Human Resources Training For The Non-HR Manager

Corporate Training Solution
HUMAN RESOURCES MANAGEMENT

DATE: November 9-10, 2009 Instructor: Denis
Laflamme
Copyright 2006. All Right Reserved
Agenda: Day One

1. Defining Human Resources a) The Basics of HR Management b) Case Study: Expansion Staffing 2. Skills Inventory 3. Forecasting 4. Job Analysis 5. Job Competencies 6. Position Profiles/Job Descriptions 7. Do You Really Need to Hire? a) Evaluate All Options b) The Real Cost of Employee Turnover 8. Finding Candidates 9. Advertising Guidelines 10. Screening Resumes
Session One: Course Overview

The latest trends in the human resource field and the changing role of the human resource professional. How to write job specifications and identify core competencies. Methods of finding, selecting, and keeping the best people using behavioral description interviewing techniques. How to get employees off to a good start. How to deal with compensation and benefits. How to maintain healthy employee relations. How to make performance appraisals a cooperative process.
Session Two: Defining Human Resources

What is Human Resources? What is your HR role? In your position, can you be a strategic partner with the organization? What are some of the things you might do to be more of a player? What are some of the trends and issues facing HR professionals?
Session Two: Defining Human Resources

Case Study: Expansion Staffing
What should Virginia do? Explain. Can you put an effective argument together for Virginia to convince Mr. Sullivan she needs additional help? Have you dealt with any similar situations, where you needed help but were unable to convince the higherups that it was necessary?
Session Three: Skills Inventory

Knowledge Skills Abilities Qualifications Interests Motivation to learn new skills Future plans (retirement, advancement)
SKILLS INVENTORY FORM

IDENTIFICATION Name: Job Title: EXPERIENCE Years with Company: Years on Current Job: Years on Similar Jobs in Other Companies: EDUCATION High School Vocational School University Job Training
Yes Yes Yes Yes
No No No No
Type of Course: Type of Course: Type of Course:
SKILLS Skills Used on Present Job 1.__________________ 2.__________________ 3.__________________ 4.__________________ 5.__________________
6.__________________ 7.__________________ 8.__________________ 9.__________________ 10. __________________
Skills Possessed but not used on Present Job 1.__________________ 6. __________________ 2.__________________ 7. __________________ 3.__________________ 8. __________________ 4.__________________ 9. __________________ 5.__________________ 10. __________________ Machines & Equipment Abilities and Level of Proficiency 1.__________________ 2.__________________ 3.__________________ 4.__________________ 5.__________________ READINESS FOR PROMOTION To What Job(s): Current Deficiencies: Actions Needed to Correct Deficiencies: 1. 2. Copyright 2006. All Right Reserved
Session Four: Forecasting

Extrapolation applies past trends to future years to estimate figures. Indexation matches employee growth with another factor (such as sales or revenue).

Step One: Determine what period of the future you want to look at and gather the data for that same period of the past. Example: You want to estimate data for the next four years, so obtain data from the past four years.
Year 1 2 3 4 Revenue $10,000 $15,000 $30,000 $90,000 Employees 10 10 20 20

Step Two: Apply the trend to the next year.
Year 4 5 6 7
Revenue $90,000 $135,000
Employees 20 20

Step Three: Continue applying the trend to extrapolate the remaining years.
Year 4 5 6 7 Revenue $90,000 $135,000 $270,000 $810,000 Employees 20 20 40 40
Session Five: Job Analysis

A job analysis is performed by obtaining answers to six questions: What physical and mental tasks does the worker accomplish? When is the job to be completed? Where is the work to be accomplished? How do the workers do the job? Why is the job done? What qualifications are needed to perform the job?

There are at least three different times when a job analysis should be performed: When new jobs are created When jobs have changed because of new technology, methods, etc. When they have not been analyzed for a period of time and a new worker is required for the job

There are several ways of doing a job analysis. Direct observation: Often used by a first line supervisor or manager. Serious limitations, particularly if the job requires mental effort or specialized skills/knowledge. Interviews: A step beyond observation, as there is an exchange of information. Combined observation and interview: This can make for a complicated process. Questionnaires: They can be customized to the job and they are relatively inexpensive to do.

Here are some common job analysis formats: Functional Job Analysis Factor Evaluation System Critical Incident Technique Occupational Analysis Inventory (OAI)
Session Six: Job Competencies

Technical Skills What specific kinds of machines will the employee use? What specific kinds of computer hardware/software will they use? Is there a certain specific and prescribed way they must manipulate tools? Performance Skills What tasks and responsibilities are assigned to the position? Look at work habits that reflect the way a person gets a job done.
Session Seven: Position Profiles/Job Descriptions

1. 2. 3. 4. Position title Salary or pay grade Department To whom the position is accountable 5. Hours required (environment) 6. Job purpose 7. Summary of job 8. Major KRAs 9. Extent of authority 10. Level of complexity of duties 11. Amount of internal/external contact 12. Amount of access to confidential information 13. Amount of independent judgment required 14. Amount of pressure involved in the job 15. Type of equipment used 16. Working conditions 17. Terms of employment
Session Seven: Position Profiles/Job Descriptions

Three important categories in a job description: Purpose: Not what they do, but why they are there, the reason the job was created. Key Responsibilities: What you are paying them to accomplish Typical Activities: Those things they are expected to do in order to accomplish these responsibilities.
Session Eight: Do You Really Need to Hire?

Options other than hiring new staff:
Review work processes. Maybe people aren't working smart. Employees, supervisors, and managers should be involved to determine if the work currently being done is being done efficiently. Shift the new work to someone who isn't currently working at top capacity. Hiring temporary workers; maybe this is a short-term need. Working with freelancers/contract workers.
Session Eight: Do You Really Need to Hire?

Task Lost productivity while the job is vacant. Recruiting costs Screening costs Interviewing costs Testing costs Evaluating costs The cost of making the job offer. Figure in time spent negotiating with the candidate, arranging start date, and other arrangements that must be made before the candidate arrives. Training costs The cost of reduced efficiency as the new employee learns the job, including time spent by someone answering questions and showing him/her the ropes. Other employee turnover costs associated with your organization. Total cost of replacing one employee
Cost
Session Nine: Finding Candidates

File Searches Internal Searches Placement Services Referral Programs Third Party Recruiters Head Hunters Internet Advertise
Session Ten: Advertising Guidelines

Information about company What position is being advertised? What qualifications do they need? Responsibilities/Challenges Position is important. Position on the page Graphics Call to Action Use White Space
Session Ten: Advertising Guidelines

Ten Tests for Advertising 1. 2. 3. 4. 5. 6. 7. 8. Does the ad concentrate on the job? Does it sort out and emphasize important details? Does it highlight unique opportunities? Is the ad specific? Is the ad realistic? Does the ad avoid clichs? Does the ad speak to the reader? Does the look of the ad portray the company image? The positions importance to the company? 9. Would a stranger understand the job opportunities? 10.Does the ad have sell?
Session Eleven: Screening Resumes

Your resume screening guide should allow you to search for those things you absolutely must have and still leave room for a little bit of flexibility. Method: develop criteria and assign a point value to each item. It must be a test that everybody has to pass. When people call to see whether they were considered, or ask why they didnt get an interview, you have a defensible answer for them.
Agenda: Day Two

1. Preparing for the Interview a) Conducting the Interview b) History of the Interviewing Process c) An Objective Interview d) Basics and Purpose of Behavioral Interviewing e) Asking Questions f) Understanding and Developing BDI Questions g) The Critical Incident Technique 2. After the Interview 3. Employee Orientation 4. Planning Training 5. Working With External Providers
Session Twelve: Preparing for the Interview

Some items of preparation: Before the interview, develop a question guide/interview guide. Give yourself enough time between appointments. Have a room conducive to an informal interview. Before the interview: Go to get the person. Shake hands. Show them where to put their coat. Tell them which chair is theirs.
Session Twelve: Preparing for the Interview

The interview format: Establish rapport. Discussion about the job. Closing: More about job and company What happens next? Permission to check references Conclude and shut up
Session Thirteen: Conducting the Interview

History of the Interviewing Process
In 1919, Alfred Binet, the father of intelligence testing, first tried interviews. During World War II, large-scale decisions had to be made about who to put where. The stress interview got the spotlight because of a certain Admiral Rickenbacker As early as 1942 intelligence testers were advocating using a structured set of interview questions so that each candidate is taken over the same ground.

Five criteria for today's objective interviews: Structured interviews Based on job requirements Ask the same questions (stems) to each candidate Combine competency based questions, behavioral type questions, and critical incidents Take notes

What were the things that went wrong in interviews you have participated in? Have you ever left a job interview thinking you didnt want to work for a particular company? What are some problems we encounter during the interview? * Leniency/Stringency * Halo/Horn Effect * Error of Central Tendency * Stereotyping

A behavioral interview is a structured interview that is created after a thorough analysis of the job skills needed for a successful job performance. The competencies are then selected that define the knowledge, skills, and abilities which must be assessed during the interview process. There are some real pluses to using behavioral type interviews: Reliable indicator of future performance Candidates feel they have had a comprehensive interview

The behavioral interviewing tools will ensure that the selection process is: Objective Consistent and transparent Based on the competencies and proficiency level of the job A good predictor of performance

There are two kinds of questions: Open and Closed. There are five ways to probe other people. Ask an open question Pause Reflective or mirroring question Paraphrasing Summary question

Some provocative statements: I really hate my job. I think this city is too hot. I really dislike cooking. Youre not very good at your job. I dont like the way you speak to me. I think the report you wrote is terrible. Your new hair cut isnt flattering. I wish I didnt have to go to that meeting tomorrow.

The stem or main question seeks information on past situations, the action the candidate took in that situation, and what the outcome was. Additional probing statements give you more information about that situation, reaction, and outcome.

The Critical Incident Technique The purpose of situational interview questions is to identify job candidates work-related behavioral intentions by presenting them with a series of incidents which might occur on the job, and for each one asking, What would you do in this situation?
Session Fourteen: After the Interview

Rate the candidate Check the references Develop a reference check guide Check references Letter of offer
Session Fifteen: Employee Orientation

Common orientation mistakes include: Telling too much at one time A failure to use demonstrations and involvement; they just talk at them Lack of patience Lack of preparation Not allowing for feedback Failure to reduce tension
Session Fifteen: Employee Orientation

1. How will you plan to make the new employee feel welcome? 2. How can you make certain the employee has clear direction about job expectations? 3. What might you put in a "New Employee" kit? 4. How can you lay the foundation for any training the new employee might need? 5. What follow-up, if any, should you do after the employee has gone through the orientation program? 6. What is the human resource manager's role in the orientation process?
Session Sixteen: Planning Training

The training process consists of five steps: 1. 2. 3. 4. 5. What is it the organization needs? What are the priorities? Design the training strategy Deliver the training Measure the effect of the training
Session Seventeen: Working With External Providers

Decide what you want. Get quotes from at least 3 providers. Invite more than one provider to present to you. Check references, either from within your own organization or elsewhere. Ensure you meet with people you will be working with, not just senior people in the training organization. Which will give you the best for the price?
Agenda: Day Three

1. 2. 3. 4. 5. 6. 7. Performance Reviews Absenteeism Diversity Privacy Issues Compensation and Benefits Discipline Termination a) Pink Slips b) Letting Staff Go c) Case Study: How to Fire an Employee? 8. Exit Interviews
Session Eighteen: Performance Reviews

The four biggest complaints employees have about performance reviews are:
1. They are not happy if their performance is reviewed or appraised by someone who is not their direct supervisor. 2. They are not happy if there is no opportunity for them to tell their side of the story. 3. Employees are not happy if they get generalities in their discussions. 4. Employees are unhappy if they make a commitment to change and there is no follow-up on that commitment.
Session Eighteen: Performance Reviews

Descriptive evaulation is better than an arbitrary scale of good, fair, poor, excellent, etc. Initiative: Undertakes projects without being asked Writes letter without supervisor reviewing them Calls meetings on own Orders materials on own
Session Nineteen: Absenteeism

Can you figure out what absenteeism costs your company in any given month? Can you multiply that by 12 to see what it costs in a year? What are the reasons for an increase in absenteeism? Case Study Discussion Questions What disciplinary action should Shirley take? How should Shirley approach Gretchen after she puts her coat away? How could this problem have been prevented?

You should: Clearly outline the policy in your employee handbook. Discuss expectations during the orientation so that employees know about the policy. Indicate you take the policy seriously. Your policy should include specific disciplinary action for failure to properly notify the company of an absence.

As an employer, your organization has the right to: Require that an employee be examined by a doctor to determine whether the employee is able to work. Expect that employees who accept a job are available for work. Expect the employee to take responsibility for making you aware of health conditions that interfere with work. How can your organization help combat unscheduled absenteeism?
Session Twenty: Diversity

Why do we find it so natural to make quick judgments about some people, even when we know that we don't have enough information about them? How can we tell that we have pigeon-holed ourselves (placing limits on our aspirations that are unnecessary and unrealistic)? Can you recall any situations in which the potential contribution of someone was limited because s/he had been pigeon-holed? What are the indications that someone has been pigeon-holed?

If you see a group pigeon-holing one of its members, how can you make them aware of what they are doing and what negative effect it is having? If you feel that you have pigeon-holed yourself, what questions should you ask yourself and what actions should you take? If you see that someone has underestimated their competence, how can you help them to get a more accurate and positive picture of themselves? How can you detect that someone has been pigeonholed? What are the indicators?

Group A Think of a situation where you were seriously misjudged by the people around you. It may be that they underestimated your education, your experience, or your overall competence to make a contribution. What does it feel like to be pigeon-holed? What did people say or do (what were the cues?) that gave you the impression that they didn't really appreciate your talents? How did their behavior and your interpretation of it affect what you did or said?

Group B Think of a situation when you had very strong, clear, but wrong beliefs about what another person knew, believed, or could do about a problem being considered. Why do we pigeon-hole other people? What did you say or do after you came to know more about the person? How do you think your behavior influenced how the other person acted and how the whole episode unfolded?
Session Twenty-One: Privacy Issues

1. Accountability 2. Identifying purposes 3. Consent 4. Limiting collection 5. Limiting use, disclosure, and retention 6. Accuracy 7. Security 8. Openness 9. Individual access 10.Challenging Compliance
Session Twenty-Two: Compensation and Benefits

What are some things we might do to build morale and create that motivating climate? Are there any other ways you can prevent employees from leaving? Is there a bright side to having a valued employee walk out the door?
Session Twenty-Two: Compensation and Benefits

Pre-Assignment Questions
Do you agree with the definition of compensation? Why or why not? How do you think Melvin could compensate his employees in non-financial ways? How would you define effective rewards?
Session Twenty-Three: Discipline

The Four Step Disciplinary System 1. An interview (not a warning) during which the problem is discussed and the employee is counseled. 2. If the unwarranted behavior is repeated, the supervisor counsels the employee again. 3. On the third repetition, the employee is asked to take three or four days leave with pay. 4. If there is yet another rule infringement, there is no alternative but to terminate the employee.
Session Twenty-Four: Termination

Termination (firing or dismissing an employee) is the most severe penalty that management can impose and should therefore be the most carefully considered. The termination experience is traumatic for the employee. Firing is also difficult for the person who makes the decision. The manager must prepare for the termination interview in order to remain in complete control.
Session Twenty-Four: Termination

Come right to the point. Spell out the reason. Be prepared to listen. Have help ready. Arrange for an exit interview.
Session Twenty-Five: Exit Interviews

DATE: Name: Department: Job:
Do you feel you made satisfactory progress with this company? Was your compensation satisfactory? Why or why not? When you first started with this company, did you receive adequate orientation to the organization? Are you leaving to accept another job? What will be your responsibilities? Why have you chosen to accept this position? How would you rate your supervisors skills in the following areas? o Leadership o Communication If you had the opportunity to come back to work here, what improvements would you suggest? Comments: Eligible for rehire? Yes Exit Interviewer: No

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Corporate Training Solution

HUMAN RESOURCES MANAGEMENT

Agenda: Day One

Session One: Course Overview

Session Two: Defining Human Resources

Copyright 2006. All Right Reserved

Session Two: Defining Human Resources

Copyright 2006. All Right Reserved

Session Three: Skills Inventory

Copyright 2006. All Right Reserved

SKILLS INVENTORY FORM

Yes Yes Yes Yes

Type of Course: Type of Course: Type of Course:

6.__________________ 7.__________________ 8.__________________ 9.__________________ 10. __________________

Session Four: Forecasting

Copyright 2006. All Right Reserved

Session Four: Forecasting

Session Four: Forecasting

Revenue $90,000 $135,000

Copyright 2006. All Right Reserved

Session Four: Forecasting

Copyright 2006. All Right Reserved

Session Five: Job Analysis

Copyright 2006. All Right Reserved

Session Five: Job Analysis

Copyright 2006. All Right Reserved

Session Five: Job Analysis

Copyright 2006. All Right Reserved

Session Five: Job Analysis

Copyright 2006. All Right Reserved

Session Six: Job Competencies

Session Seven: Position Profiles/Job Descriptions

Copyright 2006. All Right Reserved

Session Seven: Position Profiles/Job Descriptions

Copyright 2006. All Right Reserved

Session Eight: Do You Really Need to Hire?

Copyright 2006. All Right Reserved

Session Eight: Do You Really Need to Hire?

Session Nine: Finding Candidates

Copyright 2006. All Right Reserved

Session Ten: Advertising Guidelines

Copyright 2006. All Right Reserved

Session Ten: Advertising Guidelines

Session Eleven: Screening Resumes

Copyright 2006. All Right Reserved

Agenda: Day Two

Session Twelve: Preparing for the Interview

Copyright 2006. All Right Reserved

Session Twelve: Preparing for the Interview

Copyright 2006. All Right Reserved

Session Thirteen: Conducting the Interview

Session Thirteen: Conducting the Interview

Copyright 2006. All Right Reserved

Session Thirteen: Conducting the Interview

Copyright 2006. All Right Reserved

Session Thirteen: Conducting the Interview

Session Thirteen: Conducting the Interview

Copyright 2006. All Right Reserved

Session Thirteen: Conducting the Interview

Copyright 2006. All Right Reserved

Session Thirteen: Conducting the Interview

Copyright 2006. All Right Reserved

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