Hrm Test #2

Front 1

The costs of a poor hire -
Key direct cost factors:
- Cost to ______
- Cost of ______
- Cost of ______ programs

Back 1

- advertise
- recruiting
- training

Front 2

The costs of a poor hire -
Also indirect costs:
- Lost ______ and missed ______
- ______ customers
- Lower ______
- Lower employee ______
- ______ liability (negligent hiring)

Back 2

- sales, opportunity
- Dissatisfied
- productivity
- morale
- Employment

Front 3

Strategic HRM starts with a basic question:
"What specific HR policies and practices would help meet the company's goals?"
The answer leads to specific behaviors in ______, ______ and ______.

Back 3

Staffing, Development and Compensation

Front 4

Recruiting Policies
- EEO/Affirmative Action:
* Passive non-______
* ______ affirmative action
*AA with ______ hiring
* ______

Back 4

- discrimination
- Pure
- referential
- Quotas

Front 5

Ways To Encourage Affirmative Action:
- Establish contacts in ______ communities
- Make the communication ______ appropriate to the target group
- Use minority persons as ______ and ______-makers

Back 5

- minority
- medium
- interviewers, decision

Front 6

Recruiting Policies:
- Needs to be seen as a "______ activity" with applicant centered recruiting
* Go to where the ______ are
* What do you have to ______ - your brand/benefits/values
* Treat 'em like ______, not something to be processed

Back 6

- sales
* customers
* offer
* customers

Front 7

Recruiting Issues + Policies
- Sources of recruits:
* ______
* ______
* ______: veterans, convicts, handicapped

Back 7

* Within
* External
* Special

Front 8

If innovation is the strategy, think about hiring ______ the company.

Back 8

outside (external)

Front 9

If cost reduction is the strategy, hire from ______.

Back 9

within

Front 10

If quality is the strategy, hire from ______ - commitment & fit with culture.

Back 10

within

Front 11

Recruiting for what:
- ______ (organizational-based) vs. ______
- ______ vs. ______ staffing (temporary workers & independent contractors)

Back 11

- In-house, outsourcing
- Regular, flexible

Front 12

Who recruits (______ vs. ______)

Back 12

line, staff

Front 13

Approach to recruiting
- Honesty (truth = ______, fudge = ______ [meet quota])
- Degree of ______ (realistic job preview)

Back 13

- quality, quantity
- realism

Front 14

Internal Recruiting (ILM):
- Job posting - ______ selection
- ______/______ of present employees
- ______ inventories (organizational databases)
- Career ______ (promotion & transfer)

Back 14

- self
- Family/friends
- Skills
- development

Front 15

External Recruiting:
- ______
- ______
- ______ (Temporary help, public employment agencies, commercial (executive agencies)
- ______ (High schools and Vo/Tech, Colleges/universities (and prof))

Back 15

- Walk-Ins
- Advertising
- Agencies
- Schools

Front 16

External Recruiting - Other:
- ______
- ______ services
- ______ associations
- ______ employees (re-recruiting)
* Stay in touch with them - remember birthdays. Try calling after their first month on a new job (they may have had a very poor orientation)
- ______ involvement and networking
- ______ marketing - signs where people congregate
- ______/ Welcome Wagon
- ______ program
- ______
- ______

Back 16

- Unions
- Military
- Professional
- Former
- Community
- Event
- Realtors
- Intern
- Temporaries
- Customers

Front 17

Eternal Recruiting - E-Recruiting:
- Job ______ (ex: monster.com, hotjobs.com, etc.)
- ______/Career web sites
- ______ web sites

Back 17

- boards
- Professional
- Employer

Front 18

E-Recruiting - Advantages:
- ______ savings
- ______
- ______ pool of applicants

Back 18

- Cost
- Time
- Larger

Front 19

E-Recruiting - Disadvantages:
- ______ pool of applicants
- More ______ applicants
- Non-______ browsers - "testing the waters" but don't really want a job
- ______ gaining information
- ______ not e-savvy - lesson diversity

Back 19

- Huge
- unqualified
- serious
- Competitors
- Minorities

Front 20

Recruiting Issues + Policies:
- ______ of recruits (Within, External, Special)
- Recruiting for ______ (In-house vs. outsourcing; Regular vs. flexible staffing)
- ______ recruits (line vs. staff)
- Approach to recruiting (degree of ______, realistic job previews)
- Recruiting ______ (agencies, schools, job fairs, e-recruiting)
- ______ to communication (company brand?)

Back 20

- Sources
- what
- Who
- honesty
- channels
- Message

Front 21

Hiring - Job Advertisements:
- Even if you write a great job ______, you could still get tripped up when summarizing the job in an advertisement.
- Nuances in an ad can be used as evidence of ______ against applicants of a particular gender, age, or other protected characteristic
- You want to make sure that the words used are ______/______ neutral.

Back 21

- description
- discrimination
- politically/gender

Front 22

Hiring - Job Advertisements:
- Help wanted ads placed by federal contractors must state that all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, or national origin. Ads often express this with the phrase "______" or "EOE"

Back 22

An Equal Opportunity Employer

Front 23

Hiring - Job Advertisements:
- Requiring a high school or college degree may be discriminatory in some job categories. You can avoid problems by stating that an applicant must have a "______ or equivalent ______"

Back 23

degree, experience

Front 24

Hiring - Job Advertisements:
- The best way to write an ad that meets legal requirements is to keep it ______ and ______: Stick to the skills needed and the basic responsibilities the job entails
- Ex:
* "Fifty-unit apartment complex seeks experienced manager with general maintenance skills."
* "Mid-sized manufacturing company has opening for accountant with tax experience to oversee interstate accounts."
* "Cook trainee position available in new vegetarian restaurant. Flexible hours required."

Back 24

short, sweet

Front 25

Hiring - Job Advertisements:
- Some employers who are not federal contractors also use the EOE phrase in their ads; it's a good shorthand way to let potential employees know that you'll give them a fair shake, which can help you attract a more ______ group of applicants.

Back 25

diverse

Front 26

- Hiring smart doesn't mean attracting the most ______; it means attracting a carefully ______ pool of resumes.
- You need a ______ message that captures what it is that sets your company apart.

Back 26

- resumes, targeted
- focused

Front 27

Recruiting Issues + Policies:
- Assessing ______ (cost, quality of hires, timeliness)

Back 27

effectiveness

Front 28

Assessing Recruiting Effectiveness:
- Recruiter ______
- ______/Ads: source yield per image
- Assess ______ (Track individual employees' work results; cost per hire; time lapse: job open; offers per hire)

Back 28

- goals
- Promotion
- hires

Front 29

Is recruiting important?
- The best you can hire can't be any better than the best of those who ______!

Back 29

apply

Front 30

The process of making a "hire" or "no hire" decision regarding each applicant. The process typically involves determining the characteristics required for effective job performance and then measuring applicants on those characteristics, which are typically based on a job analysis.

Back 30

Selecting

Front 31

Everything you do in the hiring process is a ______.

Back 31

test

Front 32

The extent to which the test is a consistent measure is the definition of which selection test?

Back 32

Reliability

Front 33

Selection Tests - Reliability:
- ______ - test-retest - consistency over time (important when measuring a relatively stable trait, ex. intelligence).
- ______ - correlation among evaluations ( ______ OK when applicant is being rated by evaluators who have different perspectives, ex: a manager, a technical specialist, and an HR person).
- ______ - split-half - measures whether a test content is internally consistent (correlation of test items with other test items)

Back 33

- External
- Inter-rater, low
- Internal consistency

Front 34

Measure of Reliability: ______

Back 34

Test-Retest

Front 35

The extent to which the test actually measures what it is intended to measure is the definition of which selection test? It provides evidence for the actions we intend to take (hire, promote, fire, etc.). Three different sources of this evidence.

Back 35

Validity

Front 36

Validity provides evidence for the actions we intend to take (hire, promote, fire, etc.). Three different sources of this evidence:
- ______: measures the construct it is supposed to measure (ex: finger dexterity test for instrument repairer)
- ______: reasonably representative same (from job analysis); Ex: typing test for secretary [enough?]
-______: comparison (concurrent + predictive) of test scores with independent criterion, usually performance (Ex: verbal aptitude test scores correlated with supervisory performance)

Back 36

- Construct
- Content
- Criterion-Related

Front 37

A correlation coefficient of -1.00 means that there is a ______ relationship. The higher one's satisfaction, the ______ his or her intention to quit. As the value of one variable increases the other ______.

Back 37

negative, lower, decreases

Front 38

A correlation coefficient of zero means that there is ______ relationship.

Back 38

no

Front 39

A correlation coefficient of 1.00 means that there is a ______ relationship. As the value of one variable increases, the other ______. The higher one's satisfaction, the ______ his or her intention to remain with the company.

Back 39

positive, increases, higher

Front 40

Relationship of Performance and Test Scores:
- When someone failed the test, but was a good worker, that is a ______ error. The test said they were no good, so they weren't hired and a good one got away. In this case, test [DOES/DOESN'T] predict performance. This is known as a false-negative

Back 40

Type II, doesn't

Front 41

Relationship of Performance and Test Scores:
With a true-positive, test [DOES/DOESN'T] predict performance.

Back 41

does

Front 42

Relationship of Performance and Test Scores:
When a person scored positively on a test, but shouldn't have. The test in this case [DOES/DOESN'T] predict performance. You hired the person but wish you hadn't. This is known as a ______ error and a false-positive.

Back 42

doesn't, Type I

Front 43

Relationship of Performance and Test Scores:
- When a person failed the test & have unsatisfactory job performance, then the test is known as a true-negative. The test [DOES/DOESN'T] predict performance.

Back 43

does

Front 44

______ Errors are the worst.

Back 44

Type I

Front 45

Which is best>
- If you raise standards and as a result there is a decrease in Type I errors but an increase Type II errors
- If you lower standards and as a result there is a decrease in Type II errors buy an increase in Type I errors

Back 45

It all depends on your need for employees.

Front 46

The Multiple Hurdle Selection Approach is also known as ______.

Back 46

Successive Hurdles

Front 47

The Additive Models Selection Approach is also known as ______.

Back 47

Compensatory

Front 48

Whether you use The Multiple Hurdle Selection Approach (successive hurdles) or The Additive Models Selection Approach (compensatory) all depends on ______. If cost reduction, then ______. If quality, then ______. If innovation, then ______.

Back 48

strategy, successive hurdles, compensatory, compensatory

Front 49

With the Additive Models Selection Approach, they try to look at ______ person.

Back 49

whole

Front 50

Selection:
- Application forms: ______ record
* Information must be ______ related
* Question ______ of self-reported information
* ______ Application Blank (WAB) - differential score for various items

Back 50

- historical
* job
* accuracy
* Weighted

Front 51

Selection: Resumes
- Like an ______ blank -> historical record, difference - you decide what info to provide
- You must ______ yourself "The closest you will ever come to perfection is when you write your resume."
- Resumes are being optically scanned for ______ words
- ______ are very efficient for HR processing and distribution.

Back 51

- application
- sell
- key
- E-resumes

Front 52

Selection - Tests (standardized measure of behavior):
- ______ capacity: ability to perform (standing, lifting, eyesight, etc._
- ______: mental capacity to learn
- ______: manner of acting, feeling, or thinking that shows one's disposition toward certain behaviors (honesty, safety, etc.)
- ______: habitual patterns and behavior traits (sociability, relationship style, dominance, etc.)
- ______: computer, driving, cooking, etc.

Back 52

- Physical
- Aptitude
- Attitude
- Personality
- Skills

Front 53

Over 80% of employees fail, not because of ______, but because of ______ (they won't do the job).

Back 53

capability, attitude

Front 54

Hire for ______ - Train for ______.

Back 54

Attitude, Skill

Front 55

Employment Interviews:
- Types:
* ______
* ______
- ______

Back 55

* Unstructured
* Structured
- Behavioral - subset of structured

Front 56

Behavioral Interviews:
- Instead of asking how you would behave, inter-viewer asks you to describe how you ______ behave.
- Interviewer questions and probes . Asks for ______, will not allow you to ______ or ______.
- Interviewer works from a profile of ______ behaviors needed for success on job

Back 56

- did
- details, theorize, generalize
- desired

Front 57

Problems with interviewing:
- Lack of ______
- ______
- ______ error
- ______ tendencies or excessive ______
- Concentrate on ______ error

Back 57

- preparation
- Stereotyping
- Halo
- Central, leniency
- Type I

Front 58

Hr Field:
1. ______ -> outsource
2. ______ -> in-house

Back 58

1. Administrative and transactional work
2. Transformational work

Front 59

International HRM:
- Strategie role: IHRM policies should be congruent with the firm's ______ and its formal and informal ______ and ______.
- This task is complicate by profound differences between countries in labor markets, culture, legal, and economic systems.

Back 59

strategy, structure, controls

Front 60

The major problem within International HRM is to balance:
- ______ - control and coordination from HQ
- ______ - flexibility in policies and practices at the subsidiary level

Back 60

- Integration
- Differentiation

Front 61

Types of Global Assignees:
- ______ hires
- International ______
- ______ expatriates (<1 year)
- ______ expatriates (>1 year)
- ______ transfers (immigration)
- ______ Nationals, ______ Nationals, ______ Nationals

Back 61

- Local
- Commuters
- Short-term
- Long-term
- Permanent
- Parent Country, Host Country, Third Country

Front 62

Types of Global Assignees:
______ - Employees sent from the country in which the organization is headquartered
They're referred to as ______ and follow a(n) ______ staffing approach.

Back 62

Parent Country Nationals (PCNs), expatriates, ethnocentric

Front 63

Types of Global Assignees:
______ - Employees from the local population
They're referred to as ______ and follow a(n) ______ staffing approach.

Back 63

Host Country Nationals (HCNs), local nationals, polycentric

Front 64

Types of Global Assignees:
- ______ - Employees from a country other than where the parent organization's headquarters or operations are located. They follow a ______ staffing approach.

Back 64

Third Country Nationals (TCNs), geocentric

Front 65

Staffing approach:
-______ approach: Key management positions filled by parent-country nationals; Best suited to ______ businesses

Back 65

Ethnocentric, international

Front 66

Staffing approach:
- ______ approach: Host-country nationals manage subsidiaries; Best suited to ______ businesses

Back 66

Polycentric, multidomestic

Front 67

Staffing approach:
- ______ approach: Seek best people, regardless of nationality; Best suited to ______ businesses

Back 67

Geocentric, global

Front 68

Global Staffing - Questions to Consider (strategic)
1. Should ______ or ______ be used to staff a new global operation?
2. Is a uniform workforce planning process effective across ______ and ______?
3. What ______ factors can and cannot be considered in recruiting and selecting new employees?
4. How binding are global ______ agreements?
5. What factors need to be considered if a company has to ______ an overseas location due to economic slowdown?
6. Are there global staffing ______ that are meaningful across countries and cultures?
7. What are the key challenges in ______ global employees?

Back 68

1. local talent, expatriates
2. boundaries, cultures
3. local
4. employment
5. close
6. metrics
7. relocating

Front 69

Selection for International Assignments:
- ______ adaptability:
* ______ ability
* ______ resolution skills
* ______ factors

Back 69

- Cross-cultural
* Language
* Conflict
* Personality

Front 70

Selection for International Assignments - Consider:
- ______ in living overseas - family factors
- ______ concerns
- ______ and ______ issues
* Dual-career couples
* Elderly parents and children at home
* Adjustment to the host country culture and living conditions
* Cross-cultural training

Back 70

- Interest
- Equal Employment Opportunity (EEO)
- Spouse, family

Front 71

The percentage of female expatriates in the U.S. and in other parts of the world is quite ______.

Back 71

low

Front 72

Reasons cited for the low percentage of female expatriates include:
- International career opportunities are often given exclusively to senior male candidates as a result of ______ disparity
- Perception that female expatriates will not be treated with the same amount of respect overseas as compared to their male counterparts

Back 72

gender

Front 73

Some say that the most important ______ occurs when employees start with a firm.

Back 73

training

Front 74

the short-term process of informing new employees about what is expected of them in their new job and helping them cope with the stresses of transition

Back 74

Orientation

Front 75

the long-term process with several phases that helps employees acclimate

Back 75

Socialization

Front 76

Why conduct an orientation?
- Reduces ______ costs
- Reduces ______ and ______
- Reduces ______

Back 76

- start-up
- anxiety, hazing
- turnover

Front 77

Why conduct an orientation?
- Saves time for ______ and ______
- Establishes the link between ______ & ______
- Employee learns ______, ______ and ______ of behavior expected by management

Back 77

- supervisor, coworkers
- effort, results
- values, standards, patterns

Front 78

Employee Orientation - Role of the Human Resources Department:
- How job ______ contributes to organizational success
- ______ of employment
- ______ requirements
- ______ and ______
- ______of the facilities
- Assistance to ______ personnel

Back 78

- performance
- Conditions
- Security
- Pay, benefits
- Tour
- supervisory

Front 79

Employee Orientation - Role of the Supervisor:
- Describes job ______, ______ of work, etc
- Covers basic ______ rules and location of first-aid facilities
- Show workplace ______
- Explains handling of ______, ______leave, etc.
- Advises present employees of new ______
- Introduces new employees to ______ employees

Back 79

- duties, hours
- safety
- facilities
- overtime, sick
- hires
- present

Front 80

Employee Orientation - Role of the Supervisor:

- Maintains close contact with new employee
* is ______
* relieves ______
* stimulates feeling of ______

Back 80

* supportive
* anxiety
* belonging

Front 81

Develop a ______ Plan for new employees:
- The first ______ is the most critical for any employee
* Tend to feel ______ and ______
* Learning new work ______ and ______
* Getting to know ______
* In many organizations, one-third of ______ occur during the first year
- Each new employee may be assigned a “______” or sponsor.
- Supervisors should create opportunities for ______

Back 81

Welcome
- year
* frustrated, isolated
* patterns, procedures
* colleagues
* turnovers
- buddy
- socializing

Front 82

Model of Training System - 3 phases:
1. ______
2. ______
3. ______

Back 82

1. Needs Assessment
2. Development + Implementation
3. Evaluation

Front 83

Needs Assessment:
- Level One: ______ Analysis
* ______ environment – shortage of skilled workers or new technology?
* ______ and ______ of the organization

Back 83

- Organizational
* External
* Strategy, goals

Front 84

Needs Assessment:
- Level Two: ______ Analysis
* What ______ are performed - KSAs
* What ______ and ______ are essential
* What ______ is necessary
* What type of ______leads to learning

Back 84

- Task
* tasks
* behaviors, knowledge
* learning
* instruction

Front 85

Needs Assessment:
- Level Three: ______ Analysis
* Identifying ______ or ______ who are weak or need certain skills

Back 85

- Person
* workers, groups

Front 86

Examples of Sources and Methods for Data Collection for the Needs Assessment Stage of the Model of the Training Process:
Written Sources: Employee files, Job descriptions,
Request for training , Job specifications, Request for a job transfer, Job analysis reports, Reasons mentioned for leaving the organization, Records of missed deadlines, Customer complaints, Accident reports, Performance appraisals, Equipment repair requests, Employee Complaints, Equipment down time reports, Employment tests

Back 86

NOTE

Front 87

Examples of Sources and Methods for Data Collection for the Needs Assessment Stage of the Model of the Training Process:
Employees through what methods:
1. ______ interviews
2. ______ sample tests

Back 87

1. Individual
2. Work

Front 88

Examples of Sources and Methods for Data Collection for the Needs Assessment Stage of the Model of the Training Process:
Customers through what methods:
1. ______ Interviews
2. ______ cards

Back 88

1. Group
2. Comment

Front 89

Examples of Sources and Methods for Data Collection for the Needs Assessment Stage of the Model of the Training Process:

Management Consultants through what methods:
1. ______
2. ______ groups
3. ______
4. Examination of ______ sources
5. Job ______
6. ______ appraisals
7. ______

Back 89

1. Questionnaires
2. Focus
3. Observation
4. written
5. analysis
6. Performance
7. Testing

Front 90

Focus of training:
- ______ – most common, OJT and job aids

Back 90

Skills

Front 91

Focus of training:
- ______ – keep up with changing job demands

Back 91

Retraining

Front 92

Focus of training:
- ______ – makes workers more versatile and flexible, job rotation

Back 92

Cross-functional

Front 93

Focus of training:
- ______ –
* Content tasks relate directly to team goals
* Group processes relate to the way members function as a team

Back 93

Team

Front 94

Focus of training:
- ______ – brainstorming

Back 94

Creativity

Front 95

Focus of training:
- ______ – communication skills

Back 95

Literacy

Front 96

Focus of training:
- ______ - how to respond to differences

Back 96

Diversity

Front 97

Focus of training:
- ______ – clarify policies and help employees apply them

Back 97

Ethics

Front 98

Focus of training:
- ______ – especially front-line service employees

Back 98

Customer Service

Front 99

Training and Development Programs
______ Training:
- Specifically designed program for organization
- Cost per trainee is lower
- Convenient and easy to attend
- Frequently interrupted
- Trainees leave training to attend to problems in the plant
- Makes use of instructors from the company more
- Involved in organizing program and selecting instructors

Back 99

In-House

Front 100

Training and Development Programs
______ Training:
- General concepts for most organizations
- Cost per trainee is high
- Inconvenient and travel adds to cost
- Better concentration
- Trainees cannot attend to problems because they are not at the plant
- Makes use of experts in the content area
- Have to accept what is offered with little input

Back 100

Outside

Front 101

The cost per trainee for in-house training is [lower/higher] than that of outside training.

Back 101

lower

Front 102

Evaluating Training: Top to Bottom
1. ______
2. ______
3. ______
4. ______

Back 102

1. Results
2. Behavior
3. Learning
4. Reaction

Front 103

Evaluating Training at the ______ Level:
- Questions being asked: Is the organization or unit better because of the training?
- Measures: Accidents, Quality, Productivity, Turnover, Morale Costs, Profits

Back 103

Results

Front 104

Evaluating Training at the ______ Level:
- Questions being asked: Are trainees behaving differently on the job after training? Are they using the skills and knowledge they learned in training?
- Measures: Performance appraisal by superior, peer, client, subordinate

Back 104

Behavior

Front 105

Evaluating Training at the ______ Level:
- Questions being asked: To what extent do trainees have greater knowledge or skills after the training program than they did before?
- Measures: Written test, Performance tests, Graded simulations

Back 105

Learning

Front 106

Evaluating Training at the ______ Level:
- Questions being asked: Did the trainees like the program, the trainers, the facilities? Do they think the course was useful? What improvements can they suggest?
- Measures: Questionnaires

Back 106

Reaction

Front 107

Is the training worthwhile? Ways to evaluate: How to determine if training expenditures are worthwhile?
- Levels of evaluation: ______, ______ (post; pre+post; pre+post with control group), ______, and/or ______.

Back 107

reaction, learning, behavior, results

Front 108

Is the training worthwhile? Ways to evaluate: How to determine if training expenditures are worthwhile?
- Cost-benefit analysis:
* Benefits – increased ______ and ______; reduced ______ and ______; new ______

Back 108

- productivity, quality; errors, turnover; capabilities

Front 109

Is the training worthwhile? Ways to evaluate: How to determine if training expenditures are worthwhile?
* Costs – trainer______; ______, ______, ______ + ______costs; lost ______
- Cost-benefit analysis:

Back 109

- salaries; equipment, material, facility + transportation; productvity

Front 110

Is the training worthwhile?
- ______ to other organizations or ASTD data

Back 110

Benchmark

Front 111

TRAINING AS A REQUIREMENT - will ______ or educational preparation be used as the entry requirement for a position or for a promotion?
* Criterion-related ______ exists if persons with training perform better than those without.

Back 111

training
* validity

Front 112

DECISION BASED ON TRAINING OUTCOMES - if used for personnel decisions (pay raises, separation, etc.), then training result is a ______.

Back 112

test

Front 113

THE TRAINING PROCESS - ______ and ______ may cause ______ impact (equipment used, training materials biased)

Back 113

content, procedures, adverse

Front 114

SELECTION FOR TRAINING - ______ exists when entry into training is biased (tests, application procedure, etc.)

Back 114

discrimination

Front 115

Training meets the court’s “good faith” effort standard:
- In ______ (1999) the US Supreme Court ruled that:
Part 1 - An individual who is successful in a job discrimination lawsuit may collect punitive damages if s/he shows that the discrimination was intentional and the employer acted with “malice or reckless indifference” to the employee’s rights.
Part 2 – The plaintiff cannot collect punitive damages from the employer if the manager’s actions “are contrary to the employer’s good-faith efforts to comply with Title VII.”

Back 115

Kolstad v. American Dental Association (1999)

Front 116

The key for employers to satisfy the Court’s good-faith effort standard rests on an employer implementing a quality ______ program:
* “The extent to which an employer has adopted anti-discrimination policies and educated its employees…is important in deciding whether it is insulated from punitive liability.”

Back 116

training

Front 117

______ meets the court’s “good faith” effort standard

Back 117

Training

Front 118

Training must:
- Focus on preventing harassment against all ______ groups
- Be provided to all new ______, especially new supervisors
- Be ______.

Back 118

- protected
- employees
- effective

Front 119

Employers should (training, "good faith" effort)
- Make sure ______ trainers deliver the training (if you outsource the training, check references)
- Monitor the ______ of the training
- Assure ______ – new employees and annually thereafter

Back 119

- competent
- effectiveness
- timing

Front 120

Culture Shock – is an insufficient adjustment to a host culture. It’s the cumulative effect of being exposed to unfamiliar cues in a host country and ______ are a Shared Responsibility

Back 120

Training, Development

Front 121

______ is an insufficient adjustment to a host culture. It’s the cumulative effect of being exposed to unfamiliar cues in a host country

Back 121

Culture Shock

Front 122

Culture Shock is a major contributor to:
- Premature ______ from the global assignment
- Reduced ______ while on assignment

Back 122

- return
- performance

Front 123

______ and ______ can help to reduce the effects of culture shock.

Back 123

Orientation, training

Front 124

What Influences the Adjustment Process? {Expatriate Orientation}
- Selecting candidates who have a track record of having worked successfully in the ______ of the assignment
- Global assignees’ ______
- Rigorous ______ training can assist the global assignee develop realistic expectations of the new host culture

Back 124

- culture
- personalities
- cross-cultural

Front 125

Expatriate Orientation:
A good orientation might include:
- ______ overseas living - a pre-visit to the new site
- ______ training about the host country
* Intercultural ______ skills
* Area studies and ______ learning strategies
* ______ shock management and ______ adjustment

Back 125

- Trial
- Pre-departure
* business
* language
* Culture, lifestyle

Front 126

Expatriate Orientation:
A good orientation might include:
* Host country daily ______ issues, including local customs and etiquette
* Local ______, safety, health, and security
* Meetings with ______ who have recently returned home from the location to which the IA is moving
- ______ adjustment - local sponsorship and assistance for arrival and orientation to the new locale and assignment

Back 126

* living
* laws
* repatriates
- Post-arrival

Front 127

Orientation
- Provide a ______ , organized by date, of what the employee should consider doing:
* when ______ the home country
* when ______ in the host country
* when ______ the host country - repatriation planning

Back 127

- checklist
* leaving
* arriving
* leaving

Front 128

Ways to Improve the International Experience:
- Offer ______-type services to help expatriates set up their households
* ______ plans (spouse and children) – help with spouse employment
* ______ arrangements (hotel accommodations)
* ______ links (web-based contacts)
* ______ and ______ prevention workshops (antiterrorist training)
* Procedures for obtaining ______ help (food and water precautions)

Back 128

- concierge
* Family
* Travel
* Communication
* Safety, crime
* medical

Front 129

Ways to Improve the International Experience:
- Provide opportunities for employees and their families to build ______ networks
- Offer flexible, ______ -style benefits
* expatriates can tailor the benefits to their ______ needs

Back 129

- social
- cafeteria
* individual

Front 130

Organizational Challenges in Career Development:
- Who will be ______? Although ______ are ultimately responsible for meeting task needs, many have concluded that ______ must take an active role in planning and implementing the own personal development plans.

Back 130

responsible, organizations, employees

Front 131

Organizational Challenges in Career Development:
- How much ______ is appropriate? Employees with an extreme careerist orientation can become more concerned about their ______ than their ______.

Back 131

emphasis, image, performance

Front 132

Organizational Challenges in Career Development:
- How will the needs of a talented and ______ workforce be met? Companies need to break down the ______ to advancement that some employees may face. Beware of:
* Word-of-mouth recruitment
*Failure to prepare managers to handle EEO requirements
* Lack of equal mentoring

Back 132

diverse, barriers

Front 133

Organizational Career Development :
- Some of the tools traditionally used in the selection process are also valuable for career development: ______ centers, ______ testing, ______ appraisal, and ______ forecasts

Back 133

assessment, psychological, performance, promotability

Front 134

decisions made by managers regarding the advancement potential of their subordinates

Back 134

promotability forecasts

Front 135

Organizational Career Development:
- Identify people who appear to have great ______.
- Give them ______ experiences.
- ______ planning - examining development needs to support the organization's strategic plans
- When succession planning is done informally (managers plan for their own replacements_, it can often lead to ______ against women and minorities.

Back 135

- potential
- developmental
- Succession
- discrimination

Front 136

If you can't motivate, problem employees will become ______ .

Back 136

deadwood

Front 137

high performers that have the potential to move onto bigger & better things (fast track)

Back 137

stars

Front 138

high performers that don'e have much of a future, but you want to take care of good people

Back 138

workhorses

Front 139

employees that don't get it right or get it at all, but have potential

Back 139

Problem employees

Front 140

Stages of career development:
- Preparation for work ->______ previews
- Organizational entry -> ______ programs
- Early career -> ______ /______ rotation
- Middle career -> ______/______ rotation/______
- Late career -> Being a ______

Back 140

- realistic
- orientation
- training/job
- training/job/mentoring
- mentor

Front 141

Managing a career at the ______ level is like driving on a busy highway. Many decisions, taken in real time, affect where you’ll end up. Clues are available from the behavior of other drivers, lane markings and road signs.

Back 141

individual

Front 142

Managing a career at the ______ level is the highway controller’s problem. It involves designing the road system, signage, speed limits, and policing.

Back 142

organizational

Front 143

Jungle Gym analogy
- Each work role in the company represents a ______ on the jungle gym, and managers make their careers by scrambling over the ______ (i.e. moving between positions).
- Managers can move only to a ______ rung, so that one vacancy can trigger off a whole series of other moves.
- Careers in one company can be different from careers in another company (three types).

Back 143

- rung, frame
- vacant

Front 144

Command-Centered Jungle Gym:
- Typical of ______ chains or ______ in which there are a great many similar jobs.
- Careers consist of moving between a series of similar ______ posts – commands – that differ mainly in the size of their responsibilities and prestige.
- ______ to higher ranks necessitates moves through specific units that are seen as providing significant broadening experience.

Back 144

- retail, banks
- managerial
- Promotion

Front 145

Constructional Jungle Gym:
- Typical of a large ______ products multinational with varied subsidiaries throughout the world.
- Careers are viewed as if they are constructed from a variety of different components, called ______.
- Managers enhance themselves by collecting as many types of experiences as they can, working in many parts of the ______ and many different types of jobs as possible.
- Don’t want to get “stuck” in one ______ – need to become a generalist.
- Measure ______ on the basis of how fast the move, how many jumps they have made, and how big the jumps were.

Back 145

- consumer
- experiences
- organization
- specialty
- progress

Front 146

Evolutionary Jungle Gym:
- Diversified ______ firm.
- Managers get involved in something new to the firm that they make their own ______. Esteem grows as the venture grows.
- ______ of the venture drives career. Must be able to jump when business runs out of steam.

Back 146

- electronics
- venture
- Lifecycle

Front 147

Jungle Gyms and Strategies:
- The career jungle gym is a product of the firm’s business ______ and its ______ .
- Because it defines career paths in a certain way, it tends to produce managers with particular ______ , ______ and ______ who are more competent in certain strategies than others.
- Career jungle gyms are surprisingly ______ . Managerial careers are exercises in deferred ______ : a manager works hard today for ultimate reward at an indeterminate time in the future.
- A firm’s jungle gyms are ______ -level phenomena, and are far from easy to see.

Back 147

- strategy, structure
- competencies, experiences, interests
- durable, gratification
- organizational

Front 148

Jungle Gyms and Strategies:
- ______ -Centered and ______ [Quality]: defender does one thing well and, over time, gets better at doing it.

Back 148

- Command, Defender

Front 149

Jungle Gyms and Strategies:
- ______ and ______ [Cost reduction]: not a prime mover, but comes in when business is settled, and analyzes and improves until it becomes one of the lowest-cost producers. Managers must understand the various functions of the business and how they are interrelated. Requires generalists with broad knowledge of how pieces fit.

Back 149

- Constructional, Analyser

Front 150

Jungle Gyms and Strategies:
- ______ and ______ [Innovation]: main characteristics include inventiveness, flexibility and nimbleness.

Back 150

Evolutionary, Prospector

Front 151

Glass ceiling:
- Women and men receive different ______ experiences during their careers
* Women’s assignments less ______, involve less risk and breadth of responsibility
* Relatively ‘______’ staff jobs, lack of job rotation
- Women receive less ______
- Women less likely to have a ______
- Women less likely to have an ______ assignment

Back 151

- developmental
* visible
*'dead-end'
- training
- mentor
- overseas

Front 152

Career issues in whether or not to accept a global assignment:
•How well does this assignment fit with ______ career goals?
•What kind of personal ______ and ______ will result?
- assignment will make the individual more marketable to any company that needs globally competent managers and executives
•What are the career, family, financial, and personal ______ and ______ associated with this global assignment?
•Other, less risky “______ ” to a long-term international assignment
- ______ international assignments (usually < one year)
- ______ assignments (field trips)

Back 152

- long-term
- development, challenges
- risks, benefits
- "alternatives"
- short-term
- traveling

Front 153

The #1 thing that leads to failure of expatriate managers

Back 153

Family issues

Front 154

Trends in Career Planning:
- More emphasis on ______ -directed careers - employees must get involved
- ______ coming earlier - flatter organization = shorter ladder
- More honest ______ -assessment - decide what employee and family really want
- More ______ of job moves & promotions - say no to changes
- More ______ by choice - staying with satisfying jobs
- More ______ -career planning - more than just one job at stake

Back 154

- self
- Midcareer
- self
- rejection
- plateauing
- two

Front 155

Trends In Career Management:
- Strategic H.R. ______ - link organization HRM strategy to business goals and objectives
- ______ planning - planning for executive replacement
- Training managers in career ______ & ______ skills - must have effective counseling at all levels
- ______ career paths - alternatives to promotion: lateral moves, temporary assignments, early retirement
- New ______ movement systems - section responsible for overseeing careers
- Legitimation of ______ & ______ movement

Back 155

- Planning
- Succession
- coaching, counseling
- Alternative
- H.R.
- exit, downward

Front 156

If you want to compete in today’s world marketplace, you’d better be ready to run fast, too.”
- What this means to YOU:
* Be ready to run harder and faster to get your share, it won’t be ______ to you.
* Expect to be a life-long ______
* Competition in the flat world will be more ______ and more intense
* Be ______ , a Swiss-Army knife

Back 156

* handed
* learner
* equal
* versatile

Front 157

Developmental uses of Performance Evaluation:
- ______ setting
- Reinforcing and sustaining ______ - feedback
- Basis for ______ for ______

Back 157

- Goal
- performance
- selection, training

Front 158

Administrative Uses of Performance Evaluation:
- Basis for ______, ______ and ______ decisions
- Diagnose ______ and ______ needs
- Evaluate ______ of training and development
- Criterion to assess ______ of selection devices
- ______ mechanism – provides consistency between strategy and job behavior

Back 158

- rewards, promotion, separation
- training, development
- success
- validity
- Control

Front 159

Performance appraisal includes: ______ , ______ and ______

Back 159

Identification, Measurement, Management

Front 160

______ is determining what areas of work a manager should be examining when measuring performance. Rational and legally defensible identification requires a measurement system based on job analysis.

Back 160

Identification

Front 161

______ : entails making managerial judgments of how “good” or “bad” employee performance was.

Back 161

Measurement

Front 162

______ is the goal of any appraisal system. More than just noting what a worker does, it must also look to what a worker can do to achieve organizational and personal goals. Feedback and coaching.

Back 162

Management

Front 163

Identification: What Types of Performance to Measure?
- ______ -based systems assess abilities or other personal characteristics (e.g. pleasant personality)
- ______ -based systems measure the extent to which an employee engages in certain behaviors on the job (e.g. contribution to team success)
- ______ -based systems measure the organizational results of employees’ behavior (e.g. job completion, financial results, etc.)

Back 163

- Trait
- Behavior
- Results

Front 164

Graphic Rating Scale and checklists are ______ rating methods.

Back 164

category

Front 165

Ranking and forced distribution are ______ methods of assessing performance.

Back 165

comparative

Front 166

Behavioral rating approaches, Management by Objectives (MBO) are ______ methods of assessing performance.

Back 166

behavioral/objective

Front 167

Critical incident, essay, and field reviews are ______ methods of assessing performance.

Back 167

narrative

Front 168

Category Rating Methods
- Graphic Rating Scales - Checklist Forced Choice
Pros
1. Less ______ -consuming and ______ to develop
2. ______ results facilitate comparison across individuals
3. Forces appraiser to consider several ______ dimensions
Cons
1. Affords no control over rater ______

Back 168

1. time, costly
2. Quantitative
3. performance

1. errors

Front 169

Comparative Methods Ranking Paired Comparison - Forced Distribution:
Pros
1. Effective with a ______ number of ratees.
2. ______ comparison method is helpful in making personnel decisions.
3. Control ______ -harshness and central ______ errors.
Cons
1. ______ .
2. Difficult to ______ between employees in the middle.
3. Unwieldy when ranking ______ employees

Back 169

1. small
2. Paired
3. leniency, tendency

1. Unidimensional
2. discriminate
3. many

Front 170

Narrative Methods Critical Incident - Essay:
Pros
1. Provides detailed ______.
2. Can identify employee’s ______ aspects.
Cons
1. Very ______/difficult to make comparisons across individuals.
2. Can be unduly influenced by appraiser’s ______ ability.

Back 170

1. feedback
2. unique

1. unstructured
2. writing

Front 171

Special Methods Behaviorally Anchored Rating Scales - Management by Objectives :
Pros
1. Forces rater to think in terms of job ______.
2. Incorporates importance of job ______ into appraisal.
Cons
1. ______, ______-consuming, and difficult to develop.

Back 171

1. behavior
2. dimensions

1. Costly, time

Front 172

Challenges to Effective Performance Measurement – five challenges:
- Rater ______ and ______
- The influence of ______
- Organizational ______
- Focus on ______ or ______
- ______ issues

Back 172

- errors, bias
- liking
- politics
- individual, group
- Legal

Front 173

RATER CHARACTERISTICS:
- Females lenient toward ______, not ______
- ______ raters (and low self-confidence) less lenient
- Increased ______ distance leads to more critical ratings

Back 173

- males, females
- Younger
- psychological

Front 174

RATEE CHARACTERISTICS:
- ______ in position stereotyped as ______ position are rated lower
- Ratings more accurate when good ______, but given more ______ when unfavorable performance

Back 174

- Females, male
- performance, weight

Front 175

METHODS
- ______ : Zero sum, thus poor motivation. Best for making comparisons (e.g. for promotion)
- Rating ______ : best for development
- ______ : motivates superior performance. Best when hard to compare individuals.

Back 175

- Comparative
- scales
- M.B.O.

Front 176

RATING PROCESS
- Rater ______ reduces rater errors, Stress performance requirements
- ______ evaluations more accurate, but do not ______

Back 176

- training
- Secret, motivate

Front 177

WHAT IS EVALUATED: Performance vs. Person?
- Criteria: should come from ______
- Criteria: depend on ______ (performance vs potential)
- Multiple criteria: ______ and ______
- Criteria ______?

Back 177

- job
- purpose
- activities, results
- weights

Front 178

WHEN AND HOW OFTEN TO EVALUATE:
- When: ______, ______of cycle
How often: ______ , ______ -annually

Back 178

- frequent, end
- annually, semi

Front 179

WHO EVALUATES:
- ______ : knows performance
- ______ : offsetting biases, additional information
- ______ : must be trust and non-competitive
- ______ Review: by HRM Office
- ______ evaluation: input from ratee
- ______
- Multiple Appraiser - ______ degrees

Back 179

- Supervisor
- Committee
- Peers
- Field
- Self
- Combination
- 360

Front 180

INDIVIDUAL OR GROUP FOCUS – managers need to consider team performance appraisal at two levels:
(1) ______ contribution to team performance
(2) performance of the team as a ______
- Outcome measures may need to be complimented with measures of process. Achieving a result is important, but so, too, is interpersonal relations.
- Measures must reflect criteria that the team can influence

Back 180

(1) Individual
(2) unit

Front 181

What case said that performance appraisal is considered a ‘test’ and must be validated?

Back 181

Brito v. Zia Co. 1973

Front 182

Legal Issues with Performance Assessment:
- Should be ______ related: based on job analysis.
- Should be ______ and ______- not based on subjective supervisory ratings.
- Should use ______ supervisors who have substantial contact.
- Should use more than ______ appraiser.
- In practice, courts have used less stringent criteria: they simply want to determine if ______ occurred (i.e. are similarly employed individuals treated differently?)
- Should provide subordinates with honest, accurate and fair ______, then make decisions consistent with this feedback.

Back 182

- job
- objective, standardized
- trained
- one
- discrimination
- feedback
- discrimination

Front 183

Performance Management for international assignees and foreign managers
Issues affecting expatriate performance:
- ______: roles may be defined in one country, but performed in another
- If a PCN identifies too closely with host subsidiary concerns, he or she may be recalled
- Role ______ and role ______ are important elements in expatriate job satisfaction and task performance
- If it takes ______ months to adjust to the new environment, when should an appraisal be done?
- Should HR provide a numerical “______ factor” to adjust each dimension or the total appraisal score?

Back 183

- Expectations
- conflict, autonomy
- 3-6
- difficulty

Front 184

Who should do the evaluation?
- ______- country managers- may not be able to take contextual criteria into account, but can put expatriate performance in a broader organizational context
- ______-country managers- can take contextual criteria into account, but may have culturally-bound biases and can’t put expatriate performance into a broader organizational context

Back 184

- Parent
- Host