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20 Cards in this Set
- Front
- Back
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(7) Steps of a Needs Assessment & Analysis |
1. Describe the Objective Obtain information from stakeholders and consider: goals/objectives, budget constraints and resources 2. Define the Current Situation Inventory of assets already in place 3. Conduct a Gap Analysis Compare OBJECTIVE to CURRENT SITUATION 4. Set Priorities 5. Investigate and Develop Options Collect data from as many sources as possible 6. Evaluate Options Consider effectiveness, cost and ROI 7. Recommend Solutions |
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Contract |
Legally enforceable agreement between two or more parties - can be formal/informal, oral/written, implied/explicit |
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Third-Party Contract |
Contract where some part of the transaction is provided by an entity other than those who have signed the contract. |
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(8) Steps to Third Party Contract Management |
1. Conduct a Needs Assessment 2. Develop a RFP 3. Establish Proposal Formats 4. Evaluate Proposals 5. Select a Vendor 6. Negotiate a Contract 7. Execute Agreement (Implement) 8. Evaluate Project |
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Components of a Request for Proposal (RFP) in Third Party Contract Management |
1. Brief Description of Organization 2. Overview of Project 3. Administrative Details: Deadlines, format requirements, evaluation criteria and penalties 4. Project Description 5. Contact Person |
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Scoping |
Part of the "needs assessment process" in Third Party Contract Management where informal, pre-proposal meetings are conducted with possible vendors to learn more about a product or service. |
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Formal Proposals in Third Party Contract Management include the following (7) Elements ... |
1. Executive Summary 2. Vendor Qualifications & References 3. Project Management Plan 4. Project Team 5. Roles/Responsibilities 6. Delivery Schedule 7. Pricing |
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(3) Components of an Effective Employee Communication Strategy ... |
1. Opportunities for 'Top Down' Communication from Management + 'Bottom Up' Communication from Employee
2. Balances confidentiality with the "need to know" - builds trust by sharing meaningful information about visions, goals and operations for more engaged and productive employees
3. Delivers the same information in multiple ways and uses communication strategies that reflect culture (formal vs informal) |
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(6) Steps of Documenting Performance Issues: |
1. Verbal Warning Maintain written record of conversation + examples of unacceptable behavior / consequences 2. First Written Warning Describes performance problems, prior steps, suggestions for resolution to avoid future consequences and agreements about behavior changes 3. Final Written Warning Inability or refusal to improve performance will result in termination 4. Decision Making Day Employee sent home with pay to think about desire to keep job - return to work equals commitment to change 5. Suspension (Optional) 6. Termination |
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Andragogy
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Adult learning theory: education where the learner participates in decisions about what will be taught and how it will be delivered |
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(5) Characteristics of Andragogy |
1. Self-Concept Moves from dependency to autonomy 2. Experience Drawn on wealth of knowledge to learn 3. Readiness to Learn Information must be relevant to own needs 4. Orientation to Learning Information must be applied to solve a problem 5. Motivation to Learn Based on personal needs / desires
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(3) Types of Adult Learning Styles: |
1. Auditory 2. Visual 3. Tacticle / Kinesthetic Use sense of memory or touch to learn
*Default method of learning will often yield best results. * Incorporate elements of all learning styles when designing training programs |
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Hierarchy of Needs (Maslow,1954) |
Employees will meet basic needs (physiological, safety) before progressing to fill higher level needs (social, esteem, self-actualization). |
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Operant Conditioning (Skinner, 1957) |
Behavior can be changed by positive or negative intervention strategies.
Positive Reinforcement Encourages by pleasant response Negative Reinforcement Encourages by removing negative response
Punishment Discourages by unpleasant response Extinction Discourages by ceasing to reinforce |
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Motivation/Hygiene Theory (Herzberg, 1959) |
Motivation or hygiene factors are used to promote work satisfaction.
Motivation (Satisfaction): Change nature of work so employee can develop talents / to potential = long term results
Hygiene (Dissatisfaction): allow employee to avoid unpleasant experiences, as long as performance is acceptable = short term results
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Theory X and Theory Y (McGregor, 1960) |
Management approaches:
Theory X: Employees are lazy and need constant direction (results in autocratic leadership)
Theory Y: Employees will seek out additional responsibilities if work is satisfying (results in participatory decision making process with subordinates) |
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Acquired Needs Theory (McClelland, 1961) |
Life experiences motivate employees to function in one of the three categories:
Achievement Moderate risks, frequent feedback, sole contributors Affiliation Acceptance in work group, regular interaction Power Personal OR Institutional (later effective to coordinate work groups, achieve goals) |
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Equity Theory (Adams, 1963) |
Employees constantly measure what they "get from work" vs. what they "put into work." If perception is that contributions are fair, they are motivated to continue performing. |
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Expectancy Theory (Vroom, 1964) |
Employees are motivated by expectation of the reward they will receive AND level of effort is calculated based on reward.
Expectancy Individual assessment on ability to successfully complete an assignment Instrumentality Will effort lead to reward? Valence Is the reward worth the effort? |
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ERG Theory (Clayton, 1969) |
Builds on Maslow's Heirarchy, but allows for possibility that employees can work on multiple levels simultaneously vs. a necessary progression.
Existence Basic Life Needs Relatedness Social Needs Growth Self Esteem / Self Actualization |
