ALTERNATIVES TO RECRUITING STRATEGIES FOR DEALING WITH LABOR SHORTAGES

1. ALTERNATIVES TO RECRUITING(STRATEGIES FOR DEALING WITH LABOR SHORTAGES) OVERTIME RECALL RECENT RETIREES TEMPORARY AGENCIES EMPLOYEE LEASING SUBCONTRACT WORK OUT TRANSFER WORKERS IN

2. ALTERNATIVES TO LAYOFFS(STRATEGIES FOR DEALING WITH LABOR SURPLUSES) REDUCE WORKWEEK ACCUMULATE SURPLUS INVENTORY ATTRITION EARLY RETIREMENT INCENTIVES SEEK SUBCONTRACT WORK REASSIGN/TRANSFER OUT

3. RECRUITING EFFORT IS AFFECTED BY: MANAGERIAL PHILOSOPHY OPEN = Best Specialists Sought CLOSED = Develop & Promote From Within AGREEMENTS & REGULATIONS LAWS & AFFIRMATIVE ACTION UNION CONTRACTS LABOR MARKET CONDITIONS UNEMPLOYMENT RATES SOUGHT SKILLS (Local v. National Search?) ORGANIZATIONAL IMAGE & REPUTATION INDUSTRY, STABILITY, PROGRESSIVE POLICIES, PAY & BENEFITS

4. EXTERNAL SOURCES OF RECRUITS HIGH SCHOOLS & VOCATIONAL SCHOOLS clerical, mechanical COMMUNITY COLLEGES specific trades, retailing COLLEGES & UNIVERSITIES professional, management COMPETITORS (Other Organizations) proven abilities, highly developed skills THE UNEMPLOYED lost jobs due to downsizing, layoffs THE SELF-EMPLOYED technical, professional expertise THE �RETIRED� experienced, loyal, skilled

5. INTERNAL RECRUITING METHODS PERSONNEL SKILLS INVENTORIES (HRIS) JOB POSTING AND BIDDING SYSTEMS SUPERVISORY RECOMMENDATIONS UNIONS REVIEW RECENT LAYOFFS & RETIREMENTS

6. EXTERNAL RECRUITING METHODS REFERRALS By Current Employees UNSOLICITED APPLICANTS Walk-Ins and Drop-Ins ADVERTISEMENT Newspapers, Specialized Journals EMPLOYMENT AGENCIES U.S. E. S., Private Agencies, Executive Search Firms EDUCATIONAL INSTITUTIONS Campus Recruiting, Special Events/Job Fairs, Internships PROFESSIONAL ASSOCIATIONS Professional Conference Placement Bureaus INTERNET Job Listing Sites or Company Web Page

7. SELECTION CRITERIA FOR ASALES MANAGER EDUCATION Earned degree in Marketing (BBA, min) EXPERIENCE Previous experience as Sales Manager (2 yrs, min) SKILLS Knowledge of spreadsheets and desk top publishing (Corel 9 Suite, Pagemaker) SUPERVISION Evidence of ability to positively motivate sales representatives (Customer satisfaction, territorial sales growth, etc) WORKING CONDITIONS Lots of travel, tolerant of week-long trips

8. �RATIONAL� SELECTION PROCESSES COMPENSATORY (Classical) All relevant criteria identified and weighted by importance Each decision choice can be mathematically represented Calculate expected values and select optimal choice CONJUNCTIVE (Multiple Hurdles) All relevant criteria identified and rank-ordered by importance Cutoff limits set for each criterion Evaluate alternatives against cutoffs�only viable choices survive DISJUNCTIVE (Behavioral) Criteria seem incomplete (not able to weight or rank them) Note the outstanding attributes (pros/cons) of each alternative Select the alternative with the fewest negative attributes

9. SOURCES OF INFORMATIONABOUT JOB APPLICANTS RESUMES APPLICATION FORMS INTERVIEWS TESTS Aptitude (promise) vs Achievement (proof) Cognitive (intelligence, math, spatial, etc) vs Physical ability Personality, honesty, drug and substance abuse REFERENCE CHECKS Honesty, dependability, ability to work with others PROBATIONARY PERIODS Try them on a �no fault� basis

10. SELECTION IS A TWO-WAY MATCHING PROCESS MATCH 1 WHAT THE ORGANIZATION WANTS AND WHAT THE EMPLOYEE CAN OFFER A �good� fit results in high performance and productivity MATCH 2 WHAT THE EMPLOYEE WANTS AND WHAT THE ORGANIZATION CAN OFFER A �good� fit results in high satisfaction and loyalty to the firm CLEAR AND HONEST INFORMATION EXCHANGE ABOUT JOB EXPECTATIONS AND WHAT THE FIRM WILL OFFER IN RETURN ARE ESSENTIAL TO A GOOD FIT FOR BOTH PARTIES.

11. REALISTIC JOB PREVIEWS WHAT DOES THE JOB REQUIRE? JOB DESCRIPTION (Duties & Tasks) JOB SPECIFICATION (Qualities & Personal Characteristics) PERFORMANCE STANDARDS (Appraisal Criteria) Are there �Unwritten� Expectations? WHAT DOES THE JOB OFFER? What will I do? How challenging will the work really be? What salary and benefits can I expect? What other rewards and/or recognition is possible? What is the potential for career growth and promotion? If a job offer is accepted, will there be unanticipated �surprises� when s/he begins work, or will things be exactly expected? Unexpected surprises on the job will generate feelings of inequity (They lied!�I�ve been deceived!) which harm both productivity and longevity. BE PAINFULLY CLEAR AND HONEST in all your communications with prospective employees. No one wants to work for a company that can�t be trusted.

12. ARE THESE INTERVIEW QUESTIONS LEGAL? Have you ever worked under another name? What religious holidays do you observe? Are you a citizen of the United States? Are you handicapped? Which foreign languages can you read and speak fluently? Are you married? Do you plan to start a family in the near future? How long did you work at your three most-recent jobs? Have you ever been arrested or convicted of a felony? What is the name, address and phone number of your father? Do you rent or own your home? Do you have a current driver�s license?

13. HIRING CRITERIA TO AVOID RACE RELIGION GENDER NATIONAL ORIGIN AGE MARITAL STATUS DISABILITIES PREGNANCY CREDIT RECORD ARREST RECORD GARNISHMENT RECORD DRESS AND APPEARANCE EXCESSIVE WORK EXPERIENCE REQUIREMENTS EXCESSIVE EDUCATION REQUIREMENTS

14. SOME INTERVIEWING ERRORS PRIMACY EFFECT -- first impressions are lasting STEREOTYPES � categorization based on appearance (not knowledge) HALO EFFECT � you did discover one outstanding attribute CONTRAST EFFECT � ordering or sequencing has an impact PROJECTION � �similar to me� error; if you�re like me you�re ok! REJECTION MIND SET � deliberate search for negative info INTERVIEWER DOMINATION � interviewer talks too much INCONSISTENT QUESTIONS � info gathered isn�t comparable INAPPROPRIATE QUESTIONS � legally questionable, job related? INADEQUATE INTERVIEWER TRAINING � doesn�t know what to do POOR BODY LANGUAGE � nonverbal signals conflict & confuse SELECTION ERRORS � Type I and II Errors TYPE I ERROR = Hiring the incompetent worker TYPE II ERROR = Not hiring a good worker

15. STRUCTURED INTERVIEWS Weyerhaeuser Corp (80) 1. Based exclusively on Job Duties and Requirements 2. Focuses on four types of questions: * Job knowledge * Worker requirements * Job samples and simulations * Situational questions 3. Sample answers for each question determined in advance Interviewee responses are rated on a 5-point scale 4. Committee approach: several raters evaluate the interviewee 5. Same procedures are consistently applied to each applicant 6. All interview data is documented in case of legal challenge

16. EMPLOYMENT TESTS WORK SAMPLE TESTS (Performance) Typing, driving, programming, operating equipment SIMULATIONS In-baskets, dexterity tests, etc APTITUDE & ABILITY TESTS Intelligence & learning potential tests Clerical ability & spatial relationships Reading comprehension and mathematical abilities PERSONALITY & TEMPERAMENT TESTS Personality tests (MBTI, MMPI, etc) Projective tests (TAT, Rorschacht Ink Blot, etc) HEALTH ASSESSMENT Drug Tests Physical Examinations

17. RELIABILITY & VALIDITY RELIABILITY = internal consistency of measurement tool VALIDITY = does it measure what it claims to measure? CONTENT VALIDITY (�Face Validity�) It measures the obvious skills, knowledge etc. needed on the job The relevance of these measures is rarely questioned by experts CONSTRUCT VALIDITY (Theoretical) Measures traits and psychological characteristics which we believe are important in a job, but their relevance to the job may not be clear. CRITERION VALIDITY (Empirical) Test scores are significantly correlated with actual job performance PREDICTIVE VALIDITY = uses new employees, a sequential test CONCURRENT VALIDITY = uses existing employees, one-shot test

18. CONDUCTING A CRITERION VALIDITY STUDY Q: Are the interview ratings (or test scores) valid predictors of job performance? RESEARCH DESIGN Interview all job applicants and record their interview scores Offer all job applicants a position, regardless of their score After an appropriate learning period, gather work performance (appraisal) data Evaluate the correlation between interview scores and appraisal scores�is it statistically significant? If YES, the interview score CAN BE USED to �cut off� or select applicants in the future. If NO, DO NOT USE interview scores (or your test scores) for hiring purposes. Set the cutoff limit in a way that minimizes Type I & II errors.

19. PURPOSES OF ORIENTATION 1. TO CREATE A POSITIVE ATTITUDE AND A FAVORABLE IMPRESSION ABOUT THE ORGANIZATION 2. TO EDUCATE NEW WORKERS ABOUT THEIR ORGANIZATION, THEIR JOB TASKS AND THEIR PERFORMANCE EXPECTATIONS TO EASE ENTRY INTO THE ORGANIZATION BY REDUCING STRESS AND ANXIETY

20. GENERAL ORIENTATION CORPORATE CULTURE & PHILOSOPHY The Corporate Vision and Mission The Products/Services Provided; The Publics We Serve The �Way We Do Things Around Here� Teamwork & Commitment to the Organization COMPANY POLICIES AND RULES The Company Handbook The Appraisal Process Disciplinary Actions & Grievance Procedures COMPENSATION AND BENEFITS Vacations & Holidays Insurance Plan & Fringe Benefits EMPLOYEE DEVELOPMENT Training & Development Expectations Career and Promotional Opportunities

21. SPECIFIC JOB ORIENTATION TOUR THE DEPARTMENT/WORK AREA INTRODUCE TO COWORKERS AND KEY COLLEAGUES SETTLE IN TO ASSIGNED WORK SITE/OFFICE/LOCATION REVIEW THE JOB REQUIREMENTS (Job Description) REVIEW PERFORMANCE STANDARDS (Appraisal Criteria) GIVE INITIAL INSTRUCTIONS RE: WORK PROCEDURES AND SPECIFIC JOB RULES IDENTIFY WHO TO CONTACT WHEN UNCERTAIN WHAT TO DO

22. SOCIALIZATION AT TEXAS INSTRUMENTSGOMERSALL & MYERS (66) USE OF SENSITIZATION & TRAINING TO REDUCE ANXIETY EMPHASIZED �YOU WILL BE SUCCESSFUL� POSITIVE SENSITIZATION DISREGARD THE HAZING AND �HALL TALK� INITIATION RITUALS AND PRANKS TAKE THE INITIATIVE � ASK QUESTIONS!! GET TO KNOW YOUR SUPERVISOR HERE�S YOUR NEW SUPERVISOR IN HER GARDEN� SUPERVISORS WERE TRAINED BY SUBORDINATES THE WHOLE TEAM WAS RESPONSIBLE FOR TRAINING

23. KEYS TO SUCCESSFUL SOCIALIZATION REALISTIC EXPECTATIONS Accurate Job Information No �Surprises� CHALLENGING WORK ASSIGNMENTS Match Employee Skills with Tasks Develop Intrinsic Motivation Early SUPPORTIVE SUPERVISION Demanding of Employees Gives Feedback and Assistance Secure, Can Tolerate Mistakes SUPPORTIVE WORK GROUP Has Positive Attitudes Toward Work and the Organization Willing to Accept the New Employee Into Their Midst Provides On-The-Job Guidance and Support

24. PHILOSOPHIES OF DEVELOPMENT THE WORKER IS RESPONSIBLE FOR DEVELOPING HIMSELF GET YOUR OWN SKILLS BEFOREHAND, WE�RE NOT PAYING! LET THE WORKER LEARN ON-THE-JOB THE LEARNING IS NOT STRUCTURED OR SEQUENCED YOU LEARN THROUGH OBSERVATION, TRIAL & ERROR ROTATE WORKERS THROUGH A SEQUENCE OF POSITIONS JOB ROTATION & JOB TRANSFERS COURSEWORK AND FORMAL INSTRUCTION CLASSROOM EXPERIENCES COMPANY-PROVIDES TIME OFF or REIMBURSEMENT GROWING THE �RISING-STARS� ASSESSMENT CENTERS, INTENSIVE EDUCATIONAL PROGRAMS

25. TRAINING & DEVELOPMENT TRAINING = Knowledge and skills needed for the present job. DEVELOPMENT = Knowledge and skills for the future. DETERMINE YOUR TRAINING & DEVELOPMENT NEEDS CONDUCT A NEEDS ASSESSMENT ORGANIZATIONAL, TASK, and INDIVIDUAL LEVELS ESTABLISH T&D OBJECTIVES WHAT IS THE PURPOSE OF TRAINING? �WHY DO THIS? WHAT LEARNING OBJECTIVES DO WE HAVE? WHAT RESULTS DO WE WANT TO ACHIEVE? �BY WHEN? SELECT T&D METHODS ON-THE-JOB OFF-THE-JOB COMBINATION

26. TRAINING TECHNIQUES ON-THE-JOB TRIAL-AND-ERROR COACHING APPRENTICESHIPS JOB ROTATION OFF-THE-JOB VESTIBULE TRAINING SIMULATION COMPUTER-BASED TRAINING /CDS CLASSROOM PROGRAMS DEMONSTRATIONS & VIDEOTAPES CONFERENCE DISCUSSIONS DISTANCE LEARNING

27. DEVELOPMENT TECHNIQUES ON-THE-JOB MENTORING & COACHING INTERNSHPS JOB ROTATION & TRANSFERS UNDERSTUDY ASSIGNMENTS PROJECT & COMMITTEE ASSIGNMENTS OFF-THE-JOB CLASSROOM PROGRAMS CONFERENCES & WORKSHOPS DEMONSTRATIONS & VIDEOTAPES CASE STUDIES AND DISCUSSIONS MANAGEMENT GAMES ROLE PLAYS IN-BASKET SIMULATIONS DISTANCE LEARNING IN-HOUSE UNIVERSITIES ASSESSMENT CENTERS

28. EVALUATINGTRAINING & DEVELOPMENT ATTITUDES & OPINIONS HOW DO THE PARTICIPANTS �FEEL� ABOUT IT? DID THEY THINK IT WAS WORTHWHILE? KNOWLEDGE GAINED WHAT DID THEY REALLY LEARN? DO WE HAVE PROOF? BEHAVIORAL CHANGE ARE PEOPLE BEHAVING & ACTING DIFFERENTLY NOW? RESULTS ACHIEVED WERE OUR OBJECTIVES MET? �HAVE COSTS DECLINED? HAVE PERFORMANCE GAPS NARROWED?