• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

Card Range To Study

through

image

Play button

image

Play button

image

Progress

1/137

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

137 Cards in this Set

  • Front
  • Back
job analysis
the process of gathering, analyzing, and synthesizing information about jobs. The purpose is to provide an objective of the job itself.
job description
a written summary of the job: its activities, the equipment required to perform the activities, and the working conditions of the job.

-helps the organization with a variety of activities, including planning, recruiting, and training.
job specification
a written explanation of skills, knowledge, abilities, and other characteristics needed to perform a job effectively.
steps in a typical job analysis.
1) Examine the overall organization
2) Select jobs to be analyzed
3) Collect data on jobs
4) Prepare job description
5) Prepare job specification
job design
a determination of exactly what tasks must be performed to complete the work. Job design should structure job elements and duties to increase performance and satisfaction.

3 characteristics: job specialization, job range, and job depth.
job specialization
the breakdown of work into small, discrete tasks that specify what is to be done, how it is to be done, and the exact time allowed for doing it.
job range
the number of tasks a worker performs. A greater number of tasks takes longer for one individual to complete than fewer tasks.
job depth
refers to the amount of discretion a worker has in performing tasks. Jobs designed with little depth are generally at lower levels of the organization.
job redesign
an organization's evaluation of job design so as to improve the quality of work, to give workers more autonomy, and to improve coordination, productivity, and product quality, while at the same time responding to workers' needs for learning, challenge, variety, increased responsibility, and achievement.
job rotation
involves systematically moving employees from one job to another. Job rotation increases job range by introducing workers to more jobs and therefore more tasks.
job enlargement
a job design approach that increases the number of tasks a worker is responsible for, with the purpose of increasing job satisfaction by reducing boredom and monotony.
job enrichment
a form of job design that increases not only the number of tasks performed (job range) but also job depth by giving workers more opportunity to exercise discretion over their work, thereby giving workers more control of their activities and addressing their needs for growth, recognition, and responsibility.
job characteristics approach
a job design approach suggesting that jobs should be designed to include important core dimensions and to increase motivation, performance, and satisfaction as well as reduce absenteeism and turnover.
-skill variety
-task identity
-task significance
-autonomy
-feedback
skill variety
the degree to which the job requires a variety of different activities in carrying out the work, which involves a number of skills and talents.
task identity
the degree to which the job requires completion of a "whole" and identifiable piece of work--that is, doing a job from beginning to end with a visible outcome.
task significance
the degree to which the job has a substantial impact on other people's lives or work--whether in the immediate organization or in the external environment.
autonomy
the degree to which the job provides substantial freedom, independence, and discretion to the individual in scheduling work and determining the procedures to be used in carrying it out.
feedback
the degree to which carrying out work activities required by the job results in individuals obtaining direct and clear information about the effectiveness of their performance.
experienced meaningfulness
the degree to which jobholders experience work as important, valuable, and worthwhile.
experienced responsibility
the extent to which job holders feel personally responsible and accountable for results of their work.
knowledge of results
jobholder's understanding of how effectively they are performing their jobs.
3 critical psychological states necessary for motivation and satisfaction.
-experienced meaningfulness
-experienced responsibility
-knowledge of results
flextime
a schedule that allows workers to select starting and quitting times witin limits set by management.
Conditions of empowerment
-workers must believe their efforts can result in positive outcomes
-workers must have the knowledge and skills to do their jobs effectively
-work must be designed to form a "whole" job that is meaningful to the worker.
-workers must have the authority to make decisions about the work on their own.
human resource management
the activities needed to acquire, develop, retain, and utilize human resources, specifically: (1) equal employment opportunity, (2) human resource planning, (3) recruitment, (4) selection, (5) training and development, (6) performance evaluation, (7) compensation, and (8) benefits and services.
equal employment opportunity
the employment of individuals in a fair and unbiased manner; a societal priority that has needed legal and administrative guidelines to encourage action.
affirmative action
an approach used to reach the goal of fair employment by which employees are encouraged to make a concerted effort to promote the hiring of groups of employees who were discriminated against in the past.
Equal Pay Act of 1963
Requires all employers covered by the Fair Labor Standards Act and others to provide equal pay for equal work regardless of sex.
Title VII of Civil Rights Act of 1964
prohibits discrimination in employment on the basis of race, color, religion, sex, or national orgin, created the Equal Employment Opportunity Commission to enforce the provisions of Title VII.
Age Discrimination in Employment Act of 1967
Prohibits private and public employers from discriminating against persons 40 years of age, exceptions are permitted where age is a bonafide occupational qualification.
Equal Employment Opportunity Act of 1972
Amended Title VII of Civil Rights Act of 1964, strengthens EEOC's enforcement powers and extends coverage of Title VII to government employees, faculty in higher education, and other employers and employees.
human resource planning
a two step process that involves forecasting future human resource needs and then planning how to adequately fulfill and manage these needs.
human resource inventories
the skills, abilities, and knowledge that exist within the firm already.
Human resource forecast
The firm's requirements based on numbers available, skill mix, and external labor supply.
Action plans
The recruitment, selection, training, orientation, promotion, development, and compensation plans used.
Control and evaluation
The monitoring system used to determine the degree of attainment of human resource goals.
recruitment
the set of activities used to attract job candidates with the abilities and attitudes needed to help an organization achieve its objectives.
selection
the process by which an organization chooses from a list of applicants the person or persons who best meet the criteria for the position available, considering current environmental and financial conditions.

The selection process involves screening applicants and making decisons about which applicants to interview and which ones to hire.
3 rules of a reference check:
1) determine that the prospective employer has a job-related need to know.
2) release only truthful information about the former employer
3) do not release EEO related information such as race, age, or ethnic background.
training
the systematic process of altering employees behavior to further organization goals.
development
the acquisition of knowledge and skills that employees can use in the present or future. Development focuses more on the long term.
formal training program
An effort by the employer to provide opportunities for the employee to acquire job-related skills, attitudes, and knowledge.
learning
the act by which individuals acquire skills, knowledge, and abilities that result in a relatively permanent change in their behavior.
skill
any behavior that has been learned and applied. Therefore, the goal of training is to improve skills. Motor skills, cognitive skills, and interpersonal skills are targets of training programs.
performance evaluation
the systematic review of individual, job-relevant strengths and weaknesses by means of observation and judgement.
For HRM, formal evaluations can serve the following purposes:
-make decisions easier involving promotion, transfer, pay raises, and termination.
-help establish training and development programs and evaluate their success.
-provide employees with feedback about strengths and weaknesses.
-predict whether recruitment and selection activities lead to attracting, screening, and hiring the best qualified human resources.
-help determine what type of individual can be successful within the organization.
Rating scales are distinguished by:
1) how exactly the categories are defined.
2) the degree to which the person interpreting the ratings can tell what response was intended by the rater
3) how carefully the performance dimension is defined for the rater.
Ranking methods
this procedure usually identifies the best and worst performers, who are placed in the first and last positions on the ranking list.
Descriptive essays
requires that the rater describe each ratee's strong and weak points.

-It provides little opportunity to compare ratees on specific performance dimensions. Another limitation involves variations in raters' writing skills. Some simply are not very good at writing descriptive analyses of subordinates' strengths and weaknesses.
Rating errors can be minimized if:
-each dimension addresses a single job activity rather than a group of activities.
-the rater can observe the ratees' behavior on a regular basis.
-terms such as average are not used on rating scales, because different raters react differently to such words.
-the rater does not have to evaluate large groups of subordinates. Fatigue and difficulty in discriminating among ratees become major problems when large groups of subordinates are evaluated.
-raters are trained to avoid leniency, strictness, stereotyping, and other rating errors.
-the dimensions being evaluated are meaningful, clearly stated, and important.
Rating errors
in some situations, raters are extremely harsh or easy in their evaluations. These are called strictness or leniency rater errors.
compensation
the human resources management activity dealing with every type of reward that individuals recieve for performing organizational tasks--financial and nonfinancial, direct and indirect.
direct financial compensation
consists of the pay an employee receives in the form of wages, salary, bonuses, and commissions.
Indirect financial compensation
(also called benefits) consists of all financial rewards, such as vacation and insurance, that are not included in direct financial compensation.
Compensation Policy has 7 criteria for effectiveness:
-adequate
-equitable
-balanced
-cost effective
-secure
-incentive providing
-acceptable to the employee
flat rate
a rate of pay, established by collective bargaining, for all workers in a job category, regardless of seniority or performance.
individual incentive plan
a compensation plan in which the employee is paid for units produced, whether in the form of piecework, a production bonus, or a commission.
gainsharing plan
a companywide group incentive plan that allows employees to share in the proceeds and whose goal is to unite diverse organizational elements behind the common pursuit of improved organizational effectiveness.
Factor's dictating a gainsharing plan's success:
1) company size
2) age of the plan
3) the company's financial stability
4)unionization
5) the company's technology
6) employees' and managers' attitudes.
The Equal Pay Act
requires equal pay for equal work for men and women. It defines equal work as employment requiring equal skills, effort, and responsibility under similar working conditions.
Under the Equal Pay Act, an employer can establish different wage rates on the basis of (1) seniority, (2) merit, (3) performance differences, (4) any factor other than sex.
comparable worth
a concept contending that individuals who perform jobs requiring similar skills, efforts, and responsibilities under similar work conditions should be compensated equally.
Additional benefits
In addition to benefits required by the law (such as unemployment insurance, social security, and worker's compensation), many employers provide other kinds of benefits: compensation for time not worked, insurance protection, and retirement plans. The most widely used benefits include paid vacations, holidays, and sick leave; life and medical insurance; and pension plans.

-childcare and eldercare
quid pro quo harassment
occurs when an employee's career path is directly affected by a supervisor's unwelcome requests for sexual favors or other sexual advances.
hostile work environment
A person would have to show that (1) he or she belongs to a protected group (i.e. female or minority group); (2) he or she was subject to unwelcome sexual harassment as defined above; (3) the harassment complained of was based upon his or her membership in the protected class; and (4) the harassment complained of affected the terms, conditions, or privileges of his or her employment.
equity sensitive
watch for and expect fair treatment.
benevolents
more likely to accept a little less than their fair share without complaining.
entitleds
people who believe that they should have more than others.
psychological contract
a set of expectations a worker has regarding what he or she will give and what he or she will recieve from the organization.
Task Performance
(ability + skill + effort + resources) + psychological differences.
Person-Environment Fit and Work behavior
Person: Self concept, personality, attitudes

Environment: Organization, profession, job.

Work behavior: Task performance, citizenship behavior.
self concept
our self-image, that is, the awareness of conscious thoughts that shape our personality, perceptions, attitudes, behavior, skills development, abilities, and relationships with the external world.
self esteem
a predisposition to evaluate ourselves in positive or negative terms.
self efficacy
a person's belief in his or her ability to succeed in a specific situation; the "can do" feeling applied to a specific context or a situation.
self monitoring
the awareness of and ability to read cues from other people in the environment and alter behavior accordingly.
perception
the cognitive process of attention and selection, interpretation, retention, retrieval, and response to information sensed in the environment. Perception is a mental sense-making process that involves the five senses: sight, hearing, taste, touch, and smell.
Four-Step Perception Process
-Selection and attention
-Interpretation
-Retention
-Retrieval and response
attention and selection
Selection is the process of seeking information that helps an individual understand a situation. Attention is the process of focusing on salient information and ignoring other information from the environment.
perceptual sets
groups of related stimuli (employee, offices, plan, deadline, and building)
retention
the process of storing sensory information in long-term memory for future retrieval.
Retrieval and response
the process of retrieving information is similar to running a computer program that accesses a database. Response is how that information is used.
selective perception
the perceptual process of filtering out information that is inconsistent with beliefs or in some other way unpleasant and not in an individual's best interest to consider.
stereotyping
a perceptual shortcut for ascribing to an individual the characteristics of a group or class to which he or she belongs.
priming
tends to give more weight to early information.
recency
the tendency to regard the last information obtained about a person or an object as the most current
the halo effect
the tendency to select a salient positive or negative characteristic of an individual and focus on it in the attention stage.
attitude
a learned predisposition about an object or a person that results in a propensity to respond one way or another; a shortcut to action; for example, the belief that it's best to be conservative or that eating pasta makes a person sleepy.
the cognitive component
deals with the processing of facts, opinions, prior information, and experience, and is used to develop the concept or idea.
the affective component
an emotional attachment to the attitude or one's feelings about the attitude. Some people have a very strong attitude, others not so strong.
the behavioral component
the willingness to act in a manner that is consistent with the held attitude.
job satisfaction
the feeling of enjoyment and fulfillment a person recieves from performing a particular job.
organizational commitment
the degree to which a person believes in and supports the purpose and goals of the organization and expects to continue working for it in the future; three types--affective, normative, and continuance.
need
a drive to achieve a specific outcome. Hedonism and Thorndike's Law of Effect--the pursuit of pleasure and the avoidance of pain--inform us that people seek rewarding outcomes and avoid punishing consequences.
motivation
the set of forces that initiate behavior and determine its form, direction, intensity, and duration.
Model of Motivation
-Unsatisfied need
-search for need satisfaction
-change behavior to satisfy need
-need reinforced or rewarded
-satisfied need.
Theory X
according to McGregor, theory X assumes that workers are passive and need direction to keep them focused. A theory X manager will have a control orientation.
Theory Y
asserts that workers are eager to learn, be responsible, and be creative. McGregor believed that worker's capacities to learn are great and that their abilities are underutilized. If given the autonomy, workers are quite capable of self-direction and self control.
Need deprivation
a condition leading to a state of arousal or the search to reduce the need deficit.
reward
an attractive or desired consequence that can be either intrinsic or extrinsic
intrinsic reward
the intangible psychological results of work that are controlled by the worker, are inherent in the job, and that occur during performance of work.
extrinsic reward
rewards that are administered by another party and that occur apart from the actual performance of work; for example, a paycheck.
ability
the physical and mental characteristics that a worker requires to perform a task successfully; can be increased through training.
Content theories
(also called need theories) are based on the idea that people are driven to meet basic needs that produce satisfaction when they're met.
hierarchy of needs
Abraham Maslow's motivation theory that is based on needs and includes two key assumptions: (1) different needs are active at different times and only unsatisfied needs can influence behavior. (2) needs are arranged in a fixed order of importance, called a hierarchy.
Maslow's Five Categories of needs
physiological needs: food, sleep, and physical movement

safety needs: freedom from fear or harm, stability, predictability.

social needs; friendship, love, camaraderie, and teamwork

self-esteem needs: status and reputation

self actualization: fulfillment of human potential and personal growth.
prepotency
In Maslow's theory, the idea that the most basic unsatisfied need (in the hierarchy) influences current behavior; for example, an unmet need for a promotion and a raise.
ERG Theory
a content theory, espoused by Clayton Alderfer, that is based on the concept of frustration regression to describe how we deal with our unmet needs.

ERG theory--3 primary needs:
existence: basic needs for survival, food, shelter, and clothing.

relatedness: needs that are part of building and maintaining social relationships.

growth: intrinsic desires for knowledge, creativity, and ability to learn new and different things.
hygiene factors
one of two sets of factors, that can separately explain satisfaction and dissatisfaction; also called maintenance factors, specifically the aspects of work that are peripheral to the task itself and related to the external environment.

-company policy and administrative practices
-technical supervision by the manager
-interpersonal relations with the supervisor
-worker salary, job status, and job security
-the worker's personal life
-physical conditions of the work setting.
Motivator factors
factors whose presence leads to satisfaction:

-achievement
-recognition
-advancement
-the task or work itself
-the worker's potential for personal learning or growth
-the worker's responsibility for results.
job context
the external environment of the job.
job content
the specific aspects of a job, including achievement, recognition, advancement, the task or work itself, the worker's potential for personal learning or growth, and the worker's responsibility for results.
Controversy of Herzberg's findings.
Method of data collection: the information was collected via a potentially biased, structured interview format.

individual differences: individual differences were discovered to affect the two factors. For example, some workers avoid advancement

limited sample: conclusions were based primarily on studies of professionals (engineers and accountants), whose tasks differ significantly from other kinds of workers.
need for achievement
a measure of a person's desire for clear, self set, moderately difficult goals, with feedback given based on goal achievement.
need for affiliation
the desire to work with others, to interact with and support others, and to learn the lessons of life through the experiences of others.
need for power
a desire to have influence and control over others.
Process Theories
theories describing cognitive processes and decisions that help predict subsequent behavior; view motivation in relation to worker's explicit thought processes (cognitions) and conscious decisions to select and pursue a specific alternative.
expectancy theory
theory based on an individual's subjective assessment that an effort will lead to job performance and that job performance will lead to a first-order outcome.
effort to performance expectancy
the subjective assessment that a person can complete the job; the "can do" component of an employee's approach to work.
performance to outcome expectancy
the probability that hard work will be rewarded.
valence
the desirability of one outcome over another to the individual (i.e. the rewards); an outcome's desirability or preference to the individual among competing rewards.
instrumentality
the employee's assessment of how instrumental, or likely, it is that successful task performance will be rewarded, such as with a raise; a measure of the association between performance and rewards.
equity theory
a job design theory that concerns the worker's perception of how he or she is being treated, based on the assessment process a worker uses to evaluate the fairness or justice of organizational outcomes and the adjustment process used to maintain perceptions of fairness.
environmental theories
learning theories that describe how we acquire knowledge about our behavior, specifically by evaluating how or behavior is judged by actors in the environment.
reinforcement theory
(also called operant conditioning)

characterizes motivation as largely determined by external factors. Behaviors that have positive consequences are likely to be repeated, and those that have negative consequences are likely to be avoided in the future. Workers are motivated by the consequences of their work behavior.
contingent rewards
rewards that are distributed based on a specific, preceding behavior; for example, a sales clerk receiving a free weekend trip for having the highest sales in her department for the preceding quarter.
noncontingent rewards
rewards that are not linked to specific behavior; for example, a paid holiday for all staff regardless of their level of performance.
reinforcement
using contingent rewards to increase future occurences of a specific behavior; can take two forms--positive or negative.
positive reinforcement
reinforcement that occurs when a positive consequence (reward) is applied to a desired behavior; increases the frequency of the particular behavior that it follows.
negative reinforcement
reinforcement that occurs when an unpleasant consequence is withdrawn after the desired behavior occurs.
punishment
an undesirable consequence for an undesirable behavior, a naturally occuring phenomenon in the learning process.
hot stove rule
a metaphor suggesting that being burned by a hot stove represents punishment at the most general level and in its most vivid form and that punishment should be swift, intense, impersonal, and consistent, while providing an alternative.
extinction
(the process of nonreinforcement of a behavior)

if a behavior is unrewarded, its occurence will diminish over time.
immediate reinforcement
reinforcement should coincide as closely as is practical with the completion of the target behavior.
reinforcement size
the larger the reinforcement delivered after the occurence of a target behavior, the greater effect the reinforcement will have on the frequency of the behavior in the future.
relative reinforcement deprivation
the more a person is deprived of the reinforcement, the greater the effect the reinforcement will have on the future occurrence of the target behavior.
Social Learning Theory
Albert Bandura proposed that motivated behavior was a function of observing the success of other people and then doing what worked for them. Learning was influenced by an individual's cognitive assessment of what behaviors were previously rewarded in the environment.

attention, retention, reproduction, motivation
goal setting theory
a learning theory stating that people who set goals outperform those who do not.
goals
targeted levels of performance set before doing the work; can help to direct attention and action, mobilize effort, create persistent behavior over time, and lead to strategies for goal attainment.