Chapter 8-15 Flashcards
determine those organizational factors that either facilitate or inhibit training effectiveness
Organizational Analysis
use the job analysis to identify the tasks performed by each employee, the conditions under which these tasks are performed, and the competencies needed to perform the tasks under the identified
conditions
Task Analysis
the easiest method of needs analysis
• Several types of rating scores can
reduce the accuracy of scores
• Rarely are there situations in which all
employees score either high or low on a
dimension
Performance Appraisal Scores
– asks the employees what knowledge and skills they believe should be
included in the future training
Survey
can yield even more in-depth answers to questions about training needs
Interviews
few tests are available for this purpose, expensive and
time-consuming
Skill and Knowledge Tests –
sorted into dimensions and separated into examples of good and poor performance
Critical Incidents –
allowing the employees to choose and plan the types of
training offered.
Increase employee buy-in –
an employee participates in a training program that is designed to increase a
particular skill an employee needs either to be
promoted or receive a pay raise
Skill-based pay –
– pay for skill in a single job
Vertical Skill Plans
focus on skills used
across multiple jobs
Horizontal skill plans –
rewards employees for
learning specialized skills
Depth skill plans –
focus on such basic skills as math and English
Basic Skills Plans –
used when training program will be presented too frequently to justify the cost
In-House trainers –
when the trainers in
an organization lack the expertise on a particular topic or when the cost of
internally developing a training program exceeds the cost of contracting with an external trainer
External Trainers –
– can be repeated many
times
Videotapes
– lower costs,
access to excellent training facilities,
access to well-known faculty, and the
potential for employees to receive
college credit for completing the training
College/Universities
behaviors that is need to
be corrected
Learning points
employees
learn by watching how other employees
perform or model a behavior
Modeling (Social learning) –
takes in two forms: experienced employees and professional coaches
Coaching –
highly effective, allowing the employee learn
from the expert
Experienced Employees –
experienced
workers are temporarily assigned to training department
Pass through Programs –
similar to consultants and hired to coach a particular employee
Professional Coaches –
– veteran in the organization takes special interest in a new employee and helps him not only to adjust to the job but also in the organization
Mentoring
practicing a task even after it
has been successfully learned
Overlearning
one group will undergo training but wont be taking pretest;
second group will take the pretest and training;
third group will not undergo training but will
take pretest; fourth group will not have pretest
nor training
Solomon four-groups design –
comparing training content
with the knowledge, skills and abilities required to perform a job
Content Validity
– involve asking the trainee if they enjoyed the training and what they learned
Employee Reactions
creating a test to
determine whether an employee actually learned
Employee Learning
the extent to which employees actually can use the learned material
Application of Training –
determined by evaluating whether the goals of the training were met
Business Impact –
after accounting for the
cost of the training, did the organization actually saved money?
Return on Investment –
– the internal force that drives a worker
to action as well as the external factors that
encourage that action
Motivation
– the extent to which a person views himself as valuable and worthy
Self-Esteem
employees who feel good about themselves are motivated to perform better at work than employees who do not feel that they are valuable and worthy people
Consistency Theory –
– person’s overall feeling about himself
Chronic Self-Esteem
person’s feeling about
himself in a particular situation
Situational Self-Esteem
how a person
feels about himself on the basis of the
expectations of others
Socially Influenced Self-Esteem –
– employee is given a
task so easy that he will almost certainly succeed
Experience-with-Success
states that an
individual will perform as well or as poorly as he expects to perform
Self-Fulfilling Prophecy –
the relationship between self-expectations and performance
Galatea Effect –
– if an employee feels that the
manager has confidence in him, his self-esteem
will increase
Pygmalion Effect
occurs when negative expectations of an individual cause a decrease in that individual’s actual performance
Golem Effect
they will seek to perform well
because they either enjoy performing the actual tasks or enjoy the challenge of successfully completing the task
Intrinsic Motivation –
they don’t particularly enjoy the tasks but are motivated to perform well to receive some type of reward or to avoid negative consequences
Extrinsic Motivation –
measures the intrinsic and extrinsic motivation
Work Preference Inventory
employees differ in the extent to which they are motivated by the need for achievement, affiliation, and power
Needs for Achievement and Power –
a discrepancy between what an
employee expected a job to be like and the reality of the job can affect motivation and satisfaction
Job Expectations –
employees desire jobs that are meaningful, provide them opportunity to be
personally responsible for the outcome of their work, and provide them with feedback of the results of their efforts
Job Characteristics –
– employees would be motivated by and satisfied with their jobs at any given point in time if certain needs were met
Maslow’s Need Hierarchy
recognition and success
Ego needs –
interaction with others
Social Needs –
– physical, psychological, financial
Safety Needs
food, air, water, shelter
Basic Biological Needs
needs theory with three levels: existence, relatedness, and growth
▪ A person could skip levels
▪ Jobs in many organizations, advancement to the
next level is not possible because of such factors
ERG Theory –
could be divided into Hygiene
factors and motivators (Aldefer)
Two-Factor Theory –
– those job-related elements that result from but do not involve the job itself
• Pay, security, coworkers, working conditions, company policy, work schedule,
supervisors
Hygiene Factors
job elements that do concern
actual tasks and duty (Herzberg)
• Responsibility, growth, challenge, stimulation, independence, variety,
achievement, control, interesting work
Motivators
employee is given a goal such as increasing attendance, selling more products, or reducing the number of grammar error in reports
Goal Setting –
– the more specific goal, the greater productivity
Specific
SMART
Sustainable
Measurable
Attainable
Relevant
Time -bound
employee monitor their own progress toward attaining goals and then make
the necessary adjustments; that is to self-regulate
Self-Regulation Theory –
employees will engage in behaviors for which they are rewarded and avoid
behaviors for which they are punished
Operant Conditioning –
– reinforcer or punisher is most effective if it occurs soon after the performance of
the behavior
Timing of incentive
reinforcement is relative and that a supervisor can reinforce an employee
with something that on the surface does not
appear to be a reinforcer
Premack Principle –
can be used to motivate better worker performance either by making variable pay an integral part of an employee’s
compensation package or by using financial rewards as a bonus for accomplishing certain goals
Financial Rewards –
– reward through recognition program
Recognition
consists or personal
attention, signs of approval, and expressions of appreciations; informal recognitions
Social Recognition –
– offer travel rewards rather than financial rewards
Travel
designed to make
high levels of individual performance financially
worthwhile and the research is clear monetary
incentive increase performance over the use of a guaranteed hourly salary
Individual Incentive Plans –
also called as earnings-at-risk (EAR) plans, pay employees according to how much they individually
produced
Pay For Performance –
– base their incentives on performance appraisal scores rather than on
such objective performance measures as
sales and productivity
Merit Pay
get employees
participate in the success or failure of the
organization
Group Incentive Plans –
provide employee with percentage of profits above a certain amount
Profit Sharing –
– ties groupwide financial
incentives to improvements in
organizational performance
Gainsharing
employees are given the opportunity to purchase stock in the future
Stock Options –
Expectancy Theory – has three components
Expectancy
Instrumentality
Valence
The perceived relationship between the
amount of effort an employee puts in and the resulting outcome;
Expectancy
The extent to which the outcome of a worker’s performance, if noticed, results in a particular consequence
Instrumentality
(the extent to which an employee value a particular consequence
Valence
(the extent to which an employee value a particular consequence
Valence
based on the premise that our levels
of motivation and job satisfaction are related to how
fairly we believe we are treated in comparison with
others
Equity Theory
those elements that we put into our jobs
Inputs –
– elements we receive from our jobs
Outputs
If employees are treated fairly, they will be more satisfied and motivated
Organizational Justice –
– the attitude an employee has
toward her job
Job Satisfaction
the extent to which an employee identifies with and is involved with an organization
Organizational Commitment –
stronger relationship with job
satisfaction and performance
Complex jobs =
the extent to which an employee wants to remain with the organization, cares about the organization, and
is willing to exert effort on its behalf
Affective Commitment –
the extent to which an employee believes she must remain with the organization due to the time, expense, and effort that she has already put into it or the difficulty she would have in finding another job
Continuance commitment
the extent to which an employee feels obligated to the organization
and, as a result of this obligation, must remain
with the organization
Normative Commitment –
postulates that
some variability in job satisfaction is due to an
individual’s personal tendency across
situations to enjoy what she does
Individual Difference Theory –
when an employee’s expectations are not met, the results are lower
job satisfaction, decreased organizational
commitment, and an increased intent to leave the organization
Discrepancy theory –
the extent to which rewards, salary, and benefits received by employees are perceived to be consistent with their efforts and performance
Needs/Supplies fit –
employees observe the
levels of motivation and satisfaction of other
employees and then model those levels
Social Information Processing Theory (Social
Learning Theory) –
our levels of job satisfaction
and motivation are related to how fairly we
believe we are treated in comparison with
others
Equity Theory –
perceived fairness of the methods used to arrive at decision
Procedural Justice
