Training

 

1.

Value of training During the last few years employers have realized the fact that every worthwhile employe has a potential value entirely aside from his immediate, observable value. Training of employes affords the employer a chance to profit by this potential value. Unquestionably a proper system of training not only secures a more intelligent performance of duty but it also inspires ambition and strengthens character and good business habits. Furthermore, by developing employes for more important work, training provides experienced men and women capable of assuming the higher positions as the business expands. The National Association of Corporation Schools has determined from a questionnaire that no organization once having installed a definite training plan has given it up. That fact presents a clear indication of the value of training.

2.

Scope of training There are three main divisions of office training. The first division involves the training of the new employe for the purpose of enabling him to work intelligently in his new employment. This is the sort of training to which the office manager must give attention or suffer the consequences in poor work and frequent changes in personnel. The second division of training involves the perfection of employes in their daily tasks. The third division involves the preparation of employes for taking over bigger responsibilities. If employes are not trained for advancement within the concern, and the higher positions are filled from outside the organization, the esprit de corps of the office must be considerably weakened.

3.

The training plan Certain precautions are necessary in the adoption of any plan of training. It may be granted that some sort of training is applicable to every office, yet there is always one kind that is more applicable than another to each individual case. A school, with a properly qualified teacher, is rarely practicable in an office employing less than one hundred persons. Frequently much larger organizations get along with a less ambitious program. Consideration must be had for the numerical strength of different classes of employes, the type and variety of occupations, the age of employes, their sex and many other factors. An intelligent recognition of all these considerations eventually determines the value of the whole project. The fact that it is not advisable to instal an elaborate training system should not militate against the development of some kind of training work. In small organizations all the training activities may be carried on by the employer himself. The general principles of training will be the same as tho the organization were large enough to have a completely equipped training school.

4.

Centralization of training It is advisable to have the responsibility for all training centralized. In this way the various educational activities are part of a definite plan. In many organizations the educational work is in the hands of a committee composed of officials of the organization. This plan makes the handling of the work more economical and less formal. Furthermore, it tends to overcome the danger of training work becoming too theoretical.  In this connection it is interesting to note how the National City Bank of New York, which has developed what is probably the most extensive educational system of any industrial or financial institution, handles its training work. The Educational Committee composed of seven bank officials is directly in charge of all educational activities. Responsible to this committee is the educational director who is in active control of the work.

5.

Operating the training plan The National City Bank endeavors to have all instruction carried on by members of the bank organization. There are twenty three "inside" instructors on the staff, many of whom are officers of the bank. The classes in French and advanced business English are the only ones conducted by outside instructors. The biggest men in the organization are cooperating with the educationaldirector to make the work really accomplish its purpose. Again, in Lord and Taylor's department store, which has developed an extensive training plan, all of the instructors are from within the organization. The point to be observed from these illustrations is the fact that the adoption of educational plans need not involve an elaborate staff and a heavy increase in overhead expense. What is involved is the fact that it is "pemiy wise and pound foolish" to devote all of the organization's time to production and none to definite methods of improving the ability of the producers. It will always be found more profitable wherever possible to conduct the various training activities on company time. In this way it is possible to insist upon attendance and a certain standard of results on the part of those attending the training classes. In some organizations a division is made with the result that training of new employes and training for perfection in the daily work are conducted on company time, but training for promotion is conducted wholly or in part on the employes' time.

6.

Methods of training new employes. In training new employes the goal in view is to acquaint the new employe not only with the principles and details of the work he or she is going to handle but also to instill a conception of the spirit and principles of the organization as a whole. It is only in this way that a new employe can gain a firm foundation on which to build any kind of real success. In the following sections the methods of securing these results are outlined in some detail. In arranging the training work care should be exercised that the employe is not given more than can be readily digested. If the training work is broken up by oral questioning and ample period for review there is less danger of the employe becoming swamped. Care should be taken also to avoid any tendency towards confining the training to abstract principles. Wherever possible, information should be given in the form of exhibits or pictures, because such equipment always adds human interest to the lesson.

7.

Training in fundamentals of the business. The first step in the ti'aining of a new employe is to impart a knowledge of the fundamentals of the business. The starting point may well be an inspirational history of the enterprise together with an outline of what the organization as a whole is trying to accomplish. Particular stress should be laid upon the ideals of the organization with regard to service to the public and the treatment of its employes. This stage of the training may be made more interesting by showing exhibits of the various products with a brief description of how they are made. Pictures of the executives in charge of the enterprise together with a few words about their activities can also be used effectively in awakening the interest of the newcomer. The first part of the training may well be concluded by a trip thru the office conducted with the idea of awakening the enthusiasm of the new employe and also with the idea of making him feel that he is already a part of the organization. Those who have charge of the initial training of new employes should not overlook the fact that it is natural for a beginner in coming into an organization of any size to be ill at ease. If an effort is made to overcome this feeling at the start the training will be more successful and the employe will enter into his work with more enthusiasm.

8.

Training in fundamentals of jjosition After the foundation is laid as described in the previous section, the employe should next be made to understand the work of the department into which he is going and the relation of that department to the rest of the business. It is only in this way that the new employe can have any conception of the importance of his work. If the employe is not brought to see that his work really is of vital importance, what inducement is there for him to give his best from the very start? This point, frequently overlooked, lies at the root of a great deal of the trouble in getting efficient results from clerical help. This stage of the training can be illustrated by means of an organization chart which shows the new employe how he is to fit into the work of the whole organization. If the organization is a large one special emphasis should be laid upon the part that the in dividual plays in the success of the business as a whole. This can be brought home in many ways. For instance, the new clerk can be shown how the mistakes of an incompetent clerk can injure the good will of the organization.

9.	Training in actual position The third stage in training of a new employe involves a thoro explanation of the actual work he is to do. As a basis for this training, his duties and the manner of performance should be set down in black and white so that they may be carefully studied. Too much emphasis cannot be laid upon the need for a new employe to have a clear conception of just what his work involves and just how he is to do it. Otherwise he is sure to make mistakes that may prove costly and that may lead to the conclusion that he is incompetent when, as a matter of fact, he has not been properly instructed. The employe should be quizzed frequently during this period of training in order that the instructor may be sure that the employe is absorbing all details. Frequent use of illustrations at this period of training will reduce the chance of confusion.
10.	Practice work After the three stages of training described above have been covered it is a good plan to let the new employe begin the work he has been hired to do. This work should be done under the observation of the instructor and should not be work that will actually be used. In this way serious mistakes due to nervousness or lack of preparation on the part of a new employe, are not costly and the instructor is given a definite opportunity to determine whether or not the newcomer is really equipped to take up the responsibilities of his position. In this connection, the American Telephone and Telegraph Company in the training of its new operators uses what is known as a "Demonstration Board." This board is not connected with the public but at the same time is so equipped that the newcomer is given a thoro training in the fundamentals of handling an actual board. At this board, pupils are instructed how to hold their bodies, heads, arms and fingers while at work, in such a way that the best service results. The "Demonstration Board" also allows the instructor to give the pupil the elementaiy practice in interpreting lamp signals and the handling of equipment.
11.	Inspection of work of new employes When the employe has completed the preliminary training and has proved himself possessed of a sufficient knowledge to warrant his starting actual work he should be allowed to go ahead. The training period is not completed, however. In actual practice it is very likely that an employe will be weak in the knowledge of certain points essential to his work. It is therefore a good idea to have a definite follow up plan for new employes. This may provide for an interview with the department head at the end of a ten-day period in which he can determine the following points in regard to the new employe :
	1.	Does the new employe understand the work in every particular?
	2.	Is he interested in it?
	3.	Is the work being turned out in a satisfactory manner ?
	4.	Are there any points in which he should be trained in more detail?
	If the new employe proves satisfactory at this time no further training is necessary. If on the other hand the employe needs further training it should be given, and ten days later the department head should again question him in order to be sure that this second training hasaccomplishd the desired results.

12.	Training for better results The second division of training concerns itself with the improvement of employes in the actual work they are doing. This training falls into two classes: First, training looking to the general improvement of the employe; and second, training that has in view the improvement of the employe in some specific task. The value of this type of training lies in the fact that the average employe, unless he is constantly stimulated, tends to fall into a rut.
13.	General training for better results The general training of employes may be carried on in many ways. Lord and Taylor's department store, for instance, holds a series of classes looking to the general development of their employes. Among these classes are included the following : Business English for office and sales employes. Arithmetic special work in percentage, addition and subtraction for sales girls and cashiers. Penmanship for sales girls this class is called together to discuss illegible sales slips. Girls are urged to print all names and addresses. Civics this class was established at the request of women employes who were interested in suffrage. It is now proposed to extend it to all employes in order that they may become familiar with the workings of our government. French Courses were held for all employes who were preparing for service abroad. This class has been discontinued. A very comprehensive and valuable series of courses has been developed by the National City Bank for the general training of its employes. In the arrangement of the classes, the director has taken into consideration the age and previous experience of members. A preparatory course has been developed for the benefit of all boys and girls in the bank's employ who are under seventeen years of age. Attendance is compulsory. It gives these young employes an opportunity to continue that elementary education without which they could never hope to advance in the banking business. The course covers a period of two years. Instruction is given in the following subjects; the nature of the various courses is evident and needs no further explanation.
	First year	Second year
	Arithmetic I	Arithmetic II
	English I	English II
	Penmanship I	Penmanship II
	Office Practice I	Office Practice II
	Instruction in these classes is made as practical as possible in the effort to make the members better business men and women. A "Preliminary" certificate, signed by the president of the bank, is awarded to those completing this course. A two year course in Junior Banking has been developed for employes over seventeen years old, who have had no previous banking education or experience. This course also presents an opportunity for the ambitious employe's general cultural advancement. French and Spanish are both offered. There is an incentive for the study of foreign languages here since the bank has so many foreign branches and holds out such splendid opportunities to its employes. The Junior Banking course covers the following subjects :
	First year	Second year
	Practical Banking I	Practical Banking II
	Bookkeeping I	Bookkeeping II
	Business English	Speed Mathematics
	Spanish	Business English
	French	Spanish II
		Spanish II
	After members have completed the Junior Banking course, a "Junior" certificate is awarded. It may, of course, be said that the illustrations cited are too elaborate for use by the average organization. There is no organization, hovv^ever, which cannot adopt the principle involved. Employes can be encouraged to attend evening schools; simple lecture courses can be given by the executive officers of every moderate sized concern. If large organizations find it pays to spend time and effort in developing their employes it certainly is to the interest of smaller concerns to work out modified plans of similar training.

14.	Specific training for better results. In addition to general training for better results described above, many progressive organizations have taken advantage of the opportunities offered to increase the value of employes thru training them in the better performance of their specific tasks. The following classes conducted by W. R. Grace and Company of New York will serve to illustrate the scope and value of this type of  training : Talks on Accounts. This series of lectures covers the bookkeeping and accounting systems of W. R. Grace & Company. The talks include discussion on General Accounts, Produce Accounts, Nitrate Agencies Accounts, Agencies Accounts, and Outward Shipping Accounts. These talks are under the supervision of the assistant treasurer. Heads of various departments are called upon for talks. Attendance is obligatory upon members of the accounting department. Stenography. All stenographers of the house are given an opportunity to improve themselves in taking dictation and in reading notes correctly and accurately Business English. This course is given principally for the benefit of stenographers, in order to improve their command of English, so that they may take dictation more accurately and correctly. Shipping Document Course. This is a course covering the various documents used in shipping; such as bills of lading, invoices, export licenses, and the necessary details which accompany the making of shipments. It gives the members of the class a splendid opportunity to become familiar with the terms used in shipping.
15.	Training for advancement Directly in line with the idea of training employes to do better in their present work is the training of employes to assume bigger responsibilities. Employes who have been with the organization for years, and have grown up with it, are equipped with a knowledge of the work, the policies and the ideals of the organization that an outsider can never attain. It is exceedingly valuable to an organization if the higher positions can be filled with such men. From this point of view, therefore, it is decidedly profitable for an organization to develop its people. We must also consider the value of adopting the policy of making promotions from the inside instead of going outside the organization when a vacancy of any importance occurs. Concerns who do not adopt the policy of making promotions from the inside cannot hope to maintain a force of ambitious, capable workers. And yet this is the only type that can build up a live organization. Most men will admit that, theoretically, higher positions should be filled by promotions from the inside. If proper methods are in force for training employes with a view to developing them for bigger responsibility, this policy of promoting from the inside can be made a practical one.
16.	Field of training for advancement. There are many possibilities in training employes for advancement. For instance, a bookkeeping class can be conducted for junior clerks that will equip them to become bookkeepers; typists may be developed to become dictaphone operators; proofreaders may be trained to become correspondents. It does not require an elaborate training plan to develop employes along such lines and the fact cannot be disputed that the organization profits when it is able to develop its people in this way. Examples of what is being done to develop higher grade employes for more responsible positions are indicated in the following taken from the training plan of the National City Bank. A course in Senior Banking is given for the benefit of employes over nineteen years old. Employes who have completed the Junior Banking Course or those who have had previous experience in banking which is approved by the educational director, are eligible for membership. There is a wide variety in the type of studies pursued. They deal with problems of the National City Bank at home and abroad. Instruction is carried on by the heads of the various departments whose work is being explained. No limit is placed upon the period of time which members may take to complete the course. Some subjects may be covered within a year, others take two or more years. Those employes who complete the work in six subjects in this course receive the regular graduate diploma. The following subjects are offered : Practical Banking I and II City Bank Organization Commercial Geography Credit Commercial Law Foreign Exchange I and II Foreign Trade Loans, Bonds and Investments Spanish French Russian ItaHan Portuguese A graduate course has been arranged for officers, division and department heads, and others who have received the Graduate Diploma. The work is of an advanced nature. A class in Finance was conducted by Mr. Vanderlip once a week. Members are urged to submit questions pertaining to the business of Finance. Mr. Vanderlip used his valuable experience in outlining and answering the problems with which his assistants were confronted. In other classes the best practice in Banking is discussed. Following is a list of opportunities for study offered to the members : Finance Advanced Banking Foreign Exchange III Spanish French ItaHan Russian Portuguese
17.	Outside courses. Many of the more progressive concerns, realizing that the organization as well as the individual profits from the development of its personnel, are sharing in the expense of educating their employes along more advanced lines. Selected employes are permitted to attend certain university courses or to take up extension courses. The fact that money spent in this way is considered a most profitable investment is additional proof of the value of training employes.
Review  Why is a course of training as profitable to the employer as it is to the employe? State the three main purposes for which office training may be conducted. What is the best method of instruction for training employes when conditions do not permit the services of regularly trained instructors ? Ought training classes to be held during office hours or on the employes' own time? Outline a course suitable for the training of some particular clerk, which will help him in his present work; which will enable him to take a position of higher responsibility.

Employment Test And Records

Selection Of Employes

 

1.	Importance of proper selection. The importance of proper selection of employes can hardly be over emphasized since an office in the last analysis depends upon the human element for success. The management may provide model equipment and may develop faultless systems but the office will not operate successfully unless the individuals who actually do the work are able to cooperate intelligently. We must consider, too, that poor selection is costly. While it is true that an unsatisfactory worker can be easily removed it must be remembered that every discharged employe represents no small investment of time and money in hiring, training and supervising. Thirty dollars is a conservative estimate of the average loss occasioned by the discharge of a clerk who is not able to measure up to the task for which he or she was hired. Aside from this loss that can be measured there is an even bigger loss in the weakening of the esprit de corps caused by a rapid turnover of help.
2.	The art of proper selection. It would be absurd to take the stand that any plan can be developed which would wholly eliminate errors of selection. There are, however, definite principles and methods that reduce the chance for error to a minimum. In the first place experience has proved that if the responsibility for hiring is centered in one individual or in one department it is possible to get better results than if this responsibility is scattered over a number of department heads. Secondly, if every position is carefully analyzed so that the requirements are clearly understood there is much less chance for error in placing employes than if the requirements are guessed at.
3.	Centralization of employment. Centralized employment is the objective towards which every well organized industry tends. Employers now realize the fact that one man, even tho indifferently equipped, can do a thing better the twentieth time than twenty Men can do the thing the first time. Centralization gives some one person the opportunity of acquiring a cumulative knowledge of men, a wide experience in methods, a control over individual efficiency thru the use of records and a uniform method of dealing with employment problems. In an organization where employment is not centralized it will be found that the personnel of some departments is better selected than that of others. This condition in itself presents an unanswerable argument for centralized employment. It is not the purpose of the centralization of employment to take away from the department head the privilege of selecting his own force. The department head must be the final arbiter in all cases. What centralized employment does do, however, is to refer to the department head only those employes whose addition to the force would be an asset instead of a liabilty
4.	The employment manager. In large organizations the centralization of employment has developed the need for an employment manager a relatively new factor in business. An employment manager must have unusual qualifications. He must have experience, initiative, intuition and tact. He needs to know where to secure help  the requirements of every position ; the characteristics of applicants and those of his fellow workers. It is obvious that if an organization hiring in quantity selects a man of unusual ability as employment manager, smaller organizations should not entrust the hiring of help to a man of mediocre ability. Therefore, if we are to have a selection of employes, we must centralize employment in the hands of some one of real ability and vision.
5.	Job analysis Without an intimate knowledge of the work to be done, the person responsible for hiring cannot hope to achieve the best results. Job analysis involves a determination of all the essential details of each specific job with a view to selecting the person most suitable for its proper performance. Job analysis ascertains the amount, the speed, the character of the work and the conditions under which the work is to be done. In smaller offices it may appear that job analysis is unnecessary. But even here the very act of setting down in black and white the requirements of each job will often serve to clarify many debatable points which otherwise might hamper the office work.

6.	Job specifications.   A job specification, resulting from the job analysis, shows in detail the physical requirements, the minimum education and the essential qualifications that experience has proved essential for the successful handling of the work. With these facts at his command, the person hiring is working with something definite. Moreover, such a specification obviates the necessity of repeating the discussion each time a similar position is to be filled. It serves to prevent misunderstandings, both as to pay and to duties, and above all helps to stabilize a working force.   The following specification for the position of stenographer illustrates what job specification involves.
	(a)	Age; 18 to 25.
	(b)	Education; At least three years High School Training, High School graduate preferred.
	(c)	Experience; At least six months.
	(d)	Essential qualifications:
		1.	Touch typist (Speed equivalent to 800 lines a day.
		2.	Stenographic speed equivalent to one hundred words a minute.
		3.	Accurate.
		4.	Adaptable.
		5.	Good hearing.
		6.	Personal neatness above the average.
		7.	Pleasing personality above the average.
	(e)	Salary : $18 a week maximum. $14 a week minimum.

7.	Sources of help  Proper selection requires that the person responsible for hiring be thoroly familiar with all the possible sources of help and know what sources are best for each different class of help required. Generally it is not wise to rely entirely upon one source of help. Experience usually shows that at times one source is better than another. In this connection, if the facts are available, it will prove profitable to analyze the employment records with a view to determining from just what sources your help has been obtained in the past. This analysis will indicate what sources have proved most profitable in the past and will also serve as a guide in the future. The sources of help fall into the following classes : employment agencies, recommendations of employes and friends, advertising, schools and churches, and the concern's own application file.
8.	Sources of help agencies. Employment agencies offer a very convenient source from which to secure employes. Reliable agencies usually refer only applicants that are reasonably worth interviewing. The agency is particularly effective if personal relations are established so that there is a clear understanding of what the client's requirements are. This can be accomplished by visiting the agency in person and if possible by getting a responsible representative of the agency to visit your office. Many organizations rely entirely upon the agencies for their help and find the plan quite satisfactory. Those agencies which charge employes for their services are sometimes over zealous in their desire to place people. If this source is relied upon entirely the advantages of a wider selection will be lost. Free agencies are usually a little less careful in their selection but they furnish a source of help that is worth while keeping in touch with.
9.	Sources of help employes and friends. Trustworthy employes are often glad to recommend persons for employment. The Guaranty Trust Company of New York, for instance, secures the majority of its employes thru the recommendation of present employes. The American Tobacco Company also receives a large number of new employes thru the efforts of previous employes. It must not be overlooked, however, that this system must be used carefully in order to avoid fostering nepotism and creating ill feeling in case the person recommended is rejected. The friends of an organization will frequently suggest applicants. For more important positions this source can often be used to good advantage. Rank and file workers recommended thru this source are not usually as satisfactory as similar workers brought in by employes because in suggesting this type, the outsider usually gives little thought to the caliber of the individual and is frequently guided by desire to do some one a favor. Of course no hard and fast rule can be laid down in this respect but it is well to realize the dangers incident to this method of securing employes.
10.	Sources of help advertising, etc. Advertising is usually less effective in furnishing rank and file workers than the preceding sources mentioned. This is only natural because in advertising you have no one reconmiending the applicant. Advertising in the daily press or in technical or trade journals for applicants for more technical positions is often decidedly profitable. Care should be exercised in the wording of the advertisement so that it should appeal to the type of employe desired. Churches, schools and clubs are often able to provide good workers. This is particularly true of positions where experience is not essential. A final source is the application file made up from applicants previously interviewed but not hired. It often happens, however, that many good applicants are placed elsewhere by the time the vacancy occurs. This objection becomes of less importance, of course, where the organization is one that offers unusual advantages and still attracts the former applicant. In this case it may prove very desirable to develop this field.
11.	The interview The interview is the first step in the actual hiring of an employe. It is an exceedingly important step since, if properly handled, it affords a splendid opportunity to size up the applicant. By means of the interview the person hiring should determine upon a mental and moral rating for the applieant. He should take into consideration, in determining upon the mental rating, the dress, general appearance and attitude of the applicant. For instance, the condition of clothes, hair, teeth, nails, etc., are indications of personal habits. The attitude of the applicant is indicative of sincerity, capacity for development, and general ability. Careful observation of the eyes and face of the applicant should give the interviewer a fairly reliable indication of the moral rating of the applicant. Of course allowance should be made for nervousness on the part of the applicant. If he is not able to make a satisfactory first impression it is rarely wise to add him to the force. During the course of the interview the interviewer should ask himself certain questions : Is the applicant the best that can be secured under existing circumstances ? Has he the necessary ability, character, personality, education and health? Is he capable of development in this particular position, or in the one to which it may lead?
12.	The application blank. The application blank is helpful in deciding whether or not an applicant is qualified to fill the position for which he is applying. It should be used in conjunction with the interview and when so used serves as a check against the impression gained from the interview. At the time of the interview there may be no vacancy which the applicant is qualified to fill. The interview will be time wasted unless the application blank be filled in with the definite record of the applicant, to be filed away and referred to at a later date when such an opening occurs. Opinions differ as to what questions should appear on the application blank. Generally speaking, it is better to have too much information about an applicant than too little. In a large office where considerable interest is taken in the welfare of employes, intelligent action is often based on the information gleaned from the applications. A man who is seeking work is willing enough to give information concerning himself. When he is once employed, he is sometimes antagonistic to further detailed questioning. The Committee of Employment Plans of the National Association of Corporation Schools has ascertained some interesting facts on the subject of questions appearing on application blanks. The following information was secured from a number of organizations as to the questions asked on their application blanks.

Question asked	Percentage of those who asked that question
Previous employment, general ..............................	100
Age .......................................................................	97
Name of former employers ...................................	97
Duration of employment ......................................	94
Nature of work .....................................................	94
Married or single ..................................................	92
Reason for leaving ................................................	96
References ............................................................	92
Scholastic education, general ................................	89
Drinking ...............................................................	87
Do you look up references ...................................	84
Health, general .....................................................	84
Present health .......................................................	84
Qualification for clearly defined position ..............	84
Mental attitude towards advancement .................	82
Pay during previous employment ........................	79
Past health ...............................................................	79
Definite desires .......................................................	79
Natural aptitudes, indicated by studies ...................	66
Scholastic standing .................................................	60
Habits, general .....................................................	60
Definite plans for advancement ...........................	60
Height .................................................................	58
Home environment ...............................................	55
Parental supervision .............................................	55
Ultimate aims ........................................................	53
Physical examination ............................................	45
Smoking ...............................................................	45
How previous employment was obtained .............	39
Line of descent .....................................................	37
Hours of work, previously ...................................	37
Financial obligations, general ...............................	37
Reasons for debt, if any .......................................	37
Church .................................................................	32
Societies ...............................................................	32
Plans for meeting financial obligations .................	29
Social standing, general ........................................	29
Clubs ...................................................................	24
Texture ................................................................	21
Progress made in society ......................................	21
Athletic diversions ...............................................	21
Complexion .........................................................	18
Color of eyes ........................................................	8

In using the application blank it is well to explain to the applicant that the questions are not asked out of idle curiosity but for the best interests of all concerned. The applicant should be left in perfect freedom in answering the questions. The failure to answer certain questions often serves as an excellent side

Confidential Apllication For Employment

You ate not only judged on this aplicatio. but it is kept as permanent record of you if employed. Please fill it out with diis point in mint

Date ________

Name (In Full) ___________________________________________________

Address (In Full) _________________________Phone___________________

Position applied for? ________________________Salary expected _________

Whereborn?_________________Date?____________Living with parent?____

If not, why not?___________________________With whom ______________

Married?__________________How long ________Number of children ______

What is your father's name?__________________Nationality?______________

What is youi mother's name _________________ Nationality?______________

Are you free from all duties which are likely to interfere with youi duty to the Institute should you be employed?____________________________________________

Education

State your education, (beginning with primary school), giving dates, length of time in each school, and whether or not you graduated _____________

______________________________________________________________

______________________________________________________________

_______________________________________________________________

_______________________________________________________________

In school, what studies did yoy like best?______________________________

______________________ What least?_______________________________   Previous Employment And References (Give in chronological order beginning with most recent position) Personal References : _ Please give the names and addresses of at least two person of good standing to whom you are not related and by whom you have not been employed.  _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ General   Have you any friends or relative in this office?____________who? ________   Who recommended you to us?______________________________________   What kind of work do you like best __________________________________ What kind of work do you like best?__________________________________   Are you qualified to do any other work than that for which yoa are apllying? __   What? _________________________________________________________   If you could have any position you wished for, what would it be? ___________   _______________________________________________________________ How do you spend you evenings?____________________________________   Are you a member of any athletic, social or church organization? ___________   What are they? ___________________________________________________   How often do you attend?___________________________________________   Do yo engage regularly in any athletic sports? __________________________   What is it?_______________________________________________________   Is there anyone dependent on you for support?_______Who?______________ Have you a savings account? _______ What bank?_______________________   Remarks: ________________________________________________________________   ________________________________________________________________ ________________________________________________________________   Emplyoes Application Record (Continued No. 3)   (This page is to be Filled out by the interviewer)   Analysis The Interviewer should mark every applicant with regard to each of qualities listed below. Obviously all these qualities are not equally important. Their relative importance depends in part on the work for which the applicant is being considerd. For convenience use the following scale 1. Nearly perfect 2. Good 3. Above the average 4. Average 5. Below the average 6. Deficient   1. General health ___________   13. Pleasing voice ____ 2. Personal needness ________   14. Reasoning ability ____ 3. Good memory ___________   15. General education ____ 4. Carefulness______________   16. Business education ___ 5. Accurracy of observation ___   17. Office experience ____ 6. Accuracy of recording ______   18. Executive experience __ 7. Ambition ________________   19. Ability to talk well ____ 8. Cheerfulness _____________   20. Attention to details ____ 9. Quickness of bodly movements ___   21. Coutesy ____________ 10. Quickness of thought ___________   22. Truthfulness _________ 11. Sincerity_____________________   23. Enthusiasm ________ 12. Pleasing facial expression ________   24. Energy ____________ Result Of Interview   Hired to begin work in _______________________________Department   as_______________on __________________at $ _____________a week          (If not hired state reason) ____________________________________ ____________________________________________________________                                                                                             ________________                                                                                                  Interviewer   Light on the ability and integrity of the individual. The care with which the application blank is filled serves as a measure of the applicant's qualifications as to neatness, accuracy, exactness and power of expression. Employes cannot be properly placed nor can their capabilities be properly developed unless their past history is sufficiently known. The information on home conditions indicates whether it really is to the applicant's best interests to accept the position. Previous experience throws light among other things on the ability, ambition and loyalty of the applicant. Certain questions are introduced to check the mental grasp of the applicant. For instance, "In school what studies did you like best and what least?" "If you could have any position you wished for, what would it be?" The answers to such questions, checked against the position for which the applicant is applying, and against his general appearance, prove helpful in determining the mentality of the applicant.

13.

Employment tests As an aid to proper selection numerous tests have been developed. These include tests as to ability, attitude, character, education, training and suitableness for the actual position in question. A detailed discussion of various tests appears in the following chapter While much desirable information may be secured by a study of what has been done in this field in the last few years it is well to realize that no test is infallible, and that tests should not be relied upon to the exclusion of other methods if proper selection is to bemade. From the standpoint of the average business man, probably the best results are obtained by basing all vocational tests on the work actually done in the office. Moreover, the exhaustiveness of tests should always be in relation to the importance of the position. Due regard should be had to the fact that 80 per cent of those to be tested do not earn one thousand dollars a year.

14.

References. As a final check on selection, references should be secured both from former employers and from persons known by the applicant other than employers. These references should be secured either while the applicant is under consideration or if there is not sufficient time then immediately at the time the applicant is hired. References from people other than former employers must be accepted on their merits. As a rule, they demand a liberal discount. In most cases the real value of this type of reference is to impress upon the applicant the fact that the organization is very careful in the selection of its employes. References from former employers, however, are frequently of decided value. This is particularly true of late for the modern tendency on the part of employers is to give references that actually tell the truth concerning former employes. In this connection many concerns refuse to give general references since they carry little if any weight. If an employe has been dishonest, insubordinate, or wholly unsatisfactory it is unethical to give a general reference ignoring this fact. Further more, refusal to give reference to unreliable employes goes a long way toward preventing employes from committing questionable acts.   The following information should be sought from former employers : (a) How long was the individual in your employ? (b) In what capacity? (c) What is your opinion of the service he rendered? (d) Why did he leave you? (e) Would you recommend him for a position of trust ? The answers to such questions as these furnish not only a check on the truthfulness of the applicant but also help to verify his ability and trust worthiness. In requesting a reference from a person other than a former employer ordinarily all that is desired is a statement as to character and ability.

Review

Show Why a careful analysis in the selection of office employes is advantageous when considered from an investment viewpoint.

How would you provide for an employe who has worked hard to master his position, but who has not materially succeeded ?

State the qualifications that are necessary to a successful employment manager.

Determine the best sources of supply for office labor in your field.

Why do many employes, selected because of past records, fail to make good in their new positions ?