Personnel - Test 2 Review

Front 1

TRAINING

Back 1

1. short term

2. specific skill acquisition

3. more immediately clear results

Front 2

DEVELOPMENT OR EDUCATION

Back 2

1. longer term

2. learning in which behavior, attitudes are changed

3. results more oriented toward open-mindedness

Front 3

PREFERENCE TO TRAINING

Back 3

Psychologically, people tend to prefer training since we find comfort in predictability, certainty and status quo

Front 4

PADS - Acquisitions overlooked for SKAs

Back 4

We must first assess SKAs

PROBLEM - You can teach people to do the job BUT you can't teach them to want to do it

Front 5

ORG RESPONSES TO PERFORMANCE PROBLEMS #1 -

Situation - Problem is insignificant

Back 5

ORG RESPONSE: ignore it

PERSONNEL ACTIVITY: none

Front 6

ORG RESPONSES TO PERFORMANCE PROBLEMS #2 -

Situation - Selection criteria are inadequate

Back 6

ORG RESPONSE: increase attention to selection criteria

PERSONNEL ACTIVITY: job analysis

Front 7

ORG RESPONSES TO PERFORMANCE PROBLEMS #3 -

Situation - Employees are unaware of performance standards

Back 7

ORG RESPONSE: Set goals and standards and provide feedback

PERSONNEL ACTIVITY: Orientation, performance evaluation

Front 8

ORG RESPONSES TO PERFORMANCE PROBLEMS #4 -

Situation - Employees have inadequate skills

Back 8

ORG RESPONSE: provide training

PERSONNEL ACTIVITY: training

Front 9

ORG RESPONSES TO PERFORMANCE PROBLEMS #5 -
Situation - Good performance is not rewarded; poor performance is not punished

Back 9

ORG RESPONSE: Provide rewards or punishments and connect them to performance

PERSONNEL ACTIVITY: Performance evaluation, disciplinary action

Front 10

STEPS TO TRAINING & DEVELOPMENT

Back 10

1. Training for current job, short term

2. Education for change in long-term

3. Staff development for group changes

Front 11

TRAINING AND DEVELOPMENT PLANNING AND IMPLEMENTATION - 1 OF 3

Back 11

1. What are training needs? Needs assessments (general policies, performance, future needs)

2. Where in organization are needs? Study tasks by using SME's and current job descriptions

Front 12

TRAINING AND DEVELOPMENT PLANNING AND IMPLEMENTATION - 2 OF 3

Back 12

3. Study the people you have

4. Convert goals into concrete behaviors wanted

Front 13

TRAINING AND DEVELOPMENT PLANNING AND IMPLEMENTATION - 3 OF 3

Back 13

5. Decide T&D methods to be used i.e. workshops, conferences, outside trainer

6. Assessment of T&D choices include: employee reactions, learning, behavior change, changes in productivity; cost effectiveness

Front 14

ISSUES IN ASSESSMENT - PRETEST/POSTTEST PROBLEMS - 1 OF 2

Back 14

1. It is hard to test and expensive to test for validity of the pretest/posttest type

2. History - what has happened with the individual, the organization and work

3. Maturation - People learn naturally on the job (change over time)

4. Pretest Sensitization - Employees in a pretest pay the most attention to parts that are most emphasized

Front 15

ISSUES IN ASSESSMENT - PRETEST/POSTTEST PROBLEMS - 2 OF 2

Back 15

5. Mortality after pretest-people leave the job or the organization so you can't compare their before/after results

6. Groups can be biased

7. Trainee differences

8. Changes in the environment

Front 16

WORKFORCE 2000 VS. 2010

Back 16

People entering the workforce are more diverse and are lacking basic skills such as reading and math. They are older, there are more women, minorities and immigrants. Employer expenses are going up.

Front 17

WORKPLACE ORIENTATION AND MENTORING?

Back 17

Employees need to be oriented to organization as well as be taught SKAs.

Front 18

PROCESS THEORIES

EXAMPLES: EXPECTANCY & EQUITY

Back 18

More modern theories of motivation that look at HOW or the PROCESS

Front 19

EXPECTANCY THEORY

Back 19

Workers ask themselves 3 questions:

1. Can I do the task?

2. What will I get if I do it?

3. How much is it worth to me?

They will adjust their job behaviors accordingly.

Front 20

EQUITY THEORY

input/outcomes = peer input/outcomes

Back 20

Workers tends to think in terms of work inputs ought to equal outcomes:

1. They are comparing themselves to peers and assessing peer input and outcomes

2. They will adjust their own work productivity accordingly to what they see peers getting for the same work.

Front 21

CONTENT THEORIES OF MOTIVATION

Back 21

Oldest theories of motivation and focus on What factors (things) encourage positive behavior.

Front 22

FEDERICK TAYLOR

Back 22

Scientific Management (Machine Model)

One Best Way - for factory workers

Motivated by pay and rest periods

Led to ergonomics

Front 23

HUMAN RELATIONS MOVEMENT = HAWTHORNE STUDIES

Back 23

Western Electric at Cicero near Chicago in 1920s-1930s

We are social beings and want to belong

Front 24

HAWTHORNE EFFECTS

Back 24

2 NEW OBSERVATIONS:

1. People react to conditions, observation, environment, attention (Giving attention = harder worker.

2. People are affected by the social groups they work in (rate busters/slackers)

Front 25

PRODUCTIVITY?

Back 25

f(MXA) = Factor of Motivation x Ability

Front 26

MOTIVATION

Back 26

Willingness to engage in goal directed activity on a continuous basis.

Front 27

DOUGLAS MCGREGOR

Back 27

Theory X Manager - Believe workers are lazy and in turn dictate, coerce, punish and strictly oversee workers

Theory Y Manager - Believe workers are naturally curious and want to work; in turn give adequate training and resources, are available for consulting; let people do their jobs

Front 28

JOB ENRICHMENT

Back 28

Performance of the job itself is rewarding

Front 29

JOB ENLARGEMENT

Back 29

Same tedious tasks added to a worker's job

Front 30

DECENTRALIZATION

Back 30

Let people at lower levels make decisions

Front 31

PARTICIPATION BY EMPLOYEES

Back 31

MBO (Management by Objectives) - The employer and employee come together and lay out possible accomplishments and then the employee is later assessed in terms of how well h/she met those objectives.

Front 32

ABRAHAM MASLOW - HIERARCHY OF NEEDS

Back 32

What will motivate someone may not motivate someone else.

1. physiological or basic needs - survival

2. safety/security - in the workplace

3. social needs - want to belong (makes us human)

4. esteem - both self and respect of others

5. self actualization - development and use of their full abilities (rarely reached)

Front 33

FREDERICK HERZBERG

Back 33

Satisfiers (motivators) - intrinsic factors like content of work itself and challenges; feeling that something is learned or accomplished

Dissatisfiers (hygiene factors) - extrinsic - pay, title, rewards, safety (DON'T IGNORE)

Front 34

NORMATIVE THEORY VS. EMPIRICAL

Back 34

Normative - theory about how something is believed to be

Empirical - of the senses theory about how something is through touch, eye sight, hearing (aided or not)

Front 35

WHY IS IT SO HARD TO STUDY HUMANS?

Back 35

Researchers have beliefs as well as scientific skills. There have been many theories used to understand why people behave the way they do.

Front 36

PERFORMANCE APPRAISALS - CRITERIA

Back 36

1. job relatedness

2. reliability - inter-rater and over-time

3. validity - content, construct, criterion (empirical)

4. inoffensiveness

5. legality

6. differentiation

Front 37

PERFORMANCE APPRAISALS - PURPOSES

Back 37

1. communicate organization goals and objectives

2. motivate employees to improve their performance

3. distribute organization rewards fairly

4. conduct managerial research

5. provide for employee movement within the organization (promotion)

Front 38

PERSON-BASED METHODS

Back 38

DO NOT DO; rater compares employees against other employees or against some absolute standard

Front 39

PROBLEMS WITH PERSON-BASED

Back 39

1. can't really measure (traits, personality, aptitudes, general intelligence)

2. low validity - not related to the job

3. can't specify uniform set of traits needed in a job

4. not reliable - different raters interpret traits differently

5. of little use to counsel

Front 40

PERFORMANCE-BASED METHOD

Back 40

job-related criteria; this type of evaluation generally meets job-relatedness although MUST be evaluated on what they are currently doing

Front 41

CONSIDERATIONS IN SELECTING CRITERIA & METHOD

Back 41

1. don't forget $, time and employer ability

2. identifying criteria - which evaluative dimensions should be used to measure performance (group or individual)

3. single or multiple criteria - depends of # of duties (deficient and contaminated)

4. weighting of criteria - some more important than others?

5. performance standards - use history/records of jobs

6. matching purpose to time - how often a year

Front 42

RATER ISSUES

Back 42

1. Most people are comfortable with supervisor appraisals than with giving peer appraisals. Yet modern jobs required increased teamwork.

2. Raters tend to make global judgments of others; they tend to document rather than discover how well someone is performing.

Front 43

HALO/HORN EFFECT

Back 43

rating of one behavior can color all other ratings

Front 44

LENIENCY ERROR and Opposite STRICTNESS ERROR

Back 44

leniency - it's easiest to rate everybody above average

Front 45

CENTRAL TENDENCY

Back 45

rating everyone average

Front 46

PRIMACY BIAS

Back 46

FIRST rating on one factor colors all other factors

Front 47

CONTRAST ERROR

Back 47

1. there is a tendency to compare workers

2. comparisons of employees will over and underrate contrast if clear performance standards are not made

Front 48

LACK OF DIRECT KNOWLEDGE

Back 48

lacks knowledge of job tasks and performance to date

Front 49

INTER-RATER REALIABILITY

Back 49

use of multiple raters to reduce rater error and are trained to have common frame of reference

Front 50

REDUCING RATER ERROR

Back 50

1. raters receive job description, criteria for judging

2. raters are trained to have a common frame of reference

3. terms used on form are clear

4. raters have limited # of employees to appraise

5. use multiple raters

Front 51

TIPS FOR EMPLOYERS

Back 51

1. Have routine conversations with employees in addition to PA

2. Give adequate notice of appraisal and form used

3. Focus on strengths, behavior and 1-3 needed improvements

4. Encourage discussion and be honest

5. End on a positive note

Front 52

TIPS FOR EMPLOYEES

Back 52

1. Seek suggestions from supervisors

2. Don't be defensive

3. Discuss goals and plan of action

4. Understand evaluation

Front 53

HOW TO AVOID LEGAL PROBLEMS WITH APPRAISALS

Back 53

1. Use job analysis and job description to develop appraisal forms

2. Use a behavior-oriented form

3. Give evaluators written instructions and train them

4. Record review of results with employee

5. Have employee sign and date

Front 54

BARS - BEHAVIORALLY ANCHORED RATING SCALE

Back 54

Performance based appraisal format; highly quantitative yet specific; a range of performance standards for each job task developed and then statements are translated into numerical scores

Benefits - clear behavior expectations, helps in motivation if employee helps create

Costs - time and expense; best for easily measured tasks