Overview of Recruitment and Selection, Conducting Effective - PowerPoint PPT Presentation

Overview of Recruitment and Selection, Conducting Effective Performance Evaluations, and Labor/Employee Relations Presented by: Teji O’Malley November 17, 2015

Agenda •Recruitment and Selection •Conducting Effective Performance Evaluations •Labor/Employee Relations

Recruitment and Selection • Why do we have to do what we do? • In 1978, the US Civil Service Commission, the Department of Labor, the Department of Justice, and the EEOC jointly adopted the Uniform Guidelines on Employee Selection Procedures for all public sector employers. • Guidelines establish uniform standards for employers for the use of selection procedures and to address adverse impacts, validation, and record keeping requirements. • Outline the requirements necessary for employers to legally defend employment decisions based upon overall selection processes and specific testing procedures. • These guidelines are not legislation or law in and of themselves but they have been identified by the courts as a source of technical information and have been given deference in litigation concerning employment issues.

Recruitment and Selection • What is “validation”? • Validation is the establishment of a clear relationship between a selection procedure and the requirements of successful job performance. The Uniform Guidelines recognize three aspects of validity: Content validity, criterion validity, and construct validity • Content Validity is the connection between the testing items and the required job related tasks • Criterion Validity is the correlation between test scores and job performance. • Construct Validity is when the testing process measures what it intends to measure. Example: If you give a basic test on algebra that is supposed to measure knowledge of variables and expressions but the test questions are phrased in long and complex reading passages, perhaps reading skills are being measured as opposed to the knowledge of algebra.

Recruitment and Selection • Content Validity is the most commonly used. • A testing component must demonstrate linkage between the test(s) to the Knowledge, Skills, and Abilities (KSA’s) required for the job classification.

Recruitment and Selection • What is a “test”? • All selection processes/practices prior to the promulgation of an eligible list is considered the formal test/examination. • Includes minimum qualifications screening, written exams, oral boards, application screening committee, etc. • The testing process needs to be objective, legally defensible, and demonstrate validity.

Recruitment and Selection • What is a “test”? (cont’d) • Questions on the test(s) should be: • Objective • Job Related • Legal (No discriminatory questions!) • Behaviorally Based • Interview questions that are focused and elicit responses related to a specific behavior(s) in real-life situations. • Three components to every question: • The Situation-Behavior took place in a certain context • The Actions-How one acted in the situation • The Results-The effects or outcome of the action(s)

Recruitment and Selection • Examples of Behavioral Based Questions • Provide an example of a complex task and/or project you completed. Describe any obstacles you encountered and how you overcame them. • What techniques and tools do you use to manage work priorities effectively and ensure deadlines are met? Please give us examples. • Tell us how you keep current on trends within the industry. • Tell us about a time when you needed to develop a detailed procedure to successfully complete a project. • Describe a time when you were able to effectively communicate a difficult topic to a subordinate. • Describe a time when you had to deal with an angry customer. How did you handle it? • How did you deal with an employee who was having performance issues but had no documented performance problems?

Recruitment and Selection • Once the eligible list is formally established, testing/examination has concluded. • Hiring Managers/Supervisors then conduct a selection interview(s).

Recruitment and Selection • What is the difference between a test (i.e. oral board) and selection interview? • The test determines whether or not an individual is qualified for the job classification and a selection interview determines position fit.

Recruitment and Selection • Selection interview can be more subjective in nature. • It has already been determined that anyone referred from the eligible list is qualified for the classification.

How to Conduct an Effective Performance Evaluation

Why should you do them? • Most employees want to do a good job and an effective performance evaluation helps them to improve their job performance and/or maintain high levels of performance, increases their motivation and self awareness, and reinforces positive behavior • A recent national survey focusing on recognition showed that 70% of employees felt that the most rewarding recognition was performance that was recognized by their direct Manager or Supervisor. • Most employees want to know what is expected of them and how well they are meeting those expectations. • It gives the employee a forum to openly discuss their job, their role in the organization, as well as providing input in developing their own objectives and goals.

Why should you do them? (cont’d) • The performance evaluation is a tool that allows you to: • Reinforce positive behavior • Establish goals and objectives for your employees. • Make clear your expectations for your staff • Allows you to provide the framework of goals and expectations for the employee • Provide guidance and suggestions for improving performance • Identify ongoing performance problems and create performance improvement plans in order to apply appropriate coaching and counseling • Gives employees notice of performance deficiencies which can assist the employer in defending a disciplinary action • Annual evaluations can play a significant part in defeating an employees’ claim of retaliation, discrimination, and/or harassment

Why we don’t do them? • Too busy! • Waste of time – employee is at top step • Manager or supervisor unsure of how to describe (or communicate) performance • Confrontational • Employee perceives it as retaliation • Embarrassing to the employee • Manager or supervisor may be perceived as a tyrant/bully/judge • “Magical Thinking” – hoping the employee will straighten out by him/herself

First Step • Establish and/or review the objective criteria that the employee needs to be evaluated against: • Review your/unit’s/Department’s expectations re: • Quantity and quality of work • Deadlines to meet • Accuracy of work • Methods or procedures required to carry out work • Attendance and tardiness • Interaction with others • Effective communication

Second Step • Documenting and Gathering Information • Ask the employee to provide you with their accomplishments and future goals. • Review your working file!! • File should contain any and all information related to the employee and should be regularly updated with the following types of information: • Documentation of direct and indirect observations, both positive and negative • Any disciplinary action (verbal counseling, counseling memos, reprimands, etc.) • Logs of conversations and one-on-one meetings with the employee • Any record of accolades and accomplishments • Examples of reports, special projects, etc.

Second Step (cont’d) • Keys on how to document your working file effectively • Regularly evaluate performance and make notes of both positive and negative behavior • Document as situations happen • Maintain consistency-keep a working file on all employees • Keep observations job-related and use objective criteria • Support observation with fact (dates, times, witnesses, etc.) • Focus on deficiencies, not perceived underlying cause • Avoid conclusions • Avoid emotion-don’t document when angry Remember, regular documentation will help you remember specifics to include on an evaluation!!!!

Third Step • Review employee’s last written evaluation(s) • Review previous evaluation period’s goals and objectives • Did they meet their personal goals and objectives? • Did they meet your/ unit’s/Department’s goals and objectives?

Fourth Step • Preparing the written evaluation • Using all gathered information, evaluate the employees performance for the review period only • NO SURPRISES!!!! • Do NOT include anything that happened before or after the actual review period • Comments need to substantiate the rating • Remember to only evaluate the employee against the established performance criteria, NOT other employees performance

Fourth Step (cont’d) • Commend above standard and exceptional performance • Identify areas that need improvement and be detailed on how improvement can be achieved • Make sure goals and objectives that you designate for the employee are in line with your/Unit/Department and overall employer goals • Be honest! Tactfully point out performance weaknesses or deficiencies