Chapter 20 - Human Resources Management

Question 1

capital vs capitol

Answer 1

Capital can refer to uppercase letters, accumulated wealth (assets), or the city that serves as the seat of a country’s or state’s government. It can also refer to a crime where death is a possible punishment (e.g. capital crime).

A capitol is a building in which the legislative body of government meets. In the United States, the Capitol is a building in Washington in which the US Congress meets.

Question 2

human capital

Answer 2

the sum of the knowledge, skills, creativity, and problem-solving abilities of the workforce

Question 3

line authority

Answer 3

The authority to manage subordinates and to have them report back, based on relationships illustrated in an organizational chart.

Question 4

protected class

Answer 4

Identified groups of people who are protected by law based on past history of discrimination affecting these groups.

Question 5

disparate treatment

Answer 5

Discrimination based on intentional unequal treatment of an individual who is a member of a protected class.

Question 6

adverse impact

Answer 6

A decision, practice or policy that has a disproportionately negative effect on a protected group, even though the adverse impact may be unintentional.

Question 7

disparate

Answer 7

1. markedly distinct in quality or character

2. containing or made up of fundamentally different and often incongruous elements

Question 8

incongruous

Answer 8

not congruent

congruent means “matching or in agreement with something”

Question 9

Pregnancy Discrimination Act of 1978

Answer 9

A United States federal statute. It amended Title VII of the Civil Rights Act of 1964 to “prohibit sex discrimination on the basis of pregnancy.”

Question 10

reasonable accommodation

Answer 10

A reasonable accommodation is any change to the application or hiring process, to the job, to the way the job is done, or the work environment that allows a person with a disability who is qualified for the job to perform the essential functions of that job and enjoy equal employment opportunities. Accommodations are considered “reasonable” if they do not create an undue hardship or a direct threat.

Question 11

right-to-work vs at-will employment

Answer 11

The right-to-work doctrine, originally established in the National Labor Relations Act (NLRA) of 1935, gives employees the option to refrain from engaging in collective activity such as labor organizing and union representation. A right-to-work state is a state that does not require union membership as a condition of employment. In other states, a person applying for a job where the employees are unionized could be required to join the union as a requirement of being hired. Because Arizona is a right-to-work state, employees are not required to be members of a union or pay union dues.

The employment at-will doctrine applies when an employee works for an employer without a written contract that sets forth the terms of the employment relationship. This is the situation for the vast majority of employment relationships.

Under the employment at-will doctrine, both the employer and employee can terminate an employment relationship at any time without consequence. The employment relationship can be terminated for any reason or no reason at all. The employer cannot, however, terminate an employee for an “illegal” reason, such as termination based on discrimination against certain protected classes such as sex, gender, race, religion or national origin; violation of the Americans With Disabilities Act; and termination in violation of the Age Discrimination in Employment Act.

Employment at-will is also called termination at will.

Question 12

Worker Adjustment and Retraining Notification (WARN) Act of 1988

Answer 12

a law that requires organizations of more than 100 employees to provide at least 60-days advance notice of a workforce layoff or downsizing

Question 13

competencies

Answer 13

(as a part of job analysis) clear action-oriented statements identifying measurable knowledge, skills, abilities, or other characteristics required of an individual to successfully perform the work duty

Question 14

workforce planning

Answer 14

the process an organization uses to analyze its workforce and determine the steps it must take to prepare for future staffing needs

Question 15

job specifications

Answer 15

The individual qualifications required to perform the job outlined in the job description. Based on job analysis, specifications list the education level, experience, skills, personal characteristics, physical strength requirements, licensure, or credential needed to do the job (for example, associate’s degree required, RHIT [registered health information technician] preferred).

Question 16

selection (job)

Answer 16

the process of choosing the individual to hire who best fits the job and the organization from among the pool of qualified prospects generated by recruiting

Question 17

negligent hiring

Answer 17

hiring individuals with criminal backgrounds or other problems without applying proper safeguards to protect customers’ information or property

Question 18

selection test

Answer 18

A assessment that identifies job skills, abilities, or job-related attitudes that may not surface in an interview. It has two components: validity and reliability.

The validity of a selection test refers to the test’s ability to accurately measure the job skill, knowledge, or behavior it was meant to measure.

The reliability of a selection test refers to the degree to which it produces consistent scores on test and retest.

Question 19

process-type work

Answer 19

Work that involves systematic steps or actions taken in order to accomplish a goal, or to create a product or service. There are two major types:

1. Serial work division: tasks or steps in a process that are handled separately in sequence by individual workers, as with an assembly line, to complete a process.
2. Parallel work division: the same tasks are handled simultaneously by several workers; each completes all steps in the process from beginning to end, working independently of the other employees

Question 20

work distribution analysis

Answer 20

This is a process of data collection to determine the type and appropriateness of a unit’s work assignments, the time allowed for the tasks, and the employees doing the work. This analysis can be accomplished by having employees log time spent on key tasks or functions (as outlined in job descriptions) during a given period of time.

Question 21

showmanship

Answer 21

The quality or skill of giving an engaging or compelling performance; a stage presence.

A showman is the producer of a play or theatrical show or a notably spectacular, dramatic, or effective performer.

Question 22

flextime

Answer 22

Flexible work hours. An employee is able to choose his or her start and departure times, accommodating personal needs while completing a set number of hours each day required for a shift (typically 7 to 8) and cover the department’s core busy time period (for example, 10 a.m. to 3 p.m.).

Question 23

compressed workweek

Answer 23

An employee works longer days to complete 40 hours of work in less than five days, perhaps on a 10-hour, four-day schedule. While presenting an advantage to some workers, downsides to this strategy include that long days may lead to fatigue and lower productivity.

Question 24

job sharing

Answer 24

An employment arrangement where two or more employees split one full-time job over a day, a week, or a month. Employees in the arrangement must be compatible. A significant scheduling challenge can arise if one employee leaves the organization and a match to the sharing arrangement is not available.

Question 25

contingent work

Answer 25

also called contract work
In these arrangements, temporary workers supplement full-time employees for a given period of time, often as part-time workers without benefits. This offers flexibility to both parties, can be useful in transitional situations such as for special projects or in cases of a staffing vacancy. Clear contract terms are essential.

Question 26

telecommuting

Answer 26

Also called remote or virtual work.

The employee uses technology to perform work and link with the organization from home or another out-of-office location. The organization usually provides a computer and the required software. Coding, editing transcribed documents, and disclosure are HIM examples of where telecommuting can work.

Advantages for the employee include reduced expense of commuting and increased productivity as there will often be fewer distractions. However, separating work from personal time and social isolation can present employee challenges.

Lack of frequent communication with the employee and security concerns are challenges for the employer. An approach is to have the employee sign a telecommuting agreement with the supervisor that outlines mutual expectations such as for location, hours, communication frequency, security, and confidentiality

Question 27

offshoring

Answer 27

A type of outsourcing where employees of the vendor firm are based outside of the US. Wages are often lower than those in the US, offering a cost benefit; quality control, cultural and language differences, privacy, and security represent areas of concern.

Before considering offshoring, an HIM department should have a solid technology infrastructure and strong privacy and security policies in place; vendors should be verified and contract terms carefully managed to reduce the potential for risk

Question 28

What are the five common methods of performance appraisal?

Answer 28

1. Graphic rating scale. A checklist is used to numerically rate employees on general traits, like job knowledge or attendance. While simple and easy to use, because this method often lacks job-related specifics, its validity and reliability may be limited in determining future job performance.
2. Comparison system. Appraiser ranks an employee compared to all others in a group or unit based on overall performance or a list of traits; employees are ranked highest to lowest. This system tends to be subjective, can be difficult to apply where several employees have performed at a similar level, or where factors outside of an employee’s control such as illness have impacted performance data.
3. Forced distribution. Managers are required to place appraised employees into predetermined performance categories; for example, 15 percent rated as top performers, 75 percent rated average, 10 percent at the bottom. While this system can help to avoid distributional errors in ratings (see below), the rigidity can be unforgiving. Unless managers are allowed some flexibility to adjust the percentages, results can negatively impact morale among productive employees.
4. Critical incident method. Employee and supervisor identify critical job behaviors, both positive and negative; the supervisor then observes the employee and keeps an ongoing evaluation record during the appraisal period. The need for close observation and detailed documentation represent both the strengths and weaknesses of this system.
5. Behaviorally anchored rating scale (BARS). This system links specific examples of measurable job-related behaviors, both positive and negative, to a scaled rating. For example, team leadership might be rated from 1 to 5 (Never to Always): Employee consistently volunteers to lead project teams. Objectivity, validity, and reliability are improved; rating format is typically lengthy, must be updated to reflect job change.

Question 29

performance appraisal

Answer 29

the formal system of review and evaluation to assess, and ultimately to improve, employee or team performance

Question 30

distributional errors

Answer 30

Errors of inequity like central tendency, where all employees are rated satisfactory regardless of performance in order to avoid conflict, or leniency or strictness where some managers are overly generous or strict compared to other raters.

(Remember: A measure of central tendency is a single value that attempts to describe a set of data by identifying the central position within that set of data.)

Question 31

halo-horns effect

Answer 31

The name for what occurs when an employee is strong or weak in one rated area and the supervisor unfairly generalizes that performance to rate the employee high or low across all other areas on the performance appraisal.

Question 32

inequity

Answer 32

lack of fairness or justice

Question 33

employee engagement

Answer 33

The level of commitment employees demonstrate, their willingness to continue working for the organization and to go above and beyond the minimum expectations.

Disengaged employees are described as those who have mentally quit, but remain on the job working at a low productivity level.

Engagement is especially important in healthcare, an industry where cost-containment, quality of care and service, and competition are major forces. High levels of employee engagement have been linked to an organization’s favorable productivity and profitability.

Question 34

five elements of employee engagement

Answer 34

1. Positive relationship with direct supervisor
2. Clear job expectations and feedback
3. Necessary equipment to do the job
4. Authority to accomplish job tasks
5. Freedom to make decisions about assigned work

Question 35

employee relations

Answer 35

an organization’s efforts to create and maintain a positive relationship with its employees

Question 36

exit interview

Answer 36

the final meeting an employee has with his or her employer; the meeting provides an opportunity to collect feedback on issues or problem areas, including what may have caused the employee to leave

Question 37

dysfunctional conflict

Answer 37

A destructive type of struggle that becomes emotionally draining and harms productivity in the company.

Question 38

progressive penalty system

Answer 38

The penalty becomes more severe as the offence is committed more frequently.

This term is often used in an employment or human resources context where rather than terminating employees for first or minor infractions, there is a system of escalating responses intended to correct the negative behavior rather than to punish the employee.

The typical stages of progressive discipline in a workplace are:

1. Counseling or a verbal warning;
2. A written warning;
3. Suspension, demotion, or termination

Sometimes inherent in progressive discipline is regression to previous stages once enough time passes.

Question 39

disciplinary action

Answer 39

A reprimand or corrective action in response to employee misconduct, rule violation, or poor performance.

Depending on the severity of the case, a disciplinary action can take different forms, including: A verbal warning. A written warning. A poor performance review or evaluation. A reduction in rank or pay. Termination.

Question 40

reprimand

Answer 40

a severe or formal reproof, often done from a position of authority

Question 41

reproof

Answer 41

criticism for a fault

Question 42

rebuke

Answer 42

1. to criticize sharply: REPRIMAND
2. an expression of strong disapproval

(sharply in this context means severe or harsh)

Question 43

termination of employment

Answer 43

a broad term encompassing both voluntary separation by the employee, as well as dismissal of the employee by the employer

Question 44

dismissal

Answer 44

the involuntary termination of employment (i.e. being fired)

Question 45

wrongful discharge

Answer 45

Unfair dismissal due to failure of the employer to comply with law, organizational policy, or a contract.

For example, an employee who is a member of a protected class is dismissed based on performance; annual performance appraisals show that performance standards had been met. Wrongful discharge based on discrimination would be a concern in this scenario.

Question 46

four common reasons for employee dismissal

Answer 46

1. Performance. Consistent failure to perform assigned job duties, or to meet specified performance standards, as documented.
2. Conduct. Intentional violation of the organization’s policies or rules.
3. Qualifications. Inability to perform skills or to meet other specified qualifications of the assigned job; training and job transfer have been explored.
4. Elimination. Elimination of work, the job, or change in job requirements.

Question 47

layoff vs downsizing

Answer 47

Layoff is a temporary dismissal where employees are told there is no work available now, but that they may be recalled if work becomes available.

In downsizing, the number of employees is permanently reduced.

Question 48

union

Answer 48

An organization formed by employees for the purpose of acting as a group when dealing with management regarding work issues.

Research from a variety of sources indicates that pay and benefits, along with employee concerns regarding employer fairness, job security, and lack of recognition are among the factors that drive interest in labor unions.

Question 49

authorization card

Answer 49

a document that indicates an employee’s interest in having a union represent him or her

Question 50

bargaining unit

Answer 50

the people represented by a union

Question 51

strike (employment)

Answer 51

a period of time when workers stop work in order to force an employer to agree to their demands

Question 52

collective bargaining

Answer 52

the process in which working people, through their unions, negotiate contracts with their employers to determine their terms of employment, including pay, benefits, hours, leave, job health and safety policies, ways to balance work and family, and more

Question 53

structured job interview vs unstructured job interview

Answer 53

Job interviews can be classified by type as structured (planned in advance; each candidate is asked the same questions) or unstructured (open-ended; interviewer asks each candidate questions that come to mind).

Structured-­type questions include the following:

1. Situational: where candidates are asked how they would handle a given job-related scenario
2. Behavioral: where candidates are asked to relate a behavior used in the past to handle a job situation
3. Knowledge: where candidates are asked direct questions about job knowledge or skill.

Structured interviews using structured, job-related questions have the advantages of being consistent across candidates, objective, and legally defensible.

Open-ended type questions for open-ended interviews, such as, “What is your greatest strength?” encourage a job candidate to talk and allow the interviewer to probe for more information. Open-ended interviews have the disadvantage of not being standardized and also of being potentially discriminatory.

Question 54

TIPS and FORE

Answer 54

Two acronyms used to help managers better react to union situations.

TIPS = [do not] Threaten, Interrogate, Promise, Spy

Threaten
Do not threaten loss of job, reduce hours, or discipline because of employees’ union election or other union ­activity. Intimidating behavior risks long-term damage to the employer–employee relationship.

Interrogate
Do not ask an employee, “How are you going to vote?” or “Have you signed a union authorization card?” Do not schedule mandatory one-on-one meetings with employees to discuss union representation.

Promise
Do not promise a salary increase, promotion, or favor in exchange for a union vote.

Spy
Do not go to union meetings or try to listen in on conversations about the union during employee breaks.

FORE = [you can state] Facts, Opinion, Rules, Experience

Facts
Do state facts, such as that signing an authorization card makes the union an employee’s legal representative. Review current human resource policies related to solicitation. Do this in a way that is informative, avoids ­distortion, and is not intimidating.

Opinion
Do voice your professional opinion on the value of a union, when asked by an employee, without telling the employee(s) what to do. Be honest.

Rules
Do accurately review what the law permits, such as regarding worker replacement in the event of a strike. Again, be informative as opposed to threatening. Consistently enforce rules on solicitation and distribution of any non-work-related information during work hours, not just during a union drive.

Experience
Do share your personal experience, positive or negative, in working with or as a member of a labor union. Be honest and factual.

Question 55

new employee orientation

Answer 55

A group of activities that welcome new employees and introduce them to the healthcare organization; to the assigned department, unit, or workgroup; and to the specific job to be performed. It is the first step in helping the employee to feel knowledgeable, competent, and satisfied.

Question 56

onboarding

Answer 56

time spent upfront to welcome, socialize, and integrate a new employee into the values and culture of an organization, thus benefitting both employee and employer

Question 57

training

Answer 57

Providing new or current employees with knowledge, skills, and abilities related to the competencies needed to perform their present jobs. Training can also fulfill legal requirements or support essential organizational goals, such as valuing diversity.

Diversity awareness training educates employees, including managers, on specific cultural and gender differences and how to respond to these in the workplace

Question 58

employee development

Answer 58

a longer-term focus designed to increase or enhance employee skills, knowledge, or abilities needed for the employee’s career advancement and by the organization in the future

Question 59

ADDIE model

Answer 59

A general guide to planning and implementing employee training programs. The following are the ADDIE model steps:

1. Analyze. Assess and document a learning need for the training. Sources of information for this step include job analyses, performance reports, performance appraisals, external requirements of law or accreditation, trends noted in literature, employee surveys, focus groups, and exit interviews.
2. Design. Establish objectives for the training, and to use as criteria for evaluating the training when complete. Identify the target employee audience for the training and the delivery method(s). Develop a realistic budget; obtain any required approvals.
3. Develop. Create the training program content and lesson plans; identify instructor(s), equipment, and supplies needed. (Alternately, purchase from a vendor a packaged training program that meets the identified need, objectives, and budget, and that fits the target audience.) Consider a pilot or test run of the training program before full implementation, if possible.
4. Implement. Schedule, publicize, and provide the training to the identified employee audience.
5. Evaluate. Conduct evaluation of the training. Evaluation criteria may include employee ­reactions (Did employees find the training valuable?) or measurement of job performance improvement after training. Analyze evaluation results. If additional training needs are identified, restart the planning process at step 1.

Question 60

three important points of training adults

Answer 60

The nature of the audience—adult learners—is important to consider in planning effective employee training. Most adults are challenged to some degree with balancing work, home, and personal demands; time is valuable. Concepts to consider in supporting adult learners that can also contribute to successful training, include the following:

1. Motivation. Adults are more likely to remember material that is relevant to their life and work and that has practical value to them. Positive training participation and outcomes are more likely when employees see a direct connection between the training and an interesting work goal or to an opportunity for growth.
2. Knowledge of results. Adults appreciate feedback, ideally immediately, on their performance.
3. Reinforcement. Motivators to participate in training include incentive pay or rewards, a convenient training schedule that saves time, and immediate feedback on performance

Question 61

on-the-job training

Answer 61

a term that refers to an employee learning his or her job by actually doing it as part of a structured training plan

Question 62

career development

Answer 62

The process by which employees assess their existing skills, knowledge, experience, and interests, establish career objectives, and develop a course of action; the outcome is an employee career development plan. The greater the overlap between the employee’s career interests and objectives and those of the employer, the greater the opportunity for mutual benefit.

Question 63

coaching vs mentoring

Answer 63

Coaching is the process of educating and training subordinates; it is a managerial skill. In addition to offering specific job-related training, an effective coach provides an employee with feedback and support, serving as a professional role model and as a sounding board for career advice.

Mentoring involves career advising and counseling of an employee, and can be performed by a manager, but more often is a role for a senior employee. Mentors may be assigned to an employee as part of a formal mentoring program, or chosen informally by the employee. A mentor can assist a fellow employee in making professional connections within the organization and in professional associations and may be able to point the employee toward opportunities that assist in skill-building.

Question 64

five self-directed questions for career growth

Answer 64

Who am I?
What can I do?
Where do I want to go? 
When do I want to get there?
How do I get there?