人力资源管理专业英语chapter 7 Selection And Placement
important element in personality tests?
Interviewing the candidates
• What are the essential ingredients that make up a successful interview?
• WhaLeabharlann elements does Preparation include? • What areas does Operation cover? • What does Summation involve? • Why is Summation important?
In this unit, we
• examined the aim of selection
• learned about the steps of selection
• looked at placement
After class, you
• have an interview with at least four of your acquaintances. Ask them whether or not they would like to write a reference letter for others. If the answer is yes, ask them whether or not they would write truthfully about the person. If no, ask why.
Selection testing
• What are ability tests? What do they measure specifically?
• What are aptitude tests? • What are personality tests? What is the most
What is the aim of selection?
Short-listing
• What does short-listing involve? • What are the two approaches is short-listing?
Explain the difference between the two.
Evaluating the selection process
• What are the two forms that evaluation takes? • What are the hard facts that can indicate success
in selection?
What does placement mean? What does placement include? What is the difficulty with placement? What are the principles of placement?
Offering the position
• What details should the offer of employment contain?
• What should follow up once the offer is accepted? • Who are the ‘first reserve’ candidates?
Choosing the successful candidate
• What needs to be done if there is more than one candidate who meets all the criteria?
Obtaining references
• Why are references one of the most unsatisfactory aspects of human resources in practice?
Human Resource management 7
© 2011 by Nelson Education Ltd.
Training
• Process whereby people acquire the necessary knowledge, skills and abilities to perform jobs
© 2011 by Nelson Education Ltd.
Benefits of Strategic Training
• Allows HR and training professionals to get intimately involved with the business • Partner with managers to help solve problems that increase organizational results • Prevents HR and Training Staff from chasing the latest fad in training – focus on specific issues • Reduces notion that training can fix all the issues
Human Resources Management
7
© 2011 by Nelson Education Ltd.
Agenda
© 2011 by Nelson Education Ltd.
Housekeeping
© 2011 by Nelson Education Ltd.
Learning Objectives
– Mentoring – Experiential learning
• Coming from operational budgets – not necessarily training budget – number may be skewed – not necessarily decreasing
Unit 7 - Human Resource Management
What is strategic human resource management?
Diversity management includes: – Literacy and numeracy skills
– Career and life-stage issues
– Decision or problem-solving styles
– Developing a quality workforce
• Employee orientation, training and development, and career planning and development
– Maintaining a quality workforce
What is strategic human resource management?
The foundation of human resource planning is job analysis. – The orderly study of job facts to determine just what is done, when, where, how, why and by whom in existing or potential new jobs.
What is strategic human resource management?
International human resource management – Responsibilities must be expanded to ensure the employee is appropriately relocated, oriented to the new context, satisfied in the work and retained following the assignment.
Chapter 07 雷蒙德第七版_Human_Resource_Management
Chapter 07Performance ManagementTrue / False Questions1. Visible support of the performance management process by the CEO and senior management ensures that the system is consistently used across the company.True False2. The initial steps of the performance management cycle include the employee and manager identifying what the employee can do to capitalize on performance strengths.True False3. A performance management system should link employee activities with the organization's goals. This is its developmental purpose.True False4. Validity refers to the consistency of a performance measure.True False5. The extent to which a performance measure is deemed to be satisfactory or adequate by those who use it is known as its acceptability.True False6. Acceptability is affected by the extent to which employees believe the performance management system is fair.True False7. Alternation ranking require managers to rank employees within their departments from highest performer to poorest performer.True False8. Comparative techniques of performance management virtually eliminate the problems of leniency, central tendency, and strictness.True False9. Quality-based performance methods are quite easy to develop and are generalizable across a variety of jobs, strategies, and organizations.True False10. Behavior-based performance methods are the most popular performance evaluation approaches in organizations.True False11. A behaviorally anchored rating scale is designed to specifically define performance dimensions by developing behavioral anchors associated with different levels of performance.True False12. An advantage of behaviorally anchored rating scales is increased interrater reliability.True False13. Competencies are sets of skills, knowledge, abilities, and personal characteristics that enable employees to successfully perform their jobs.True False14. Result-based approaches to performance measurement assume that subjectivity can be eliminated from the measurement process.True False15. Productivity measurement and evaluation system (ProMES) is designed to specifically define performance dimensions by developing behavioral anchors associated with different levels of performance.True False16. A disadvantage of the result-based approaches to performance measurement is that individuals may focus only on aspects of their performance that are measured, neglecting those that are not.True False17. The assumption of Pareto analysis is that the majority of problems are the result of a small number of causes.True False18. The quality approach relies primarily on a combination of the attribute and results approaches to performance measurement.True False19. Subordinates are the most frequently used source of performance information.True False20. The best use of self-ratings is for administrative purposes.True False21. A major advantage of the 360-degree appraisal is that it provides a means for minimizing bias in an otherwise subjective evaluation technique.True False22. Central tendency as a rating error reflects that a rater gives high ratings to all employees regardless of their performance.True False23. Appraisal politics refer to evaluators purposefully distorting a rating to achieve personal or company goals.True False24. Once the expected performance has been defined and employees' performances have been measured, it is necessary to feed that performance information back to the employees so that they can correct any deficiencies.True False25. Output is a factor to consider in analyzing poor performance.True FalseMultiple Choice Questions26. _____ is the means through which managers ensure that employees' activities and outputs are congruent with the organization's goals.A. Performance feedbackB. Performance resultsC. Performance managementD. Performance appraisalE. Performance strategy27. The process through which an organization gets information on how closely an employee's actual performance met the performance plan is _____.A. performance appraisalB. performance managementC. performance feedbackD. ability analysisE. achievement discrepancy28. _____ is the process of providing employees information regarding their performance effectiveness.A. Performance appraisalB. Achievement discrepancyC. Performance managementD. Ability analysisE. Performance feedback29. Which of the following is the first step in the process of performance management?A. Develop employee goals behavior, and actions to achieve outcomes.B. Define performance outcomes for company division and department.C. Provide consequences for performance results.D. Identify the improvements needed.E. Provide support and ongoing performance discussions.30. Which of the following fulfills the administrative purpose of performance management?A. Define the results, behaviors, and, to some extent, employee characteristics that are necessary.B. Develop employees who are effective at their jobs.C. Use performance appraisal to make decisions such as pay raises, promotions, retention-termination, layoffs, and recognition of individual performance.D. Identify employees' strengths and weaknesses, link employees to appropriate training and development activity.E. Confront employees with their performance weaknesses.31. _____ is the extent to which the performance management system elicits job performance that is consistent with the organization's strategy, goals, and culture.A. SpecificityB. ReliabilityC. ValidityD. Strategic congruenceE. Acceptability32. _____ are factors in a company's business strategy that give it a competitive edge.A. KRIsB. CSFsC. NDAsD. KPIsE. 360-degree appraisals33. Which performance management evaluation criterion is the extent to which a performance measure assesses all the relevant—and only the relevant—aspects of performance?A. ReliabilityB. Strategic congruenceC. AcceptabilityD. SpecificityE. Validity34. A(n) _____ measure evaluates irrelevant aspects of performance or aspects that are not job related.A. unreliableB. unacceptableC. contaminatedD. inconsistentE. unspecified35. A university assesses its faculty members more on their research work than their teaching abilities. Which of the following measures of the performance management process is it using?A. DeficientB. ContaminatedC. UnreliableD. InconsistentE. Unspecified36. The consistency among the different individuals who evaluate the employee's performance is known as _____.A. internal consistency reliabilityB. interrater reliabilityC. inter-method reliabilityD. test-retest reliabilityE. parallel-forms reliability37. A measure that results in dramatically different ratings over time lacks _____.A. internal consistency reliabilityB. interrater reliabilityC. parallel-forms reliabilityD. test-retest reliabilityE. inter-method reliability38. Which of the following statements about acceptability is true?A. It is the extent to which the performance management system elicits job performance that is consistent with the organization's strategy, goals, and culture.B. It is the extent to which a performance measure gives detailed guidance to employees about what is expected of them and how they can meet these expectations.C. It is the extent to which a performance measure assesses all the relevant—and only the relevant—aspects of job performance.D. It is the degree to which a performance measure is free from random error.E. It is the extent to which a performance measure is deemed to be satisfactory or adequate by those who use it.39. The extent to which the performance measure gives guidance to employees about what is expected of them is called _____.A. reliabilityB. validityC. specificityD. acceptabilityE. strategic congruence40. Which of the following approaches to measuring performance uses some overall assessment of an individual's performance or worth and seeks to develop a ranking of the individuals within a work group?A. The results approachB. The attribute approachC. The comparative approachD. The consequential approachE. The behavior approach41. _____ consists of a manager looking at a list of employees, deciding who the best employee is, and crossing that person's name off the list.A. Simple rankingB. Alternation rankingC. Reverse rankingD. Probability distributionE. Forced distribution42. The technique that ranks employees into predetermined categories or groups according to performance is called _____.A. forced distributionB. high/low ranking systemC. paired comparisonD. strictnessE. simple ranking43. The _____ method requires managers to compare every employee with every other employee in the work group, giving an employee a score of 1 every time he/she is considered the high performer.A. partner measurementB. mixed-standard scalesC. forced distributionD. paired comparisonE. alternate ranking44. Intech is a company that sells PCs and laptops. The company is projecting an increase in sales in the next six months and is looking at filling senior positions through internal recruiting to meet this demand. The company will evaluate individual performances and seek to develop some ranking of the individuals within a work group to identify the highest performer. This will help them arrive at a decision. Which of the following approaches is the company using?A. The results approachB. The attribute approachC. The comparative approachD. The behavioral approachE. The quality approach45. The _____ to performance management focuses on the extent to which individuals have certain characteristics or traits believed desirable for the company's success.A. results approachB. quality approachC. behavioral approachD. comparative approachE. attribute approach46. Which of the following attribute approaches to performance management is most commonly used?A. Behaviorally anchored rating scalesB. Mixed standard scalesC. Behavior observation scalesD. Graphic rating scalesE. Simple ranking scales47. In the graphic rating scale, the manager:A. defines performance dimensions by developing behavioral anchors associated with different levels of performance.B. defines the relevant performance dimensions and then develops statements representing good, average, and poor performance along each dimension.C. considers one employee at a time, circling the number that signifies how much of that trait the individual has.D. identifies and provides descriptions of competencies that are common for an entire occupation, organization, job family, or a specific job.E. is required to compare every employee with every other employee in the work group, giving an employee a score of 1 every time he or she is considered the higher performer.48. In which performance technique are managers given three statements of performance per dimension and asked to indicate whether the employee's performance is above (+), at (0), or below (-) the statements?A. Behaviorally anchored rating scaleB. Forced distributionC. Behavior observation scaleD. Graphic rating scaleE. Mixed-standard scale49. Which of the following is true about the attribute approach to performance management?A. There is usually high congruence between these techniques and the company's strategy.B. These methods usually have very clear performance standards because of which different raters provide similar ratings and rankings.C. They are easy to develop and are generalizable across organizations and strategies.D. They provide specific guidance and feedback to employees.E. These techniques tend to reduce defensiveness in employees during feedback.50. The techniques of which of the following approaches to performance management lack specificity for feedback purposes?A. The quality approachB. The comparative approachC. The behavioral approachD. The attribute approachE. The results approach51. Which performance management technique involves the identification of a large number of critical incidents, the classification of these incidents into performance dimensions, and the rank ordering of these incidents into levels of performance?A. Behaviorally anchored rating scalesB. Graphic rating scalesC. Comparative rating scalesD. Organizational behavior modificationE. Competency models52. The performance management method that requires managers to rate the frequency with which the employee has exhibited a behavior during a rating period is the _____.A. simple ranking methodB. behavioral observation scaleC. graphic rating scaleD. organizational behavior modification methodE. forced distribution scale53. A(n) _____ identifies and provides descriptions of competencies that are common for an entire occupation, organization, job family, or a specific job.A. OSI modelB. mixed-standard scaleC. behavioral observation scaleD. competency modelE. layered model54. Which of the following is true regarding behavioral approaches to performance measurement?A. They link strategy to specific behavior needed to implement strategy.B. They do not provide specific guidance to employees regarding expected performance.C. They result in techniques that have a low degree of validity and acceptability.D. The approach assumes that there are multiple best ways to do the job.E. Despite substantial investments in training, the techniques are not strong enough to be reliable.55. The _____ assumes that subjectivity can be eliminated from the measurement process and that results are the closest indicator of one's contribution to organizational effectiveness.A. behavior approachB. results approachC. attribute approachD. quality approachE. comparative approach56. Which of the following is a means of measuring and feeding back productivity information to personnel with the main goal of motivating employees to higher levels of productivity?A. Management by objectivesB. ProMESC. Assessment centersD. Critical incidentsE. Multi-criteria decision analysis57. Which of the following is the first step in the ProMES system?A. The staff defines indicators of the products to measure how well the products are beingB. The management develops a feedback system that provides employees and work groups with information about their specific level of performance.C. People in the organization identify the set of activities or objectives the organization expects to accomplish.D. The employee and manager identify what the employee can do to capitalize on performance strengths.E. The staff establishes the contingencies between the amount of the indicators and the level of evaluation associated with that amount.58. Which of the following is true about the results approach to performance management?A. The results approach relies primarily on a combination of the attribute and results approaches to performance measurement.B. The results approach virtually eliminates problems of leniency, central tendency, and strictness.C. The techniques of the results approach usually have very little congruence with the company's strategy.D. The results approach is usually highly unacceptable to both managers and employees.E. The results approach minimizes subjectivity, relying on objective, quantifiable indicators of performance.59. Which of the following is an advantage of the results approach?A. It can increase interrater reliability by providing a precise and complete definition of the performance dimension.B. It provides a means for minimizing bias in an otherwise subjective evaluation technique.C. It links an individual's results with the organization's strategies and goals.D. It helps employees learn how they need to change their behavior to increase theirE. It does not permit objective measurements to get contaminated or deficient.60. A performance management system designed with a strong quality orientation can be expected to:A. emphasize an assessment of system factors in the measurement system, but not of the person factors.B. emphasize that managers and employees work separately to solve performance problems.C. involve only the external customers in setting standards and measuring performance.D. use multiple sources to evaluate person and system factors.E. share the financial rewards of successes with employees according to how much they have contributed to them.61. Advocates of the quality approach believe that most U.S. companies' performance management systems are incompatible with the quality philosophy for a number of reasons. Which one of the following is among these reasons?A. Most existing systems measure performance in terms of quality, not quantity.B. They involve both internal and external customers in setting standards and measuring performance.C. Companies share financial rewards of successes with employees according to how much they have contributed to them.D. Rewards are connected to business results and profits.E. Employees are held accountable for good or bad results to which they contribute but do not completely control.62. _____ refers to practices participated in by employees from all levels of the company that focus on continuous improvement of business processes.A. Quality circleB. MudaC. KaizenD. Root cause analysisE. Business process reengineering63. Which of the following statistical process quality control techniques helps identify redundancies in jobs that increase manufacturing or service time?A. Cause-and-effect diagramsB. Control chartsC. Pareto chartsD. Process-flow analysisE. Histograms64. A _____ is a quality control technique that lists causes of a problem in decreasing order of importance.A. cause-and-effect diagramB. control chartC. Pareto chartD. process-flow analysisE. histogram65. Which quality control technique is useful for understanding the amount of variance between an outcome and the expected value or average outcome?A. A control chartB. A histogramC. A cause-and-effect diagramD. A process-flow analysisE. A Pareto chart66. Which of the following observations is true about scattergrams?A. They help in identifying the most important cause of a problem.B. They are useful for understanding the amount of variance between an outcome and the expected value or average outcome.C. They help employees determine whether the relationship between two variables or events is positive, negative, or zero.D. They assume that that the majority of problems are the result of a small number of causes.E. They are useful for identifying redundancy in processes that increase manufacturing or service time.67. Which of the following is true about the quality approach to performance measurement?A. The quality approach techniques usually have very little congruence with the strategic goals of an organization.B. The quality approach has very low acceptability because they are usually developed without input from those to be evaluated.C. The quality approach advocates evaluation of personal traits, which are easier to relate to job performance.D. The quality approach adopts a systems-oriented focus, while traditional performance appraisal systems focus more on individual employee performance.E. The quality approach relies primarily on a combination of the behavior and results approaches to performance measurement.68. Both, the comparative and the attribute approaches to performance measurement are _____.A. high on strategic congruenceB. very low on specificityC. low on acceptabilityD. high on reliabilityE. very high on validity69. Which of the following sets of approaches to performance measurement have very similar levels of performance measure criteria?A. Comparative and attributeB. Attribute and behavioralC. Behavioral and comparativeD. Results and qualityE. Attributes and results70. Which of the following approaches to performance measurement minimizes contamination and deficiency?A. The comparative approachB. The attribute approachC. The behavioral approachD. The results approachE. The quality approach71. _____ are the most frequently used source of performance information.A. PeersB. ManagersC. SubordinatesD. Employees themselvesE. Customers72. Which of the following is true of peers as the source for performance information?A. Peers have expert knowledge of job requirements and often have the most opportunity to observe the employee in day-to-day activities.B. Peer evaluations give employees power over their managers, thus putting the manager in a difficult situation.C. Peers are comfortable providing evaluations for both administrative and developmental purposes.D. Peers have the ability to discard the fact that they may be friends with the ratees in order to provide an unbiased rating.E. Feedback from peers is strongly related to performance and to employee perceptions of the accuracy of the appraisal.73. _____ are a valuable source of performance information when managers are being evaluated and often have the best opportunity to evaluate how well a manager treats employees.A. SupervisorsB. SubordinatesC. DirectorsD. CustomersE. Peers74. _____ refers to appraisals that involve collecting subordinates' evaluations of manager's behavior or skills.A. 360-degree feedbackB. Screening interviewsC. Performance feedbackD. KaizenE. Upward feedback75. Which of the following is a disadvantage of subordinate evaluations?A. Subordinates tend to focus only on aspects of their manager's performance that are measured, neglecting those that are not.B. Subordinates do not have adequate opportunity to observe a manager's interactions and behavior.C. Subordinate ratings have the potential for friendship to bias ratings.D. Subordinate evaluations give subordinates power over their managers, thus putting the manager in a difficult situation.E. Subordinates find the situation of being both rater and ratee uncomfortable when the evaluations are made for administrative decisions.76. The _____ technique consists of having multiple raters provide input into a manager's evaluation.A. employee integrity testingB. background checkC. 360-degree appraisalD. upward feedbackE. performance appraisal77. Which of the following rater errors is based on stereotypes the rater has about how individuals with certain characteristics are expected to perform?A. HornsB. Similar to meC. HaloD. ContrastE. Central tendency78. _____ is described as a rater error that occurs when one rates those who are comparable to themselves in the immediate work group higher than those who are not.A. ContrastB. Distributional errorC. Halo/hornsD. LeniencyE. Similar to me79. A competent employee receives lower-than-deserved ratings because of few outstandingcolleagues who set very-high performance standards. This is an example of _____ rater error.A. contrastB. distributionalC. haloD. similar to meE. horns80. _____ is a rater error in which the rater gives high ratings to all employees regardless of their performance.A. HaloB. ContrastC. Central tendencyD. LeniencyE. Similar to me81. A _____ rater error is one in which a rater gives middle or average ratings to all employees despite their performance.A. hornsB. leniencyC. central tendencyD. strictnessE. contrast82. _____ occurs when a rater gives an employee high ratings on all aspects of performance because of their overall positive impression of the employee.A. ContrastB. HaloC. LeniencyD. Similar to meE. Central tendency83. Students of a psychology program are required to rate their professor at the end of a term. A student rates the professor low on all performance criteria because she has an overall negative impression of the professor. The student has likely committed the _____ rater error.A. HornsB. LeniencyC. Central tendencyD. ContrastE. Strictness84. A situation in which evaluators purposefully distort a rating to achieve personal or company goals is referred to as _____.A. Bayesian inferenceB. upward feedbackC. 360-degrees feedbackD. appraisal politicsE. similar to me error85. _____ attempts to emphasize the multidimensional nature of performance and thoroughly familiarize raters with the actual content of various performance dimensions.A. Performance trainingB. Error reduction trainingC. Multidimensional trainingD. Rater accuracy trainingE. Process-flow analysis86. _____, attended by managers, provide a way to help ensure that performance is evaluated consistently across managers and to reduce the influence of rating errors and politics on appraisals.A. Calibration meetingsB. Frame-of-reference trainingC. Multidimensional trainingD. Rater accuracy trainingE. Succession planning meetings87. Which of the following should managers do to improve the performance feedback process?A. Managers should provide general performance feedback, instead of specific feedback, to elicit positive responses from the employee.B. Managers should ask the employees to rate their performances after the feedback session.C. Managers should conduct the feedback session in their offices to avoid intimidating the employees.D. Managers should focus on solving individual problems rather than on giving feedback on behavior or results.E. Managers should give employees feedback frequently, not just once a year.88. An employee who is a chronic poor performer and has low ability and motivation is called a(n) _____.A. "A player"B. misdirected employeeC. deadwoodD. underutilizerE. average performer89. In what legal suit would the plaintiff allege that the performance measurement system varies according to individuals?A. Harassment suitB. Statutory tortC. Unjust dismissal suitD. Discrimination suitE. Custody actions90. In what legal suit does the plaintiff claim that the termination was for reasons other than those the employer claims?A. Tort actionsB. Harassment suitC. Unjust dismissal suitD. Reverse discrimination suitE. Discrimination suit。
人力资源管理7(双语)
Linking Performance Appraisal Practices to Competitive Advantage
Criterion Deficiency
Standards capture all of an individual’s contributions.
Criterion Performance capability is not Contamination reduced by external factors. Reliability (Consistency) Standards are quantifiable, measurable, and stable.
• Performance management
– The process employers use to make sure employees are working toward organizational goals.
Performance appraisal
• Performance appraisal (PA) is
Common Appraisal Problems
• Inappropriate time • •
span (either too short or too long). Overemphasis on uncharacteristic performance. Inflated ratings because managers do not want to deal with “bad news.” Subjective or vague language in written appraisals.
人力资源课程全学习资料(英文版)(doc 101页)
人力资源课程全学习资料(英文版)(doc 101页)Columbia Southern University24847 Commercial AvenueP.O. Box 3110Orange Beach, AL 36561Revision 01BTable of ContentsSTUDY GUIDE INTRODUCTION (4)R EQUESTING H ELP (4)H OW TO U SE T HIS S TUDY G UIDE (5)T ESTING AND S TUDENT E VALUATION (6)SELECTING A PROCTOR FOR YOUR FINAL EXAMINATION (7)G RADING (7)C REDITS (8)C OMMUNICATIONS (8)COURSE INFORMATION (9)T EXTBOOK (9)C OURSE D ESCRIPTION (9)C OURSE O BJECTIVES (9)C OURSE R ESEARCH P APER (10)Q UESTIONS FOR C OURSE R ESEARCH P APER (11)CHAPTER ONE: HUMAN RESOURCE MANAGEMENT: AN OVERVIEW (12)C HAPTER O BJECTIVES (12)C HAPTER O VERVIEW (12)C HAPTER E XERCISES (13)CHAPTER TWO: THE ENVIRONMENT OF HUMAN RESOURCE MANAGEMENT (14)C HAPTER O BJECTIVES (14)C HAPTER O VERVIEW (14)C HAPTER E XERCISES (15)CHAPTER THREE: EQUAL EMPLOYMENT OPPORTUNITY AND AFFIRMATIVE ACTION (16)C HAPTER O BJECTIVES (16)C HAPTER O VERVIEW (16)C HAPTER E XERCISES (17)CHAPTER FOUR: JOB ANALYSIS AND HUMAN RESOURCE PLANNING. 18C HAPTER O BJECTIVES (18)C HAPTER O VERVIEW (18)C HAPTER E XERCISES (19)CHAPTER FIVE: RECRUITMENT (20)C HAPTER O BJECTIVES (20)C HAPTER O VERVIEW (20)C HAPTER E XERCISES (21)CHAPTER SIX: INTERNET RECRUITING (22)C HAPTER O BJECTIVES (22)C HAPTER O VERVIEW (22)C HAPTER E XERCISES (23)CHAPTER SEVEN: SELECTION (24)C HAPTER O BJECTIVES (24)C HAPTER O VERVIEW (24)C HAPTER E XERCISES (25)CHAPTER EIGHT: TRAINING AND DEVELOPMENT (26)C HAPTER O BJECTIVES (26)C HAPTER O VERVIEW (26)C HAPTER E XERCISES (27)UNIT ONE EXAM (28)CHAPTER NINE: CAREER PLANNING AND DEVELOPMENT (37)C HAPTER O BJECTIVES (37)C HAPTER O VERVIEW (37)C HAPTER E XERCISES (38)CHAPTER TEN: PERFORMANCE APPRAISAL (39)C HAPTER O BJECTIVES (39)C HAPTER O VERVIEW (39)C HAPTER E XERCISES (40)CHAPTER ELEVEN: COMPENSATION (41)C HAPTER O BJECTIVES (41)C HAPTER O VERVIEW (41)C HAPTER E XERCISES (42)CHAPTER TWELVE: BENEFITS AND OTHER COMPENSATION ISSUES . 43C HAPTER O BJECTIVES (43)C HAPTER O VERVIEW (43)C HAPTER E XERCISES (44)CHAPTER THIRTEEN: A SAFE AND HEALTHY WORK ENVIRONMENT. 45C HAPTER O BJECTIVES (45)C HAPTER O VERVIEW (45)C HAPTER E XERCISES (46)CHAPTER FOURTEEN: THE EVOLUTION OF LABOR UNIONS (47)C HAPTER O BJECTIVES (47)C HAPTER O VERVIEW (47)C HAPTER E XERCISES (48)CHAPTER FIFTEEN: LABOR-MANAGEMENT RELATIONS (49)C HAPTER O BJECTIVES (49)C HAPTER O VERVIEW (49)C HAPTER E XERCISES (50)CHAPTER SIXTEEN: INTERNAL EMPLOYEE RELATIONS (51)C HAPTER O BJECTIVES (51)C HAPTER O VERVIEW (51)C HAPTER E XERCISES (52)CHAPTER SEVENTEEN: GLOBAL HUMAN RESOURCE MANAGEMENT53C HAPTER O BJECTIVES (53)C HAPTER O VERVIEW (53)C HAPTER E XERCISES (54)UNIT TWO EXAM (55)STUDY GUIDE INTRODUCTION REQUESTING HELPIn order to facilitate your studies, a faculty member has beenassigned to you and will serve as your Professor. A letter with your pro fessor’s contact information will be mailed to you. YourProfessor will be available to answer questions you may have asyou progress through your studies. You should direct all coursequestions to your assigned Professor.You are required to make at least three contacts with yourprofessor. A Contact Log to record these contacts with yourprofessor is located after this introduction. Please complete thiscontact log and return it with your Final Examination Requestform.We cannot stress enough how important it is that you take fulladvantage of these opportunities to establish an on-going dialoguewith your Professor. You will find that these interactions withfaculty will be quite useful in helping you to grasp concepts,crystallize your thoughts, and stay focused on your studies.Earning a degree through directed studies is tough enough. Useyour faculty. You’ll be glad you did.The Online Student/Faculty Forum serves as “Student DiscussionBoard” that enables students to post messages to fellow students as well as faculty and staff members of CSU. We hope this forumwill foster a sense of camaraderie between you and your fellowstudents and assist you as you progress through your studies. Only CSU Students and Alumni are permitted to use the forum. When you first access the forum you will have to set up an account withyour name and password. The Student Services Departmentreviews all accounts to verify that the user is a student or alumnibefore allowing access. The forum should greatly enhance youreducational efforts here at CSU. We encourage you to visit theforum regularly. You can access the forum at the following address: /forum/index.htmlHOW TO USE THIS STUDY GUIDEThrough summaries, objectives, study questions, and practicalexercises, this Study Guide will help you assimilate the information presented in the text.This course consists of lessons that are grouped into units. As you begin each unit, note the titles of the lessons that comprise thatparticular unit. This will enable you to gain an understanding ofthe general subject being explored and to determine how thelessons relate to one another. Each lesson begins with a briefintroduction, which will help you put the material in context andmake it easier to know what’s ahead.Following the introduction there is a list of learning objectives.Upon completing all the learning tasks for each lesson, review theobjectives to verify in your own mind that you have grasped thematerials covered.The Study Guide will instruct you to focus on particular portionsof your text.Read the assigned portions carefully and take notesto help you absorb the material. After you have completed theassigned reading, review the study questions listed immediatelyfollowing the assignment (there will typically be 5-8of thesequestions for each lesson). For each question, make some notes to help formulate answers, jotting down some of your ideas or keywords. Refer to the text freely in finalizing your answers.The answers to the study questions may appear on the pagesfollowing the questions. Compare your answers to those in theStudy Guide. This will help you establish a clear picture of thecorrect and complete answer.After completing the study questions, turn to the practicalexercises that are listed at the end of the lesson (not all lessons have practical exercises). The exercises are an excellent way to applythe theories and concepts you have learned. Each exercise willpose thought-provoking questions that will assist you incrystallizing your conclusions. Even though you are not required to write the answers to the practical exercises, you are encouraged to do so.TESTING AND STUDENT EVALUATIONThis course contains Unit Exams that can be found at the end ofeach Unit. These exams are to be taken after you have studied all lessons in the unit. Mark your answers to the exam questions onthe enclosed answer sheets located after this introduction.Remember to complete the information at the top of each answersheet you use. Write the course number, course revision code,exam type, and exam number. It is necessary to submit UnitExams for grading after completing each unit. The Universitywill grade the exams then return the results to you in a timelymanner.When completing the Unit Exams, you may use your textbooksand other available reference material for assistance. It isimportant you put forth your best effort when taking these UnitExams. The scores you earn on these exams will be factored intoyour final grade for each course. You will not be given anopportunity to improve your grade by retaking the unit exam.Since these exams are open-book and no time constraints are imposed,you have an opportunity to check and double-check your answers.You should not send in the answer sheets until you are confidentyou have answered all the test items correctly.Do not schedule your Final Exam until you have successfullycompleted all Unit Exams. You must review the results of yourUnit Exams and correct any questions you may have missed. The purpose of this exercise is to help prepare you for the Final Exam.When you are ready to take the Final Exam, please submit therequest form located after this introduction.NOTE: Keep in mind that the purpose for correcting your errors on the Unit Exams is to ensure you understand the course material before you take the Final Exam. The corrections will not effectyour Unit Exam scores. Therefore, we strongly encourage you tomake certain that your original answers are correct.SELECTING A PROCTOR FOR YOUR FINAL EXAMINATIONFinal examinations are to be administered to students by anapproved Proctor on a date that is mutually convenient to both.Examinations are ideally administered at testing centers to befound in local High Schools, Trade and Vocational Schools, orColleges and Universities. The Proctor must be a responsible andreputable third party for whom there is no conflict of interest orappearance of impropriety. School officials, counselors,education directors, supervisors, etc. are well suited for thispurpose. The Proctor verifies the examination was administeredin the manner prescribed. In the presence of the student, theProctor will then seal in the provided envelope the examinationand answer sheet and forward to CSU. Falsifying proctorinformation will result in invalidation of the examination and maybe cause for termination. Once you have selected your proctor,complete the Examination Request form located at the end of thisIntroduction and mail or fax it to the University at least two weeksbefore you intend to sit for your exam. The exam will be sentdirectly to your proctor.GRADINGYour grade for the course will be determined by your performanceon the Unit and Final Exams. The exams will be weighted asfollows:Unit Exams = 30%Course Research Paper = 30%Final Exam = 40%Total = 100%Letter grades will be assigned only at the end of the course.Successful completion of the course requires an overall score of70% or better. The following scale will be used to determine yourcourse grade:A = 90-100B = 80-89C = 70-79D = 60-69F = 59 and belowCREDITSUpon successful completion of this course, you will earn three (3)semester hours of college credit.COMMUNICATIONSThe office hours at Columbia Southern University are from 8:00 AM to 5:00 PM Central Standard Time, Monday through Friday.ADDRESS Columbia Southern UniversityPO Box 311024847 Commercial AveOrange Beach, AL 36561TELEPHONE (800) 977-8449 or (251) 981-3771FAX (251) 981-3815E-MAIL Student Services students@Bookstore bookstore@WEB SITE NOTE: Be sure to include your name, student identificationnumber, and mailing address on all correspondence.We hope you find this course interesting and informative.COURSE INFORMATIONTEXTBOOKHuman Resource Management (8th edition) by R. Wayne Mondy,Robert M. Noe, and Shane R. Premeaux. Copyright 2002,published by Prentice Hall. ISBN: 0-13-032280-6.COURSE DESCRIPTIONThis course covers the major aspects of human resourcemanagement. It provides an assessment of the human resourcemanagement field. Topics include: equal employment opportunity,job analysis, strategic planning, recruitment, selection, training,and performance appraisal. Compensation, benefits, safety andhealth and labor-management relations are also included.COURSE OBJECTIVESAt the completion of this course, the student will be able to:1.Describe the most central concerns of a human resourcemanagement department and why these aspects are important intoday’s society;2.Relate the history and present day situation regarding equalemployment opportunity and affirmative action, to include adiscussion of “political correctness” vs. fair practice;3.Describe the process of job analysis and indicators of performance,including MBO, TQM, PAQ, and GOJA;4.Write an effective job description by stipulating the keyingredients in such an endeavor;5.Describe the relationship between strategic planning and HR;6.Discuss the selection process including a concise analysis ofinterviewing, review of applications and resumes, selection tests,and background investigations;7.Describe current organizational departments of Training andDevelopment and where outsourcing is a viable alternative;8.Present an effective and practical process for evaluating trainingefforts;pare and contrast “good” vs. “ineffective” adult training interms of delivery, program development, and needs assessment;10.Describe the process of career planning and development, beingsure to include a conclusion concerning the practical use of suchendeavors in today’s organizations;11.Analyze the current job market including a discussion of howmiddle age white males fare compared to minorities and youngerapplicants;12.Review at least three current approaches to performance appraisaland argue each one’s merits and limitations;13.Present a concise overview of the field of compensation, includingthe methods used to determine pay and grade levels within thecorporation;14.Relate how benefits are currently affecting the corporate world interms of being a viable means of compensation;15.Discuss the progress and problems of safety and healthy inyesterday’s and today’s work environment;16.Present a concise history of labor unions and the present statusand power of such organizations in today’s work world;17.Describe the legal and morale implications of internal employeerelations including the discussion of disciplinary action, collectivebargaining, grievance procedure, arbitration, and termination.The student will show attainment of this knowledge by scoring atleast a passing grade on the course unit and final exams.COURSE RESEARCH PAPERChoose any three of the issues from the next section to research.You can use your course text, other books, journals, magazines,newspapers, your own experience, or actually interview people.Two-three typed pages for each answer.Your paper must meet the format requirements set forth in thePublication Manual of the American Psychological Association(APA), 4ed (ISBN 1-55798-241-4). This paper must be in yourown words. Make certain to enclose any quoted materials inquotation marks and provide proper reference (citation) in thebody of the paper (see the APA manual). Further, the paper willbe typed, double-spaced with 1-inch margins (top, bottom, andsides). As a minimum, your paper must be securely stapledtogether (no paper clips, please).The Research Paper will represent 30% of your final course grade.This paper must be sent to Columbia Southern and returned priorto scheduling your final exam.QUESTIONS FOR COURSE RESEARCH PAPER1.Since EEO and legal requirements, progress has been made establishingequal pay and providing jobs for minorities and women. How much effort is being made to attract applicants who are of minority status? Whatwould be the average 45 year old white male’s chances in landing a job be when competing with applicants who are of minority status, female,and/or younger? Is this fair? legal? Professional athletic teams don’thire based on quotas. Positions are filled by the people who can performthe best. Why shouldn’t thi s be the case in business and education as well?2.Strategic Planning has come “of age.” Organizations have missionstatements and a strategic plan as well as often insisting that departments also have a strategic plan. Strategic planning takes a significant amount of time and effort. Follow up includes dates objectives are to beaccomplished as well as specific people responsible for achieving theresults. Your assignment is to evaluate the effectiveness of strategicplanning, giving the pros and cons of this method for organizations.anization X insists that employees are more than simply professionalsand do an honest day’s work, but that they see their work at thisorganization as a “calling” At the managerial level, if someone is out ofthe office on company business, there is no compensatory time andworking 10 hours per day is expected, as well as at home and on someweekends. Work comes first, family and personal needs second. Inreturn the employee is fairly paid and retains their job unless job cuts are necessary to meet the organizational budget and needs. What is youranalysis of this situation? Is it the way things need to be in aprofit-production centered world?4.What is the difference between working as a manager or supervisor in theUnited States compared to working in a country in Europe? Compare the hours of work expected, vacation times, job security, compensation(relative to the specific conditions that country), chance for advancement for people of different races, ages, and sex, and retirement. Cite research to back up your conclusions and thinking.5.Sexual harassment has become a dominant litigation issue in America. Noone argues that true cases of harassment need to be surfaced and legally handled. But have things gone too far? In one State situation, if a child kisses another’s face area below the eye, the administrator is required to bring in the police for investigation and a written report. In another study, females have admitted bringing law suits, not because of harassment but because they wanted to “get even” with tough bosses and couldn’t find a better way of expressing their anger. Based on what you find and think regarding sexual harassment, comment on this issue.CHAPTER ONE: HUMAN RESOURCE MANAGEMENT: AN OVERVIEW CHAPTER OBJECTIVESAfter completing this chapter, the student should be able to:1.Identify the human resource management functions.2.Explain how organizations are adjusting to humanresource restructuring trends.3.Explain the need for human resources to be astrategic partner.pare and contrast executives, generalists, andspecialists.5.Describe the changes that occur in the humanresource function as a firm grows larger and more complex.6.Explain the nature of the professionalization ofhuman resources and the direction it has taken.7.Define ethics and relate ethics to human resourcemanagement.These objectives are taken from page 1 of your course text (HumanResource Management [8th edition] by Mondy, Noe, and Preameaux. CHAPTER OVERVIEWIn the first part of the chapter, the basic human resourcemanagement functions are discussed. Next, the chapter addresses human resource restructuring trends and the human resourcemanager as a strategic partner. Then, the impact of technology is reviewed. The distinctions among human resource executives,generalists, and specialists, and among the human resourcefunction in organizations of different sizes are addressed next.Then, the chapter covers professionalism and ethics in the dynamicdiscipline of HRM. Finally, a description of the scope of the book concludes the chapter.This overview is taken from the Instructor’s Manual for Human Resource Management, 8th edition, by Mondy, Noe, and Premeaux. The Instructor’s Manual was written by Judy Bandy Mondy and Elisa Adams. ISBN: 0-13-034002-2.CHAPTER EXERCISESThe chapter exercises for this chapter are located online at/mondy. To find the exercises, log on to thispage, and select the appropriate chapter at the bottom of the page.Note: this website was originally built for the seventh edition text,so you will need to find the appropriate name of the chapter, ratherthan a specific chapter (i.e. chapter 1, chapter 7, etc.).Once you select the appropriate chapter, click on the “Mult ipleChoice” section on the left side of the page. Here, you will beprovided with practice multiple choice questions that will guideyour understanding of the chapter content. When you selectanswers for every question, click submit and you will receiveimmediate feedback on how you did on the exercises.Additionally, each chapter you will powerpoint presentations thatare available for your review. These will make excellent coursenotes and help in exam preparation. To find them, once insidethe chap ter, select “Powerpoint files.” These files are rather large, so saving them to disk might be a good idea.CHAPTER TWO: THE ENVIRONMENT OF HUMAN RESOURCE MANAGEMENT CHAPTER OBJECTIVESAfter completing this chapter, the student should be able to:1.Describe the dynamics of the human resource managementenvironment.2.Identify the external environmental factors that affecthuman resource management.3.Distinguish between a proactive and a reactive response tothe external environment.4.Explain internal environmental factors.5.Describe the diverse workforce that management nowconfronts.6.Describe human resource management and the smallbusiness.7.Define corporate culture.These objectives are taken from page 29 of your course text (HumanResource Management [8th edition] by Mondy, Noe, and Preameaux. CHAPTER OVERVIEWIn this chapter, the dynamics of the human resource managementenvironment are discussed. Next described is the means by whichspecific external environmental factors can influence humanresource management and distinguish between a proactive andreactive response to the external environment. Next, the internalenvironmental factors, the diverse workforce that managementnow confronts, and human resource management in the smallbusiness environment are covered. The chapter ends with adiscussion of corporate culture.This overview is taken from the Instructor’s Manual for Human Resource Management, 8th edition, by Mondy, Noe, and Premeaux. The Instructor’s Manual was written by Judy Bandy Mondy and Elisa Adams. ISBN: 0-13-034002-2.CHAPTER EXERCISESThe chapter exercises for this chapter are located online at/mondy. To find the exercises, log on to thispage, and select the appropriate chapter at the bottom of the page.Note: this website was originally built for the seventh edition text,so you will need to find the appropriate name of the chapter, ratherthan a specific chapter (i.e. chapter 1, chapter 7, etc.).Once you select the appropriate chapter, click on the “MultipleChoice” section on the left side of the page. Here, you will beprovided with practice multiple choice questions that will guideyour understanding of the chapter content. When you selectanswers for every question, click submit and you will receiveimmediate feedback on how you did on the exercises.Additionally, each chapter you will powerpoint presentations thatare available for your review. These will make excellent coursenotes and help in exam preparation. To find them, once insidethe chapter, select “Powerpoint files.” These files are rather large, so saving them to disk might be a good idea.CHAPTER THREE: EQUAL EMPLOYMENT OPPORTUNITY AND AFFIRMATIVE ACTION CHAPTER OBJECTIVESAfter completing this chapter, the student should be able to:1.Identify the major laws affecting equal employmentopportunity.2.Explain presidential Executive Orders 11246 and11375.3.Identify some of the major Supreme Court decisionsthat have had an impact on equal employment opportunity.4.Describe the Equal Employment OpportunityCommission.5.Explain the purpose of the Uniform Guidelines onEmployee Selection Procedures.6.Explain adverse impact.7.Describe the Uniform Guidelines related to sexualharassment, national origin, and religion.8.Explain affirmative action programs.These objectives are taken from page 53 of your course text (HumanResource Management [8th edition] by Mondy, Noe, and Preameaux. CHAPTER OVERVIEWIn this chapter, an overview of the major EEO legislation thatimpacts human resource management is provided. Firstdiscussed is the significant equal employment opportunity lawsaffecting human resource management. Then, a description isprovided of the importance of presidential Executive Orders 11246and 11375. Next reviewed are significant Supreme Courtdecisions and the Equal Employment Opportunity Commission.Next, a discussion of the Uniform Guidelines on EmployeeSelection Procedures is provided and the topics of adverse impact and additional guidelines are addressed. The remainder of the chapter is devoted to affirmative action programs.This overview is taken from the Instructor’s Manual for Human Resource Management, 8th edition, by Mondy, Noe, and Premeaux. The Instructor’s Manual was written by Judy Bandy Mondy and Elisa Adams. ISBN: 0-13-034002-2.CHAPTER EXERCISESThe chapter exercises for this chapter are located online at/mondy. To find the exercises, log on to thispage, and select the appropriate chapter at the bottom of the page.Note: this website was originally built for the seventh edition text,so you will need to find the appropriate name of the chapter, ratherthan a specific chapter (i.e. chapter 1, chapter 7, etc.).Once you select the appropriate chapter, click on the “MultipleChoice” s ection on the left side of the page. Here, you will beprovided with practice multiple choice questions that will guideyour understanding of the chapter content. When you selectanswers for every question, click submit and you will receiveimmediate feedback on how you did on the exercises.Additionally, each chapter you will powerpoint presentations thatare available for your review. These will make excellent coursenotes and help in exam preparation. To find them, once insidethe chapter, select “Powerpoint files.” These files are rather large, so saving them to disk might be a good idea.CHAPTER FOUR: JOB ANALYSIS AND HUMANRESOURCE PLANNINGCHAPTER OBJECTIVESAfter completing this chapter, the student should be able to:1.Describe why job analysis is a basic human resource tool.2.Explain the reasons for conducting job analysis.3.Describe the types of information required for job analysis.4.Describe the various job analysis methods.5.Describe the components of a well-designed job description.6.Discuss how job analysis helps satisfy various legalrequirements.7.Explain the human resource planning process.8.Describe some human resource forecasting techniques.9.Define requirements and availability forecasts.10.Identify what a firm can do when either a surplus or a shortageof workers exists.11.Distinguish between succession planning and successiondevelopment.12.Describe job design.These objectives are taken from page 87 of your course text (HumanResource Management [8th edition] by Mondy, Noe, and Preameaux. CHAPTER OVERVIEWChapter Four is begun with a description of why job analysis is abasic human resource management tool and an explanation of thereasons for conducting job analysis. Next, a review of the types ofjob analysis information required is provided, including jobanalysis methods. An explanation of the components of awell-designed job description and a description of other methods。
商务英语入门第七章_外教社修订版
7
Chapter
Human Resource Management
What Is Human Resource Management?
HRM Process — The process mainly includes: Human resource planning Recruitment Screening & selection On-boarding/Orientation Training & development Performance appraisal Promotions, transfers, demotions, separations & Compensation
7
Chapter
Human Resource Management
What Is Human Resource Management?
— HRM is based on the efficient utilization of employees to achieve two main goals within a company.
7
Chapter
Human Resource Management
What Is Human Resource Management?
Human Resource Planning — Human resource planning is designed to ensure that personnel needs will be constantly & appropriately met. — It is accomplished through the analysis of both internal factors including current and expected skill needs, vacancies, and departmental expansions & reductions, and factors in the environment such as the labor market.
人力资源中级-7章精品PPT课件
6.人员甄选的实施过程
7.人员甄选方法
（1）筛选申请材料
组织发布招聘信息后，会收到申请材料， 筛选申请材料是人员甄选的第一步。在劳动 力市场供给大于需求的情况下，从众多的应 聘资料中剔除企业不需要的人员。
（2）专业笔试法
笔试是一种专业测试方法，是对应聘者 的知识和技能进行检验的重要方法，企业 可以根据需要设计出试题，通过让应聘者 笔试的方式对人员进行甄选。笔试的花费 时间少，效率高，成本低，可以对应聘者 的知识能力、专业技术、分析能力等进行 客观、公正的评价，是目前企业使用率较 高的一种甄选方法。
进行甄选时应当注意的问题是：甄选需 要人力资源部门和用人部门管理者共同完成， 保证选拔的专业性和客观性。
2.胜任特征模型 （1）内容与结构
胜任特征具有三个重要内容，即：与工 作中的绩效考核有密切关系的指标，通过胜 任特征可以使员工清楚工作内容及晋升的途 径，即明确自己做好工作所需的知识、技能、 态度等。胜任特征不是一成不变的，需要与 特定的情景相联，根据组织需要动态的调整 胜任特征内容。胜任特征是区分优秀者和普 通人的标准，因此必须能体现人格、需要、 动机等方面的具体要求。
人力资源管理 专业知识与实务（中级）
主讲教师：张秋秋
第七章 人员甄选
一、本讲知识结构
人员甄选
人员甄选概述
人员甄选方法
人员甄选的信度与 效度
二、重要知识点
1.甄选（Selection） 是人力资源管理中的重要内容之一，它
是指通过一定的技术和工具对候选人的能力、 水平等任职资格作进一步的鉴定和考察。当 外部劳动力市场是供给大于需求时，企业招 聘就会出现求职者超过应聘岗位所需人数的 状况，为了招聘到合适的人员，必须发挥甄 选的作用。
人力资源管理英文课件 (9)
6-12
6-16
Ø Office of Federal Contract Compliance and
Types of Selection Methods
JOBS
6-17
Interviews
Selection interviews-a dialogue initiated by one or more persons to gather information and evaluate the applicant’s qualifications for employment.
programs.
6-14
Americans with Disabilities Act
Ø Protects individuals with physical or mental
disabilities (or with a history of the same).
Ø Reasonable accommodations are required by the
6-4
Validity
Ø Validity is the extent to which a performance Ø Criterion-related validation is a method of
measure assesses all and only the relevant aspects of job performance. establishing validity of a personnel selection method by showing a substantial correlation between test scores and job-performance scores. The types include: Predictive validation Concurrent validation
Chapter 7 人力资源管理
1.initial evaluation
• Background Investigation
– Verify information from the application form – Typical information verified includes:
• • • • • • former employers previous job performance education legal status to work credit references criminal records
To be continued in the next slide
• Review of application
– Completing the Application Form: Key Issues
• Successful applications – Information collected on application forms can be highly predictive of successful job performance. – Forms must be validated and continuously reviewed and updated. – Data should be verified through background investigations.
• Psychomotor abilities tests
– Aptitude tests that measure strength, coordination, and dexterity.
2.substantive evaluation
• Job-knowledge tests
罗宾斯管理学-人力资源管理章节总结知识分享
•Contents
1.The Human Resource Management Process管理流程
2. Identifying and Selecting Competent Employees确定和甄选合适的员工
3. Providing Employees with needed Skills培训员工技能
People-oriented HR creates superior shareholder value以人为本的人力资源创造了优越的股东价值
2As an important part of organizational strategies作为组织战略的重要组成部分
Achieve competitive success through people by treating employees as partners，not just costs to be minimized or avoided.取得竞争成功通过人们把员工视为伙伴,不仅成本最小化或避免
Family planning policy of China will affect the supply of labors中国计划生育政策将影响劳动力的供给
Population mobility trends人口流动趋势
Fewer rural workers migrate to urban cities in coastal area in China since recent years.
(1) Human Resource Inventory人力资源库存
审查目前的化妆品组织的资源现状
Forms filled out by employees with information such as name, education, training, prior employment, languages spoken, special capabilities, and specialized skills.