Human Resources Development 18%

Front 1

Difference between training and education

Back 1

Training teaches a specific skill, education is general and touches many topics

Front 2

Explicit knowledge

Back 2

Knowledge that can be formalized, codified, and communicated. IE manuals, formulas

Front 3

Tacit knowledge

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Personal knowledge based on individual experience and is much more difficult to explain. IE group norms and cultural values

Front 4

Top Five skills for new employees to be successful

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Professionalism, teamwork, oral communicating, ethics and social responsibility, reading comprehension.

Front 5

Functionally illiterate

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Those who can't read or write well enough to function in society

Front 6

Prose literacy

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Ability to search and use information from continuous texts such as news articles

Front 7

Document literacy

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Ability to search and use information from maps, train schedule, application etc

Front 8

Quantitative literacy

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Ability to perform computations with numbers such as balancing a checkbook

Front 9

Benefits of training

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Improved production, reduced learning time to reach performance standards, more favorable attitudes and loyalty, Dartford satisfies hr planning requirements, reduces accidents, helps employees develop and advance, and helps organizations respond to market changes

Front 10

Systems approach to training

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An analysis of training and how it interacts with other organizational activities

Front 11

Interaction between training and development and other hr functions chart

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Front 12

What to consider when developing a training program

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Why should you have one, what types should you have, who will be trained, who will supply it, how will it be evaluated, what incentives will motivate the trainee to learn

Front 13

Three ways of funding trading

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Allocated yearly budget, Rayner's operate under budgets of the programs, treat the training as a profit center and sell it's services

Front 14

Training costs include what elements

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Staff training development hours, cost of materials, training time, cost of production losses while employees are trained

Front 15

What benefits of the training should be evaluated?

Back 15

Increased productivity, reduced errors, improved safety, reduced operating costs

Front 16

Cost per trainee =

Back 16

Total training costs divided by number of trainees

Front 17

How to decide if a particular training program is worth attending

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Talk to someone who has attended it, investigate the trainers, look for evaluation evidence such as studies

Front 18

Benefits of doing an ROI study on your training

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Justifies it to management and shows you where you can change or improve

Front 19

Contents of an ROI training analysis

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The major issues addressed with the training, the training functions goals and objectives and indicators used to measure success or failure, realistic assessment of the budget, conclusions drawn from the last year's performance and improvements for next year

Front 20

Methods of continuing to give trainings during rough times

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Increase class sizes, reuse materials, provide in house trainings, train only those who truly need it, eliminate travel costs by videoconferencing, combine trainings with meetings, eliminate refreshments, develop a wiki database, put training online, tell employees about free online training

Front 21

Systems model for taining chart

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Front 22

Assessment phase of training development

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Need for training is examined as well as resources available, who should be trained, objectives of training

Front 23

Training and development stage of the training development

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Training is designed and developed

Front 24

Evaluation phase of training development

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After training is given evaluate and get feedback

Front 25

ADDIE model of training

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Front 26

A good training assessment includes

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How well the org is achieving goals, skills needed by emps to accomplish these goals, strengths and weaknesses of the current emps

Front 27

Organizational analysis

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Examines the kinds of problem areas an org is experiencing and where they're located, specifically org effectiveness indicies, hr succession planning and org climate

Front 28

Training needs analysis chart

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Front 29

Org effectiveness indicies

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Measures such as labor costs, production efficiency, quality, machine maintenance, accidents, turnover and absenteeism

Front 30

Task analysis

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Lists the different tasks an emp performs and identifies the kinds of skills and behaviors required to perform them.

Front 31

A good task analysis identifies

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Tasks to be performed, conditions under which they're performed, description of when and how, quantity and quality required, skills and knowledge required, where the skill and knowledge is best acquired

Front 32

Individual analysis aka personnel analysis

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Examines how well an individual emp is performing their job. Aka training should be for those who need it so this IDs who needs it.

Front 33

Ways to find out what trainings are needed

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Questionnaires, surveys, interviews performance data, observations, audits, tests, assessment centers, focus groups, group discussion, document review, advisory committees, and competency modeling

Front 34

The major learning theories

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Classical conditioning, operant conditioning, social cognitive theory and andagogy

Front 35

Classical conditioning

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Connecting or pairing a neutral stimulus with a reflexive response. Ex stress causes blood pressure to rise, Pavlov trained dogs to salivate when they hear a bell

Front 36

Classical conditioning chart

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Front 37

Classical conditioning aka

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Responsive conditioning or reflexive conditioning

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Operant conditioning

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Learning voluntary behaviorsnl that are under the control of the muscle system of the body. Theory by BF Skinner. Ex behavior modification

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Behavior modification

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Identifying the desired response and selectively reinforcing it

Front 40

S-R bond

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When an organism already knows the response, but needs to be trained when to have the response, you create a stimulus environment.

Front 41

S-R bond diagram

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Front 42

Chaining and shaping

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When an organism doesn't know how to make the response do you have to teach how and when

Front 43

Chaining

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Combining a series of simple responses into a complex response pattern. Break task down into smaller steps and reinforce each small step, but as they get better you stop reinforcing each step and only reinforce the final result.

Front 44

Chaining diagram

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Front 45

Shaping aka method of successive approximations

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The process of acquiring a unique response by reinforcing closer and closer approximations of it. Ex 'good job close enough, but next time...' So as training progresses you only reinforce the end result closest to what you wanted achieved

Front 46

Reinforcement contingencies

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They explain the relationship between behavior and consequences

Front 47

5 reinforcement contigencies

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Positive reinforcement, punishment, avoidance(person tried to avoid a consequence), escape(person experiencing an unpleasant consequence makes a response to escape it), extinction (no reward if they eliminate the response)

Front 48

Different classifications of reinforcers

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Positive vs negative reinforcers, primary(food water rest) vs secondary(social approval money) rewards, intrinsic(feeling of pride) vs extrinsic(praise from others, gifts)

Front 49

Reward schedules

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The timing of the reinforcement and how often the correct response is reinforced

Front 50

Three major reinforcement schedule types

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Continuous, intermittent aka ratio(ex only every third response is rewarded), interval(ex receives reward after five minutes)

Front 51

Ups and downs of reinforcement schedules

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Continuous yields results only when a reward is present so response stops as soon as you stop rewarding. Variable ratio and interval actually provide high yield rate and reliable responses

Front 52

Social cognitive theory aka social learning theory

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Developed by Albert bandura. Behavior is influenced by the consequences of the behavior. Individual is influenced by environmental reinforcers but they have the ability to change their environment and self regulate

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Reciprocal determinism

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Environment, behavior, and personal factors interact to influence each other

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Reciprocal determinism chart

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Vicarious learning aka imitative learning

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The process of learning by observing others. Important to social cognitive theory.

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Symbolic learning

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The use of symbols such as words or pictures greatly facilitates learning. Important to social cognitive theory.

Front 57

Self regulatory capacities of humans

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Important to social cognitive theory. People are able to effectively control their own behavior by arranging environmental rewards, by generating cognitive supports, and by producing consequences for their own actions.

Front 58

Behavioral modeling

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Involves extensive participant involvement by providing the participants with opportunities to observe the performance of new skills, to practice, and to get feedback. Important in social cognitive theory. Say out loud cognitive thought processes for participants to learn from.

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Self efficacy

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A belief in ones iwn capability to perform a specific task. Similar to self esteem. Important to social cognitive theory. Predicts performance.

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Three dimensions of self efficacy

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Magnitude(level of task difficulty you believe you can achieve), strength(amount of confidence that you can do task) and generality(degree to which your expectations are spread across situations or restricted).

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Self efficacy is a learned characteristic that is acquired by what four kinds of info cues

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Enactive mystery(confidence that comes with practicing the task), vicarious experience (observing others), verbal persuasion, perceptions of ones physiological state

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Is efficacy self reinforcing?

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Yes. If you think you'll suck you'll suck, if you think you'll succeed most likely you will.

Front 63

Andragogy

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Adult learning theory that believes learning is experience based, problem centered, enhanced by active participation, collaborative, and involvement.

Front 64

Is andragogy truly unique only to adults tho?

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No, some elements of teaching children is the same, except for the experience piece because adults have lived through more.

Front 65

Does andragogy work for learning a technical skill?

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No because learning a technical skill is too rigid

Front 66

Action learning

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Brings SETS(groups of 5-8) of people together to find solutions to real problems and they have discussions

Front 67

Key findings of studying the brain

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Can learn at any age, to retain info brain must move info from working memory to the basal ganglia which happens during sleep, thoughts take literal energy/blood glucose, during REM the brain stores info in hippocampus then basal ganglia, can retain info better by reviewing just before bed, positive things release serotonin which increases retention, unfairness releases cortisol which inhibits retention, moderate levels of arousal improve learning, stress and high arousal cause the brain to shut down, expectations impact learning

Front 68

What principles are important in designing training programs

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Stimulus, response, motivation, feedback, transfer, learning curves, and forgetting.

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Stimulus in learning

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Must be easily perceived and well organized(the next concept builds on the one you just learned)

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Response in learning

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Practice and repetition. The response should be practiced accompanied by intermittent reinforcement. But social cognitive theory claims you don't always need to practice, only when developing new skills.

Front 71

Massed vs distributed practice

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Massed-doing a training in 12 hrs in 1 day or distributed 12 hrs over 12 days. Distributed is better.

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When is distributed practice needed most

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When material is complicated or when the trainees are inexperienced

Front 73

Open learning

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Individual learn atbtheir own pace by studying materials that's are presented to them, ex online

Front 74

Whole training, pure part training, and progressive part training chart

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Front 75

Two deciding factors when determining whole task or part task training

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Task complexity(difficulty of each of the subtasks) and task organization (degree of integration among set of sub tasks)

Front 76

What training method is more effective for highly organized tasks or those that build on each other/are dependent on each other?

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Whole task

Front 77

Examples of training motivators

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Financial incentives, recognition, intergroup competition, or threat of termination

Front 78

Is feedback important for improvement?

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Yes. Trainees should be told if theyre right or wrong and why and how to avoid mistakes in the future.

Front 79

Transfer of training

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When trainees can apply knowledge learned in their training to their job.

Front 80

The three transfer of training possibilities

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Positive transfer of training, negative transfer of trainings (training actually inhibited performance), no observable effect of training

Front 81

Predicting transfer of training chart

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Factors that influence transfer of training

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Design and presentation of training, if the training is important to the trainees, if the work environment is conducive to changed behaviors

Front 83

3 factors that are the most serious impediments to effective training transfer

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Lack of on the job reinforcement, interference from the immediate environment, and nonsupportive org climate

Front 84

How to combat these interferences

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Have trainees develop an action plan at the training to implement in their work

Front 85

Learning curves

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Graphs that show the number or percentage of correct responses during successive learning periods

Front 86

Learning curve chart

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Front 87

Negatively accelerating learning curve aka decreasing returns

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Learn the most at the beginning. Most frequently occurring type of learning curve

Front 88

Positively accelerating learning curve aka increasing returns

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Most common for difficult or complex material, when trainee lacks background, when motivation is low but increases

Front 89

Three explanations for plateaus

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Hierarchy or habits (a series of habits must be learned before moving on), motivation decline, unlearning incorrect responses

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Theories that explains forgetting

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Passive decay through disuse, retroactive inhibition (new learning interferes with recall of old learning), proactive inhibition (old learning interferes with retention of new learning), motivated forgetting (they want to forget the info).

Front 91

Repression

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A person wants to unlearn info because it's threatening to their self esteem or damages their ego

Front 92

Zeigarnik effect

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Forget info after you don't need it anymore, ex server takes drink orders delivers drinks then forgets what you ordered because she already delivered it so the info isn't needed anymore

Front 93

3 learning styles chart

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Front 94

Illustration of level of learning chart

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Front 95

Levels of learning

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Knowledge-recalls facts, comprehension- can explain facts, application-can apply info to other problems, analysis- can understand why phenomena exists, synthesis- can draw from related sources to reach broad understanding and come to conclusions, evaluation- can make judgements of value and worth

Front 96

Learning strategies chart

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Front 97

Four kinds of major learning

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Motor response, rote, idea and value internalization

Front 98

Motor response learning

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Physical acts, you have to actually ride a bike to learn to ride a bike

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Rote learning

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Memorizing arbitrary associations between words symbols objects or events. Ex memorizing a poem

Front 100

Learning ideas

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Confronted with complex stimulus environment and expected to make response and thinking process or intermediary response or mediating response occurs in the middle

Front 101

Value internalization

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The process of acquiring personal values. Moral behaviors. Cognitive info about proper standards of conduct become internalized a a personal moral value.

Front 102

3 levels of Kohlberg's cognitive development stage theory

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Pre-conventional(kids, egotistic right and wrong defined by authority figures and rules followed to avoid punishment ), conventional(adults conform with social norms of a few highly respected people) and post conventional/principled level(rare right and wrong based on universal moral principles people follow them based on sense of moral duty). Each level then has two stages for a total of six stages.

Front 103

Behavioral objectives

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What the objectives of the training are

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Examples of poor behavioral objectives

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At the end of this training trainees will: think like a manager, sharpen communication skills, learn the art of making sound decisions, discover proven methods for planning and organizing

Front 105

3 basic attributes of good beh training

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Objective is described using verb, specifies a standard of performance expressed in number degree or accuracy, and specifies the relevant constraints or time limitations for performing beh.

Front 106

Ex of good behavioral objectives

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Front 107

Guidelines for writing behavioral objectives chart

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Front 108

Method for teaching motor responses

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Familiarize trainee with equipment materials and surroundings, demonstrate the activity, let then trainee practice, provide guidance and feedback

Front 109

Three phase process of skill acquisition

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Declarative knowledge(acquires basic knowledge of the task), knowledge compilation(practices), procedural knowledge(overlearns the skill so is now quick and accurate)

Front 110

Rote learning methods

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Familiarize trainee with material, identify patterns that might help trainee remember info, let trainee practice repeating the material through slient study and oral repetition over a long distributed period of time if possible, provide immediate feedback, require repetitive practice so overlearning occurs

Front 111

Idea learning methods

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Divide ideas into sequential pattern of concepts and subconcepts, master one concept before moving on to the next, trainee should practice each response and demonstrate mastery, reinforce the trainee, review material frequently to avoid forgetting

Front 112

Most important techniques for developing value internalization

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Induction and modeling

Front 113

Induction

Back 113

All forms of verbal explanation suchbas reasoning teaching and oreaching., reinforcing appropriate behaviors

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Modeling

Back 114

The example that individuals will observe in others behavior ex what they see their manager do they're more likely to do

Front 115

***on the job training methods

Back 115

Focus on increasing immediate productivity. Job instruction training, apprenticeships, internships/assistantships, job rotation and cross training, action learning: project assignments and committee assignments, coaching and counseling

Front 116

Job instruction training

Back 116

Most popular training method. Begins with explanation of job and then step by step demonstration of the job operations and explanation of why it's being done, then the trainee if given the chance to do the task themselves and gets feedback from instructor and then periodic checks after training to make sure they're still doing it right.

Front 117

Apprenticeship

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Having a new worker work along side and under the direction of a skilled technician. Ex plumbing: 4000 hrs continuous work plus 144hrs/yr classroom instruction. After this they become a journeyman.

Front 118

Internships and assistantships

Back 118

Similar to apprenticeships but are for higher level education type positions. Some college internships are part of cooperative education-work at a company under experienced employee and reports to experienced faculty member from school.

Front 119

Job rotation and cross training

Back 119

Typically reserved for managerial and technical occupations. Idea is to expose individuals to multiple org challenges by rotating them through key departments. They take on responsibilities in these departments and also get supportive guidance from a supervisor. Job swapping is when two employees switch positions. Usually the jobs require similar knowledge and skills. Employees who are cross trainer are typically compensated for their higher skills. Good for prepping for absences or executive advancement. Advantage increases productivity. Disadvantage makes employee feel temporary and some time loss orienting the employee to the job.

Front 120

Action learning

Back 120

Assigning trainees to projects or assignments and having then learn while doing.

Front 121

Coaching and counseling

Back 121

Feedback on job performance that's encouraging and patient. Trainer must have a good relationship with the trainee and allow trainee time to learn. An effective coach is a good model, sets specific goals, provides timely feedback, provides proper reinforcement.

Front 122

***off the job training methods

Back 122

Independent study, corporate universities vestibule training, lecture, case studies, conferences and discussions, role playing, simulations and business games, programmed group exercises, television and films, asynchronous learning networks, computer based training, teletraining and e-learning, mobile learning and social media

Front 123

Independent study

Back 123

70% of learning happens informally on the job this way. Books magazines courses massive open online courses (free university course unless you want to pay for the credit) etc. When taking online course consider reputation of school, presentation of material, evaluation method, cost, time required, and your level of self discipline. Tuition reimbursement progams are good to have: improve job performance and retention and skills

Front 124

Corporate universities

Back 124

An organization's own school. Instructors are company trainers, subject matter experts, consultants, professors etc. They reduce cost of training, make learning convenient, provide encouraging learning environment etc. Includes everything from orientation to executive training.

Front 125

Vestibule training

Back 125

Tailored towards teaching specific job skills for production. Small training area equipped like the production area. High training transfer since the environment is the same and provides immediate feedback and opportunity for practice. Can be expensive to maintain.

Front 126

Lecture

Back 126

Down side doesn't allow for trainee participation or pratice or feedback which inhibits transfer of learning

Front 127

Case studies

Back 127

Popular in business classes. Analyze a problem and come up with a solution. Success of training depends on skill of the leader, need to know when to allow discussion and when to jump in and guide it.

Front 128

Conferences and discussions

Back 128

Forums where people learn from each other. Studies show people are more involved to change their minds because of influence of group discussion.

Front 129

Role playing

Back 129

Participants assume specific characterizations and act out a scenario then attempt to solve the problem through acting it out. Typically high participation, great for facilitating attitude change when playing a role opposite of your own feeling of a situation or when doing a role reversal. Effectiveness cab be increased by videotaping and freeze framing and then critiquing (great for managerial skills)

Front 130

Simulations and business games

Back 130

Creating an artificial learning environment that approximates the actual job conditions as much as possible. In basket simulation-trainee plays new manager, has to work through problems in a limited amount of time, then it's evaluated. Business management lab- game where participants assume management of small manufacturing company where they make decisions which are then analyzed by an algorithm that approximates real life and they get reports as feedback.

Front 131

Programmed group exercises aka experiential group exercises

Back 131

Trainees work together in a discussion group to solve a specific problem then analyze the process and outcome. Useful in identifying potential managers. Outdoor experiential training-improve effectiveness of managers through outdoor challenges-studies sore they improve functioning of work groups.

Front 132

Television and films

Back 132

Can watch a video tape of something being done and critique it. Advantage is you can edit and show only the content you want to show and can share with groups despite location. Best use of videotapes is to illustrate correct behavior patterns for imitative learning (watch someone doing it right).

Front 133

Asynchronous learning network

Back 133

Networks of people designed for anytime anywhere learning. Self study with interactivity with others involved in the learning process. Ex webinar that makes you participate.

Front 134

Programmed instruction

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An application of the principles of operant conditioning in which learners are presented with a series of concepts and after learning each concept they are required to demonstrate their understanding by answering multiple choice questions.

Front 135

Computer based learning

Back 135

Any form of interactive learning between a computer and a learner in which the computer provides the majority of the stimulus and the learner has to make a response during the learning. Advantage: learner must respond to all questions without fear of embarrassment of wrong answer. Takes 120-300 hrs to make1 hout of content though and it's costly. American society for taining and development good resource.

Front 136

Linear sequencing

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Logical sequence where an earlier concept serves as a building block for more complex learning

Front 137

Branching sequencing format

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Subsequent information is determined by the learner's response

Front 138

Teletraining and e-learning

Back 138

Teleconference or webinar. Train many learners in different locations without cost of bringing them together. Requires high skill trainers because they can't see their audience to see how well their ideas are being received

Front 139

Mobile learning and social media

Back 139

Aka on demand learning or disconnected learning. Advantage- flexible and convenient. Disadvantage- requires concentration

Front 140

Advantages to on the job techniques

Back 140

No special space or equipment needed, practical side employees learn while they work, provides immediate transfer of training, allows employees to practice, allows trainees to associate with future co-workers and observe their behaviors

Front 141

Off the job training disadvantage

Back 141

Doesn't provide immediate transfer of training

Front 142

Advantages of off the job techniques

Back 142

Doesn't tie up expensive equipment, promotes an environment conducive to learning new ideas, allows employees to get away from job pressures, provides resources, challenges executives to grow and improve

Front 143

Facilities planning considerations

Back 143

On site vs off site, space requirements, seating arrangements, environmental considerations, ADA accessibility

Front 144

On-site work training advantages and disadvantages

Back 144

Work location is best when teaching a specific task especially when equipment is needed, maximizes transfer of training. Distracting though due to job pressures and happenings and can usually only train one person at a time.

Front 145

Conference room on site advantages and disadvantages

Back 145

Don't have to travel but away from desk distractions, but can still be distracted by work pressures. Good for knowledge that is brief and uncomplicated.

Front 146

Off site training advantages

Back 146

Leave work situations so leave distractions. Good for complex learning. New environments can foster creative thinking.

Front 147

Space requirement considerations

Back 147

Do they need to write or manipulate objects or move around? If writing should be three to four feet apart. If moving, may need up to 100 sq ft per person.

Front 148

Seating arrangements chart

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Front 149

Theater style seating

Back 149

Ideal for lectures films and video

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Classroom style seating

Back 150

Good for listening to presentations and taking notes

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Banquet style

Back 151

Good for small group discussions and interaction

Front 152

Chevron style seating

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Good for trainees to interact with each other and the oresenter

Front 153

Conference style seating

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Group discussions for people of equal status

Front 154

U shaped style seating

Back 154

Good for case discussions where everyone can see each other and the trainer.

Front 155

Environmental considerations

Back 155

Temperature, lighting, ventilation, sound, comfortable chairs(padded or contoured)

Front 156

Training materials

Back 156

Manuals, handouts, leader guides, audio-visual

Front 157

Training manuals

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Contain schedule, outline, articles, and reports and copies of ppts.

Front 158

Handouts

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Serve a variety of purposes: presentation outline, supplemental info, presentation highlights.

Front 159

Leader guides

Back 159

For when training is presented by someone other than the person who designed it. Usually contain suggestions for how to present material and discussion points and sometimes a test

Front 160

Audio visual materials

Back 160

Should supplement the training not replace it.

Front 161

Copyright statutes

Back 161

The exclusive right or privilege of authors out proprietors to print or otherwise multiply distribute or sell copies of their literary artistic or intellectual creations when the copyright is obtained in compliance with the copyright statute. Must obtain permission or pay fee if copyrighted and the trainer is using more than 250 words from a book length work or 5% from article or one line from poetry or song.

Front 162

Cautions regarding copyright infringement

Back 162

Copyright applied to all types of material, original tangible expressions are copyrighted the moment they're created even if not registered yet, paraphrasing or changing a few words is still copyright infringement, must obtain permission to use movie clips or videos for audience, copyright remains with the author unless they give it away, can get permission through iCopyright.com or the copyright clearing center or broadcast music Inc or American society of composers and performers or getty images or corbis

Front 163

Two issues to address when evaluating training

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What criteria should be used and when and from whom should the data be collected

Front 164

The criteria for evaluating a training should be determined by

Back 164

The training objectives

Front 165

For proposed criteria for evaluating training

Back 165

Reactions. Learning, behavior and results.

Front 166

Extent to which training techniques utilize the five principles of learning

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Front 167

How to test participants reactions to the training

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Hand them a questionnaire to fill out at the end

Front 168

How to test how much the trainee learned

Back 168

Tests

Front 169

How to test if trainee behavior changed

Back 169

Self report or by observation

Front 170

How to test measurable results such as reduced turnover or costs

Back 170

Conduct a utility analysis- how much did the training cost and what are the financial returns, ex decreased accidents so decreased ins costs.

Front 171

Sources of data

Back 171

Archive data, questionnaires and surveys, performance tests, interviews, simulations, ratings/checklists, critical incidents, observations, performance appraisals

Front 172

Unobtrusive measures

Back 172

Archive data in the personnel file: doesn't influence employees behavior obtaining it because it's just access to their file.

Front 173

Questionnaire advantages and disadvantages

Back 173

Easy to administer but time consuming to develop and they can only address limited topics.

Front 174

Performance tests

Back 174

Relevant for jobs that produce a physical product.

Front 175

Advantages and disadvantages of interviews

Back 175

Rich source of info, time consuming and only a limited number of people can be reached.

Front 176

Simulations

Back 176

Provide an opportunity for trainees to practice what they've learned where performance can be observed and thus training can be evaluated for effectiveness

Front 177

Ratings/checklists

Back 177

Trainees rated on each of the important behaviors they are expected to learn as a result of training.

Front 178

Critical incidents

Back 178

Essay descriptions of when a trainee does something really good or really bad. Ex write up

Front 179

Hawthorne effect

Back 179

Most employees behave differently when observed. Downside of observations to determine training effectiveness

Front 180

Research design chart- first two are bad

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Front 181

Essential element in evaluating a training program

Back 181

Having a standard for comparing results

Front 182

History in training evaluation

Back 182

Refers to the historical events that transpire between the pretest and post test

Front 183

Maturation in training evaluation

Back 183

The development and growth that occurs within the trainees independent of the training program

Front 184

Sensitizing the effects of the pretest

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The effects that pretesting might have on the trainee

Front 185

Instrument decay

Back 185

Lack of consistency or accuracy in the measuring instrument.

Front 186

Three kinds of instrument decay

Back 186

Alpha, beta. Gamma

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Alpha change

Back 187

Occurs when the observed differences between the pretest and post test measures represent true change in the person providing the data as a result of the training

Front 188

Beta change

Back 188

Occurs when the instrument being used is recalibrated, such as when the person providing the data adopts a different reference group and evaluates everything more leniently or harshly than before

Front 189

Gamma change

Back 189

Occurs when the construct being evaluated is redefined such as a sales training program that redefines the meaning of quality customer service

Front 190

Internal referencing strategy

Back 190

Imporves the usefulness of the pre post test comparison design by detecting the presence of competing explanations by using a combination of relevant and irrelevant questions to evaluate how well training increased learning. Only useful for evaluating the criteria of learning. Trainees should be able to answer the relevant questions and the irrelevant questions provide an internal reference for assessing the benefit of the training-if there are changes to the irrelevant questions then changes to relevant questions might be due to a cause other than the training.

Front 191

When is post test only control group design test ideal

Back 191

When the training and post test can be administered to employees as a single natural package or where a pretest could be offered.

Front 192

Most highly recommended design for evaluating training programs

Back 192

Solomon four group design because it successfully eliminates alternative explanations for why the post test scores of different experimental groups might be considerably higher than their pretest scores

Front 193

Quasi experimental designs

Back 193

Experiments that occur in a natural setting where researchers don't have complete control on experimental setting. Recommended to use when other designs aren't feasible such as when you can't randomly choose a design group. Not as conclusive as other designs but can still tell if a training program has a significant impact.

Front 194

What two designs are considered quasi experimental designs

Back 194

Time series design and separate sample pretest post test control group

Front 195

Multiple baseline design aka time series design

Back 195

Measuring something periodically and introducing an excitement change at some point. Disadvantage is there is no control group so can't tell if change is due to a factor other than training

Front 196

When would you use the separate sample pretest post test control group design

Back 196

When you can't randomly test, because employees work in a group setting.

Front 197

Talent management

Back 197

All the activities associated with ensuring that a company has a competent workforce that is capable of performing the necessary activities. Recruiting selecting motivating training promoting and retaining people.

Front 198

What's the heart of an effective talent management plan

Back 198

Active management succession plan

Front 199

What's the goal of a good talent management program

Back 199

To increase workplace productivity by developing improved processes for attracting, c developing, retaining and utilizing people with the required skills and aptitude to meet current and future basic needs

Front 200

Most popular developmental activities for talent management

Back 200

Executive education seminars, university courses, job rotations, new assignments, action learning projects and expatriate assignments

Front 201

Socialization

Back 201

The process of molding attitudes and behaviors to socially acceptable standards

Front 202

Three most prominent work socialization processes

Back 202

New employee orientations, training and development, and performances appraisals

Front 203

Organizational integration

Back 203

When an individual's interests and goals are consistent with the mission of the organization

Front 204

Balance in socialization chart

Back 204

Front 205

Rite of passage

Back 205

Process of advancing from one stage to another

Front 206

Three phases of rite of passage

Back 206

Separation of the person from the former role, initiation into new role, and assimilation into new environment.

Front 207

Two psychological processes that occur between stages of the role transition process

Back 207

Anticipatory socialization(adopt new attitudes attributes and self perceptions) and reality shock (difference between new and old work environment)

Front 208

Role transition process chart

Back 208

Front 209

Realistic job previews

Back 209

Help reduce shock and exaggerated recruiting. Gives both favorable and unfavorable aspects of job and company

Front 210

Purpose of orientation training

Back 210

To disseminate info, to provide direction and new knowledge

Front 211

Effects of a good orientation

Back 211

Reduced turnover, alleviates anxiety, creates positive work values, reduces start up costs

Front 212

What info should an orientation contain

Back 212

Basic survival knowledge, working hours, break rules, facility locations, special terms used by the group, paydays and method of pay, health and safety considerations, info on who to contact in case of problems, info on parking, info on use of communication devices

Front 213

How are expectations of success created in the minds of trainees

Back 213

Kind of info and ideas given to them, output expected from them, type of feedback they receive, encouragement and reinforcement they're given

Front 214

Tips for successful orienting

Back 214

Don't introduce to everyone all at once, assign a mentor, reduce anxiety by reassuring, provide written instructions and stretch the training out over a couple days

Front 215

Guidelines for creating an effective training program

Back 215

Begin with most relevant information, provide sponsors/mentors, introduce to group gradually, space out the orientation training, provide oral generic info and written detailed information

Front 216

Employee development methods

Back 216

Literacy training, competency training, mentoring, attitude change, personality adjustments

Front 217

Purpose of a mentor

Back 217

Teach valuable job skills, help develop a network of contacts, provide emotional support. Improves retention rates and salary increases and promotions

Front 218

Downside of mentorship

Back 218

Will fail if protégé becomes overly dependent, mentor resists freeing the protégé, or jealousy/romantic relationship occur

Front 219

Attitude change trainings

Back 219

Usually lectures, videos, printed material. Ex used to prevent sexual harassment or discrimination, diversity training. Attitude change won't occur just by info alone, other reinforcers must be present.

Front 220

Personality adjustments

Back 220

Ex hypnosis. These trainings seek to alter people and their corporations by unleashing energies that purportedly remain unused in most people. Often occurs in unusual places. Often continuous long and intense. Shouldn't require participation in radical trainings.

Front 221

Personal branding

Back 221

Managing ones own career. Employees should create their own personal brand.

Front 222

Career

Back 222

The sequence of work related experiences individuals acquire during the span of their work lives

Front 223

Career ladders

Back 223

Well defined career path that moves systemical from one thing to the next higher. Ex junior partner to senior partner.

Front 224

Career lattice

Back 224

Advancing to higher levels in an organization but with occasional lateral moves.

Front 225

Career development

Back 225

Helping individuals plan their future careers within the organization.

Front 226

Career plateau

Back 226

When the probability of a person moving up the organizational ladder is low.

Front 227

Three kinds of plateaus

Back 227

Structural (no where else to move to to), content (person has mastered job and is bored), life (person lacks meaning and purpose in life)

Front 228

Hoarding problem

Back 228

When managers won't let good employees move up. Good employee gets frustrated.

Front 229

Employability training

Back 229

Making oneself employable in the future with multiple friend in spite of dynamic economic forces and evolving job demands.

Front 230

Three strategies to enhance ones employability

Back 230

Managing one's identity(be positive confident), self training and networking, voluntary and marginally paid work.

Front 231

Stages of career development- Erikson's life stages model

Back 231

Individuals must pass through eight stages to reach complete maturity: oral, anal, genital, latency, adolescence, young adulthood, adulthood, maturity

Front 232

Last four stages chart

Back 232

Front 233

At what stage does Erikson say people usually fail

Back 233

Don't get past six. Go on with a mix of partial successes and failures.

Front 234

Four stages of working career model stages of career development

Back 234

Exploration, establishment, maintenance, decline

Front 235

Exploration stage

Back 235

Agreed 15-25. Completing school, solidifying career choices and seeking employment. Main concern is finding and securing a job.

Front 236

Establishment stage

Back 236

Ages 25-44. Strive to create permanent position in company. Success is greatly influenced by the work assignment, can be greatly helped by competent supervisor.

Front 237

Maintenance stage

Back 237

Ages 45-64. Try to protect themselves and secure their positions in the organizations. Have to take another look at goals, mid life crisis time.

Front 238

Decline stage

Back 238

Ages 65+. Aporoach retirement.

Front 239

Stages of development- professional careers model's four stages

Back 239

Apprenticeship(new employees dependent on mentor and following directions), independent contributor(gain independence success depends on innovation), mentor(train and direct others), sponsor(involved in strategic decision making success determined by making wise decisions)

Front 240

Career pathing

Back 240

Identifying a sequence of jobs through which individuals can expect to progress toward higher levels of management

Front 241

Dual career ladders

Back 241

Usually found in technical fields. Becoming manager but still doing technical work.

Front 242

Mommy track/daddy track

Back 242

Flexibility needed due to family. Trade career growth and compensation for freedom from working long hours and weekends.

Front 243

Management development program

Back 243

Succession planning. Must ID high potential replacements, analyze that person's developmental needs, provide relevant learning opportunities.

Front 244

First step to creating effective management development plan

Back 244

Assessing career interests and promotion potential of current leaders. Survey or send to assessment center or performance reviews then give them special activities or assignments to develop them.

Front 245

Potential for promotion grid

Back 245

Front 246

Hierarchy of managerial skills

Back 246

Technical and professional skills, interpersonal skills, conceptual and administrative skills. All managerial positions require different skills though.

Front 247

Hierarchy of management skills chart

Back 247

Front 248

Double loop learning aka model II strategies

Back 248

Developed by Chris Argyris. Trains mangers to change their assumptions about behavior by making them aware of the difference between what they actually do versus what they think they do. Encourage openness of communicating and feedback.

Front 249

Model I strategies aka single loop learning

Back 249

By Argyris. 95% of managers Strive to attain four primary values: achieve their defined purposes, win, stores negative feelings, maximize rationality and minimize emotionality. Have to have control over these which makes them defensive and thus ineffective.

Front 250

Expatriate training

Back 250

Problems with adjustments, cross cultural training and culture shock

Front 251

Important issues for expatriates managers chart

Back 251

Front 252

Culturegram

Back 252

Contains info about the country. Presented in a culture assimilator.

Front 253

Culture assimilator

Back 253

Presents information in a programmed learning format or video

Front 254

Effective cross cultural training is based on

Back 254

Social cognitive theory. Learner must attend to the new info, remember it, visualize how they can demonstrate it, learn vicariously from the experience of others, and receive reinforcement for behaving right.

Front 255

Three phases of culture shock

Back 255

Feeling of excitement and curiosity, disillusionment when they discover comforts of home are gone, adjustment.

Front 256

OSHA mandated training

Back 256

Training in hazardous materials, blood borne pathogens, safety.

Front 257

Is sexual harassment and discrimination training mandatory

Back 257

No but you should give it because it shows a good faith effort to prevent harassment and discrimination

Front 258

Significant issues associated with demonstrating effective training for harassment and discrimination

Back 258

Did they provide formal training, was the training endorsed and supported by top management, was training thorough, did all employees get training, did supervisors get training on how to respond to a complaint, was training repeated, were supplemental materials given to staff to review later.

Front 259

Under socialization

Back 259

Behavior violates social norms or they rebel against the organization

Front 260

Over socialization

Back 260

Behavior is exceedingly rigid and confirming, they lose creativity

Front 261

Performance management

Back 261

The process if improving job performance through performance planning, performance evaluations, mentoring and continuous feedback.

Front 262

2012 American national standards instititute

Back 262

Approved set of guidelines on how performance management should be administered.

Front 263

Three processes of effective performance management

Back 263

Goal setting, performance reviews, performance improvement plans

Front 264

Elements of effective goal setting

Back 264

Both managers and individuals participate in the development of goals, document the goals, be specific, be measurable, challenging but attainable, reasonable, identified time frame for completion, flexible, monitored with progress shown, flows from top down and is aligned with org's mission

Front 265

Performance reviews

Back 265

Suggested that a numerical or descriptive rating scale is used with 4 recommended processes: feedback should be continuous and timely, performance discussion should give specific feedback measured against preestablished goals, review acknowledged by emp and manager, face to face conversation at least once yearly

Front 266

Performance improvement plans

Back 266

Individual performance improvement plan documents deficiencies and outlines what they need to do to improve. Should include what the job should be, the job the person is doing, explanation of discrepancy, plan of action with dates for completion, signed by emp and manager with periodic review dates after initial meeting

Front 267

Five important org functions served by performance evals

Back 267

They guide hr decisions such as promotions, reward and motivate employees, promote personal development, identify training needs, and integrate hr functions such as forming hris system.

Front 268

Performance criteria

Back 268

What the employee is evaluated on. Can use competency models, dimensions of performance, production data, personnel data and judgements of others

Front 269

Dimensions of performance

Back 269

Scales that are summed to form a composite evaluation for each employee. Can simplify promotion decisions but can actually distort the eval if some areas are actually more important than others.

Front 270

Three basic types of behavior that should be included in performance appraisals

Back 270

Attracting and holding people in the org (absenteeism tardiness length of service), dependable task accomplishment (minimal levels of quantity and quality), organizational citizenship behaviors (spontaneous and innovative behavior)

Front 271

Types of spontaneous and innovative behavior

Back 271

Cooperation, protective acts against hazards/threats, constructive ideas, self training, favorable attitudes

Front 272

Three major categories of performance measurement data

Back 272

Production data, personnel data, and judgement of others

Front 273

Production data

Back 273

Evaluates the degree of dependable task accomplishment by measuring quantity and quality of performance. Ex units per hour. Best source of data because directly observable, but shouldn't be the only data used.

Front 274

Examples of indirect production data

Back 274

Ex training can't be directly observed so you would use these factors instead: number of training programs conducted, total number of participants, improvements in the participants test scores, ratings by participants of how well they enjoyed the training, increases in profitability of departments, amount of grievances absences and tardiness in trained programs vs untrained programs. Gather this info then compare against historical data since many factors can contribute to the above in addition to the training.

Front 275

Criterion (criteria) problems

Back 275

Deficiency, contamination, biases

Front 276

Advantages and disadvantages of evaluating outcomes

Back 276

Advantage: attention is focused on producing specific results. Disadvantage: outcomes can be achieved by unethical means and can burn out employees thus increasing turnover

Front 277

If evaluations are used for compensating employees they should focus on

Back 277

Outcomes

Front 278

If performance evaluations are used for personal development they should focus on

Back 278

Behaviors

Front 279

Possible contaminates of performance evals

Back 279

Economic conditions, material shortages, poor equipment

Front 280

Inter rater reliability

Back 280

The extent to which different evaluators produce consistent evaluations.

Front 281

The following are necessary for an evaluator toakr a good performance evaluation.

Back 281

Must know job responsibilities of subordinates, must have accurate info re performance, must have a standard by which to judge the adequacy of the perf, must be able to communicate the evals to the subordinates and explain the basis on which they were made.

Front 282

Calibration

Back 282

The process of overcoming leniency/strictness biases

Front 283

Two best methods for helping managers gain perf feedback skills

Back 283

Role playing and behavior modeling

Front 284

Some major criticisms of performance evaluations

Back 284

Individual threat (reduces self esteem), threat to supervisors (don't like to give evals), defining performance (hard to do), halo/horn effect (rate too high or too harshly based on one characteristic of the emp), leniency-strictness effect (a manager who gives all emps good or bad evals across the board), central tendency effect (gives everyone avg ratings), inter rater reliability, sequencing effect(an eval being influenced by the one before it), zero sum problem (above avg ratings equal below), numbers fetish(gives everything a number even when something can't really be given a number), recency effect(recent events effect eval), biased subjective evals (eval is based solely on opinion of the supervisor so emps similar to sup get better ratings)

Front 285

Classification procedures

Back 285

Categorize individuals into one of several categories (high vs low, outstanding fair poor etc). Easy to produce but unreliable and biased unless costly monitored and carefully developed. Hard to define categories so rating tends to be inflated. Give guidelines of how a particular distribution of evaluations should look.

Front 286

Classification procedure example chart

Back 286

Front 287

Forced distribution

Back 287

Placing quotas on the number of individuals who can be put in each category

Front 288

Card stacking method

Back 288

Each employees name is written on a separate card. Evaluator chooses 30% for top. 30% for bottom and 40% for middle. Then 1/3 of high and low groups are selected address vet best and poorest.

Front 289

Ranking procedure objective

Back 289

To order a group of employees from highest to lowest along some dimension, usually overall performance

Front 290

Three different methods for rank ordering a group of employees

Back 290

Straight, alternate, paired

Front 291

Straight ranking

Back 291

Ranking the best, then second best, then third etc etc

Front 292

Alternate ranking

Back 292

The evaluator is given the list of individuals to be ranked and is asked to alternate identifying the best and the worst, then remove those two, then repeat until all employees are sorted

Front 293

Paired comparison ranking

Back 293

Asking an evaluator to consider only two individuals at one time andnto decide which of the two is better. Get paired with everyone and the best emp is determined by how many times they're chosen as better than their pair.

Front 294

Paired comparison chart

Back 294

Front 295

Paired comparison equation

Back 295

N(N-1)/2 where N isnthe total number of employees in the group

Front 296

Intransitive relationships

Back 296

A is better than b, b is better than c, c is better than a. Means either all 3 individuals are essentially equal or the evaluator made a mistake

Front 297

Graphic rating scales

Back 297

Evaluate performance related characteristics and personality characteristics by selecting characteristics and scaling the characteristics

Front 298

Graphic rating scale chart

Back 298

Front 299

Examples of characteristics used in evaluating

Back 299

Hourly workers- quantity, quality cooperativeness, knowledge, dependability, initiative, creativity, performance. Managers-leadership, communication, decision making, planning delegation consideration initiative leadership mental ability knowledge.

Front 300

How to choose the characteristics

Back 300

Choose what relates to the organizational effectiveness. Omit difficult to change things such as intelligence and personality characteristics.

Front 301

Rated ranking

Back 301

Combines ranking and rating by ranking the employees first (usually by alternate ranking) and then rate on selected scales

Front 302

Examples of rating scales for evaluated job knowledge chart

Back 302

Front 303

Scaling the characteristics

Back 303

Use a continuous scale (evaluator can choose any point between two points) or discrete scale(must choose one of a specified number of categories). Optimal number of choices for both is 7.

Front 304

Civil service reform act of 1978 emphasizes the importance of using

Back 304

Behavioral descriptions that accurately assess the performance of employees.

Front 305

Advantages of graphic rating scales

Back 305

Easybto understand, simple to develop and convenient to use. Permit a ready comparison of scores that reveal merit of every employee.

Front 306

Disadvantages of rating scales

Back 306

Can have poorly chosen characteristics, can be incorrectly scaled, total score can be incorrectly combined

Front 307

Forced choice

Back 307

A number of statements arranged in pairs. For each pair the evaluator must check the one statement that is most descriptive of the performance of the employee, or if it's a negative statement choose the one least like the employee. Weighting of the choices kept secret from the evaluator so they can't choose the end rating. Hr does the scoring.

Front 308

Advantage of forced choice

Back 308

Less bias and greater objectivity

Front 309

Disadvantage of forced choice

Back 309

Takes a lot of time and skill to develop and are difficult to discuss with the subordinates since the manager doesn't know how it's scored

Front 310

Forced choice evaluation sample chart

Back 310

Front 311

Weighted checklist

Back 311

A list of behaviors that evaluators use to describe the performance of employees. Created by gathering statements of emp performance from critical incident descriptions. A group of judges then evaluates each statement from 0-10 based on contribution to organizational effectiveness. If they can't agree that statement is eliminated. Evaluator doesn't know the weighting and is asked to choose which statements best describe and employees behavior.

Front 312

Advantages of weighted checklist

Back 312

Less biased because weighting is unknown to evaluator and good because the statements refer to observable behaviors

Front 313

Disadvantage of weighted checklist

Back 313

Lots of time and effort to develop and complete. Jobs have to be stable and have several employees performing each job or the weighted checklist is useless.

Front 314

Narrative appraisal method of evaluating advantage and disadvantage

Back 314

Very useful for personal development but essays can't be easily compared so not good for hr comparisons

Front 315

Critical incidents

Back 315

Descriptions by qualified observers of behavior that are especially effective or ineffective. One of the best techniques for identifying the most important aspects of a job.

Front 316

How to gather critical incidents

Back 316

Have managers write a short summary at thenend of week to describe very favorable or unfavorable things the subordinates have done.

Front 317

How to use critical incidents

Back 317

Identify what categories of behavior are related to effective performance and then give each evaluator a list of the general categories to use in evaluating performance along with sample behaviors that describe each category. The evaluator then records in a free form essay any incidents that occur that match a category.

Front 318

Behaviorally based appraisal methods

Back 318

Management by objectives, behavioral anchored rating scales, behavioral expectation scales, behavioral observation scales

Front 319

Management by objectives

Back 319

A philosophy of management that espouses a positive proactive way ofanaging rather than reactive. Focuses on predicting and shaping the future through long range objectives and plans, accomplishing results, improving individual competence and organizational effectiveness, and increasing participations and involvement of employee's in the affairs of the organization.

Front 320

Series of management functions of MBO

Back 320

Development of clear organizational objectives, formulation of coordinated individual objectives to acheive overall objective, systematic measurement and review of performance, taking corrective action when needed.

Front 321

Peter drucker's MBO

Back 321

Each manager has clear objectives that support the objectives of higher management, all managers participate in goal setting and then exercise self control over their own performance, their performance is measured and compared with objectives.

Front 322

Three phases of MBO

Back 322

Evaluating performance against measurable objectives (hr clarifies responsibilities and focuses and achieving results), programs are integrated into the org's planning and control process- now managers get involved and training of subordinates begins, MBO system is fully implemented- all major organizational functions and management processes are integrated logically and consisitently (ex perf evals, strategic plans, staffing, compensation, training) emphasis on teamwork being flexible to acheive goals frequent perf reviews and individual growth

Front 323

Four principles of MBO

Back 323

Goal setting , delegation, feedback reviews, evaluations

Front 324

MBO- goal setting

Back 324

Central mission and long range plans formed, then cascading process (lower depts and individual goals formed based off main org goals)

Front 325

MBO- delegation

Back 325

Focuses on delegating results not activities to increase personal responsibility. When delegating, results should be specified in detail.

Front 326

MBO- feedback reviews

Back 326

Should be done periodically and prescheduled. Self review should be encouraged. Written feedback should be provided.

Front 327

MBO- evaluations

Back 327

Done when a project is completed or periodically. Focus on problem solving and growth. Then give new project and establish new results.

Front 328

Advantages of MBO

Back 328

Produces job positive attitudes, positive changes in performance and behavior, employees more likely took take action

Front 329

Performance contracts

Back 329

Employees identify measurable objectives which are then appended by supervisor. Increases motivation by rewarding behavior such as getting a raise.

Front 330

Employee performance Management system

Back 330

Computer software that monitors employee performance. Record personal goals and objectives, performance, suggest raises etc

Front 331

Behaviorally anchored rating scales

Back 331

Similar to graphic rating scales except that the scales are described more accurately by specific behaviors. Developed usual critical incidents.

Front 332

Example of behaviorally anchored rating scale chart

Back 332

Front 333

Advantage of bars

Back 333

Less biased, characteristics more carefully selected, inspire agreement among evaluators since they evaluate observable behavior. More reliable less ambiguous and less biased than graphic rating scales.

Front 334

Disadvantage of bars

Back 334

Takes a lot of effort to develop, focuses only in behavior soanagers should have a separate eval for results oriented appraisal

Front 335

Behavioral expectation scales

Back 335

Similar to BARS except anchors are described in term of behavior the employees would be expected to do. Raters just check the behavior that employee could be expected to do. The expectation is based on what the emp has done over a period of time. Good at identifying training needs.

Front 336

Behavioral observation scales

Back 336

Similar to BARS. Asks the rater only to describe the frequency of the behavior rather than to evaluate the quality of the performance. Scores obtained by assigning numerical value to frequency judgements and possibly weighting some behaviors greater than others. Scored are then summed and translated to an overall score.

Front 337

Behavior observation scales chart

Back 337

Front 338

Beh obs scale advantage

Back 338

Good personal feedback for emps, contributes to improved productivity through individual goal setting- goal clarity acceptance and commitment.

Front 339

Different types of appraisers

Back 339

Supervisor, peer, client, self, team subordinate, 360

Front 340

Peer appraisal research

Back 340

Shown to be predictive of success and correlated with both objective and subjective ratings of success. Popular for professional and technical jobs. Increases interaction and coordination of peers

Front 341

Conditions required for good peer analysis

Back 341

High level of trust, noncompetitive reward system, opportunities for peers to observe each other's performances

Front 342

Arguments in favor of self evals

Back 342

More satisfying and constructive eval process, less defensiveness, improved job performance through greater commitment to organizational goals.

Front 343

Arguments against self evals

Back 343

Employee and supervisor don't typically agree. Biased. Not good for promotions or raises.

Front 344

The two evals used in team appraisals

Back 344

One measures hope well each member contributes through peer evals the second measures how well the team accomplished it's goals

Front 345

Three good reasons for using subordinate evals

Back 345

Provides unique info, creates incentive to change, reduces power differential which increases flow of communication

Front 346

Limitations of subordinate evals

Back 346

Based only on interactions with them, not the organizational effectiveness

Front 347

360 degree appraisals

Back 347

Contain evals from many different sources that are then combined by by hr and given to the evaluated person along with suggestions for improvement. Lots of issues with these types of evals.

Front 348

Simple guidelines to enhance evaluation effectiveness

Back 348

Develop your own style so you're comfortable, both parties should prep, evaluator should clarify the reason for the review (yearly, disciplinary etc) and possible consequences of the review

Front 349

Sandwich interview

Back 349

Bad news sandwiched in between good. Actually a negative experience.

Front 350

What should you use instead of sandwich interview

Back 350

Problems and praise- identify all problems up front and then discuss problems individually, talk about future improvements, then express appreciation for good behaviors. Allow the employee time to talk.

Front 351

What happens when you tell someone they're average

Back 351

Significant drop in organizational commitment.

Front 352

Two separate appraisals approach

Back 352

Providing an eval for contributions and an eval for personal development. Should conduct at separate times.

Front 353

Contributions appraisal

Back 353

Focus is on past performance with objective of improving future performance through effective reward contingencies. What they have contributed to the company and usually determines pay increase.

Front 354

Personal development appraisal

Back 354

Supportive eval. Focus on improving future performance through self learning and growth with the evaluator offering guidance and counsel along with feedback. Usually determines advancement and promotion.

Front 355

Employment decisions that should be linked to performance appraisals

Back 355

Pay increases, incentive compensation, personal development and training, disciplinary action and performance improvement, promotion and replacement planning

Front 356

Two most important factors when making promotion decisions

Back 356

Seniority and merit

Front 357

Real promotion vs quasi promotion

Back 357

Real is change in title and duties, quasi is just title change

Front 358

What factors are most often used to determine a promotion

Back 358

Not performance evals. Usually informal evals and personal knowledge along with broad experience and visibility

Front 359

Advantage of informal eval system

Back 359

Takes less time

Front 360

Advantage of a formal eval system

Back 360

Less biased, more defensible, more open to inspection

Front 361

Should you give a good rating to someone doing poorly

Back 361

No can be used against you in a wrongful termination suit.

Front 362

Five criteria a defensible system should satisfy

Back 362

Identify objective and job related criteria(assess against important job related aspects), document performance events especially those that will lead to disciplinary action, communicate performance standards, use reasonable care (give honest eval but don't be viscous), train evaluators and provide clear guidelines for writing evals

Front 363

Change agent

Back 363

Someone who acts as a catalyst for change in an org

Front 364

Some reasons change fails

Back 364

Wasnt tied to org strategy, was seen as fad or quick fix, involved ridiculous and unattainable expectations, inadequate leadership, lack of measurable goals asked timetable, fear of the unknown, lack of commitment

Front 365

7 factors crucial to success of change effort

Back 365

Having a change sponsor (someone responsible), creating a shared need(why it's important), shared vision, mobilizing commitment (involving others), changing rusted and structures (integrating into org's structure), monitoring progress and measuring success, making change last through short term and long term planning

Front 366

Common mistake when initiating change

Back 366

Assuming an org can beer changed by changing each individual. Can't change everyone.

Front 367

Forces of change chart

Back 367

Front 368

Three kinds of organizational change

Back 368

Developmental, transitional, transformational

Front 369

3 kinds of org change chart

Back 369

Front 370

Developmental change

Back 370

A gradual improvement in skills methods or processes to help an org function more efficiently. Fine tuning and improving what's already happening. Usually a training program.

Front 371

Transformational change

Back 371

Most dramatic kind of change. A radical reconceptualization of the organisation's mission, culture, products, leadership or structure. Usually done by a stagnant or threatened company experiencing paradigm change (new pattern or view, forces need to change out you'll become obsolete). Described as punctuated equilibrium-alternation between long periods of small changes then revolutionary upheaval.

Front 372

Transitional change

Back 372

Having an org slowly evolve from an old state to a new state. Includes defined transition steps.

Front 373

7 most common targets of change

Back 373

Individual personality(especially key admins), dyad(relationship between two people), group, work teams aka family groups, the entire org and its divisions (getting all departments to work together), org structure, org strategy

Front 374

Theory of change- Kurt Lewin's force field analysis

Back 374

Change occurs when the forces pushing in one direction are greater than the forces pushing in the opposite direction. Planned change occurred in three stages: unfreezing(see a need for change), change and refreezing(stabilizes the change and solidifies new patterns of behavior through reinforcement). Managers create planned change by adjusting the restraining and driving forces.

Front 375

Kurt Lewin's force field analysis chart

Back 375

Front 376

Theory of change- creating lasting change: Dalton change model

Back 376

Likelihood change will last more than 6 months is slim. Dalton says charge won't occur unless there's sufficient pain and tension to motivate it and needs to be supported by credible source. Then four sub processes occur to help facilitate change: change generalized goals to specific objectives, transition from former social ties to new relationships (suggested you find a whole new peer group), change self doubt to heightened self esteem, charge external motive for change to internal motive for change (create new belief system). Four theories why change occurs: education, reinforcement, peer group influences, inspiration of ones own example.

Front 377

Rational empirical change

Back 377

People are rational and will follow their self interest once this is identified for them. Happens with education and communication.

Front 378

Methods for overcoming resistance to change chart part one

Back 378

Front 379

Methods for overcoming resistance to change chart part two

Back 379

Front 380

Power coercive change strategy

Back 380

Involves the application of power in which people with less power are forced to comply with the plans, directions, and leadership of those with great power. Ex reinforcement and coercion

Front 381

Normative re educative change strategy

Back 381

Based on the assumption that change occurs as people learn new normative orientations that result in new attitudes values and interpersonal relationships. Ex peer group influence aka peer pressure

Front 382

Four reasons group discussions are so effective in changing attitudes

Back 382

People contemplating change are reinforced by others making the change, discussion forces a decision point, members are forced to make public commitment to the change, the decision making process itself helps the person accept the change

Front 383

Advanced change theory

Back 383

Relies on the inspiration of a change agent who creates change in others by modeling the appropriate kind of behavior. Emphasizes need for change agent, people charges by the attraction and inspiration. Ex inspiration of one's personal example aka it worked for me so it will work for you

Front 384

Action research model

Back 384

Basic approach most of most org change activities. Six basic steps: data gathering, give data feedback to target group, discussion and diagnosis of data, action planning, action, and recycling.

Front 385

Action research model chart

Back 385

Front 386

Four methods of data gathering

Back 386

Interviews, observation, questionnaire surveys, and archival data

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Target of change

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Those involved in the problem. Can be an individual, group, or the total org.

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To reduce likelihood of misdiagnosing problem groups should

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Consider alternative causes of the problem if there are any

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Recycling stage

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Keep going through change prices and fine tuning or correcting what didn't work

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Learning organization

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An org skilled at creating, acquiring, and transferring knowledge and at modifying it's behavior to reflect new knowledge and insights.

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What five building blocks contribute to a learning organization

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Systematic problem solving, experimentation, learning from past experience, learning from others, transferring knowledge.

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Benchmarking is used to identify

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Best industry practices

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Four stages of an org

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Entrepreneurial stage(need for creativity), collectivity or growth stage (need for leadership, delegating and giving clear direction), formalization or maturity (est of formal procedures, delegation and control), and elaboration stage (control inefficiencies, reducing bureaucratic procedures)

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Five stages of revitalizing mature organizations

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Restructuring(downsizing or delayering the org), bureaucracy bashing(removing with that doesn't add value to customers), employee empowerment(let emp ID better work procedures and implement them), continuous improvement, cultural change

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Two problems that limit effectiveness if org development interventions

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Transfer of training and intervention diffusion

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The following increases transfer of training

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The new skills/attitudes/beh are supported and modeled by others, new learning is percieved as being useful in their work, participants are allowed to practice their new behaviors in the training, and new behaviors are evaluated and rewarded on the job.

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Diffusion of org development

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The extent to which the initial change spreads throughout the org and produces complementary changes in other individuals or programs.

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Factors that contribute to the problems of diffusing org development interventions

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Lacks support of top management, other depts are OK with status quo or don't feel pain that would motivate them to change, reward system doesn't recognize or reinforce the change, structural and technological changes aren't made, other problems perceived as more pressing

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Major barriers to change success

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Employee resistance and change in management, employees distracted by day to day, actions of people don't change

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Org development intervention

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A set of structured but adaptable activities designed to improve some aspect of org functioning

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4 targets of org development interventions

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Interpersonal relationships, group processes, intergroup processes, total org

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Interpersonal interventions

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Aimed at individual learning and skill building. Designed to improve effectiveness of individuals and to contribute to personal growth

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Types of interpersonal trainings

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Coaching and counseling(ID problem and suggest new beh), sensitivity training aka T-groups(unstructured group discussion on the here and now, talk about feelings, either improves interpersonal skills or destroys self confidence, instrumented t group involves questionnaire), process consultation (consultant helps org understand and alter it's processes/interactions, teaches the client how to diagnose group activities and interpersonal relationships)

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Characteristics of an effective work group

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Norm of cooperation and teamwork, open communication, no defensiveness, task relevant discussions, listening, decisions based on group consensus, conflict and disagreement based on ideas and method not personality, help each other satisfy personal needs whole working together to achieve work goals

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Four most popular group interventions

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Team building method, group diagnostic meeting, role analysis technique (RAT), responsibility charting

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Group diagnostic meetings

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Supervisor and their subordinates, ID problems and prioritize. Open discussion of problems and sharing of feelings. Can divide into smaller groups if too large or hostile. Have a separate session to come up with solutions to problems.

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Team building meetings

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Meant to build better functioning team through goal accomplishment, improved group processes (communication, decision making, interactions, problem solving). Usually help away from the workplace for an extended period of time. ID problems and come up with solutions and action steps assigned to specific individuals. Shouldn't be dominated by one leader.

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Role analysis technique RAT

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Org role= task assignment and responsibilities of a particular job and relationships with other jobs. RAT designed to reduce uncertainty surrounding an employees task assignments and responsibilities. Typical for manager positions. Defines requirements of focal role (role being examined). Intervention has two steps: person in role defines essential functions then clarifies expectations the focal role has of others. Continue this process for each separate role.

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Responsibility charting

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Clarifies who is responsible for which decisions and actions. First construct matrix of decisions and actions then divvy out by using RA-VSI (responsibility to initiate action, limited approve or veto, provide supporting resources, inform about decision).

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Responsibility chart example chart

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Innovative work teams

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Engines of innovating and creativity that generate future products and services. Must encourage an environment that fosters creativity.

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Five core values work teams and individuals require for innovating to occur

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Curiosity and ability to question status quo, risk taking and willingness to learn from failure, openness and willing to share info, patience tenacity and willingness to give ideas a chance, trust and sense of security and knowing some ideas will fail.

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Intergroup interventions

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Finding a common outside enemy, joint activities, rotating membership(swapping group members), conflict resolution meetings (bringing leaders of both groups together to gain commitment, the two groups meet alone and generate lists about their feelings about the other group and what they think that group is saying about them, then groups come together and share lists, discussion limited to questions for clarification no justifications allowed, finally groups move toward problem solving)

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Ex of substantive issues that cause group conflict

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Disagreements over policy and procedure, competition over scarce resources, differing expectations about role relationships

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If conflict exists over substantive issues, meeting should include

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Problem solving and negotiation

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If conflict exists over emotional issues

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Meeting should focus on restructuring attitudes and discussing negative feelings

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Two most common company wide interventions aka comprehensive interventions

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Survey feedback and structural interventions

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Two major activities of survey feedback

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Administering the attitude survey and then reporting the info back to the emps to facilitate problem solving. Everyone participates in both parts. Success depends on commitment of members to share and participate, support of top management and creation of open environment, questionnaire must address key issues and accurately assess emp feelings

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Knowledge management programs

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Help members of a company share relevant info among each other and from external resources on an ongoing basis.

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Strategies used to facilitate sharing of knowledge

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Memos, seminars, luncheons, bulletins, email, phone, chat boards, web based info centers, imbedding knowledge into the work flow of the job(ex articles from online store in an accessible system)

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Structural change

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Easiest and fastest way to charge an org. Ex moving job to another Dept, reducing supervisors span of control, dividing Dept, transferring Dept to another division, creating new Dept to take over a function, reorganizing entire org

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Quality and performance management aka total quality management TQM

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Reduce errors to zero and improvev quality of service. Made by W Edward Demings 14 PT philosophy (starts with commitment by top management) and Philip Cosby zero defects approach to prevention through statistical process control. Most are customer focused, invoice strategic planning, continuous improvement and empowerment

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TQM characterized by what 3 goals

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Doing things right the first time, striving for continuous improvement, and being responsive to interests of customer

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Continuous improvement

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Working with suppliers to improve quality of incoming parts and ensuring that manufacturing processes are capable of consistently high quality.

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Statistical process control

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Popular TQM TECHNIQUE. Involves carefully measuring the production process and using the data to identify problems and to monitor quality improvement.

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Major steps in implementing a TQM intervention

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Defining major functions and services to be performed, determine customers and suppliers, ID customer requirements and develop measures to assess satisfaction, ID requirements and criteria for suppliers to meet, map or flow chart the processes to occur in each Dept and between depts, continuously improve

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Benchmarking

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Studying the productivity and practices of industry leaders and using them as a performance standard.

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Induction

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Process of teaching what is right and why

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Obsolescence

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Reduction in ability or effectiveness caused by lack of knowledge or skill due to difference forgetfulness or creation of new knowledge and tech