- and senior level positions often set a minimum age as a selection criteria, while “the entry level positions in public sector organizations, age limit is restricted up to 30 years of age.”
You are interviewing candidates in Bangladesh and you have a great candidate who unfortunately is 25 years old, when the job calls for someone at least 40. List three questions you would ask to see if the person is still qualified.
12

Errors that undermine an interview’s usefulness include jumping to conclusions, not having accurate job requirements or the order in which candidates are interviewed. Non-verbal behavior, personal characteristics and physical attributes also create errors. Interviewers may make numerous mistakes such as playing district attorney or amateur psychologist or asking improper questions.

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7-14
Define a structured situational interview and give examples of situational questions, behavioral questions, and background questions that provide structure.

There is little doubt that the structured situational interview—a series of job-relevant questions
with predetermined answers that interviewers ask of all applicants for the job—produces superior
results. Ideally, the basic idea is to (1) write situational (what would you do), behavioral (what
did you do), or job knowledge questions, and (2) have job experts (like those supervising the job)
also write several answers for each of these questions, rating the answers from good to poor.
14

You may not have the time or inclination to create a structured situational interview. However, there is still much you can do to make your interviews more systematic and effective.
15

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Design and Conduct an Effective Interview
Analyze the job
Rate main duties
Create questions
Create benchmark answers
Appoint interview panel and conduct interviews
7-16

There are five basic steps involved in designing and conducting structured interviews.
STEP 1: Write a job description with a list of job duties; required knowledge, skills, and abilities; and other worker qualifications.
STEP 2: Rate each job duty, say from 1 to 5, based on its importance to job success.
STEP 3: Create interview questions for each of the job duties, with more questions for the important duties.
STEP 4: Next, for each question, develop ideal (benchmark) answers for good (a 5 rating), marginal (a 3 rating), and poor (a 1 rating) answers.
STEP 5: Select a panel consisting of three to six members, preferably the same ones who wrote the questions and answers. It may also include the job’s supervisor and/or incumbent, and a human resources representative. The same panel interviews all candidates for the job.

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IMPROVING PERFORMANCE: HR Tools for Line Managers and Entrepreneurs
How to Conduct an Effective Interview
Know the job
Structure the interview
Get organized
Establish rapport

Ask questions
Take brief notes
Close the interview
Review the interview
7-17

Step 1: First, make sure you know the job. Do not start the interview unless you understand the
job’s duties and what human skills you’re looking for. Study the job description.
Step 2: Structure the interview. Any structuring is better than none. If pressed for time, you can
still do several things to ask more consistent and job-relevant questions, without developing
a full-blown structured interview. They include:
• Base questions on actual job duties. This will minimize irrelevant questions.
• Use job knowledge, situational, or behavioral questions, and know enough about the
job to be able to evaluate the interviewee’s answers. Questions that simply ask for
opinions and attitudes, goals and aspirations, and self-descriptions and self-evaluations
allow candidates to present themselves in an overly favorable manner or avoid revealing
weaknesses. Figure 7-2 illustrates structured questions.
• Use the same questions with all candidates. This improves reliability. It also reduces bias
by giving all candidates the same opportunity.
• Perhaps use descriptive rating scales (excellent, fair, poor) to rate answers. For each
question, if possible, have several ideal answers and a score for each. Then rate each
candidate’s answers against this scale.
• If possible, use a standardized interview form.
Step 3: Get organized. Hold the interview in a private room to minimize interruptions (including
text messages). Prior to the interview, review the candidate’s application and résumé. Note
any areas that are vague or that may indicate strengths or weaknesses.
Step 4: Establish rapport. The main reason for the interview is to find out about the applicant.
Start by putting the person at ease. Greet the candidate and start the interview by asking a
noncontroversial question, perhaps about the weather that day.
Step 5: Ask questions. Try to follow the situational, behavioral, and job knowledge questions
you wrote out ahead of time. You’ll find a sampling of other technical questions (such as
“What did you most enjoy about your last job?”) in Figure 7-3. As a rule,
Don’t telegraph the desired answer.
Don’t interrogate the applicant as if the person is on trial.
Don’t monopolize the interview, nor let the applicant do so.
Do ask open-ended questions.
Do encourage the applicant to express thoughts fully.
Do draw out the applicant’s opinions and feelings by repeating the person’s last comment
as a question (e.g., “You didn’t like your last job?”).
Do ask for examples.
Do ask, “If I were to arrange for an interview with your boss, what would he or she say
are your strengths, weaker points, and overall performance?
Step 6: Take brief, unobtrusive notes during the interview. Doing so may help avoid
Making a snap decision early in the interview, and may also help jog your memory once
the interview is complete. Take notes, jotting down just the key points of what the
Interviewee says.
Step 7: Close the interview. Leave time to answer any questions the candidate may have and,
if appropriate, to advocate your firm to the candidate.
Try to end the interview on a positive note. Tell the applicant whether there is any interest
and, if so, what the next step will be. Make rejections diplomatically—“Although your
background is impressive, there are other candidates whose experience is closer to our
requirements.” Remember, as one recruiter says, “An interview experience should leave a
lasting, positive impression of the company, whether the candidate receives and accepts an
offer or not.” If the applicant is still under consideration but you can’t reach a decision
now, say so.
In rejecting a candidate, one perennial question is, should you provide an explanation
or not? In one study, rejected candidates who received an explanation detailing why
the employer rejected them felt that the rejection process was fairer. Unfortunately,
doing so may not be practical. Most employers say little, to avoid pushback and legal
problems.
Step 8: Review the interview. After the candidate leaves, review your interview notes, score the
interview answers (if you used a guide), and make a decision.
We’ll address what interviewees can do to apply these findings and to excel in the interview in
Appendix 2 to this chapter.
Discussion Question: Write a one-paragraph (single-spaced) memo to the people who do your
company’s recruiting on the topic, “The five most important things an interviewer can do to have a
useful selection interview.”
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Talent Management: Profiles and Employee Interviews
Use the same job profile (competencies, traits, knowledge, and experience) for creating interview questions as for recruiting
Testing
Training
Appraising and
Paying the employee
7-18

To ensure an integrated, goal-oriented human resource effort, talent management adherents use
the same job profile (competencies, traits, knowledge, and experience) for creating interview
questions as for recruiting, testing, training, appraising, and paying the employee.
The manager can use the job’s profile to formulate job-related situational, behavioral, and
knowledge interview questions when selecting someone for a job or set of roles. For example,
Table 7-1 summarizes illustrative competency, knowledge, trait, and experience profile elements
for a chemical engineer candidate, along with sample interview questions. Selecting engineers
based on this profile focuses your questions precisely on those things someone must be proficient
at to do this job well.
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Job analysis
Rating
Creating questions
Benchmark answers
Create a panel and conduct interviews
Review
7-19

The first step in designing and conducting proper structured interviews is to have a well-done job analysis. Rating the main duties of the job is next. Creating the actual questions and benchmark answers are important as well. Finally, assembling a panel of people and conducting the interviews is the final step in the process.
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What are the main points to know about developing and extending the actual job offer?
7-20

After all the interviews, background checks, and tests, the employer decides to whom to make
an offer.
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The job offer will include:
Pay rates
Benefits
Actual job duties
There may be some negotiations
When agreement is reached, the employer will extend a written job offer to the candidate
Developing and Extending the Job Offer
7-21

When the actual offer is made, for instance the job offer for the candidate’s apparent attractiveness as a prospective employee, the level of the position, and pay rates for similar positions will be reviewed. Next the employer extends an actual job offer to the candidate verbally. Here, the employer’s point person (who might be the person to whom the new employee will report, or the human resource director for instance) discusses the offer’s main parameters. These include, for instance, pay rates, benefits, and actual job duties. There may be some negotiations. Then, once agreement is reached, the employer will extend a written job offer to the candidate.
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Issues to Consider with the Written Offer
A job offer letter has the:
Welcome sentence
Pay information
Benefits information
Paid leave information
Terms of employment
7-22

There are several issues to consider with the written offer. Perhaps most important, understand
the difference between a job offer letter and a contract. In a job offer letter, the employer
lists the offer’s basic information. This typically starts with a welcome sentence. It then includes
job-specific information (such as details on salary and pay), benefits information, paid leave
information, and terms of employment (including, for instance, successful completion of job
testing and physical exams).
There should be a strong statement that the employment relationship is “at will.” There is then
a closing statement. This again welcomes the employee, mentions who the employer’s point
person is if any questions arise, and instructs the candidate to sign the letter of offer if it is
Acceptable.
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An employment contract includes:
Includes duration
Severance provisions
Nondisclosure requirements
Covenants not to compete
The Employment Contract
7-23

For many positions (such as executive) a contract is in order. In contrast to a letter of offer (which should always be “at will”), an employment contract may have a duration (such as 3 years). Therefore, the contract will also describe grounds for termination or resignation, and
severance provisions. The contract will almost always also include terms regarding confidentiality, nondisclosure requirements, and covenants not to compete (although some job offer letters for positions such as engineer many include such provisions as well).
See www.Shrm.org/ template-tools/toolkits for more information.
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Review
Just as the job offer includes pay rates, benefits and job duties the letter of employment will also include these.
The employment contract will include the term 3 years etc.
7-24

There are stated differences in a letter of employment versus a employment contract. Depending upon the position, the employment contract (and, occasionally, the offer letter) may include a relocation provision. This lays out what the employer is willing to pay the new employee to relocate, for instance, in terms of moving expenses. State law generally governs enforcement of individual employment contracts. Assuming the offer is extended and accepted, the next step is to welcome the employee on board, to which we turn in Chapter 8.
24

For the jobs of security guard, and valet, develop five additional situational, five behavioral, and five job knowledge questions, with descriptive good/average/poor answers.
7-25

The New Interviewing Program
The Hotel Paris’s competitive strategy is “To use superior guest service to differentiate the Hotel Paris properties, and to thereby increase the length of stay and return rate of guests, and thus boost revenues and profitability.” HR manager Lisa Cruz must now formulate functional policies and activities that support this competitive strategy, by eliciting the required employee behaviors and competencies.
Lisa receives budgetary approval to design a new employee interview system. She and her team start by reviewing the job descriptions and job specifications for the positions of front-desk clerk, assistant manager, security guard, car hop/door person, and housekeeper. Focusing on developing structured interviews for each position, the team sets about devising interview questions.
For example, for the front-desk clerk and assistant manager, they formulate several behavioral questions, including, “Tell me about a time when you had to deal with an irate person, and what you did.” And, “Tell me about a time when you had to deal with several conflicting demands at once, such as having to study for several final exams at the same time, while working. How did you handle the situation?”
They also developed a number of situational questions, including “Suppose you have a very pushy incoming guest who insists on being checked in at once, while at the same time you’re trying to process the check-out for another guest who must be at the airport in 10 minutes. How would you handle the situation?”
For these and other positions, they also developed several job knowledge questions. For example, for security guard applicants, one question her team created was, “What are the local legal restrictions, if any, regarding using products like Mace if confronted by an unruly person on the hotel grounds?” The team combined the questions into structured interviews for each job, and turned to testing, fine-tuning, and finally using the new system.
Discussion Question: Combine your questions into a complete interview that you would give to someone who must interview candidates for these jobs.

Hotel Paris
Strategy
Chapter 7

Hotel Paris Strategy Chapter 7
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