Hr 1029 - Chapter 7 8 9 Final

Front 1

Reliability

Back 1

The degree to which interviews, tests, and other selection procedures yield comparable data over time; in other words, the degree of dependability, consistency, or stability of the measures used.

Front 2

Validity

Back 2

The accuracy to with which a predictor accurately measures what it is intended to measure.

Front 3

Differential Validity

Back 3

Confirmation that the selection tool accurately predicts the performance of all possible employee subgroups, including white males, women, visible minorities, persons with disabilities, and Aboriginal people.

Front 4

Criterion-related validity

Back 4

The extent to which a selection tool predicts or significantly correlates with important elements of work behavior. (Ex. Test of sale skills on interview is low, when performing actual job, poor sales results)

Front 5

Content Validity

Back 5

The extent to which a selection instrument, such as a test, adequately samples the knowledge and skills needed to perform the job. (Ex. Asking candidate to demonstrate word processing skills)

Front 6

Construct Validity

Back 6

The extent to which a selection tool measures a theoretical construct or trait deemed necessary to perform the job successfully. (Intelligence, verbal skills, analytical ability, and leadership skills are constructs)

Front 7

Intelligence (IQ) Test

Back 7

Tests that measure general intellectual abilities, such as verbal comprehension, inductive reasoning, memory, numerical ability, speed of perception, spatial visualization, and word fluency.

Front 8

Emotional Intelligence (EI) Tests

Back 8

Tests that measure ability to monitor one’s own emotions and the emotions of others and to use that knowledge to guide thoughts and actions.

Front 9

Aptitude Tests

Back 9

Tests that measure and individual’s aptitude or potential to perform a job, provided he or she is given proper training.

Front 10

Personality Tests

Back 10

Instruments used to measure basic aspects of personality, such as introversion, stability, motivation neurotic tendency, self confidence, self-sufficiency, and sociability.

Front 11

Interest inventories

Back 11

Tests that compare a candidate’s interest with those of people in various occupations.

Front 12

Achievement Tests

Back 12

Tests used to measure knowledge and/or proficiency acquired through education, training, or experience.

Front 13

Work Sampling

Back 13

experts list all tasks jobholder has to do. Then list frequency of performance and relative importance of each task, key tasks are identified. The candidate then performs the key task, and his or her work is monitored by the test administrator. Lastly validated by determining the relationship between the applicants’ scores on the work samples and their actual performance on the job.

Front 14

Management Assessment

Back 14

A strategy used to assessing candidates management potential that uses a combination of realistic exercise, management games, objective testing, presentations , and interviews (management centre activities- MCA)

Front 15

Basket exercise (MCA)

Back 15

each candidate gets a basket with memos, letters, etc, and candidate has to take required action.

Front 16

A leaderless group discussion (MCA)

Back 16

discussion to arrive at group decision. Raters evaluate each candidate’s skills.

Front 17

Management Games (MCA)

Back 17

problem solving, participants are members of two or more simulated companies competing in the market place.

Front 18

Individual Presentations (MCA)

Back 18

Oral presentation on assigned topic, each participant’s communication skills are evaluated.

Front 19

Objective tests (MCA)

Back 19

candidate may be asked to complete paper-and-pencil or computer-based personality, aptitude, interest, and/or achievement tests.

Front 20

Interview (MCA)

Back 20

interview between at least one of the expert assessors and each participant to evaluate interests, background, past performance, and motivation.

Front 21

Situational Tests

Back 21

Tests in which candidates are presented with hypothetical situations representative of the job for which they are applying and are evaluated on their responses.

Front 22

Micro-assessment

Back 22

A series of verbal, paper-based, or computer- based questions and exercises that a candidate is required to complete, covering the range of activities required on the job for which he or she is applying.

Front 23

Employee orientation (onboarding)

Back 23

A procedure for providing new employees with basic background information about the firm and the job.

Front 24

Socialization

Back 24

The ongoing process of instilling in all employees the prevailing attitudes, standards, values, and pattern of behavior that are expected by the organization.

Front 25

Reality Shock

Back 25

The state that results from the discrepancy between what the new employee expects from his or her job and the realities of it.

Front 26

Orienation Programs process

Back 26

1. New employee is given handbook which covers company history, current mission, working hours, etc. 2. Tour of the company. 3. An explanation of job procedures, duties, and responsibilities. 4. A summary of training to be received. 5. An explanation of performance appraisal criteria.

Front 27

Orienting Diverse Workforce

Back 27

New employees should be advised to expect a variety of reactions from a different background and be given tips on how to deal with these reactions. They should know which reactions are prohibited under human rights legislation and how to report these.

Front 28

Mergers and Acqusitions

Back 28

employees hire need to receive information about the details of the merger or acquisition as part of the information on company history. The also need to be made aware of any on-going difficulties.

Front 29

Union versus Non-Union Employees

Back 29

in unionizied positions to be provided with a copy of the collective agreement and be told what information relates to their job. Also need to get union info explained to them.

Front 30

Multi-location Organizations

Back 30

new employees of multi-location organizations need to be made are of where the other locations and what business functions are performed in each location.

Front 31

Problems with Orientation Programs

Back 31

1. Too much information is presented in a short time. 2. Little or no orientation is provided. 3. Too broad.

Front 32

Evaluation of Orientation Programs (EOP)

Back 32

to know if the information is given is useful, cost-effective, and timely.

Front 33

Employee Reaction (EOP)

Back 33

Interview or survey new employees for their opinion on the usefulness of the orientation program.

Front 34

Socialization Effects (EOP)

Back 34

Review new employees at regular intervals to assessing progress toward understanding and acceptance of the beliefs, values, and norms of the organization.

Front 35

Cost/benefit analysis (EOP)

Back 35

Compare (1) orientation costs, such as printing handbooks and time spent on orienting new employees by HR staff and immediate supervisors, with (2) benefits of orientation, including reduction in errors, rate of productivity, efficiency levels, and so on.

Front 36

Integration Process

Back 36

- Identifying position specifications (particularly the ability to deal with and overcome jealousy) - Providing realistic information to job candidates and providing support regarding reality shock. – Assessing each candidate’s previous record at making organizational transitions. Announcing the hiring with enthusiasm. – Stressing the importance of listening as well as demonstrating competency, and promoting more time spent talking with the boss. – Assessing new executives who are balancing their work to change cultural norms while they themselves are part of the culture itself.

Front 37

Training

Back 37

The process of teaching employees the basic skills/ competencies that they need to perform their jobs

Front 38

Training Process

Back 38

1) make material meaningful (use many visual aids). 2) make sure it is easy to transfer new skills and behaviors from the training site to the job site. 3) Motivate the trainee. 4) effectively prepare the trainee.

Front 39

Legal Aspects of Training

Back 39

requirements to show that admission procedures are valid.

Front 40

Negligent training

Back 40

when an employer fails to train adequately, and an employee subsequently harms a third party.

Front 41

The Five- Step Training Process

Back 41

1) Needs analysis- identify the specific job performance and skills needed. 2) Instructional Design- the actual content of the training program is compiled, and produced, including workbooks, exercises and activities. 3) Validation- the bugs are worked out for the training program by representing to a small representative audience. 4) The training program is implanted. 5) An evaluation and follow-up step is done in which the program’s successes or failures are assessed.

Front 42

Transfer of Training

Back 42

Application of the skills acquired during the training program into the work environment, and the maintenance of these skills over time.

Front 43

Assessment Before Training

Back 43

Potential trainees assessed on their level of ability, aptitude, and motivation regarding the skill to be taught, and those with higher levels can be selected for the training program.

Front 44

During Training Feedback

Back 44

Provide frequent feedback, opportunities for practice, and positive reinforcement.

Front 45

After trainining

Back 45

Traininees can use goal-setting and relapse-prevention techniques to increase the likelihood of applying what they have learned.

Front 46

Controlled Experimentation

Back 46

Formal methods for testing the effectiveness of a training program, preferably with a control group and with tests before and after training.

Front 47

4 training effects to measure

Back 47

Reaction, learning, Behavior, Results

Front 48

Reaction

Back 48

Evaluate trainees reaction to program

Front 49

Learning

Back 49

Test the trainees to determine whether they learned the principles and skills they were suppose to learn.

Front 50

Behavior

Back 50

Ask whether the trainees’ behavior on the job changed because of the training program.

Front 51

Results

Back 51

Ex. Did the number of customer complaints about employees drop ?

Front 52

Literacy and Essential Skills training

Back 52

gives employees better chance for success

Front 53

Diversity Training

Back 53

creates harmonious working relationships among a firm’s employees.

Front 54

Customer Service Training

Back 54

1) have excellent product knowledge. 2) Treat the company’s customers in a courteous and hospitable manner.

Front 55

Career Planning and development

Back 55

The process through which a person becomes aware of personal career-related attributes and the lifelong series of activities that contribute to his or her career fulfillment. (Roles in individual, networking, manger, and employer)

Front 56

Career cycle

Back 56

The stages through which a person’s career evolves.

Front 57

Growth stage

Back 57

The period from birth to around age 14 during which the person develops a s self-concept by identifying with and interacting with other people, such as family, friends, and teachers.

Front 58

Exploration Stage

Back 58

age 15 to 24, explores various occupational alternatives, attempting to math these alternatives with his or her interest and abilities.

Front 59

Establishment Stage

Back 59

age 24 to 44, heart of most people’s work lives

Front 60

Maintenance Stage

Back 60

age 45 to 65, secures his or her place in the world of work

Front 61

Decline Stage

Back 61

reduced levels of power and responsibility

Front 62

Occupational Orientation

Back 62

six orientations to which people are drawn to

Front 63

Realistic Orientation

Back 63

people which are attracted to occupations that involve physical activities requiring skill, strength, and coordination (agriculture)

Front 64

Investigative Orientation

Back 64

involves cognitive activities (chemists)

Front 65

Social Orientation

Back 65

involves interpersonal activities (social work)

Front 66

Conventional Orientation

Back 66

involves structured, rule-regulated activities (accountants)

Front 67

Enterprising Orientation

Back 67

enterprising personalities (lawyer)

Front 68

Artistic Orientation

Back 68

involve self-expression, artistic creation, expression of emotions ( artists)

Front 69

Career anchor

Back 69

A concern or value that you will not give up if a choice has to be made.

Front 70

Technical/functional anchor

Back 70

tend to avoid decisions that would drive them toward general management.

Front 71

Managerial Competence anchor

Back 71

strong motive to become managers

Front 72

Creativity anchor

Back 72

build entirely own product

Front 73

Autonomy and indepence anchor

Back 73

driven to be on their own

Front 74

Security anchor

Back 74

concerned with long-run career stability and job security.

Front 75

Service/dedication anchor

Back 75

people need to do something meaningful to be in a larger context.

Front 76

Pure challenge anchor

Back 76

in terms of overcoming impossible odds, solving unsolved problems, and winning out over competitors.

Front 77

Lifestyle anchor

Back 77

larger lifestyle integrating two careers and two sets of person and family concerns

Front 78

Realistic Job Preview

Back 78

tell them what to expect, the good and the bad.

Front 79

Reality shock

Back 79

job is different from what they expect

Front 80

Developmental Job rotation

Back 80

rotation of job to see which they perform best in

Front 81

Learning Organization

Back 81

creating, acquiring, transferring knowledge and modifying its behavior to reflect new knowledge.

Front 82

Selection

Back 82

The process of choosing among individuals who have been recruited to fill existing or projected job openings.

Front 83

Selection guidelines

Back 83

1) ensuring that selection criteria are based on job description. 2) Adeuqately assessing the applicants ability to meet performance standards or expectations. 3) Carefully looking at info, on applications forms. 4) obtaining written authorization for reference. 5) Saving all records and information that was obtained in each stage of selection process. 6) Rejecting applicants who make false statements on their application forms.

Front 84

Selection Ratio

Back 84

The ratio of the number of applicants hired to the total number of applicants.

Front 85

Multiple-hurdle strategy.

Back 85

An approach to selection involving a series of successive steps or hurdles. Only candidates clearing the hurdle are permitted to move on to the next step.

Front 86

Selection Interview

Back 86

A procedure designed to predict future job performance on the basis of applicant’s oral responses to oral inquires.

Front 87

Unstructured Interview

Back 87

Conversation style

Front 88

Structured Interview

Back 88

set of questions

Front 89

Mixed (semi-structured interview)

Back 89

structured and unstructured

Front 90

Situational Interview

Back 90

job-related questions that focus on how the candidate would behave in a given situation.

Front 91

Behavioural Description Interview (BDI)

Back 91

series of job-related questions that focus on relevant past job-related behaviors.

Front 92

Panel Interview

Back 92

group of interviewers questions the applicant.

Front 93

Interviewing and the law

Back 93

1) cannot ask questions that would violate human rights legislation. 2) treated in same manner. 3) cutting short an interview based on preconceived notions about the gender or race of the “ideal” candidate should also be avoided. 4) tell what the job requires

Front 94

Halo effect

Back 94

a positive initial impression to distort an interviewers rating of a candidate, because subsequent information is judged with a positive bias. ( ex. pleasant smile, firm handshake)

Front 95

Contrast or Candidate-order error

Back 95

order in which applicants are seen can affect how they are treated.

Front 96

Designing an Effective Interview

Back 96

1) develop selection criteria. 2) specify musts and wants and weight the wants. 3) determine assessment strategies and to develop an evaluation form. 4) develop interview questions to be asked of all candidates. 5) develop candidate-specfic questions.

Front 97

Must criteria

Back 97

on paper, needed for job

Front 98

Want criteria

Back 98

not on paper, not needed but desirable

Front 99

Conducting an Effective interview

Back 99

1) planning the interview. 2) Establishing Rapport – candidates fit with job specification. 3) asking questions. 4) Closing the interview 5) Evaluating the Candidate

Front 100

Supervisory Interview

Back 100

1) qualified to assessing the applicant’s job knowledge. 2) best equipped to answer any job-specific questions from candidate. 3) generally has to work closely with the selected individual and must feel comfortable with that person. 4) Selected individual must fit with current members of the hiring department.

Front 101

Statistical Strategy

Back 101

A more objective technique to who the job should be offered to, identifying most valid predictors and weighting them through statistical methods, such as multiple regression.

Front 102

Management Development

Back 102

Any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills.

Front 103

Succession Planning

Back 103

senior-level and critical strategic job openings are planned for and eventually filled. ( establishing strategic direction, identifying core skills, identifying people inside organization)

Front 104

Action learning

Back 104

management trainees are allowed to work full-time, analyzing and solving problems in other departments.

Front 105

Case study method

Back 105

trainee is given written description of a problem, and asked to diagnose and solve.

Front 106

Management game

Back 106

computerized development technique in which teams of managers compete with one another by making decisions regarding realistic but simulated companies.

Front 107

Role- playing

Back 107

trainees act the parts of people in a realistic management situation.

Front 108

Behavior modelling

Back 108

1) modelling- trainee watches film or video tape. 2. Role-playing 3) Social reinforcement- reinforcement of praise and constructive feedback. 4) Transfer of training- apply skills learned on the job.

Front 109

In-house developmental centre

Back 109

company-based method for exposing prospective managers to realistic exercises to develop improved management skills.

Front 110

Making Promotion Decisions

Back 110

1) is seniority or competence the rule ? 2) How is competence measured 3) is the process formal or informal (skills inventories, replacement charts) 4) Vertical, horizontal, or other career path?

Front 111

Background Investigation/ Reference Checking

Back 111

verify accuracy of information provided by candidates on application forms.