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85 Cards in this Set
- Front
- Back
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Beliefs of a company that take training seriously. (4) |
1. Capabilities needed are always changing 2. People grow slowly and need help along the way 3. Training design/delivery requires special skills4. People development should be viewed as an investment |
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Definition of needs analysis. |
It means determining what people need to learn. This is the first phase of strategic training anddevelopment. It involves organization analysis, task analysis and personanalysis. Organization analysis: examination of the environment,strategies, and resources of the organization to determine where trainingemphasis should be placed. Task analysis: process of determining what the content of atraining should be on the basis of a study of the tasks and duties involved inthe job. Person analysis: determination of the specific individualswho needs training. |
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Questions useful in conducting a needs analysis. (6) |
1. What is the performance gap? 2. What does good performance look like? 3. What tasks are involved, how are they done? 4. What knowledge and skills are needed? 5. Where are there knowledge / skill gaps? 6. Are there other reasons people don’t perform? |
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How you would applythe four design and learning practices to a sample situation. |
Iwill apply it to a training program for cashiers at Sephora, a company at whichI worked for. Since I worked as a cashier, the situation I will use isdesigning a training program for seasonal cashier employees. 1. Developing instructional objectives a. The training program will consist of clear desiredoutcomes which will describe the skill and knowledge needed for the job of cashier b. One such objective could be: In the one-week program, employeeswill be able to perform all sales transactions and know how shut downoperations at night or open in the morning c. This goal is clear and employees know what will beexpected of them by the end of the program. 2. Assessing the readiness of trainees and theirmotivation a. Since these employees are completely new to thecompany, this training is essential to introducing them to company andbeginning their journey within the company. b. Make sure to hire people who are enthusiastic aboutworking for the company and who have cashiering experience (possibly in otherretail jobs or in the food service industry) c. Such employees will be ready and motivated to begintraining 3. Incorporating the principles of learning a. Having individual goals will keep employees encouraged b. Modeling will be extremely helpful in teachingcashiering because they will need to see real-life demonstrations about what isright and what is wrong to do c. By accounting for learning differences, the company canmake sure to present the material in multiple ways. There can be hands-ondemonstrations, lectures, visual-aids, small group discussions, and otherthings to vary the learning. d. Active practice is important in cashiering becauselearning the transaction skills should eventually become second nature. This canonly happen with repetition. 4. Characteristics of instructors a. It is important to make sure that a good trainer isused who is enthusiastic and interested in teaching. Finding someone who hadpreviously worked as a cashier would be extremely helpful because they knowwhat it is like to be in the employees’ shoes. |
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Examples of the “alternate delivery methods” |
These range from on-the-job training to apprenticeship training |
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On-the-job training (OJT) |
A methods by which employees are given hands-on experience with instruction from their supervisor or other trainer Provides hands-on experience and builds relationships Viewed by some as most effective means of facilitating learning Because it is informal, it is sometimes poorly implemented |
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Apprenticeship training |
An extension of OJT A system of training in which a worker entering the skilled trades is given through instruction and experience, both on and off the job, in the practical and theoretical aspects of the work. |
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Special assignment |
Assigning trainees to different jobs in different areas of a firm and groomed by other managers in understudy assignment to do important job functions Typically done for those on managerial track |
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Cooperative training |
Training program that combines practical on-the-job experience with formal educational classes |
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Simulations |
Allows for training that emphasizes realism in equipment and it operated with minimum costs and maximum safety |
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E-learning |
Learning that takes place via electronic media |
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Learning management system (LMS) |
Online system that provides a variety of assessment, communication, teaching, and learning opportunities Combines company's e-learning, employee assessment tolls and other training function into one electronic tool |
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Just-in-time training |
Training delivered to trainees when and where they need it in order to do their jobs, usually via computer or the Internet |
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Communities of practice |
Type of grassroots training that allows people to share knowledge and collaborate with one another via social networking tools |
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Behavior modeling |
An approach that demonstrates desired behavior and gives trainees the chance to practice and role-play these behaviors and receive feedback Consists of Learning Points, Modeling, Practice, Feedback and reinforcement |
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Role-playing |
Playing the roles of others, often a supervisor and a subordinate, who are facing a particular problem Could be used for managers or sales people |
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Coaching |
Consists of a continuing flow of instruction, comments and suggestions from the manager to the subordinate |
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Case studies |
Particularly useful in classroom learning situations |
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Seminars and conferences |
Useful for bringing groups of people together for training and development |
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Blended learning |
Use of multiple training methods to achieve optimal learning on the part of the trainees |
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Classroom (Lecture) instruction |
Can be helpful when people have trouble self-motivating to complete training |
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The four levels of training evaluation |
1. Reactions 2. Learning 3. Behavior 4. Results, or Return on Investment (ROI) |
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Reactions (first level of training evaluation) |
Assess participants' reactions to it Critique the instructors and make suggestions Problem is that positive reactions are no guarantee that it has been successful |
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Learning (second level of training evaluation) |
Test the knowledge and skills of the employees before and after the program will help determine improvement |
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Behavior (third level of training evaluation) |
Transfer of training: the effective application of principles learned to what is required on the job How to maximize the transfer of training - Feature identical elements: things done in program should mimic what is done on job -Focus on general principles, if necessary: try to apply main learning points to varying conditions on the job -Establish a climate for transfer: encourage managers to embrace the changes for the company -Give employees transfer strategies: help them deal with transfer by giving them strategies on how to cope with potential relapse into former behaviors |
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Results or Return on Investment/ROI (fourth level of training evaluation) |
ROI is sometimes referred to as the utility the firm gets for its training dollars A company's ROI refers to the benefits it derives from training relative to what it costs ROI=Benefits of Training / Training costs If ROI > 1, benefit exceeds cost If ROI < 1, costs exceed benefit |
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What is on-boarding |
It is the process of systematically socializing new employees to help get "on board" with an organization |
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Why on-boarding matters |
It is important because it helps bring new employees into the organization and makes them feel as though they are truly a part of it. It help keep employees from leaving, which is important because new hires are at a high risk for quitting. |
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Purpose of performance management (PM) |
The main purpose of performance management is to link individuals to the organization's focus. Good PM systems have the capability to influence employee behavior and improve the organization's performance. The other two purpose are administrative and developmental. Administrative purposes may include using information for salary decisions, workforce planning, and layoff decisions. Developmental purposes may include using information for guiding training, highlighting individuals' strengths and needs, and improving morale. |
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Some of the things that PM requires (6) |
1. Clear, shared and accepted goals 2. Ongoing work of collecting information 3. Year-long engagement and discussion 4. Willingness to invest energy in the process 5. Ability to assess objectively and impersonally 6. Capacity to confront and deal with the negatives |
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Definition of Management by Objectives |
A philosophy of management that rates the performance of employees based on their achievement of goals set mutually by them and their manager. Process works best where job outputs vary and work is less structured. |
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Management by Objectives (7 Steps according to the textbook) |
First three steps are part of goal-setting 1. Objectives established for organization 2. Objectives are established for the departments 3. Objectives are established by individual managers and employees 4. The employee-established goals are then discussed with the supervisor and jointly reviewed and modified until both parties are satisfied with them 5. During periodic reviews, progress the employee makes toward goals is assessed 6. Final review is an examination of employee's self-evaluation by the supervisor and employee together 7. Final step is reviewing the connection between the employee's performance and the organization's |
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Some ways that PM helps administrative goals |
1. Feed into salary administration 2. Allow for workforce planning 3. Give data for retention and layoff decisions |
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Some ways that PM helps developmental goals |
1. Drive training and development choices 2. Highlight individual's strengths and needs 3. Improve motivation and morale |
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Examples of three possible focus areas of Appraisal forms |
1. Trait 2. Behavior 3. Results |
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Trait (first of three focus areas of appraisal forms) |
Key quality or characteristic listed -Graphic rating scale that shows range of rates with brief definition at ends and middle |
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Behavior (second of three focus areas of appraisal forms) |
Observable actions determined to matter - Behaviorally Anchored Rating Scale (BARS) shows description of what people do at top, bottom of performance |
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Results (third of three focus areas of appraisal forms) |
Particular outputs expected - Narrative describing and offering examples of performance |
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Biases that can reduce objectivity in PM |
Things like halo/horns effect and error of central tendency etc... |
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Halo or horns effect |
Allowing one's judgment to be influenced by unfavorable (horn) or favorable (halo) first impression usually based on physical appearance. That person has one quality I like, maybe they're attractive, so I rate them positively on everything. |
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Error of central tendency |
All employees are rated as average |
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Leniency or strictness error |
the appraiser tends to give employees either unusually high or unusually low ratings |
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Forced distribution |
Raters are required to place a certain percentage of employees into various performance categories |
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Similar-to-me error |
Appraiser inflates the evaluation of an employee because of a mutual personal connection. That employee is like me so I rate them more favorably. |
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Ethnic or other forms of stereotyping |
Obvious discrimination |
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Contrast error |
Employee's evaluation is biased either upward or downward because of comparison with another employee just previously evaluated. |
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Temporal, primary of events, recency error |
Evaluation is based largely on the employees most recent behavior rather than on behavior throughout the evaluation period |
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Additional sources of input for the PM process |
Customers (internal or external) Self-evaluations Subordinate evaluations (for managers) Peer and team members Employee himself or herself |
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Components of a "problem solving" approach to performance appraisal |
Most proactive of the types of performance evaluationListening, accepting and responding to feelings areessential elements of it Establish the root-cause. Ability, Motivation, Environment. Seek employee’s ideas and to obtain a mutually agreed uponway to overcome obstacles. Some level of ability improvement or environmentalmanagement can help. |
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Examples of principles for effective appraisal sessions (7) |
1. No surprises. Summary, not new thoughts. 2. Talk specifics (behavioral examples that are recalled). 3. Ask for self-evaluation 4. Aim for dialogue and interchange 5. Seek input on your management style, its effect 6. Express appreciation...strengths or gaps? 7. Establish goals |
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Ways of helping an employee establish a career direction |
Appraisals are an ideal time to discuss employee's planned future Sensitive listening and feedback may be needed Often direction-finding can be involved: - Job shadowing -Mentoring/coaching -Special training for "next move" -Learning about potential target job |
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Name major goal of compensation management |
Strategic alignment which involves linking the worth of jobs and rewards to the organization's business strategy |
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Besides main goal of strategic alignment, what are other particular goals of compensation management (6) |
1. Rewarding past performance - Employees need to know their work is noticed and valued 2. Signaling what matters in the future - Constantly looking ahead 3. Retaining valued employees - Wanting the best possible employees and ones that know the company are great 4. Maintaining internal pay equity among current employees - Keeping employees happy 5. Attracting needed new people - Important to continuously bring in new talent that can improve upon your business 6. Maintaining a chosen position in the local labor market - It is important to stay competitive |
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Describe steps used in applying the points methods for evaluating jobs |
Point system is a quantitative job evaluation procedure thatdetermines the relative value of a job by the total points assigned to it. 1. Points are given based on compensable factors thatconstitute the job. The skills, efforts, responsibilities and working conditionsthat a job entails are more common factors that rank jobs against one another. 2. Once factors are selected, they will be assignedweights according to their relative importance to the company. 3. Next, each factor will be divide into a number ofdegrees where degrees represent different levels of difficulty associated witheach factor. - The point system requires use of a point manual thatcontains the descriptions of the factors, the degrees to which these factorsmay exist within the jobs and the points allocated. The point value assignedrepresents the sum of the degree values of each compensable factor. 4. Total point value can than be calculated for job as awhole. 5. Job is than compared to other jobs in the company. |
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Definition of compensable factors |
They are criteria, like skill or responsibility, used to evaluate a job and determine an employee's salary |
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Examples of compensable factors in the Equal Pay Act (4) |
1. Skill- experience, ability, training and education required 2. Effort- physical or mental exertion needed to do the job 3. Responsibility- degree of accountability and impact built into job 4. Working conditions- physical surroundings and hazards |
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Ranking job evaluation method |
Ranking is the simples and oldest system This approach involves making broad-based estimates based on review of job descriptions and knowledge of the job. It works best when jobs are known well. |
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Disadvantages to ranking method |
Does not provide precise measure of job's worth Does not tell the differences in the degree of importance between jobs |
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Points-based methods |
Based on close analysis Centered on extend to which compensable factors are present Points assigned on close review of job descriptions and input from people doing/managing job Rather complicated to establish but simple to understand and use once they are in place. |
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Information provided by internal and external wage curves |
Wage curve represents the relationship between relative worth of jobs and pay rates. Internal wage curves can be determined by plotting compensable point scores against actual income. Jobs above or below the "curve" need further attention. External wage curve means comparing their jobs/wages to other companies/competitors. |
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Sources for salary surveys |
Informal (phone or internet surveys) Professional societies (ex. ATD annual survey) Government sources (Bureau Labor Statistics) Consulting or recruiting companies |
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Various types of individuals incentives (3) |
1. Merit pay - Pay for performance approach and give more money to people who perform better - Merit pay increases base annual/hourly pay - Perceived fairness affects how pay decisions can be made -Raises, to motivate, should be in the 7-9 % range (they seldom are) -Many managers find it hard or inappropriate to make meaningful distinction in performance, son actual raises tend to be similar in size 2. Variable pay - Related to a particular measure of performance 3. Bonuses - Executive pay is usually bonus-based -Some or all of salespeople pay may be bonus |
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Types of team incentives |
Team incentive plan -Involve similar goal setting and measurement processes -Goals may involve Quality/serve improvements Meeting production goals Reducing time and costs |
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Company incentives |
Profit-sharing: fixed part of corporate profits allocated proportionally to wages/salary Gainsharing: distributing saving from productivity improvements recommended by employees Employee stock ownership plans (ESOP): employees permitted to buy company stock |
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Relative costs of benefits |
They are expensive. Account for 37% of all employee expenses. Pay for time not worked: vacation, sick-leave, time-off pool, FMLA leave Health insurance, complex, expensive, changing Various cost control measures Retirement benefits; defined contribution common Family friendly: child care, elder care Cafeteria plan: vary to differing needs of employee populations |
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What “employment atwill” means, and how “wrongful discharge” limits its applicability. |
Employment at will is the principle that an employmentagreement is open-ended and can be terminated at any time, for any reason (orno reason) by either party. The employer can fire an employee without giving areason and the employee can quit when he or she chooses. Wrongful discharge, termination of an employee that isillegal, is a tort that restrict this right to termination. This ideachallenges an employer’s right to unilaterally terminate employees. This mayinclude the following: adverse impact against protected classes, refusal toviolate public policy, implied or explicit contracts, whistle-blowing,retaliation, and constructive discharge. One specific example is one of whistle-blowing. An employeethat reports an employer’s illegal action or immoral conduct is protected bythe law from retaliation from their employers. |
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HR's Four Roles in the employee discipline process |
1. Educator 2. Process champion 3. Referee/coach 4. Enforcer |
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"Constructive discharge" what it means and what is an example of it |
It involves re-assigning an employee to an intolerable job. The company hopes that the employee will resign because of how dissatisfied they are. This may be demoting someone from being a Manufacturing manager to a Loading Dock specialist. |
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Why would an organization support drug testing |
-Need to ensure public safety -Wish to reduce health insurance premiums -Desire to reduce defects and accidents |
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Example of a "compelling business reason" for electronic monitoring of employees |
Employee theft, such as stealing merchandise, supplies or equipment Ensuring safety of employees |
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Current legal view about employers' rights to discipline employees for off-duty conduct and speech |
Laws current limit company’s ability to fire or disciplineLegal acts done offsite in many states can’t be grounds foraction. Even when actions are illegal, court ruling have suggested that theconduct may not, in some circumstances, be a lawful justification for employeediscipline. In some cases, even illegal acts aren’t grounds for actionIf someone posts online in a state where off-duty conduct isprotected, he or she might be protected by the law. Online speech complaining about work is usually protected.Online posts that are racist, sexist, harass coworkers, or reveal confidentialcompany information are not likely to be protected. |
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Purpose of "just cause" guidelines |
They are mean tot indicate how cautious everyone should be. These guidelines are applied by arbitrator to determine if a firm had just cause for a termination and these guidelines are set forth in the form of questions. Answer "no" to any of the questions and the decision to terminate can be determined as discriminatory. |
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Examples of 3 "just cause" guidelines |
1. Did the organization forewarn the employee of the possible disciplinary consequences of his or her action? 2. Did management, before discharging the employee, make a reasonable effort to establish that the employee's performance was unsatisfactory? 3. Was the organization's investigation conducted in a fair and objective manner? |
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Questions used by HR in investigating employee misconduct. (7) |
1. What is the offense charged? 2. Did the employee know he or she was doing something wrong? 3. Is the employee guilty? 4. Are there extenuating circumstances? 5. Has the rule been uniformly enforced? 6. Is the offense workplace related? 7. What is the employee's work-record? |
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Define PEST analysis |
PEST is an acronym for Political, Economic, Sociocultural, andTechnological. The PEST analysis takes all these categories, which are externaland environmental factors that can affect business activities and performance,and examines them for a specific country. Political may look at propertyrights. Economic may look at currency fluctuations. Sociocultural may look atdemographics. Technology may look at information systems. |
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Apply to USA |
1. Political - The USA has a strong democratic setup. Thecountry has large influence in global policymaking and is recognize as one ofthe world’s superpowers. A problem the country faces is international criticismfor intervening in other country’s affairs. 2. Economic -Economic system is well-developed. There was arecession in 2009 where unemployment skyrocketed. However, economy has bouncedback since then. 3. Sociocultural -One problem the U.S. is dealing with is theaging population. They are also dealing with a racial tension that has beenincreasing in recent years do to many well-known interracial crimes and therecent presidential election. 4. Technology -The country is a leader in adapting and applyingtechnology. They are typically at the forefront for developing technology,although they do face competition from countries like China and India. |
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Characteristics most important for a person in an expat assignment |
Requires special skill set/mindset Levi Strauss checklist -Ability to seize strategic opportunities -Ability to manage decentralized businesses -Awareness of global issues -Sensitivity to diversity issues -Competence in interpersonal relations -Community-building skills Also transcultural competence- awareness of how countries differ on factors such as power, emotional expressiveness and role of relationships |
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Home country |
the company's country of origin |
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Host country |
another country in which the company does business |
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Trend in use of expats/Reasons for it |
Understand the company's practices Limited talent may be available in host country Labor costs may be lower Raw material and transport costs can be lower Accessing nearby market can be easier Relations with partner companies can be made easier |
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Explain how national cultures differ from each other |
Every country has specific social and business etiquette, history, sources of pride and achievement and religious backgrounds. They have their own language and cultural values and priorities. One example is eye contact. It is extremely in US and seen as necessary in business, viewed as a sign of respect and reflects engagement in a conversation. In other cultures, like certain Asian countries, eye contact can be seen as inappropriate if it is a subordinate looking at a superior. For example, students are discouraged from making eye contact with their professors. |
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Three common ways of compensating expat workers |
1. Home-based pay: careful calculation of local costs and special expenses, allowing for payment that maintains home-country standard of living 2. Host-based pay or "localization": compensation is on-par with host-country standards 3. Split pay: part of pay is given in local money, part on home-based (to guard against currency or inflationary driven change in long-term financial position) |
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Challenges of repatriating expat workers and how they can be addressed |
Challenges: Living in difference country changes people People repatriated often leave company due to -Reduced scope of responsibility -Network of sponsors and contacts has shrunk -Knowledge of sponsors and contacts has shrunk -Knowledge and experience not utilized -Career direction is uncertain What can employers do? -Appoint people to help expats that are returning -Restart home-country career -Leverage learning |
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HR’s four roles in the employeediscipline process. |
1. Educator. a. Employees need to know what therules of the company are. Setting the rules is the foundation for an effectivedisciplinary system. Those rules must be properly explained to the employees. Whataction are appropriate and what are inappropriate. 2.Process champion. a.Failing to follow the processcan reveal the negatives of inaction. Tolerating and retaining low performers isbad for a company. b. There is a logical sequence inwhich disciplinary steps must be carried out and HR should know exactly how theprocess works. c.HR is also responsible forensuring that policies are consistent with any labor agreements or conform tocurrent laws. 3. Referee / coach. a. It is rare to find a manager whoknows intuitively exactly how to investigate employee misconduct. They may bereluctant to discipline or they overlook something that should be looked into.HR must serve as a coach for those these managers who must implement the rules. b. They can also serve as a refereebetween employees and their managers. 4. Enforcer. a. When it is necessary toimplement disciplinary action, HR must remain strong b. Following good guidelines willhelp a firm not only avoid lawsuits but also prevent creating a poisonousatmosphere that can lead to low morale and high turnover |
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Describe how a realcompany could apply three of the activities covered in the session to improveleadership development. |
SEPHORA 1.Needs analysis a.Sephora could learn what its employees need to learn. Theyshould focus on two things. Orientation training for new hires and managerialtraining. b.Helpful things for Sephora to look at would be thedifference between successful employees and those who are suffering. Are thereways to decrease the knowledge/skill gaps? c.If the company chose to invest in employees, it isimportant to groom future leaders from the initial starting position 2. Evaluating training a. Sephora can evaluate training from managers who haveworked for at least 1 year after the training program. They can ask themanagers to critique the program and make suggestions on how to make it better.It will be important to ask them what they wish they would have learned duringtraining that they experienced on the job. They can also determine the Returnon Investment (ROI) and see if their benefits outweighed their costs. 3. Alternative delivery methods a. Coaching could be extremely helpful by bringing currentleaders with future leaders. Someone who knows that they are headed to leave,for retirement or others concerns, can spend their last months working with theperson who will replace them. This will allow the future employee to learnexactly what they will be doing and allow them to become better leaders. b.Special assignments would allow trainees to experienceall different jobs in the company. A manager who knows what it is like to be inthe shoes of their subordinate will be a much better leader. c. Conferences or seminars linking top executives withstore managers can also bridge the gap between top level management and lower-levelmanagement. |
