Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
130 Cards in this Set
- Front
- Back
|
Training |
Formal and informal activities to improve competencies relevant to an employee's or workgroup's current job |
|
|
Development |
Focuses on developing competencies that an employee or workgroup is expected to need in the future |
|
|
Five Steps to Effective Training |
1. Conduct a needs assessment to identify what needs to be accomplished 2. Develop learning objectives that identify desired learning outcomes 3. Design the training program 4. Implement the training 5. Evaluate the training |
|
|
Needs Assessment |
The process of identifying any gaps between what exists and what is needed in the future in terms of employee performance, competencies, and behaviors |
|
|
Three Levels of Needs Assessment |
1. Organization analysis 2. Task analysis 3. Person analysis |
|
|
Organizational Needs Analysis |
Identifies where in the organization development or improvement opportunities exist |
|
|
Organizational level needs analysis information can be collected from.. |
Strategic plans Performance appraisals Customer surveys Employee surveys Restructuring plans Efficiency measures |
|
|
Task Needs Analysis |
Focuses on identifying which jobs, competencies, abilities, behaviors, etc. the training effort should focus on |
|
|
Resources used in conducting a task analysis |
Job or competency analysis Observation Performance appraisals Quality control analysis |
|
|
Person Needs Analysis |
Evaluates how individual employees are doing in the training area and determines who needs what type of training |
|
|
Person level needs analysis information can be collected from |
Performance appraisals Customer surveys Individual assessments Performance issues Skill inventories |
|
|
Learning Objectives |
Identify desired learning outcomes |
|
|
Three types of learning objectives |
Cognitive Affective Psychomotor |
|
|
Lifelong Learning |
A formal commitment to ensuring that employees have and develop the skills they need to be effective in their jobs today and in the future |
|
|
Aptitude-Treatment Interaction |
The concept that some training strategies are more or less effective depending on a learner's particular abilities, personality traits, and other characteristics |
|
|
Learning Style |
How people differ in how we process information when problem solving or learning |
|
|
Sensory Modality |
A system that interacts with the environment through one of the basic senses |
|
|
Types of sensory modalities |
Visual (learning by seeing) Auditory (hearing) Tactile (touching) Kinesthetic (doing) |
|
|
Training Evaluation |
Systematically collecting the information necessary to make effective decisions about adopting, improving, valuing, and continuing an instructional activity or set of activities |
|
|
Training evaluation typically includes.. |
Participant reactions Learning assessments Training transfer back to the job |
|
|
Kirkpatrick's four levels of training and learning evaluation |
Reaction Learning Behavior Results |
|
|
Training Transfer |
Effectively using what is learning in training back on the job |
|
|
Closed Skills |
Skills performed similarly or exactly like they are taught in training |
|
|
Open Skills |
Sets of principles that can be applied in many different ways |
|
|
Self-Management Strategies |
Efforts to control one's motivation, emotions, and decision making to enhance the application of learned capabilities to the job |
|
|
Reinforcers |
Anything that makes a behavior more likely to happen again |
|
|
Four types of reinforcers |
Positive reinforcement Negative reinforcement Punishment Extinction |
|
|
Orientation |
Training activities to help new hires fir in as organizational members |
|
|
Socialization |
A long-term process of planned and unplanned, formal and informal activities and experiences through which an individual acquires the attitudes, behaviors, and knowledge needed to successfully participate as an organizational member |
|
|
Three phases of socialization |
Anticipatory socialization Encounter Settling in |
|
|
Collective socialization |
Newcomers go through a common set of experiences as a group |
|
|
Individual socialization |
Newcomers are socialized individually as in an apprenticeship |
|
|
Formal socialization |
Structured socialization using specifically designed activities and materials away from the work setting |
|
|
Informal socialization |
Unstructured, on-the-job socialization done by coworkers |
|
|
Sequential socialization |
The degree to which socialization follows a specific sequence of steps |
|
|
Random socialization |
Socialization steps are ambiguous or changing |
|
|
Fixed socialization |
New hires are informed in advance when their probationary status will end |
|
|
Variable socialization |
Employees do not know when to expect to pass to a different status level, and the timeline may be different across employees |
|
|
Tournament socialization |
Each stage of socialization is an "elimination round" and a new hire is out of the organization if he or she fails to pass |
|
|
Contest socialization |
Each socialization stage is a "contest" in which one builds up a performance record |
|
|
Serial socialization |
Accessible and supportive organizational members serve as role models and mentors |
|
|
Disjunctive socialization |
Newcomers are left alone to develop their own interpretations of the organization and situations they observe |
|
|
Investiture socialization |
Builds newcomers' self-confidence and reflects senior employees' valuing or newcomers' knowledge and personal characteristics |
|
|
Divestiture socialization |
Tries to deny and strip away certain personal characteristics |
|
|
Learning agility |
The ability to learn from experiences and to apply that knowledge to new and different situations |
|
|
Motivation to transfer |
The intention and willingness to transfer any knowledge acquired in a training or development activity back to the work context |
|
|
Self-regulation |
Processes enabling an individual to guide his/her goal-directed activities over time |
|
|
Performance management |
Directs and motivates employees, work groups, and business units to accomplish organizational goals by linking past performance with future needs, setting specific goals for future behavior and performance, providing feedback, and identifying and removing performance obstacles |
|
|
Performance management focuses on.. |
The organization as a whole Organizational subunits Work teams or groups Work processes Projects |
|
|
Benefits of performance management |
1. Aligns organizational goals with individual goals and organizational processes 2. Gives employees clear goals and feedback 3. Generates useful date |
|
|
Balanced scorecard |
A performance measurement system that translates the organization's strategy into financial, business process, learning and growth, and customer outcomes |
|
|
The balanced scorecard focuses on balancing |
1. Internal and external measures 2. Performance results and the drivers of future results 3. Objective and subjective performance measures |
|
|
Four factors that are included for each of the four balanced scorecard perspectives |
Objectives Measures Targets Initiatives |
|
|
Results |
The specific subgoals for each unit that will be the focus of the performance management process |
|
|
SMART |
Specific Measurable Achievable Relevant Time-bound |
|
|
Standards |
Specifies the level of results considered acceptable |
|
|
Multi-source assessments |
Performance feedback from the employee's supervisor as well as other sources who are familiar with an employee's job performance |
|
|
Task acquaintance |
The amount and type of work contact an evaluator has with the person being assessed |
|
|
Upward reviews |
The target employee is reviewed by one of more subordinates |
|
|
Performance rating method |
Compares employee performance to a set of standards to identify a number or letter rating that represents the employee's performance level |
|
|
Essay appraisal method |
The assessor writes a brief essay providing an assessment of the strengths, weaknesses, and potential of the target employee |
|
|
Critical incident appraisal method |
An assessor discusses specific examples of the target employee's positive and negative behaviors with the employee |
|
|
Graphic rating scale |
Uses ratings of unsatisfactory, average, above average, and outstanding to evaluate either work quality or personal traits |
|
|
Behaviorally anchored rating scales |
Uses a set or behavioral statements relating to qualities important for performance |
|
|
Behavioral observation scales |
Measure the frequency of desired behaviors |
|
|
Forced-choice rating method |
Forces the assessor to choose the statement that best fits the target employee from a provided set of statements that are scored and weighted in advance |
|
|
Checklist method |
The assessor uses a checklist of pre-scaled descriptions of behavior to evaluate the employee |
|
|
Work standards |
Comparing an employee's performance to output targets that reflect different levels of performance |
|
|
Management by objectives |
The rater evaluates the target employee against mutually set goals |
|
|
Performance ranking methods |
Compares employees to each other in some way |
|
|
Forced ranking method |
Employees are ranked in order of best to worst performance |
|
|
Paired comparison method |
Every employee in a work group is compared to the other group members |
|
|
Forced distribution method |
The rater distributes performance ratings into a pre-specified performance distribution |
|
|
Continuous performance appraisal |
An ongoing performance appraisal process that involves the employee in evaluating his or her performance and setting performance goals, and provides continuous coaching and feedback |
|
|
Performance improvement plan |
A tool to monitor and measure an employee's deficient work products, processes, and/or behaviors to improve performance or modify behavior |
|
|
Progressive discipline |
Using increasingly severe measures when an employee fails to correct a deficiency after being given a reasonable opportunity to do so |
|
|
Typical progressive discipline steps |
1. Counseling 2. Written warning 3. Suspension without pay 4. Termination |
|
|
Performance plan |
Describes desired goals and results, how results will be measured and weighted, and what standards will be used to evaluate results |
|
|
Accountability |
An individual is expected to provide a regular accounting to a superior about the results of what she or he is doing and will be held responsible for the outcome |
|
|
Contrast effect |
Over- or under- rating someone based on a comparison with someone else |
|
|
First impression bias |
Initial judgements influence later assessments |
|
|
Recency effect |
Allowing recent events and performance to have a disproportionately large influence on the rating |
|
|
High potential error |
Confusing potential with performance |
|
|
Halo effect |
Letting one negative factor influence assessments of other areas of behavior or performance |
|
|
Similar-to-me effect |
Giving high ratings to someone because she or he is perceived as being similar to the rater |
|
|
Leniency error |
All employees are given high ratings regardless of performance |
|
|
Central tendency |
Rating all employees in the middle of the scale regardless of performance |
|
|
Stereotype |
Believing that everyone in a particular group shares certain characteristics or abilities or will behave in the same way |
|
|
Opportunity bias |
Ignoring factors beyond the employee's control that influences his or her performance |
|
|
Direct financial compensation |
Compensation received in the form of salary, wages, commissions, stock options, or bonuses |
|
|
Indirect financial compensation |
All the tangible and financially valued rewards that are not included in direct compensation, including free meals, vacation time, and health insurance |
|
|
Nonfinancial compensation |
Rewards and incentives given to employees that are not financial in nature |
|
|
Base pay |
Reflects the size and scope of an employee's responsibilities |
|
|
Severance pay |
Given to employees upon termination of their employment |
|
|
Total rewards |
Everything an employee perceives to be of value that results from the employment relationship |
|
|
Examples of total rewards |
Financial and nonfinancial compensation Benefits The physical work environment Organizational culture |
|
|
Goal of a strategic compensation system |
1. Attract and retain qualified employees 2. Reflect the relative value of each job 3. Be externally competitive and internally consistent and fair |
|
|
Fixed pay |
Pays employees a set amount regardless of performance |
|
|
Variable pay |
Bases some or all of an employee's compensation on employee, team, or organizational performance |
|
|
Pay structure |
The array of pay rates for different work or skills within a single organization |
|
|
Pay mix |
The relative emphasis given different compensation components |
|
|
Pay follower |
An organization that pays its front-line employees as little as possible |
|
|
Resource dependence theory |
Proposition that organizational decisions are influenced by both internal and external agents who control critical resources |
|
|
Wage differentials |
Differences in wage between various workers, groups of workers, or workers within a career field |
|
|
Labor market |
All of the potential employees located within a geographic area from which the organization might be able to hire |
|
|
Cost of living allowances |
Clauses in union contracts that automatically increase wages based on the US Bureau of Labor Statistics' cost of living index |
|
|
Market pricing |
Uses external sources of information about how others are compensating a certain position to assign value to a company's similar job |
|
|
Compensation surveys |
Surveys of other organizations conducted to learn what they are paying for specific jobs or job classes |
|
|
Benchmark jobs |
Jobs that tend to exist across departments and across diverse organizations, allowing them to be used as a basis for compensation comparisons |
|
|
Ranking method |
Subjectively compares jobs to each other based on their overall worth to the organization |
|
|
Job classification method |
Subjectively classifies jobs into an existing hierarchy of grades or categories |
|
|
Point factor method |
Uses a set of compensable factors to determine a job's value |
|
|
Compensable factor |
Any characteristic used to provide a basis for judging a job's value |
|
|
Categories of compensable factors |
Skill, responsibilities, efforts, working conditions |
|
|
Hay Group Guide Chart-Profile Method |
A point-factor system is used to produce both a profile and a point score for each position |
|
|
The Hay Group method analyzes jobs based on.. |
Know-how, problem solving, accountability, working conditions |
|
|
Position Analysis Questionnaire |
A structured job evaluation questionnaire that is statistically analyzed to calculate pay rates based on how the labor market is valuing worker characteristics |
|
|
Job pricing |
The generation of salary structures and pay levels for each job based on the job evaluation data |
|
|
Pay grade/Pay scale |
The range of possible pay for a group of jobs |
|
|
Broadbanding |
Using very wide pay grades to increase pay flexibility |
|
|
Internal equity |
When employees perceive their pay to be fair relative to the pay of other jobs in the organization |
|
|
Employee equity |
The perceived fairness of the relative pay between employees performing similar jobs for the same organization |
|
|
External equity |
When an organization's employees believe that their pay is fair when compared to what other employers pay their employees who perform similar jobs |
|
|
Comparable worth |
If two jobs have equal difficulty requirements, the pay should be the same, regardless of who fills them |
|
|
Wage rate compression |
Starting salaries for new hires exceed the salaries paid to experienced employees |
|
|
Golden parachute |
Lucrative benefits given to executives in the event the company is taken over |
|
|
Fair Labor Standards Act (FLSA) |
A federal law that sets standards for minimum wages, overtime pay, and equal pay for men and women performing the same jobs |
|
|
Exempt employees |
Employees who meet one of the FLSA exemption tests, are paid on a fixed salary basis, and are not entitled to overtime |
|
|
Non-exempt employees |
Employees who do not meet any one of the FLSA exemption tests and are paid on an hourly basis and covered by wage and hour laws regarding minimum wage, overtime pay, and hours worked |
|
|
Workers' compensation |
A type of insurance that replaces wages and medical benefits for employees injured on the job in exchange for relinquishing the employee's right to sue the employer for negligence |
