Hr Management - Exam 3

Front 1

Structured vs Unstructured Interview

Back 1

Unstructured or nondirective interviews generally have no set format. Structured or directive interviews generally identify questions and acceptable responses that are specified in advance and the responses are rated for appropriateness of content

Front 2

Interview Content:

Back 2

Types of Questions – Interviews can be classified according to the nature or content of their questions, such as situational interviews, job-related interviews, behavioral interviews, and stress interviews. Puzzle questions are also popular today, and are used to see how candidates think under pressure.

Front 3

The HR Scorecard Strategy and Results

Back 3

The New Interviewing Program – The continuing case study of Hotel Paris is discussed here, and the challenge presented is for the HR Director to create an interviewing program that helps produce the capabilities and behavior identified in their HR Scorecard. In this example, they develop structured interviews for each position and formulate behavioral questions, situational questions and job knowledge questions to identify the desired capabilities and behavior

Front 4

Personal or Individual Interviews

Back 4

tend to be one-on-one where two people meet alone and one interviews the other by seeking oral responses to oral inquiries. A panel interview is where a group (panel) of interviewers questions the candidate together. A mass interview is where a panel interviews several candidates simultaneously.

Front 5

Computerized Interviews

Back 5

involve computers administering the interview. Typically the questions are presented in a multiple-choice format, one at a time, and the applicant is expected to respond to the questions on the screen by pressing a key.

Front 6

Are Interviews Useful?

Back 6

Studies confirm that the validity of interviews are greater than previously thought, especially if they are structured and depending on the traits they are assessing.

Front 7

First Impressions

Back 7

One of the most consistent findings is that interviewers tend to jump to conclusions about candidates during the first few minutes of the interview.

Front 8

Misunderstanding the Job

Back 8

Interviewers who don’t know precisely what the job entails and what sort of candidate is best suited for it usually make their decisions based on incorrect or incomplete stereotypes of what a good applicant is.

Front 9

Candidate-Order (Contrast) Error and Pressure to Hire

Back 9

means that the order in which you see applicants affects how you rate them. Pressure to Hire can undermine an interview’s usefulness.

Front 10

Nonverbal Behavior and Impression Management

Back 10

can have a surprisingly large impact on an applicant’s rating. Mainly because, accurately or not, interviewers infer the interviewee’s personality from the way he or she acts in the interview.

Front 11

Effect of Personal Characteristics:

Back 11

Attractiveness, Gender, Race – Interviewers have to guard against letting an applicant’s attractiveness, gender, and race play a role in their rating.

Front 12

Interviewer Behavior

Back 12

Telegraphing refers to the interviewer inadvertently evoking the expected answers.

Front 13

The New Workplace:

Back 13

Applicant Disability and the Employment Interview – Studies suggest that what the applicant voluntarily reveals about his disability influences the hire/no-hire decision. Under the ADA, the interviewer must limit his or her questions to whether the applicant has any physical or mental impairment that may interfere with his or her ability to perform the job’s essential tasks. Testers are individuals who apply for employment which they do not intend to accept, for the sole purpose of uncovering unlawful discriminatory hiring practices. They have legal standing with the courts and the EEOC.

Front 14

The Structured Situational Interview procedure is as follows:

Back 14

Step 1: Job Analysis; Step 2: Rate the Job’s Duty; Step 3: Create Interview Questions; Step 4: Create Benchmark Answers; and Step 5: Appoint the Interview Panel and Conduct Interviews.

Front 15

How to Conduct a More Effective Interview

Back 15

1. Structure Your Interview
2. Prepare for the Interview
3. Establish Rapport
4. Ask Questions
5. Close the Interview
6. Review the Interview

Front 16

How to Conduct a More Effective Interview - Structure Your Interview

Back 16

a) base questions on job duties;
b) use specific job-knowledge, situational, or behaviorally-oriented questions and objective criteria to evaluate the interviewee’s responses;
c) train interviewers;
d) use the same questions with all candidates;
e) use rating scales to rate answers;
f) use multiple interviewers or panel

Front 17

How to Conduct a More Effective Interview - Prepare for the Interview

Back 17

The interview should take place in a private room where interruptions can be minimized. Prior to the interview, the interviewer should review the candidate’s application and resume, as well as the job duties and required skills and traits.

Front 18

How to Conduct a More Effective Interview - Establish Rapport

Back 18

The interviewer should put the interviewee at ease so he/she can find out the necessary information about the interviewee.

Front 19

How to Conduct a More Effective Interview - Ask Questions

Back 19

The interviewer should follow the interview guide.

Front 20

How to Conduct a More Effective Interview - Close the Interview

Back 20

Leave time to answer any questions the candidate may have and, if appropriate, advocate your firm to the candidate. Try to end the interview on a positive note.

Front 21

How to Conduct a More Effective Interview- Review the Interview

Back 21

Once the candidate leaves, and while the interview is fresh on the interviewer’s mind, he/she should review his/her notes and fill in the structured interview guide.

Front 22

Know Your Employment Law: Interviewing Candidates

Back 22

Various equal employment laws require that employment interviewers exercise caution in which questions they ask lest they expose their companies to accusations of discriminatory treatment.

Front 23

Orienting Employees

Back 23

Employee orientation programs provide new employees with the basic background information required to perform their jobs satisfactorily. Orientation programs today are moving away from routine discussion of company rules to emphasizing the company’s mission and the employee’s role in that mission, on-boarding them early as a key member of the team.

Front 24

The Training Process - The Strategic Context of Training

Back 24

Training refers to the methods used to give new or present employees the skills they need to perform their jobs. Training today plays a key role in the performance management process, which is a key process for employers to ensure employees are working toward organizational goals. Overall, training has a fairly impressive record of influencing organizational effectiveness, scoring higher than appraisal and feedback, and just below goal setting in its effect on productivity.

Front 25

The Training Process - The Five Step Training and Development Process

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1) needs analysis;
2) instructional design;
3) validation;
4) implement the program;
5) evaluation and follow-up.

Front 26

The Training Process - Training, Learning, and Motivation

Back 26

1. Make Learning Meaningful – Material that is meaningful is usually easier for trainees to understand and remember.

2. Make Skills Transfer Easy – Make skills and behaviors easy to transfer from the training site to the job site.

3. Motivate the Learner - Provide as much realistic practice as possible; reinforce correct responses immediately; letting trainees pace themselves; creating a perceived training need in the trainees’ minds; and scheduling effectively.

Front 27

The Training Process - Analyzing Training Needs

Back 27

Two main ways to identify training needs are: task analysis (an analysis of the job’s requirements) and performance analysis (an analysis to verify if there is a performance deficiency).

Front 28

The Training Process - Task Analysis

Back 28

A task analysis can be use to determine the training needs of new employees. A task analysis record form can also be used. It contains the following information: task list; when and how often performed; quantity, quality performance
standards; conditions under which performed; skills or knowledge required; and where best learned.

Front 29

The Training Process - Performance Analysis: Assessing Current Employees’ Training Needs

Back 29

There are several methods that can be used to identify an employee’s training needs, including: supervisor, peer, self, and 360-degree performance reviews; job-related performance data; observation by supervisors or other specialists; interviews with the employee or his/her supervisor; tests of things like job knowledge, skills, and attendance; attitude surveys; individual employee daily diaries; and assessment centers.

Front 30

On-the-Job Training (OJT)

Back 30

means having a person learn a job by actually doing it, and involves the following: preparing the learner; presenting the operation; doing a tryout; and follow-up.

Front 31

Apprenticeship Training

Back 31

is a structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training.

Front 32

Informal Learning

Back 32

involves learning through day-to-day unplanned interactions between the new worker and his/her colleagues.

Front 33

Job Instruction Training

Back 33

refers to teaching a new employee the logical sequence of steps in a job step-by-step.

Front 34

Lectures

Back 34

quick and simple way to provide knowledge to large groups.

Front 35

Programmed Learning

Back 35

is a step-by-step self-learning method: 1) presenting questions, facts, or problems to the learner; 2) allowing the person to respond; and 3) providing feedback on the accuracy of the answers.

Front 36

Literacy Training Techniques

Back 36

Companies are responding the functional illiteracy by testing job candidates’ basic skills, and setting up basic skills and literacy programs.

Front 37

Audiovisual Based Training

Back 37

Tools include: films, PowerPoint presentations, video conferencing, audiotapes, and videotapes.

Front 38

Simulated Training

Back 38

is a method in which trainees learn on the actual or simulated equipment they will use on the job, but are actually trained off-the job.

Front 39

Computer-Based Training

Back 39

is where the trainee uses computer-based and/or DVD systems to increase his/her knowledge or skills. CBT programs have real advantages including reducing learning time, cost effectiveness once designed and produced, instructional consistency, mastery of learning, increased retention, and increased trainee motivation.

Front 40

Electronic Performance Support Systems (EPSS)

Back 40

are sets of computerized tools and displays that effectively automate and integrate training, documentation, and phone support, thus enabling individuals to provide support that’s faster, cheaper, and more effective than the traditional methods.

Front 41

Distance and Internet-Based Training

Back 41

Distance learning methods include traditional paper-and-pencil correspondence courses, as well as teletraining, videoconferencing, and Internet-based classes.

Front 42

Teletraining

Back 42

where a trainer in a central location teaches groups of employees at remote locations via television hookups.

Front 43

Videoconferencing

Back 43

allows people in one location to communicate live via a combination of audio and visual equipment with people in different locations–another city or country or with groups in several cities.

Front 44

Training via the Internet

Back 44

Internet based learning programs are increasingly popular. Some companies simply let their employees take online courses offered by online course providers while others use their intranets to facilitate computer-based training.

Front 45

general management development process consists of

Back 45

(1) assessing the company’s strategic needs (2) appraising the managers’ current performance and (3) developing the managers. Succession planning is part of this process, and is the process through which a company plans for and fills senior level openings.

Front 46

Managerial On-The-Job Training methods include

Back 46

job rotation; coaching/ understudy approach; and action learning.

Front 47

Job Rotation

Back 47

moving management trainees from department to department to broaden their understanding of all parts of the business

Front 48

Coaching/Understudy Approach

Back 48

where a trainee works directly with a senior manager or with the person he/she is to replace, and the latter is responsible for coaching the trainee.

Front 49

Action Learning

Back 49

programs give managers and others released time to work full-time on projects to analyze and solve problems in departments other than their own.

Front 50

The Case Study Method

Back 50

presents a trainee with a written description of an organizational problem.

Front 51

Management Games

Back 51

computerized management games allow for the trainees to be involved.

Front 52

Outside Seminars

Back 52

offered by many companies and universities.

Front 53

University-Related Programs

Back 53

provide executive education and continuing education programs in leadership, supervision, and the like.

Front 54

Role Playing

Back 54

aimed at creating a realistic situation and then having the trainee assume the parts (roles) of specific persons in that situation.

Front 55

Behavior Modeling

Back 55

involves showing the trainee the correct way to do something, letting the trainee practice the correct way, and giving the trainee feedback on his/her performance.

Front 56

Corporate Universities and In-House Development Centers

Back 56

are being established by many companies to expose prospective managers to realistic exercises to develop improved management skills.

Front 57

Executive Coaches

Back 57

used by firms to improve their top managers’ effectiveness. An executive coach is an outside consultant who questions the executive’s boss, peers, subordinates, and sometimes, family, in order to identify strengths and weaknesses, and to counsel the executive so he or she can capitalize on those strengths and overcome the weaknesses.

Front 58

Evaluating the Training Effort:
Designing the Study

Back 58

The evaluation process of choice is controlled experimentation, which uses both a training group and a control group (that receives no training) to assess their before and after performance in order to determine the extent to which performance in the training group resulted from the training itself rather than some organization-wide change.

Front 59

Evaluating the Training Effort:
Training Effects to Measure

Back 59

Four basic categories of training outcomes can be measured: 1) Reaction; 2) Learning; 3) Behavior, and 4) Results.

Front 60

Comparing Performance Appraisal and Performance Management –

Back 60

Performance appraisal is part of a total integrated process of performance
management, which consolidates goal setting, performance appraisal, and
development into a single, common system, the aim of which is to ensure that the employee's performance is supporting the company's strategic aims.

Front 61

Why Performance Management?

Back 61

Performance management's emphasis on the integrated nature of goal setting, appraisal and development reflect Total Quality Management concepts. Second, it reflects what many studies have shown that traditional performance appraisals are useless and counter-productive. Third, it is a process that recognizes that every employee' s efforts must focus on helping the company to achieve its strategic goals.

Front 62

Defining the Employee's Goals and Work Efforts

Back 62

At the heart of performance management is the idea that employees effort should be goal directed, which involves clarifying expectations and quantifying them by setting measurable standards for each objective

Front 63

Some guidelines for effective goal setting are:

Back 63

1. Assign Specific Goals

2. Assign Measurable Goals

3. Assign Challenging but Doable Goals

4. Encourage Participation

Front 64

Why Appraise Performance

Back 64

1) they play an integral role in the employer's performance management process;
2) the appraisal lets the boss and subordinate develop a plan for correcting any deficiencies, and reinforce those things he does correctly;
3) they serve a useful career planning purpose;
4) it plays a part in salary decisions.

Front 65

Realistic Appraisals

Back 65

It is important that a manager be candidate when a subordinate is underperforming.

Front 66

The Supervisor's Role

Back 66

Supervisors must be familiar with basic appraisal techniques, understand and avoid problems that can cripple appraisals, and know how to conduct appraisals fairly. The HR Department serves as policy-making and advisory role.

Front 67

Steps in Appraising Performance

Back 67

1) define the job; 2) appraise performance; and 3) provide feedback.

Front 68

Graphic Rating Scale Method

Back 68

the simplest and most popular appraising performance technique, is where a scale is used to list a number of traits and a range of performance for each, then the employee is rated by identifying the score that best describes his/her performance level for each trait.

Front 69

Alternation Ranking Method

Back 69

is where employees are ranked from best to worst on a particular trait, choosing highest, then lowest, until all are ranked. Figure 9-6 shows an example of this method.

Front 70

Paired Comparison Method

Back 70

involves ranking employees by making a chart of all possible pairs of employees for each trait and indicating which is the better employee of the pair.

Front 71

Critical Incident Method

Back 71

is where a supervisor keeps a record of uncommonly good and/or undesirable examples of an employee’s work-related behavior, and reviewing it with the employee at predetermined times.

Front 72

Narrative Forms

Back 72

involve rating the employee’s performance for each performance factor, writing down examples and an improvement plan, aiding the employee in understanding where his/her performance was good or bad, and summarizing by focusing on problem solving.

Front 73

Behaviorally Anchored Rating Scales (BARS)

Back 73

combines the benefits of narratives, critical incidents, and quantified scales, by anchoring a scale with specific behavioral examples of good or poor performance.

Front 74

The five steps in developing a BARS are:

Back 74

1) generate critical incidents; 2) develop performance dimensions; 3) reallocate incidents; 4) scale the incidents; and 5) develop final instrument.

Front 75

Research Insight

Back 75

Three researchers developed a BARS for checkout clerks at a grocery store.

Advantages of BARS: more accurate gauge; clearer standards; feedback; independent dimensions; and consistency.

Front 76

The Management by Objectives (MBO) Method

Back 76

requires the manager to set specific measurable goals with each employee and then periodically discuss his/her progress toward these goals

Front 77

List the six steps of the Management by Objectives method

Back 77

1) set the organization's goals;
2) set departmental goals;
3) discuss departmental goals; 4) define expected results;
5) performance reviews;
6) provide feedback.

Front 78

Computerized and Web-Based Performance Appraisal

Back 78

generally enables managers to keep notes on subordinates during the year, to rate employees on a series of performance traits, and then generate written text to support each part of the appraisal.

Front 79

Mixing the Methods

Back 79

Most firms’ tools include combining several methods.

Front 80

Potential Rating Scale Appraisal Problems

Back 80

unclear standards; halo effect; central tendency; leniency or strictness; and bias.

Front 81

Appraising Performance: Problems and Solutions : Unclear Standards

Back 81

Ambiguous traits and degrees of merit can result in an unfair appraisal.

Front 82

Appraising Performance: Problems and Solutions : Halo Effect

Back 82

the influence of a rater’s general impression on ratings of specific qualities, can be a problem

Front 83

Appraising Performance: Problems and Solutions : Central Tendency

Back 83

where supervisors stick to the middle of the rating scales, thus rating everyone average.

Front 84

Appraising Performance: Problems and Solutions : Leniency or Strictness

Back 84

supervisors have the tendency to rate everyone either high or low.

Front 85

Appraising Performance: Problems and Solutions : Bias

Back 85

the tendency to allow individual differences such as age, race, and sex to affect the appraisal ratings employees receive, is a problem.

Front 86

How to Avoid Appraisal Problems

Back 86

Appraisal problems can be minimized by learning and understanding the potential problems and solutions, using the right appraisal tool, training supervisors to reduce rating errors; and keeping a diary.

Front 87

Employment Law Issue: Appraising Performance

Back 87

It has been found that inadequate appraisal systems tend to be at the root of illegal discriminatory actions. In addition to being done legally, appraisals should be done ethically and honestly

Front 88

Who Should Do the Appraising?

Back 88

1.The Immediate Supervisor – usually in the best position to observe and evaluate the subordinate’s performance, and is responsible for that person’s performance.

2.Peer Appraisals – becoming more popular with firms using self-managing teams.

3.Rating Committees – consist of multiple raters, typically the employee’s immediate supervisor and three or four other supervisors.

4.Self-Ratings – tend to be higher than supervisor or peer ratings.

5.Appraisal by Subordinates – or upward feedback, is where subordinates anonymously rate their supervisor’s performance.

6.360-Degree Feedback – where ratings are collected from the employee’s supervisors, subordinates, peers, and internal or external customers.

Front 89

The Appraisal Interview

Back 89

an interview in which the supervisor and subordinate review the appraisal and make plans to remedy deficiencies and reinforce strengths.

Front 90

Types of Interviews - performance analysis

Back 90

) Satisfactory – Promotable with the objective to make development plans;
2) Satisfactory – Not Promotable with the objective to maintain performance; and 3) Unsatisfactory – Correctable with the objective to plan correction.

Front 91

How to Conduct the Interview

Back 91

Prepare for the Interview by assembling the data, preparing the employee, and choosing the time and place. Be direct and specific; don’t get personal; encourage the person to talk; and don’t tiptoe around.

Front 92

How to Handle a Defensive Subordinate

Back 92

Recognize that defensive behavior is normal; never attack a person’s defenses; postpone action; and recognize your own limitations.

Front 93

How to Criticize a Subordinate

Back 93

When required, criticize in a manner that lets the person maintain his/her dignity and sense of worth, in private, and constructively.

Front 94

How to Ensure the Interview Leads to Improved Performance

Back 94

Clear-up job-related problems and set improvement goals and a schedule for achieving them.

Front 95

How to Handle a Formal Written Warning

Back 95

Written warnings should identify the standards by which the employee is judged, make it clear that the employee was aware of the standard, specify any violation of the standard, and show that the employee had an opportunity to correct the behavior.

Front 96

Appraisals in Practice

Back 96

Research shows that performance appraisals are required for most employees. Various types of appraisal formats are used, but most include reviews and feedback.