1 - HR Competencies Flashcards

1
Q

Accommodate / Smooth

Conflict Resolution Tactics On the exam

A

Emphasize agreement and downplay disagreement

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2
Q

Activity-Based Budgeting

A
  • Based on how much it costs to perform activities
  • Funding based on the strategic significance of activities
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3
Q

Affiliative

On the exam

A

Leader creates strong relationships and encourages feedback

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4
Q

Approaches to Negotiation

A
  • Soft: the relationship is worth more than the issue at hand.
  • Hard: winning is more important than the relationship
  • Principled (interest-based or integrative bargaining): the focus is on issues, finding common interests, and achieving mutual gain
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5
Q

Artifacts

(Data Gathering Techniques)

A
  • Objects created by members of a culture that convey a sense of that culture’s values and priorities, beliefs, habits and rituals, or perspectives.
  • May include physical workspaces, virtual environments
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6
Q

Artifacts - Advantages

A
  • Provides additional insight into cultural issues
  • Can be observed without the help of those being observed
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7
Q

Artifacts - Disadvantages

A
  • Requires researcher to understand the principles of culture - Can create misunderstandings if the researcher is not familiar with the culture
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8
Q

Assert / Force

Conflict Resolution Tactics on the exam

A

Impose a solution

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9
Q

Assets

A

What an organization owns

= Liabilities + Equity

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10
Q

Attribution Theory

(Heider, Weiner)

A

How a person interprets causes for past success or failure impacts motivation. A leader can help employees accurately attribute causes and create opportunities for success.

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11
Q

Authoritarian Managers

Blake Mouton Theory

On the exam

A

High Task, Low Relationship

Expect people to do what they are told without question and tend not to foster collaboration.

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12
Q

Authoritative

On the exam

A

Leader proposes a solution and invites team to join this challenge.

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13
Q

Avoid

Conflict Resolution Tactics

on the exam

A

Withdraw and allow conflict to be resolved (or not) by others.

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14
Q

Behavioral School

A

Leaders influence group members through certain behaviors.

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15
Q

Blake-Mouton Theory

On the exam

A

Leadership involves managing:

  • Tasks (work that must be done to attain goals)
  • Employees (relationships based on social and emotional needs)
    *
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16
Q

Building Trust

A
  • Common Values
  • Aligned Interests
  • Benevolence
  • Capability / Competence
  • Predictability and Integrity
  • Communication
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17
Q

Business Case

A
  1. Statement of Need
  2. Recommend Solution
  3. Risk & Opportunities
  4. Estimated costs and time frame
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18
Q

Challenge of Culture

A
  • Ethnocentrism & parochialism: limited world views
  • Cultural stereotypes: judgmental characterizations
  • Cultural determinism: “the culture made me do it”
  • Cultural relativism: everything varies with the situation
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19
Q

Coaching

On the exam

A

Leader develops team members’ skills

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20
Q

Coercive

On the exam

A

Leader imposes a vision or solution

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21
Q

Coercive Power

A

Created when the leaders has the power to punish non-followers

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22
Q

Collaborate / Confront Conflict Resolution Tactics

on the exam

A

Search for a “third way” that both sides can own.

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23
Q

Common HR Data Sources

A
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24
Q

Compromise Conflict Resolution Tactics

on the exam

A

Ask both sides to concede some issues to reach agreement.

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25
Conflict Resolution Tactics
* Accommodate / Smooth * Assert / Force * Avoid * Collaborate / Confront * Compromise
26
Consulting Model
27
Country Club Manager Blake-Mouton ## Footnote On the exam
Low Task, High Relationship Secure atmosphere and trust individuals to accomplish goals, avoiding punitive actions to not jeopardize relationships
28
Creating a Code of Conduct
1. Gather information 2. Draft and review 3. Formally adapt & communicate 4. Monitor enforcement 5. Evaluate and revise
29
Delegating ## Footnote *Hershey-Blanchard Situational Leadership*
Very competent; ready for autonomy and self- direction
30
Democratic ## Footnote On the exam
Leader invites followers to collaborate and acts by concensus
31
Dilemma Reconciliation | Within culture
* Recognize: create awareness of cultural differences * Respect: appreciate the value of difference * Reconcile: resolve differences by finding a common path * Realize & Root: implement solutions and institutionalize
32
Effective Relationships
* Improve the quality of communication * Increase productivity by supporting collaboration * Create a positive work environment
33
Emergent Leadership Theory ## Footnote On the exam
A leader is not appointed but emerges from the group. The group chooses the leader based on interactions.
34
Empathy ## Footnote *Emotional Intelligence Quotient (EIQ)*
Being aware and accepting of the importance and legitimacy of others' emotions
35
Equity
Amount of owners' or shareholders' portion of a business. = Assets - Liabilities
36
Errors & Bias in Statistical Analysis
May include: * Sampling - not representative of population * Selection - when participants are not randomly assigned in an experiment; choose to enroll certain types of ppl * Response - the group that responds is not representative of the population * Performance - participants behave differently because they’re being studied * Measurement - raters measuring incorrectly
37
Ethical Workplace
* Personal integrity * Professional integrity * Ethical agent
38
Evaluating Data Sources
39
Existing Data ## Footnote *(Data Gathering Technique)*
* Official documents about the business and culture * Performance data from financial records, organizational databases, and HRIS * Correspondence and reports * Industry data and benchmarks Advantages * Eliminates the effects of observation and involvement and possible biases * Rich, multi-perspective source of data Disadvantages: * Can be time-insensitive * Requires experience to extract key data * May require ingenuity to find data
40
Expectancy Theory (Vroom)
Levels of effort depend on * Expectancy - with reasonable effort, the employee can succeed * Instrumentality - success will result in a reward * Valence - the reward is meaningful to the employee
41
Expert Power
Created when a leader possesses great intelligence, insight, or experience * Internal * Offer advice and guidance * Win respect for team and its work throughout org * Can create dependency and weaken team members' initiative or discourage own contributions
42
Fiedler's Contingency Theory ## Footnote On the exam
Leaders change the situation to make it more favorable. Situation favorableness occurs when: * Leader-member relationships are strong. * Task structure and requirements are clear. * Leader can exert necessary power to reach group’s goal. Unfavorable situations can be changed by: * Improving relations between leader and team. * Changing aspects of task. * Increasing or decreasing leader’s exercise of power.
43
Formal Organizational Features
* Reporting lines * Decision-making process * Funding process * Strategy, mission, values * Assessment-shaping events
44
Formula-Based Budgeting
Different units receive varying percentages of budget
45
Frequency Distributions
* Used to sort numerical data to reveal patterns * Frequency distribution * Lists the grouped data from lowest to highest * Frequency table * Shows the size of individual data groups
46
Functions of Management
Planning Organizing Staffing Directing Controlling
47
Global HR Skills
- Develop a strategic view of the organization - Develop a global organizational culture - Secure and grow a safe and robust talent supply chain - Use and adapt HR technology - Develop meaningful metric - Develop policies and practices to manage risks
48
Goal Setting Theory ## Footnote On the exam
Motivation can be increased if employees can assess their achievement against goals. Optimally, employees should be involved in designing goals and supported in achieving them.
49
Hersey-Blanchard Situational Leadership ## Footnote On the exam
Leaders adapt their behaviors to meet the evolving needs of team members. - Telling - Selling - Participating - Delegating
50
Herzberg: Motivation-Hygiene Theory ## Footnote On the exam
Behavior is driven by: * Intrinsic factors (challenging work, meaningful impact of work, recognition) * Extrinsic factors (job security, pay, conditions) Satisfying hygiene factors can remove some discontent that interferes with motivation, but satisfactory conditions are not enough in themselves to create motivation. Motivation is created by appealing to individual desires or needs.
51
Histogram
* Sorts data into groups and shows relative sizes as columns of varying heights or lengths * Supports rapid comparison
52
Hofstede's Dimensions of Culture ## Footnote On the exam
- Power Distance - Individualism / Collectivism - Uncertainty Avoidance - Masculine / Feminine - Long-term / Short-term - Indulgence / Restraint
53
Honesty
Reflects commitment to truthfulness and fairness Avoids conflicts of interest and the use of bribery
54
Impactful Communication
- An understanding of the audience's needs and perspectives - A clear message - Effective delivery at the center is the communicator and the perception communicators create of themselves
55
Impoverished Managers Blake-Mouton Theory ## Footnote On the exam
Low Task, Low Relationship Use a delegate and disappear management style Detach themselves creating power struggles
56
Income Statement
Compares revenues, expenses, and profits over a specified period of time—usually a year or a quarter **Net Income = Revenues - Expenses** Profit & Loss Statement (P&L)
57
Incremental Budgeting
Traditional approach; prior budget is basis for next budget
58
Individualism / Collectivism ## Footnote *Hofstede's Dimensions of Culture* on the exam
* Degree of group integration: * Individualism values self-reliance * Collectivism values group loyalty
59
Indulgence / Restraint ## Footnote *Hofstede's Dimensions of Culture* on the exam
* Indulgence: Enjoyment of life and freedom in gratifying desires. * Restraint: Suppression of desires in order to meet social norms.
60
Informal Organizational Features
* Values and beliefs * Cross-organizational relationships * Communication methods * Social networks
61
Integrated View Of Change
62
Interviews ## Footnote *(Data Gathering)*
* Offer the opportunity for follow-up questions that may not be possible in a survey or focus group. * Are rarely the sole form of gathering data. * Are more effective if areas of discussion and specific questions are planned Interviewer should establish a positive and trusting relationship with the interviewees.
63
Leadership Approaches ## Footnote On the exam
Coercive Authoritative Affiliative Democratic Pacesetting Coaching
64
Legitimate Power
Created formally through a title or position * Save time in decision making * Focus team on organizational goals * Insufficient if leader is not competent and effective at leading
65
Levels of Law
66
Lewin Change Model ## Footnote Change Management
Current state (unfreeze), transition state (move), new state (refreeze)
67
Life Cycle
1. Introduction: Low revenue b/c little market awareness * Must create identity and develop value proposition 2. Growth: Revenue increases * Create processes that will increase efficiency 3. Maturity * Market is saturated * Growth only occurs through intro of new products or customer groups 4. Renewal/No Growth/Decline * Renew by changing offerings * Take no action and accept low revenue * Take no action and experience decline
68
Long-Term / Short-Term ## Footnote *Hofstede's Dimensions of Culture* on the exam
* Long-term: these cultures focus on traditions and tend to resist change. * Short-term: these cultures are more pragmatic and see the positive potential of change
69
Malicious Compliance
Agreeing to programs from headquarters and then sabotaging their success.
70
Masculine / Feminine ## Footnote *Hofstede's Dimensions of Culture* on the exam
* Masculine: ambitious, concerned with work and achievement * Feminine: Nurturing, concerned with quality of life and consensus
71
Maslow: Needs Theory ## Footnote On the exam
5 categories of needs that must be met in ascending order - Physiological - Safety and Security - Belonging and Love - Esteem - Self Actualization A lower-level need must be relatively satisfied in order for a higher level need to emerge or serve to motivate. However no need is ever totally satisfied.
72
McClelland: Three Needs Theory ## Footnote On the exam
* Individuals are motivated by * achievement * affiliation * power. * Achievement-oriented employees are given assignments that will require and call attention to their abilities. * Socialization events or opportunities are incorporated into team schedules for affiliation-oriented employees * Power-oriented employees are given tasks that they can control and direct.
73
Middle-of-the-Road Managers Blake-Mouton Theory ## Footnote On the exam
Midpoint on task and relationship Get work done but are not considered leaders
74
Motivation ## Footnote *Emotional Intelligence Quotient (EIQ)*
Possessing a passion for the job or current objective. Understanding why people behave the way they do helps leaders influence behavior by appealing to the right needs in the right way.
75
Principled Negotiating Process ## Footnote on the exam
1. Prepare - BATNA best alternative to negotiated agreement. 2. Build a relationship 3. Exchange information 4. Persuade 5. Concede & agree
76
Nonfinancial Metrics
* Market share * Reputation among stakeholders * Brand awareness * Employer brand * Social responsibility * Quality, customer relations, innovation * Activity ratios * Employee retention and job satisfaction * Employee engagement
77
Observation ## Footnote *(Data Gathering Technique)*
* Mitigates any self-reporting filters present in interviews, surveys, and focus groups. * Strengthen the HR professional’s understanding of the work at hand and the culture of the workplace. * Allows observers to note factors that participants are unaware of, consider routine, or are reluctant to share.
78
Pacesetting ## Footnote On the exam
Leader models high performance standards and challenges followers to meet these expectations.
79
Pareto Chart ## Footnote on the exam
* Ranks categories of data. Usually from left to right along the x axis, according to size. * Applies Pareto Principle: * 80% of effects come from 20% of causes * the 20% of factors that are creating 80% of the problems or results.
80
Participating
Competent. Included in problem-solving and coached on higher skills.
81
Path-Goal Theory
Leaders help employees stay on track toward goals. Involves addressing different types of employee needs: * Directive - help to understand the task and its goal * Supportive - fulfill the relationship needs * Achievement - motivate by setting challenging goals * Participative - provide more control over work and leverage group expertise through participative decision making
82
Paths to Effective Work Relationships
* Strive for diversity in the range of your relationships. * Invest time and energy in developing/sustaining relationships. * Develop an ease with “small talk” about non-work matters. * Talk about yourself without dominating the conversation. * Learn to ask about others without prying into personal matters. * Be considerate of other people’s time and obligations.
83
Perceiving Emotion
Identifying your own and others' emotions
84
Persuading
* Use reason. * Appeal to mutually held visions or values. * Use reciprocity (banking “favors”). * Trade by using expertise or resources to fulfill another’s needs. * Always use influence with honesty and concern. * Avoid manipulating others by misusing emotional appeals and networking.
85
Pie Chart
* Depicts as slices of a circle that comprise 100% of the data group * Communicates high-level information about data distribution
86
Power Distance Hofstede's Dimensions of Culture ## Footnote on the exam
Extent to which unequal distribution of power is accepted
87
Protecting the Rights of Others
Aims for conduct that respects others' safety, well-being, privacy
88
Referent Power
Created by the force of the leader's personality Ability to attract admiration, affection and/or loyalty * Internal * Appeals to social needs * Will weaken if leader is not competent, effective and fair
89
Regression Analysis
Identify relationships between variables and their strength
90
Regulation Emotion
Detaching from emotions when they get in the way
91
Religious Law
* Based on religious beliefs and conventions (a mix of written codes and interpretations). * Can influence HR policies and practices.
92
Reward Power
Created when followers receive something they value in exchange for a commitment * Appeal to team members' individual motivators * Useful only when leader has access to and can extend team members meaningful rewards
93
Sampling (Data)
* Must represent the population being measured * Must be sufficiently large to include possible variations
94
Scatter Diagram ## Footnote on the exam
* Plots data points against variable * Tightness of clustering indicates the strength of the relationship * Direction of the line indicates a positive or negative relationship of the variables
95
Self Awareness ## Footnote *Emotional Intelligence Quotient (EIQ)*
Becoming aware of your emotions and needs and their effect on work relationships.
96
Self Regulation ## Footnote *Emotional Intelligence Quotient (EIQ)*
Learning to control and accommodate one's emotions
97
Self-Determination Theory
Individuals are motivated by innate needs: * Competence * Relatedness * Autonomy (need to feel that one has control over one’s life) * Purpose (sense that one’s actions have effects beyond individual or workplace)
98
Selling ## Footnote *Hersey Blanchard Situational Leadership*
Competent but not fully motivated "why are we doing this"
99
Situational Theories
- Extend the behavioral concept - the effectiveness of different leadership styles depends on the situation. - Leadership style is most effective when it flexes to the situation or the employees involved.
100
Social Skills (Social Intelligence) ## Footnote *Emotional Intelligence Quotient (EIQ)*
Being able to create connections or rapport with others
101
Steps in Evidence-Based Decision Making
102
Surveys and Questionnaires ## Footnote *(Data Gathering)*
Relatively inexpensive ways to gather a large amount of data from a large and dispersed group of subjects * Obtain a valid sample * Design the survey with analysis in mind * Asking the right questions (for example, questions that reflect appropriate internal and external factors and are mindful of language and cultural differences)
103
Team Leaders Blake-Mouton Theory ## Footnote On the exam
High Task, High Relationship Lead by positive example Foster team environment Encourage individual and team development
104
Telling
Not yet motivated or competent
105
Theory X & Theory Y
- Theory X leaders believe that people must be strictly controlled and forced to work - Theory Y leaders believe that employees dislike rigid controls and inherently want to accomplish something.
106
Threat of Substitution
How easy it is for a competitor to capture customers by offering a similar product or a product that satisfies the same need but perhaps in a different way? High threat, HR will need to develop a strategy that promotes cost efficiency Low threat, develop entrepreneurial culture b/c the organization will have more capital to invest
107
Tools for Group Decision Making
* SWOT Analysis: strengths, weaknesses, opportunities, threats *SOAR Analysis: strengths, opportunities, aspirations, and results. * Multi-criteria decision analysis (MCDA): what criteria makes a decision successful and then comparing all options to see if they meet the criteria. * Cost-benefit analysis (CBA): identifying all relevant costs and benefits. * Force-field analysis: analyze the forces favoring and opposing a particular change. The group agrees to pursue forces showing favorability for change and avoid initiatives that face very strong resistance.
108
Trait Theory ## Footnote On the exam
Leaders possess certain innate characteristics: - Physical characteristics - Personality traits
109
Trend Diagram
* Plots data points of a defined variable over time * Shows cycles or developing trends
110
Trompenaars’s and Hampden-Turner’s Dilemmas ## Footnote on the exam
* Universal vs. particular * Set of defined rules vs. context of each case * Individual vs. communitarian -freedom and opportunity to advance oneself vs. we all take care of each other, even if this means loss of personal freedom or opportunity. * Neutral vs. affective * Control outward expression vs. display emotions in public * Specific vs. diffuse * Distinguish public/private life -Specific: open public lives but a strong boundary between public and private lives. -Diffuse: allow access to their public lives only through a trusted associate, and then access is granted and includes access to the private life. * Achieved vs. ascribed * Judged by what they have achieved vs. social factors you have: wealth, gender, class. * Sequential vs. synchronic * Time, planning/scheduling are important to the future vs. flexible, accommodate multiple activities at the same time, delays are okay, past, present and future are important. * Internal vs. external * Follow your own path vs. fate; Individuals can only adapt, not create. They must submit to nature.
111
Types of Power
* Legitimate * Reward * Expert * Referent * Coercive
112
Uncertainty Avoidance ## Footnote *Hofstede's Dimensions of Culture* on the exam
* Tolerance for uncertainty, ambiguity. * Comfort with new, unexpected situations.
113
Understanding Emotion
Interpreting complex emotions and understanding their causes.
114
Using emotion to facilitate thought
Decision making, problem-solving, etc., within the context of emotions
115
Zero-Based Budgeting
Each unit of goal is ranked, and available funds are allocated, with budgets starting at zero
116
Emotional Intelligence
The quality of being sensitive to and understanding of one's own and others' emotions and the ability to manage one's own emotions and impulses. * Perceiving emotion * Using emotion to facilitate thought * Understanding emotion * Regulating emotion
117
Needs Theory
Individuals are motivated by desire to satisfy certain needs. Understanding these needs allows leaders to offer the right incentives and create the most motivational external environments.
118
Layers of Culture ## Footnote on the exam
* Explicit Culture: Artifacts/products: food, dress, humor, music * Norms and values: Less obvious are the sense of acceptable behaviors * Implicit culture: basic assumptions and core beliefs about how the world is and ought to be
119
High-Context Culture ## Footnote on the exam
* Statements meaning includes verbal message and the nonverbal and social and historic content attached. * Implied/indirect
120
Low-Context Culture ## Footnote on the exam
* Statements meaning is encoded in its words only * Directly stated