Recruitment Methods in Personnel Management - Essay Example

Recruitment Methods in Personnel Management Section 1 Recruitment The tradition approach to personnel management has become obsolete in the face of changing business environment, globalization, increased opportunities and career orientation. This demands a strategic approach to human resources management (HRM). The new HRM must fit the overall strategy of the organization. The human resources have been recognized as the most important stakeholders of the organization. To be effective and to be able to adapt to changes quickly, organizations must have ready information of the capabilities and talents of their current staff – human resources. This means they must be aware of the human resources they have and then identify the gaps – what they need. The success of future organizations depends on their capability to tap the talents and skills of the staff. This requires a holistic and effective approach in recruiting, managing and growing people (Woo, 2007). Human resources are now recognized as valuable capital, valuable assets to be motivated and retained within the organization. Recruiting and retaining the right people with the right skills in the right position makes the difference between business success and failure (HRMID, 2005). Recruitment today is more about alignment with the overall corporate strategy and the goals. The entire process of recruitment, selection and induction has to be synchronized with the corporate objectives. However, there are different approaches to recruitment as suggested by different authors. Recruitment method can be formal or informal. Formal methods include jobcentres, other agencies and press advertisements while the informal methods include recommendations from existing staff (Carroll, Marchington, Earnshaw & Taylor, 1999). Informal method of recruitment can also include the employer’s network of contacts which includes personal network of existing employees as well as other (Henkens, Remery & Schippers, 2005). Word-of-mouth methods have distinct advantages because the existing employees that have recommended the new recruit would be keen to socialize this person (Carroll, Marchington, Earnshaw & Taylor, 1999). This is a preferred method as it reduces staff turnover. Generally formal methods are employed by the larger firms while the smaller firms are likely to employ the informal methods of recruitment (Tanova & Nadiri, 2005). For the larger firms formal methods are cost-effective as they hire in huge numbers. Some recruitment methods outperform others. It is believed that those recruited through informal methods receive higher performance appraisals compared to those recruited through other methods (Tanova & Nadiri, 2005). Formal recruitment methods have other advantages as they draw recruits from diverse population that may differ in personality, ability, motivation, or some other personal attributes that may impact on job performance and attitudes. Employee referrals, an informal method, provide accurate and detailed information about the organization and the job requirements to the potential applicants. They thus tend to have realistic expectations from the organization and the job. Henkens, Remery and Schippers (2005) also discuss about active and passive forms of recruitment. In the case of passive recruitment the organization waits until an applicant contact them while in case of active recruitment the employer looks out for potential candidates. Employers today find candidates through another avenue – they look for potential candidates through professors or educational and training institutes for students that have just completed their studies. Informal and active recruitment strategy is prevalent in health and welfare sector as they face large shortages and tradition and formal methods are ineffective. The public sector would focus on formal methods of recruitment as politicians require transparency and moreover it should be freely accessible to all. Recruitments can also be internal or external. Internal recruitment ensures continuity because the existing employee is familiar with the company’s culture and the coveted knowledge acquired by the employee can be retained (Souza & Zajas, 1995). The organization is also familiar with the strengths and weaknesses of the employee and hence the level of success to some extent can be predicted. However, this reduces the infusion of new ideas, creativity and innovation. Conflict among the employees is also likely if promotion is out of turn. External recruitment can be through corporate portals or agencies. It is even outsourced to headhunters. When the company is growing and there is lack of succession or management development plans, external recruitment is advantageous (Souza & Zajas, 1995). It brings in new values and perspectives to the company. It increases diversity and strengthens senior management. It could bring about a change in the vision of the company. Many go in for online recruitment and branding but initial screening is held online which may not produce the right assessment. Thus, a mix of both internal and external methods of recruitment should be applied so that innovation is not stifled and knowledge is retained. The systematic recruitment process typically involves four stages – as assessment whether the vacancy needs to be filled, a job analysis, the production of a job description, and a person specification (Carroll, Marchington, Earnshaw & Taylor, 1999). Whether the vacancy needs to be filled is the first step and the skills gap has to be identified by the HR department. Job analysis is a systematic and sound business practice that enhances communication, accommodates changes, and can be cost effective in improving the human resource management (Singh, 2008). It serves as a foundation for most HR related activities and particularly for recruitment as it helps organizations to gain a better understanding of the jobs and their workers (McEntire, Dailey, Osburn & Mumford, 2006). Organizations need better understanding because worker requirements have changed over the years due to shorter product life cycles and changing nature of organizational structures (Singh, 2008), cross-functional job responsibilities, shifts in job responsibilities, global competition, and self-managing teams (McEntire, Dailey, Osburn & Mumford, 2006). Since job analysis lacks in efficiency, Jackson and Schler (1990) suggest that HR planning would be able to forecast the future human needs and would also ensure that people with desired skills are available when required. Before looking for candidates, the employer must have a clear idea of the activities and the responsibilities required in the job. Mclagan (1997) finds that traditional job description does not have the flexibility to cope with the constantly changing world of new strategies, ever-changing customer requirements and the competitive environment. This is the reason why organizations are unable to obtain the desired performance from the employees. However, to attract the right candidates, it is essential to describe the key characteristics of the job and the time schedule for interviews and selection. Job description should also carry the eligibility criteria including the compensation for the job. Other terms and condition on which the job would be filled also has to be specified. The purpose of the job and the overall objectives has to be spelt out. Person specification is essential so that only the right candidates apply. Person specification includes physical requirements as in the case of jobs in the army. Appearance is also essential for certain other sectors like the hospitality. Person specification also has to specify the attitudes and intelligence levels required of the job. Many organizations today provide equal opportunities to the disabled and in doing so, companies such as IBM respect the principle of non-discrimination in the search process. IBM omits any requirements that are not job specific in the description of the ideal candidate (ASPHI ONLUS, 2007). Since advertising is a very popular and common source of recruitment, it must follow certain norms and contain relevant information. The media that is used should reach a wide audience and hence generally the newspaper dailies are the most preferred media. Since government publications are import source of recruitment advertisement should be carried out in the employment news section. Advertisement is an opportunity to promote the organisation as a good employer. Organizations today are focusing on employment branding. Employment brand is influenced by advertising and marketing efforts. Consumer perception is influenced by the advertising efforts and hence organizations with respected and successful consumer brands do benefit with the branding when it comes to recruiting (Mitchell, 2008). Employers allocate sufficient amount of funds to building and sustaining a brand. Through employment branding organizations like Google and Southwest Airlines have been able to turn the common talent shortage problem to build and sustain a strong employer brand. Some companies employ high-involvement strategy through detailed recruitment ads that convey positive information about the organization and the job as a whole (Collins, & Han, 2004). They attract applicants through job postings and company brochures but these cannot attract passive job seekers. For such people detailed recruitment ads through dailies and other popular media should be used that have significant positive effect on application intention as it creates positive belief about job attitudes. This strategy can generate adequate number of responses to ensure the right selection can occur. Employee endorsements are also used by organizations when they engage the alumni to speak at educational institutes to influence the job seekers’ attitudes. This strategy can minimize wasted replies as unqualified applicants will be less likely to apply when firms provide detailed job specifications. At the same time, people with high qualifications would be keen to apply as they have high expectations. Through such recruitment strategy the organizations and the applicants, both tend to benefit. Training Training is an activity that helps to develop skills, knowledge and behaviour. Training has a specific impact on organizations and has been defined as “the planned and systematic modification of behaviour through learning events, programmes and instruction which enable individuals to achieve the levels of knowledge, skill and competence needed to carry out their work effectively” (Kosler, 2002). This definition suggests that training is planned and systematic. It also suggests that training aims to improve the defined abilities related to work. The systematic training cycle reflects these characteristics. It reflects that training is a continuous process, in which the end leads back to the beginning; it is not a linear and isolated event that has a definite end and a beginning. The first stage requires that training needs have to be identified as needs analysis establishes the training gap. The second stage of the systematic training cycle involved designing the training programme. The third cycle is the implementation of training and the fourth and the last stage is the evaluation of training. The objective of training in an organization is not just to teach what people do not know. It is also meant to build on what they already know (Anderson, 1994). The training should also be able to anticipate future trends and prepare people to meet them. The existing strengths have to be further developed and the quality of their contribution to the organization enhanced. An attitudinal shift would ensure that training is more than just skills development. There should be alignment between training and organization’s mission. Training needs analysis must have a strategic and an integrated approach (Chiu, Thompson, Mak & Lo, 1997). In the past training needs were determined based on the past performance where the participants underwent a rating process. Ranking was given against those of other employees and then linked to reward but this system was found to be ineffective. Personal biases of the appraiser were likely and the employee too could over-emphasize where the goals were known to be monitored (Leat & Lovell, 1997). Leat and Lovell contend that training needs should be aligned with the organizational objectives. The need analysis must explore the organizational climate and the skill resources. At the task level, analysis is needed to assess the demands of the respective jobs roles and the manner in which they can be enhanced. At the person level, need analysis reveals the extent to which an individual is able to fulfill the assigned role and responsibilities. This would help to identify training interventions required to improve performance and enhance employee development. In designing the training program four essential features have to be ensured – it should be an ongoing process, people should receive appropriate training at the appropriate level, training should take into account the future needs of the organization and it must be organization specific (Vermeulen & Crous, 2000). Training must involve the organization, the people and the environment and the most effective training is when managers train their own people. Outsourcing training leaves a gap as the contractors do not interact with the culture of the organization. The training programme must be implemented and conducted by the line managers as they know their subordinates the best (Vermeulen & Crous, 2000). The training department must ensure that senior managers have the necessary skills to conduct and implement the training program. The involvement and commitment of the top management is essential for the success of the training programme. Evaluation of the outcomes of the training program is a matter of shared concern among all the stakeholders (James & Roffe, 2000). The organization should not treat it as a means to gather information on the strategies, methods and particular innovation in a way that benefits them. The benefits achieved should be regularly compared with the objectives of training, which would enable to alter or amend the training programme if necessary. Training evaluation helps to improve the training process and facilitate participants’ job performance (Hashim, 2001). The good and bad practices can be identified through evaluation and assesses risks and enables optimum investment (James & Roffe, 2000). Change in an organization is inevitable and this change requires learning (Reed & Vakola, 2006). Instead of planned change it is now known as managed learning. Change is the result of dissatisfaction and frustration and this always ends in anxiety. Reed and Vakola found that learning is a barrier to learning to the extent that structured training in an organization is not always adequate. There have been radical changes in the way people view learning and training. Technological advancements have brought about changes in the learning environment. According to Knowles, andragogy is the way adults learn while pedagogy is the way children learn (Lucas, 2005). Knowles defines andragogy as the art and science of helping adults learn (Thompson & Deis, 2002). Andragogy allows individuals to apply their knowledge and insight which includes intuition, artistic experience, introspection, analytical case histories, action research and controlled experimentation (Knowles 1973 cited by Martin & Woodside, 2009). The essential difference between the two is the andragogy is self-directed. Adults choose to do it whereas children have no option but to take it. Hence, adults need to be clear why they need to learn something. They tend to prefer to experience learning directly and enjoy solving problems. The teachers of adults are better known as facilitators. The responsibility of learning in this case is transferred from the facilitator to the learner (Gibbons & Wentworth, 2001). There are four differences between the assumptions of andragogy and pedagogy. In andradgogy his self-concept moves from one of being dependent to one of a self-directed human being. The learner accumulates experience which becomes an increasing resource for learning. His readiness to learn is oriented towards the development tasks of his social roles. His time perspective changes and he learns not to postpone application of knowledge. Thus, learning is more problem-centred rather than subject-centred. What the authors imply is that learning is and should be an ongoing activity and when it is a life-time activity they are able to learn more effectively in a self-directed environment. Both the learner and the facilitator are involved in reflection, collaborative analysis, new activity, further reflection and so on. Adults should be motivated through internal means rather than external means to advance their learning. At the organizational level, the employees should be involved in planning their learning process. The development goals should be clear which implies that the focus must be on learning to learn. To enhance the learning experience Kolb’s experiential learning model is used as a theoretical model for the programme and a basis for evaluation of learning styles and outcomes (Sheehan & Kearns, 1995). This model focuses on the transaction between the internal characteristics and the external circumstances, between personal knowledge and social knowledge. Learning from experience shapes and actualizes development potentialities. The learning process, according to Kolb, requires orientation that are polar opposites – active and reflective, concrete and abstract. Participants move from concrete experience to reflective observation, on to abstract conceptualization and then to active experimentation, as shown in the diagram below: The first step in the learning experience is to actually grasp the experience which can be done in two ways – either by watching others involved in the experience and reflecting on what happens or through experimentation, which involves jumping straight into it and just doing it. Then the experience has to be emotionally transformed into something meaningful and useful, which can again be done in two ways. It can be through gaining new information by thinking, analyzing and planning or through experiencing the tangible, concrete, felt qualities of the world. Reflection is a very important part of learning as it helps to ascertain to what extent the training objectives have been met. Kolb believed that the most effective problem-solving and learning occurred when people used the skills of all four types of learners – identification of the problem, selecting which problem to solve, considering a variety of possible solutions, and implementing the solution of choice (Life Circles, 2009). The four stages of a learning cycle include doing, reflecting, linking and planning. Doing is participation or engagement with experience while reflection involves gathering information about the experience that has taken place. Linking is the stage when application of knowledge takes place. During this stage connections are made between experience and ideas and it is determined how experience ties in or conflicts with other concepts or models. Planning is essential part of learning as at this stage the learner identifies how it can be done differently the next time. This implies reviewing and summarizing of what has been learned takes place. Thus learning is an ongoing process and is a cycle of continual improvement. Every individual cycles through each of these stages in the course of life but focus remains on one or two areas. Hence, within an organization training program should involve the participants at every stage of the learning process to get the desired outcome. Section 3 Reflection Over the length of the module we have been working in self-formed groups and it has been a very interesting phase of life. I have gone through phases of frustration, joy, again disappointments and happiness. This has brought about intense learning and development in me as an individual as well as a professional. The journey has been a great experience and I have realized that every experience has something to teach us. It is for us to grasp and derive meaning from the experience. This itself is the process of reflection. Reflection is an important part of work as it helps the incumbent to analyse one’s own actions and decisions. Its importance in enhanced when working in a team. Reflection indicates deep learning and it leads to personal and professional growth, thereby resulting in meaningful change in one’s personal and professional life. It helps to identify the strengths and weaknesses and overcome the shortcomings. Reflection develops higher cognitive skills, critical enquiry and deeper approaches to learning (Ward & Gracey, 2006). However, reflection has to be engaged in, consciously. It does not come naturally and has to be encouraged. It has to become a part of the daily practice to derive meaning out of every experience. Reflection requires the right guidance and support. We, the members of the group, had decided that we would engage in reflection at the end of the day and exchange our views the next time we met. This helped us to learn not just from our own experiences but also from that of others. As students it is easier to develop skills of self-reflection. This helped us to understand how the decisions were made and whether they were right. We then learnt how to challenge the ideas, practices and procedures and found better alternatives to implement the project. I was at a total loss in the beginning but as I delved deeper, I learned how to approach the problem. I then realized that from distance things and situations are scary – fear of the unknown – but as we march forward the road ahead is always straight. This was the most important lesson – face and live the situation. The path may appear difficult and insurmountable but if one has the firm determination, if one focuses on the goals, the path s straight and smooth. The first task was to hunt for literature and relevant articles on different subjects covered in the module. We had never done this before and one team member was complacent. It was difficult to bring him out of the shell and the rest of us decided not to allow his complacency to affect our work. This inculcated in me the quality of tolerance. I always used to get agitated when people did not keep to schedules and commitments but then I realized that others cannot work to our schedules. Moreover, time and tide wait for none. Nobody is indispensable and we should move ahead as per our plans without allowing one team member’s lack of efforts to disturb our work. To get to the library on schedule was initially a daunting task for me as I am a late riser. I would most often miss the transport but then I realized that time management is something I need to develop. I made it a point not to get back to sleep once the alarm went off. Once I decide on something, my determination sees me through. I used this quality to develop another quality – time management. Working in a team has helped me develop multiple perspectives of several issues such as the process of recruitment and training, and even managing business. A flexible approach is essential to handle any business or situation. I love challenges and look for challenging assignment. I have realized that to be an effective manager, one must understand employee needs, customer expectations, local market conditions, one must know how to be a team player and more importantly, a leader. This has been described as a “boundary less” career by Curries, Tempest and Starkey (2006). We had allotted duties and responsibilities based on individual talent and capabilities. This is again what I realized that in an organization duties and responsibilities must be assigned based on capabilities to get the best outcome. This is the reason perhaps why job specifications are necessary so that only applicants with matching skills need apply. Both the organization and the employee stand to gain. We had deadlines to meet and to some extent specific duties did help but I feel tensed when I have to meet deadlines. I had often heard that under tension one gives the best and well I did realize how true this is. Green and Skinner (2005) contend that goals have to set and prioritized based on necessity. We had to fix schedules, manage time and ensure we met schedules. We learned to plan based on the library schedules. Most importantly, I realized my potential in a few days. This helped me better plan the daily schedules. I found that if I rested a while mid-day, maybe took for some game or just relaxed with a book, I would produce better for the rest of the day than if I continued working non-stop. Moreover, given a break the mind functions better. The group work also required us to engage in critical thinking and not just accepting whatever came our way. Problems-solving techniques and independent thinking have to be developed (De Vita, 2004). During the sessions, we always felt curious to explore and expand and we realized that unless we had the urge to know, we would not work harder. There has to be an inner quest to know, delve and extract answers. There has to be an inner urge to excel or at least give the best efforts. This is what the theorists call intrinsic motivation. Without intrinsic motivation, no amount of external attractions, rewards or coercion can make us work. We may work for the sake of getting through the exams but to experience and learn there has to be intrinsic motivation. I did encounter certain barriers to learning. While I could comfortably manage through the language, at times I did get stuck with some words and expressions. I had to seek help from others in the group and this is when I realized that a team should comprise of people with different attributes and abilities. Accordingly, a team has been aptly described as “an energetic group of people who are committed to achieving common objectives, who work well together and enjoy doing so, and who produce high-quality results” (Arthur, Wall & Halligan, 2003). Each individual in a team contributes his knowledge or expertise to solve a jointly owned problem which no individual can solve on his own (McGreevy, 2006). Ours was a self-formed group and during the formation of the group we paid attention so that we had diverse knowledge and skills to cope with the challenges. Another barrier to learning was my interest and involvement in extra-curricular activities. Since childhood I have been participating in all activities such as debates and dramas, music and competitions. Being a member of the group, group schedules had to be given priority and at times I had to sacrifice extra curriculars. However, at times, I was lured towards the extra curriculars and I feared that work quality would be affected. At times I tended to lose confidence and this is the time when other team members came to my rescue. I understood the value of working in a team against working individually for a project. There were others who came with their stress as they faced personal difficulties. This can cause problems to other members of the team but we learned to accept such situations because each one’s life has its own challenges. At the same time, team members can be very supportive and hence the value of teams in any context was understood. We often used to have conflicts – difference of opinion on various issues. We soon realized that conflicts sometimes gave us better solutions to problems. According to Peterson and Behfar (2003) task conflict encourages greater cognitive understanding of the issues. Moreover when members voice their own perspectives, it can lead to affective acceptance of group decisions. Many times during the module work, doubts did arise in the mind whether we were on the right track and whether we would achieve the goals. When such thoughts started disturbing the work, I urged the members to change out thought process. We hence decided only to think positive and focus on work. We dedicated our time and efforts without thinking of the outcome. If the efforts are sincere and honest, the results are bound to be positive. I do not like to work amidst uncertainties and prefer to work with rules while maintaining an eye on efficiency. Writing this piece of reflection itself has been a challenging task. This demands time and patience. I had to make notes, jot down the achievements, the trails, the frustrations, the barriers. All the thoughts do not come in one sitting and I had to sit down with these over several days. This also demanded me to go through certain journals to relate my experiences to theories. This too has been a learning experience. I did not want to push myself in one sitting because I had already realized a little break infuses fresh ideas and perspectives. I learned to be my own critique. I learned to work and reflect consciously and not work mechanically. I first prepared some points for the reflection section but was not happy. I then tried to think what qualities have I discovered about myself and what qualities I have imbibed due to team work. Then things started to fall into place and I got the confidence to write it down. Even when I was not at the computer and I suddenly got some point or reflected on something, I made a note of it on my cell phone as I might forget later. This helped. However, this too required several revisions and I am still not contented. I have heard that if one becomes contented with one’s work, growth stops. Maybe this is why I am not contented because I feel there is always room for progress. Overall, I have discovered and developed my own strengths. I find that I am now calmer and composed than ever before. Results are not in our hands and we are merely doers but we have to make efforts. If we focus on the goals and move steadfastly results are bound to come but if we keep a watch constantly on the outcome, then we tend to lose attention on the work. This could result in costly mistakes. Determination, sincerity, perseverance and patience can see us through any difficulty. I have learned time management; I have learned to overcome external and internal barriers to learning. I have learned to engage in conscious reflection. I have learned the value of positive thoughts and how negative thoughts can ruin you. Working in a team can be invigorating as we come across fresh perspectives. Teams have a lot to teach us but we must be organized in our approach and plan the work in advance. We have to be considerate of the feelings and difficulties of all members of the team. Conflicts may arise but these conflicts can lead to positive outcomes in a group setting. I also recognize the areas where I still need to improve. I did not always hear out a team member and their opinions. I butt in before they finish and this is a trait which I would like to change about me. I must respect other people’s opinion and if I feel I am correct I must know how to place it authoritatively. Failures are stepping stone to success and since I realize my failures and drawbacks, I am determined to overcome them soon. References ASPHI ONLUS, (2007). Guidelines for integrating people with disabilities into workplace. IBM ITALIA FOUNDATION. Retrieved December 3, 2010 from http://www.asphi.it/DisabilitaOggi/Guidelines_2007.pdf Arthur, H., Wall, D., & Halligan, A. (2003). Team Resource Management: a programme for troubled teams. Clinical Governance, 8 (1), 86-91 Carroll, M., Marchington, M., Earnshaw, J., & Taylor, S. (1999). Recruitment in small firms Processes, methods and problems. Employee Relations, 21 (3), 236-250 Chiu, W., Thompson, D., Mak, W., & Lo, K. L. (1999). Re-thinking training needs analysis. 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