HR Best Practices Workshop

PRESENTED BY:
Date: 20 – 21 October 2014
Venue: Riverside Majest ic, Kuching
Faci l i tator : Davidson Abishegam (Dave)

• Telephones set to silent / vibration mode
• No telephone calls until breaks
• Share with us your thoughts
• Be punctual in the morning / after breaks / lunch
• Respect everyone
• Have fun while learning…

AGENDA DAY ONE
Session 1 : Introduction and Course Overview
Session 2 : Defining Human Resources
Session 3 : Skills Inventory
Session 4 : Forecasting
Session 5 : Job Analysis
Session 6 : Job Competencies
Session 7 : Do You Really Need to Hire?
Session 8 : Screening Resumes
Session 9 : Preparing for the Interview
Session 10 : Conducting the Interview
Session 11 : After the Interview
Session 12 : Employee Orientation

AGENDA DAY TWO
Session 13 : Planning Training
Session 14 : Performance Reviews
Session 15 : Absenteeism
Session 16 : Diversity
Session 17 : Compensation and Benefits
Session 18 : Discipline
Session 19 : Termination
Session 20 : Exit Interviews
Q&A / Group Photo / Evaluation Form
WorkshopWrap-up

SESSION 1: COURSE OVERVIEW
Learning Objectives
o The latest trends in the human resource field and the changing role of
the human resource professional
o How to write job specifications and identify core competencies
o Methods of finding, selecting, and keeping the best people using
behavioral description interviewing techniques
o How to get employees off to a good start
o How to deal with compensation and benefits
o How to maintain healthy employee relations
o How to make performance appraisals a cooperative process

YOUR PERSONAL OBJECTIVES
What are your personal objectives?
Take 1 minute each to discuss with a
partner and share with us your
partners objectives…

SESSION 2: DEFINING HUMAN RESOURCES
o What is Human Resources?
o What is your HR role?
o In your position can you be a strategic partner with the organization?
o What are some of the things you might do to be more of a player?
o What are some of the trends and issues facing HR professionals?

SESSION 2: DEFINING HUMAN RESOURCES
Case Study: Expansion Staffing
o What should Virginia do? Explain.
o Can you put an effective argument together for Virginia to
convince Mr. Sullivan she needs additional help?
o Have you dealt with any similar situations, where you needed
help but were unable to convince the higher-ups that it was
necessary?

SESSION 3: SKILLS INVENTORY
o Knowledge
o Skills
o Abilities
o Qualifications
o Interests
o Motivation to learn new skills
o 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 Yes No
Vocational School Yes No Type of Course:
University Yes No Type of Course:
Job Training Yes No Type of Course:
SKILLS
Skills Used on Present Job
1.__________________ 6.__________________
2.__________________ 7.__________________
3.__________________ 8.__________________
4.__________________ 9.__________________
5.__________________ 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.

SESSION 4: FORECASTING
o Extrapolation applies past trends to future years to estimate
figures.
o Indexation matches employee growth with another factor (such as
sales or revenue).

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

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

o Step Three: Continue applying the trend to extrapolate the remaining
years.
4 $90,000 20
5 $135,000 20
6 $270,000 40
7 $810,000 40

SESSION 5: JOB ANALYSIS
A job analysis is performed by obtaining answers to six questions:
o What physical and mental tasks does the worker accomplish?
o When is the job to be completed?
o Where is the work to be accomplished?
o How do the workers do the job?
o Why is the job done?
o What qualifications are needed to perform the job?

There are at least three different times when a job analysis
should be performed:
o When new jobs are created
o When jobs have changed because of new technology, methods, etc.
o 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
o Direct observation: Often used by a first line supervisor or manager.
Serious limitations, particularly if the job requires mental effort or
specialized skills/knowledge.
o Interviews: A step beyond observation, as there is an exchange of
information.
o Combined observation and interview: This can make for a complicated
process.
o Questionnaires: They can be customized to the job and they are
relatively inexpensive to do.

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

SESSION 6: JOB COMPETENCIES
Technical Skills
o What specific kinds of machines will the employee use?
o What specific kinds of computer hardware/software will they use?
o Is there a certain specific and prescribed way they must manipulate
tools?
Performance Skills
o What tasks and responsibilities are assigned to the position?
o Look at work habits that reflect the way a person gets a job done.

Video Presentation
“How Not to Conduct An Interview”

SESSION 7: DO YOU REALLY NEED TO HIRE?
Options other than hiring new staff:
o Review work processes.
o Shift the new work to someone who isn't currently working at top
capacity.
o Hiring temporary workers.
o Working with freelancers/contract workers.

Task Cost
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

SESSION 8: SCREENING RESUMES
o 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.
o Method: develop criteria and assign a point value to each item.
o It must be a test that everybody has to pass.
o When people call to see whether they were considered, or ask why
they didn’t get an interview, you have a defensible answer.

SESSION 9: PREPARING FOR THE INTERVIEW
Some items of preparation:
o Before the interview, develop a question/interview guide
o Give yourself enough time between appointments
o Have a room conducive to an informal interview
Before the interview:
o Go to get the person
o Shake hands
o Show them where to put their coat
o Tell them which chair is theirs

SESSION 9: PREPARING FOR THE INTERVIEW
The interview format:
o Establish rapport.
o Discussion about the job.
Closing:
o More about job and company
o What happens next?
o Permission to check references
o Conclude and shut up

SESSION 10: CONDUCTING THE INTERVIEW
History of the Interviewing Process
o In 1919, Alfred Binet, the father of intelligence testing, first tried
interviews.
o During World War II, large-scale decisions had to be made about
who to put where.
o The stress interview got the spotlight because of Admiral
Rickenbacker.
o 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:
o Structured interviews
o Based on job requirements
o Ask the same questions (stems) to each candidate
o Combine competency based questions, behavioral type questions,
and critical incidents
o Take notes

o What were the things that went wrong in interviews you have
participated in?
o Have you ever left a job interview thinking you didn’t want to work
for a particular company?
o What are some problems we encounter during the interview?
• Leniency/Stringency
• Halo/Horn Effect
• Error of Central Tendency
• Stereotyping

o A behavioral interview is a structured interview that is created after a
thorough analysis of the job skills needed for a successful job
performance.
o 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:
o Reliable indicator of future performance
o Candidates feel they have had a comprehensive interview

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

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

Some provocative statements:
o I really hate my job.
o I think this city is too hot.
o I really dislike cooking.
o You’re not very good at your job.
o I don’t like the way you speak to me.
o I think the report you wrote is terrible.
o Your new hair cut isn’t flattering.
o I wish I didn’t have to go to that meeting tomorrow.

o The stem or main question seeks information on past situations,
the action the candidate took in that situation, and what the
outcome was.
o 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 11: AFTER THE INTERVIEW
What do you do AFTER the interview is concluded:
o Rate the candidate
o Check the references
o Develop a reference check guide
o Check references
o Letter of offer

SESSION 12: EMPLOYEE ORIENTATION
Common orientation mistakes include:
o Telling too much at one time
o A failure to use demonstrations and involvement; they just talk at
them
o Lack of patience
o Lack of preparation
o Not allowing for feedback
o Failure to reduce tension

SESSION 12: EMPLOYEE ORIENTATION
o How will you plan to make the new employee feel welcome?
o How can you make certain the employee has clear direction about
job expectations?
o What might you put in a "New Employee" kit?
o How can you lay the foundation for any training the new employee
might need?
o What follow-up, if any, should you do after the employee has gone
through the orientation program?
o What is the human resource manager's role in the orientation
process?

ONBOARDING
Pre-
Work
First
Day
First
Week
First
Month
First
Year
A General Framework

Pre-Work Day One Week One Month One Year One
Manager obtains network
access and other credentials
for employee
Ensure employee’s
workspace is ready and
looks inviting
Training is provided Training continues Training may
continue
Provide benefits information Introduce employee to
colleagues and
stakeholders
Meet their work
buddy/mentor
Work on goals and
reviews with manager
Employee works on
goals and reviews
with manager
Set up workspace (office
supplies, computer, name
plate, etc.)
Review onboarding plan Meet with
stakeholders
Complete regular work First performance
review is completed
Complete security processes Safety procedures are
reviewed
Complete regular
work
Shares onboarding
feedback with
manager
Formal onboarding
review takes place
Employee and manager
complete onboarding plan
together
HR confirms all
paperwork complete
Employee graduates
from onboarding;
may serve as
mentor to others
Complete any required
paperwork
Employee gets tour of
building
Get set up on payroll First day work tasks are
completed
Employee reviews self-paced
training, policies, and
procedures

Stages of The Onboarding Process

Onboarding Executives
o Two to five years long
o Leadership workshops
o Training in legal issues
o Hands-on guidance about the company
policy and culture
o More involvement from a mentor and the
board of directors
o Focused on company-wide goals
o Intensely focused on relationship building

10 Ways to Make Your Program Unique
1) Create a welcoming workspace
2) Free gifts
3) Lunch and learns
4) Games (Management)
5) Virtual tools
6) Incorporating Fun
7) Field trips
8) Hands-on activities
9) Skip meetings
10) Train the trainer

SESSION 13: PLANNING TRAINING
The training process consists of five steps:
o What is it the organization needs?
o What are the priorities?
o Design the training strategy
o Deliver the training
o Measure the effect of the training

SESSION 14: PERFORMANCE REVIEWS
The four biggest complaints employees have about
performance reviews are:
o They are not happy if their performance is reviewed or appraised
by someone who is not their direct supervisor.
o They are not happy if there is no opportunity for them to tell their
side of the story.
o Employees are not happy if they get generalities in their
discussions.
o Employees are unhappy if they make a commitment to change and
there is no follow-up on that commitment.

SESSION 14: PERFORMANCE REVIEWS
Descriptive evaluation is better than an arbitrary scale of good, fair,
poor, excellent.
Initiative:
o Undertakes projects without being asked
o Writes letter without supervisor reviewing them
o Calls meetings on own
o Orders materials on own

Video Presentation
“Absenteeism”

SESSION 15: ABSENTEEISM
o Can you figure out what absenteeism costs your company in any
given month?
o Can you multiply that by 12 to see what it costs in a year?
o What are the reasons for an increase in absenteeism?
Case Study Discussion Questions
o What disciplinary action should Shirley take?
o How should Shirley approach Gretchen after she puts her coat away?
o How could this problem have been prevented?

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

Your organization has the right to:
o Require that an employee be examined by a doctor to determine
whether the employee is able to work.
o Expect that employees who accept a job are available for work.
o 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?

Video Presentation
“Diversity”

SESSION 16: DIVERSITY
o 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?
o How can we tell that we have pigeon-holed ourselves?
o If you feel that you have pigeon-holed yourself, what questions
should you ask yourself and what actions should you take?
o Can you recall any situations in which the potential contribution of
someone was limited because s/he had been pigeon-holed?

o What are the indications that someone has been pigeon-holed?
o 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?
o If you see that someone has underestimated their competence,
how can you help them to get a more accurate and positive picture
of themselves?

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.
o What does it feel like to be pigeon-holed?
o What did people say or do that gave you the impression that they
didn't really appreciate your talents?
o 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.
o Why do we pigeon-hole other people?
o What did you say or do after you came to know more about the
person?
o How do you think your behavior influenced how the other person
acted and how the whole episode unfolded?

SESSION 17: COMPENSATION AND BENEFITS
o What are some things we might do to build morale and create that
motivating climate?
o Are there any other ways you can prevent employees from leaving?
o Is there a bright side to having a valued employee walk out the
door?

SESSION 18: DISCIPLINE
The Four Step Disciplinary System
o An interview (not a warning) during which the problem is
discussed and the employee is counseled.
o If the unwarranted behavior is repeated, the supervisor counsels
the employee again.
o On the third repetition, the employee is asked to take three or
four days leave with pay.
o If there is yet another rule infringement, there is no alternative
but to terminate the employee.

Video Presentation
“Be Nice to Penny”

SESSION 19: TERMINATION
o Termination (firing or dismissing an employee) is the most severe
penalty that management can impose and should therefore be the
most carefully considered.
o The termination experience is traumatic for the employee.
o Firing is also difficult for the person who makes the decision.
o The manager must prepare for the termination interview in order
to remain in complete control.

SESSION 19: TERMINATION
o Come right to the point
o Spell out the reason
o Be prepared to listen
o Have help ready
o Arrange for an exit interview

SESSION 20: EXIT INTERVIEWS
DATE: Department:
NAME: 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 supervisor’s 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 No
Exit Interviewer:

UNDERSTANDING EMPLOYEE ENGAGEMENT
26%
56%
18%
Percentage of Workers
Engaged Not Engaged Actively Disengaged

UNDERSTANDING EMPLOYEE ENGAGEMENT
1) It is important to Connect with your employees
2) Give your employees the opportunity to advance their Career
3) Create a Clear vision
4) Ensure you Convey your vision, your expectations, and feedback
5) When employees make a contribution or do something positive
Congratulate them
6) Give employees a Chance to contribute to the organization
7) Give employees Control over their jobs as much as possible
8) Create a Collaborative atmosphere
9) Ensure your company is Credible and has a good reputation
10) Create Confidence in your employees and in your company

FOR YOUR ATTENTION AND
GOOD LUCK WITH YOUR
HRM EX ERCI S E
Pl e a s e compl ete the evaluation forms
fo u n d a t t h e e n d o f y o u r wo r k b o o k s
Mobile: 012.601.0044
Email : davidson@kcom.net.my

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