Job Analysis and the Talent Management Process Copyright

Learning Objectives 1. Explain why talent management is important. 2. Discuss the nature of job analysis, including what it is and how it’s used. 3. Understand least three methods of collecting job analysis information, including interviews, questionnaires, and observation. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -2

Learning Objectives 4. Write job descriptions, including summaries and job functions, using the Internet and traditional methods. 5. Write a job specification. 6. Explain competency-based job analysis, including what it means and how it’s done in practice. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -3

OK but what about Today's discussion? “How important is an HR strategic plan, why

Strategic Planning • Strategic Planning - A strategic plan is the company’s plan for how it will match its internal strengths and weaknesses with external opportunities and threats in order to maintain a competitive advantagec Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 2 -5

Seven Steps The strategic management process can be summarized in seven steps as follows: • Define the current business and mission. Perform external and internal audits. • Formulate a new direction. • • Translate the mission into goals. • • Formulate strategies to achieve the strategic goal. • • Implement the strategy. • • Evaluate performance. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 2 -6

Issues • The Human Resource function today continues to play an increasingly visible role in the strategic planning and management process, requiring a new level of skill and competency among HR professionals Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall 2 -7

HR managers and Strategy • HR managers must develop measureable strategies that convincingly showcase HR’s impact on business performance. • Successful Human Resource managers have adopted a perspective that focuses on how their departments can play a central role in implementing the organization’s strategy. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -8

OK BACK TO TODAY Why is talent management important? Copyright © 2013 Pearson Education,

Process of Talent Management The usual process of talent management consists of the following steps: 1. Decide what positions to fill 2. Build a pool of job candidates 3. Application forms 4. Use selection tools 5. Make an offer 6. Orient, train, and develop 7. Appraise 8. Reward and compensate Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -10

Talent Management • We can define talent management as the goal-oriented and integrated process of planning, recruiting, developing, managing, and compensating employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -11

Effectively managing talent means that managers need to : 1. Understand that talent management tasks are parts of one unified process. 2. Ensure talent management decisions such as staffing, training, and pay are goal-directed. 3. Consistently use the same “profile” of competencies, traits, knowledge, and experience for potential employees. 4. The approach requires that employers proactively manage recruitment, selection, development, and rewards. 5. Realize an effective talent management process integrates all underlying talent management activities such as recruiting, developing, and compensating employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -12

The Talent Management Process • What Is Talent Management? o Tasks o Goal-directed o Uses the same “profile” o Segments and manages employees o Integrates/coordinates all talent management functions Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -13

Talent Management • The usual process of talent management consists of the several steps such as building an applicant pool, conducting appraisals, and rewarding employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -14

A unified process • More recently, however, managing talent is considered more of a unified process. It is a goal-oriented and integrated process of planning, recruiting, developing, managing, and compensating employees. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -15

Proactive management • All managers must use the same set of criteria in managing talent effectively. • Managers must be proactive in the application of talent management principles and successfully integrate all talent management activities into a coherent whole. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -16

Ok now what is the nature of job analysis what it is and how

Job Analysis • Lets look closely at a variety of important considerations such as: • What job analysis information typically is used for • How to conduct a job analysis • Job analysis guidelines • How to collect job analysis information Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -18

Talent Management • Talent management begins with understanding what jobs need to be filled, and the human traits and competencies employees need. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -19

Job Analysis • Job analysis is the procedure through which you determine the duties of the positions and the characteristics of the people to hire for them. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -20

The Basics of Job Analysis • Work activities • Behaviors • Machines, tools, equipment, and work aids • Performance standards • Job context • Human requirements Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -21

Information • The information collected through a job analysis is used help manage all aspects of an effective HR program. • In terms of recruitment and selection information about what duties the job entails and what human characteristics are required helps in hiring decisions. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -22

Compensation • Compensation often depends on the job’s required skill and education level, safety hazards, degree of responsibility, and other factors you assess through job analysis. • The job description, which is created from a job analysis, lists the job’s specific duties and skills—and therefore the training—that the job requires. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -23

Uses of Job Analysis Information • • • Recruitment and selection EEO compliance Performance appraisal Compensation Training Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -24

Conducting a Job Analysis 1. 2. 3. 4. 5. 6. How will information be used? Background information Representative positions Collect and analyze data Verify Job description and specification Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -25

Steps • Conducting a job analysis requires multiple steps. • Step 1: Decide how you’ll use the information. • Step 2: Review relevant background information such as organization charts, process charts, and job descriptions. • Step 3: Select representative positions. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -26

Steps • Step 4: Actually analyze the job by collecting data on job activities, working conditions, and human traits and abilities needed to perform the job. • Step 5: Verify the job analysis information with the worker performing the job and with his or her immediate supervisor. • Step 6: Develop a job description and job specification. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -27

Conducting a Job analysis • Make the job analysis a joint effort by a human resources manager, the worker, and the worker’s supervisor. • Make sure the questions and the process are both clear to the employees. • • Use several different job analysis tools. • Do not rely just on a questionnaire, for instance, but supplement your survey with a short followup interview. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -28

Job Analysis Guidelines • A joint effort • Clarity of questions and process •

Collecting Job Analysis Information • • • Interviews Questionnaires Observation Diary/logs Quantitative techniques Internet-based Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -30

Job analysis • Job analysis interviews range from completely unstructured interviews to highly structured ones. • Having employees fill out questionnaires to describe their job-related duties and responsibilities is another popular way to obtain job analysis information. • Direct observation is especially useful when jobs consist mainly of observable physical activities—assembly-line worker and accounting clerk are examples. • Another method is to ask workers to keep a diary/log of what they do during the day. For every activity engaged in, the employee records the activity (along with the time) in a log. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -31

Job analysis • Qualitative methods like interviews and questionnaires are not always suitable. • You may need to say that, in effect, “Job A is twice as challenging as Job B, and so is worth twice the pay. ” • Now, of course, organizations must be able to prove such a claim quantitatively. • The position analysis questionnaire (PAQ) is a very popular quantitative job analysis tool, consisting of a questionnaire containing 194 items. The 194 items (such as “written materials”) each represent a basic element that may play a role in the job. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -32

Internet based job analysis • For internet-based job analysis, the HR department can distribute standardized job analysis questionnaires to geographically disbursed employees. Such questionnaires may be sent via company intranets, and include instructions to complete the forms and return them by a particular date. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -33

Collecting Job Analysis Information – Interviews • The Interview o Typical questions o Structured interviews o Pros and cons o Interviewing guidelines Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -34

Interviews • Managers may conduct individual interviews with each employee, group interviews with groups of employees who have the same job, and/or supervisor interviews with one or more supervisors who know the job. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -35

Typical Questions • What is the job being performed? • What are the education, experience, skill, and certification and licensing requirements? • What are the job’s physical demands? The emotional and mental demands Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -36

Writing Job specifications • Writing job specifications for trained employees is relatively straightforward. • Here your job specifications might focus mostly on traits like length of previous service, quality of relevant training, and previous job performance. The problems are more complex when you’re filling jobs with untrained people. • Here you must specify qualities such as physical traits, personality, interests, or sensory skills that imply some potential for performing or for being trained to do the job. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -37

Job task Statements • Finally, each of a job’s task statements shows what the worker does on one particular job task, how the worker does it, and for what purpose Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -38

Job Description • The most important product of job analysis is the job description. • A job description is a written statement of what the worker actually does, how he or she does it, and what the job’s working conditions are. • Let’s examine how a job description might be written. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -39

Writing Job Descriptions • • Job identification Job summary Relationships Responsibilities and duties o Authority • Performance standards & working conditions • Job specifications Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -40

Job Description • The job description is one of the main outcomes of conducting a job analysis. The job identification section (on top) contains several types of information. • The “Date” is the date the job description was actually approved. The job summary should summarize the essence of the job, and include only its major functions or activities. • There may be a “relationships” statement that shows the jobholder’s relationships with others inside and outside the organization. • Responsibilities and duties are the heart of the job description. This section should present a list of the job’s significant responsibilities and duties. This section may also define the limits of the jobholder’s authority. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -41

Job descriptions • A “standards of performance” section lists the standards the company expects the employee to achieve for each of the job description’s main duties and responsibilities. • Working conditions include the location, tools, environment (hot, cold, etc. ) and the like. • More employers are turning to the Internet for their job descriptions. The process is simple. Search by alphabetical title, keyword, category, or industry to find the desired job title. This leads to a generic job description for that title which may then customize as needed. • The Internet, particularly O*NET can help you create the “human requirements” of the job for the job specification Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -42

Write a job specification. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

Writing Job specifications • Writing job specifications for trained employees is relatively straightforward. Here the job specifications might focus mostly on traits like length of previous service, quality of relevant training, and previous job performance. The problems are more complex when you’re filling jobs with untrained people. Here you must specify qualities such as physical traits, personality, interests, or sensory skills that imply some potential for performing or for being trained to do the job. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -44

Judgements • When writing specifications based on judgment, one basic question must be answered. The question is, “What does it take in terms of education, intelligence, training, and the like to do this job well? ” Basing job specifications on statistical analysis is the more defensible approach, but it’s also more difficult. The aim here is to determine statistically the relationship between (1) some predictor, and (2) some indicator or criterion of job effectiveness. Predictors include items such as a human trait – height, intelligence, or finger dexterity. Indicators include items such as performance as rated by the supervisor. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -45

Job Task Statements • Finally, each of a job’s task statements shows what the worker does on one particular job task, how the worker does it, and for what purpose. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -46

Job Description • The most important product of job analysis is the job description. A job description is a written statement of what the worker actually does, how he or she does it, and what the job’s working conditions are. You use this information to write a job specification; this lists the knowledge, abilities, and skills required to perform the job satisfactorily. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -47

Format • There is no standard format for writing a job description. However, most descriptions contain sections that cover: • Identification • Summary • Relationships • Responsibilities and duties • Performance standards & working conditions Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -48

Competencies • Competencies are observable and measurable behaviors of the person that make performance possible. Competency -based job analysis means describing the job in terms of measurable, observable, behavioral competencies. Such competencies are usually grouped into general competencies, leadership competencies, and technical competencies. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -49

Defining Competencies • Defining the job’s competencies and writing them up is similar in most respects to traditional job analysis. However, instead of compiling lists of job duties, you will ask, “In order to perform this job competently, the employee should be able to…” Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -50

Writing Competency Based Job Descriptions • The key to writing competency-based job descriptions is being able to observe effectively and measure results. • A job is traditionally a set of closely related activities carried out for pay, but the concept of a job is changing. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -51

Changes at Work • Many changes are related to the nature of work, such as the growth of using work teams. In such circumstances, relying on a list of conventional job duties can be counterproductive, because the person’s job changes frequently. • In such cases, job profiles are preferred. Job profiles list the competencies, traits, knowledge, and experience that employees must be able to exhibit to get multiple jobs done. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -52

Personnel Planning and Recruiting Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall

HR Requirements In this lecture we will explore the process of forecasting human resource requirements, and look at the pros and cons of methods used for recruiting job candidates, describing how to develop an application form, and explain how to use application forms to predict job performance. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -54

Changing nature of attracting candidates • The Internet has changed the face of recruiting, particularly in advertising for applicants. Employers can now reach more potential applicants in less time and at less expense. However, this tool has generated some challenges. Employers may get too many applicants, or fail to reach certain segments of the population. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -55

The steps in the recruitment and selection process. Copyright © 2013 Pearson Education, Inc.

Steps • Job analysis identifies the duties and human requirements for each of the company’s jobs. The next step is to decide which of these jobs you need to fill, and to recruit and select employees for them. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -57

The Five Steps • • • Positions to be filled Pool of candidates Applications and screening Selection tools Make an offer Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 5 -58

Recruitment Part of the recruitment process is to decide which are the jobs you need to fill, and to recruit and select employees for them. The five steps are: 1. Decide what positions to fill, through workforce/personnel planning and forecasting. 2. Build a pool of candidates for these jobs, by recruiting internal or external candidates. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -59

Steps 1. Have candidates complete application forms and perhaps undergo initial screening interviews. 2. Use selection tools like tests, background investigations, and physical exams to identify viable candidates. 3. Decide who to make an offer to, by having the supervisor and perhaps others interview the candidates. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -60

Planning • It is important for hiring purposes that organizations have a systematic plan for recruiting and hiring. We discussed the need to review the opportunities and potential opportunities and determine the pool of candidates available. • Using appropriate information such as that provided by a job application is helpful. Once the initial screening is completed, selecting the right candidate and making an offer is critical to ensure you get the person you want. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -61

Offer • As a final note, it is a good idea to wait until your offer has been formally accepted by your top candidate before notifying other candidates you have selected someone else. If your top candidate has been selected by another firm, you still have an option to go to your second-ranked candidate. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -62

Personnel planning • Like all plans, personnel plans require some forecasts or estimates. • In this case, the forecasts involve: personnel needs, the supply of inside candidates, and the likely supply of outside candidates. . Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -63

Planning • The basic workforce planning process is to forecast the employer’s demand for labor and Trend analysis means studying variations in the firm’s employment levels over the last few years supply of labor. Next, identify supply-demand gaps and develop action plans to fill the projected gaps. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -64

Trend analysis • Trend analysis means studying variations in the firm’s employment levels over

Workforce Planning and Forecasting • Strategy and workforce planning • Forecasting personnel needs (labor demand) o Trend analysis o Ratio analysis o The scatter plot o Markov analysis Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 5 -66

Systems • Manual systems are used primarily for smaller employers. For example, a personnel inventory and development record form compiles qualifications information on each employee. It will show the present performance and promotability for each position’s potential replacement. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -67

Systems • Larger firms obviously can’t track the qualifications of hundreds or thousands of employees manually. Larger employers therefore computerize this information. One software system is Survey Analytics’ Skills Inventory Software. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -68

Forecasting the Supply of Outside Candidates • Talent management • Action planning for labor supply and demand • The recruiting yield pyramid Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 5 -69

Talent Management A talent management philosophy requires paying continuous attention to workforce planning issues. Managers call this newer, continuous workforce planning approach predictive workforce monitoring. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -70

Workforce Planning Workforce planning should logically culminate in a workforce action plan. This lays out the employer’s projected workforce demand–supply gaps, as well as staffing plans for filling the necessary positions. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -71

Recruitment Yield Pyramid • The recruiting yield pyramid is based on experience and solid recordkeeping. In our example, if a company needs 50 entry-level accountants, using the pyramid, it will need to generate approximately 1, 200 leads to fill the new-hire requirement. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -72

Recap • • Internal sources Finding internal candidates Rehiring Succession planning Copyright © 2013

Recruiting and Hiring • To have an effective and efficient recruiting and hiring program, proper forecasting is important. Many employers use a tracking system to help them align their actions with the firm’s strategic and operating plans. Such a system may be manual or computerized. Computerized systems are used more frequently within larger companies. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -74

Managing Talent • Managing talent effectively requires an almost predictive action planning approach wherein monitoring and tracking help with future replacements, or workforce growth or shrinking. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -75

List and discuss the main outside sources of candidates. Copyright © 2013 Pearson Education,

Outside Candidates • Internet recruiting o Online recruiting o Texting o Dot-jobs o Virtual job fairs o Tracking o Effectiveness • Advertising – media Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 5 -77

What about internal candidates? • There are pros and cons with respect to using internal candidates. Some of the advantages and disadvantages occur with respect to other employees. That is, if an internal candidate is reasonably well qualified but does not get the job, he or she is likely to be disappointed. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -78

Recruitment methods • Internet recruiting • Advertising • Media Copyright © 2013 Pearson Education,

Recruiting Centrally • For many firms, it’s simply much easier to recruit centrally now that so much recruiting is on the Internet. Face-to-face interviewing is the usual culmination of the preliminary recruiting done through the internet. • With respect to the role of the supervisor in recruiting, the HR manager charged with filling an open position is seldom very familiar with the job itself. Someone has to tell this person what the position really entails, and what key things to look or watch out for. Only the position’s supervisor can do this. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -80

Develop a help wanted ad Copyright © 2013 Pearson Education, Inc. Publishing as Prentice

Writing the Ad • • Attention Interest Desire Action Copyright © 2013 Pearson Education,

Why does this ad attract attention? • The phrase “next key player” certainly helps. Next, develop interest in the job. In our ad, asking if you want to make an impact probably creates interest. • Create desire by spotlighting words such as travel or challenge. Finally, the ad should prompt action with a statement like “call today Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -83

Employment Agencies • Public • Nonprofit agencies • Private agencies Copyright © 2013 Pearson

Employment agencies • There are three main types of employment agencies: (1)public agencies operated by state, or local governments; (2)agencies associated with nonprofit organizations; and (3)privately owned agencies. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -85

Pros and Cons • The benefits of contingency staffing include increases in overall productivity, and time and expenses saved by not having to recruit, train, and document new employees. Some of the major concerns of temporary employees include being treated in a dehumanizing and discouraging way and worrying about the lack of insurance and pension benefits. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -86

Hiring workers • Hiring workers abroad is becoming more and more common. Off shoring has to do with taking advantage of the lower costs of doing business outside of the U. S. This includes the wages paid as well as the lower costs of raw materials, energy sources, and the like. search firms. They are recruiters who are paid by the hour or project, instead of a percentage fee. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -87

Other Sources of Candidates • College recruiting o On-campus recruiting goals o The on-site

Recruiting • • Referrals and walk-ins Telecommuters Military personnel Recruiting source use and effectiveness

Employee Referrals • Employee referral campaigns are an important recruiting option. Here the employer posts announcements of openings and requests for referrals on its Web site, bulletin, and/or wallboards. It often offers prizes or cash awards for referrals that lead to hiring. Referrals tend to generate high-quality candidates. Walk-in candidates may be attracted by posting a “Help Wanted” sign. • Telecommuters work from home for a particular firm that may provide equipment and even furniture for the home office. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -90

Sources Returning and discharged military personnel can provide a great source of trained recruits. Several military branches have programs to facilitate service men and women in finding jobs. Research reveals several guidelines employers can use to improve their recruiting efforts’ effectiveness. For example, referrals from current employees yield applicants who are less likely to leave and more likely to perform better. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -91

Other Issues • Recruiting source use and effectiveness • Measuring recruiting effectiveness Copyright ©

Effectiveness • Small employers may spend tens of thousands of dollars per year in recruiting. One survey found that only about 44% of the 279 firms surveyed made formal attempts to evaluate their recruitment efforts. • In terms of what to measure, one question is “How many applicants did we generate through each of our recruitment sources? ” • The problem is that generating more applicants is not always better. The employer needs qualified, hirable applicants, not just applicants. The applicant tracking system should help compare recruiting sources. However, about 30% of them lack the necessary tools to effectively pinpoint source of hire. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -93

Diverse Workforce • Recruiting a diverse workforce isn’t just socially responsible. Given the rapid increase in minority, older worker, and women candidates, it is a necessity. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -94

Recruiting a More Diverse Workforce • • • Single parents Older workers Recruiting minorities Welfare-to-work Disabled workers Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 5 -95

Recruiting a diverse workforce isn’t just socially responsible. Given the rapid increase in minority, older worker, and women candidates, it is a necessity. Formulating an intelligent program for attracting single parents should begin with understanding the considerable problems they often encounter in balancing work and family life. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -96

Aging Work force With the entire population aging, many employers are encouraging retirement-age employees not to leave. They may also actively recruit employees who are at or beyond retirement age. Sometimes, there is no substitute for experience. Recruiting minorities requires employers to tailor their way of thinking and to design HR practices that make their firms attractive to minority workers. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -97

Discussion Topic • “What exactly is the war for talent? Why is it important

What is Talent Management? • • • • • Talent management is the goal-oriented and integrated process of planning, recruiting, developing, managing, and compensating employees. Five things set talent management apart from other recruiting, training, etc. activities. Talent management tasks are parts of a single interrelated process. Talent management decisions are goal-directed. Puts the emphasis on role the same “profile” of competencies, traits, knowledge and experience formulating recruitment plans for a job as you do for making selection, training, appraisal, and payment decisions for it. Actively segment and manage employees. Integrate/coordinate all the talent management functions. Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall Chapter 4 -99