Chapter 8-15 Flashcards
(244 cards)
1
Q
determine those organizational factors that either facilitate or inhibit training effectiveness
A
Organizational Analysis
2
Q
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
A
Task Analysis
3
Q
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
A
Performance Appraisal Scores
4
Q
– asks the employees what knowledge and skills they believe should be
included in the future training
A
Survey
5
Q
can yield even more in-depth answers to questions about training needs
A
Interviews
6
Q
few tests are available for this purpose, expensive and
time-consuming
A
Skill and Knowledge Tests –
7
Q
sorted into dimensions and separated into examples of good and poor performance
A
Critical Incidents –
8
Q
allowing the employees to choose and plan the types of
training offered.
A
Increase employee buy-in –
9
Q
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
A
Skill-based pay –
10
Q
– pay for skill in a single job
A
Vertical Skill Plans
11
Q
focus on skills used
across multiple jobs
A
Horizontal skill plans –
12
Q
rewards employees for
learning specialized skills
A
Depth skill plans –
13
Q
focus on such basic skills as math and English
A
Basic Skills Plans –
14
Q
used when training program will be presented too frequently to justify the cost
A
In-House trainers –
15
Q
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
A
External Trainers –
16
Q
– can be repeated many
times
A
Videotapes
17
Q
– 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
A
College/Universities
18
Q
behaviors that is need to
be corrected
A
Learning points
19
Q
employees
learn by watching how other employees
perform or model a behavior
A
Modeling (Social learning) –
20
Q
takes in two forms: experienced employees and professional coaches
A
Coaching –
21
Q
highly effective, allowing the employee learn
from the expert
A
Experienced Employees –
22
Q
experienced
workers are temporarily assigned to training department
A
Pass through Programs –
23
Q
similar to consultants and hired to coach a particular employee
A
Professional Coaches –
24
Q
– 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
A
Mentoring
25
practicing a task even after it
has been successfully learned
Overlearning
26
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 –
27
comparing training content
with the knowledge, skills and abilities required to perform a job
Content Validity
28
– involve asking the trainee if they enjoyed the training and what they learned
Employee Reactions
29
creating a test to
determine whether an employee actually learned
Employee Learning
30
the extent to which employees actually can use the learned material
Application of Training –
31
determined by evaluating whether the goals of the training were met
Business Impact –
32
after accounting for the
cost of the training, did the organization actually saved money?
Return on Investment –
33
– the internal force that drives a worker
to action as well as the external factors that
encourage that action
Motivation
34
– the extent to which a person views himself as valuable and worthy
Self-Esteem
35
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 –
36
– person’s overall feeling about himself
Chronic Self-Esteem
37
person’s feeling about
himself in a particular situation
Situational Self-Esteem
38
how a person
feels about himself on the basis of the
expectations of others
Socially Influenced Self-Esteem –
39
– employee is given a
task so easy that he will almost certainly succeed
Experience-with-Success
40
states that an
individual will perform as well or as poorly as he expects to perform
Self-Fulfilling Prophecy –
41
the relationship between self-expectations and performance
Galatea Effect –
42
– if an employee feels that the
manager has confidence in him, his self-esteem
will increase
Pygmalion Effect
43
occurs when negative expectations of an individual cause a decrease in that individual’s actual performance
Golem Effect
44
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 –
45
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 –
46
measures the intrinsic and extrinsic motivation
Work Preference Inventory
47
employees differ in the extent to which they are motivated by the need for achievement, affiliation, and power
Needs for Achievement and Power –
48
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 –
49
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 –
50
– 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
51
recognition and success
Ego needs –
52
interaction with others
Social Needs –
53
– physical, psychological, financial
Safety Needs
54
food, air, water, shelter
Basic Biological Needs
55
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 –
56
could be divided into Hygiene
factors and motivators (Aldefer)
Two-Factor Theory –
57
– 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
58
job elements that do concern
actual tasks and duty (Herzberg)
• Responsibility, growth, challenge, stimulation, independence, variety,
achievement, control, interesting work
Motivators
59
employee is given a goal such as increasing attendance, selling more products, or reducing the number of grammar error in reports
Goal Setting –
60
– the more specific goal, the greater productivity
Specific
61
SMART
Sustainable
Measurable
Attainable
Relevant
Time -bound
62
employee monitor their own progress toward attaining goals and then make
the necessary adjustments; that is to self-regulate
Self-Regulation Theory –
63
employees will engage in behaviors for which they are rewarded and avoid
behaviors for which they are punished
Operant Conditioning –
64
– reinforcer or punisher is most effective if it occurs soon after the performance of
the behavior
Timing of incentive
65
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 –
66
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 –
67
– reward through recognition program
Recognition
68
consists or personal
attention, signs of approval, and expressions of appreciations; informal recognitions
Social Recognition –
69
– offer travel rewards rather than financial rewards
Travel
70
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 –
71
also called as earnings-at-risk (EAR) plans, pay employees according to how much they individually
produced
Pay For Performance –
72
– base their incentives on performance appraisal scores rather than on
such objective performance measures as
sales and productivity
Merit Pay
73
get employees
participate in the success or failure of the
organization
Group Incentive Plans –
74
provide employee with percentage of profits above a certain amount
Profit Sharing –
75
– ties groupwide financial
incentives to improvements in
organizational performance
Gainsharing
76
employees are given the opportunity to purchase stock in the future
Stock Options –
77
Expectancy Theory – has three components
Expectancy
Instrumentality
Valence
78
The perceived relationship between the
amount of effort an employee puts in and the resulting outcome;
Expectancy
79
The extent to which the outcome of a worker’s performance, if noticed, results in a particular consequence
Instrumentality
80
(the extent to which an employee value a particular consequence
Valence
81
(the extent to which an employee value a particular consequence
Valence
82
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
83
those elements that we put into our jobs
Inputs –
84
– elements we receive from our jobs
Outputs
85
If employees are treated fairly, they will be more satisfied and motivated
Organizational Justice –
86
– the attitude an employee has
toward her job
Job Satisfaction
87
the extent to which an employee identifies with and is involved with an organization
Organizational Commitment –
88
stronger relationship with job
satisfaction and performance
Complex jobs =
89
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 –
90
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
91
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 –
92
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 –
93
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 –
94
the extent to which rewards, salary, and benefits received by employees are perceived to be consistent with their efforts and performance
Needs/Supplies fit –
95
employees observe the
levels of motivation and satisfaction of other
employees and then model those levels
Social Information Processing Theory (Social
Learning Theory) –
96
our levels of job satisfaction
and motivation are related to how fairly we
believe we are treated in comparison with
others
Equity Theory –
97
perceived fairness of the methods used to arrive at decision
Procedural Justice
98
perceived fairness of the
actual decisions made in an organization
Distributive Justice –
99
perceived fairness of the interpersonal treatment employees receive
Interactional Justice –
100
employee is given the same
number of tasks to do at one time but the tasks
change from time to time
Job Rotation
101
employee is given more
tasks to do at one time
Job Enlargement –
102
employee assumes more
responsibility over the tasks
Job Enrichment –
103
enriched jobs
(allow variety of skills to be used) are the most
satisfying
Job Characteristics Model
104
– measure the extent towhich these characteristics are present in a
given job
Job Diagnostic Survey
105
one of the first methods for measuring job satisfaction
Faces Scale
106
most commonly used
scale and yield scores on five dimensions of
job satisfaction: supervision, pay, promotional
opportunities, coworkers, and the work itself
Job Descriptive Index
107
yield
scores on 20 scales (more specific)
Minnesota Satisfaction Questionnaire
108
– measure the overall
level of job satisfaction rather than specific
aspects
Job in General Scale
109
– measures
three aspects of commitment
Organizational Commitment Scale
110
– paying employees for their unused sick leave
Well Pay
111
– employee with perfect attendance receives bonus
Financial Bonus
112
paid-leave bank
▪ Paid Time off program –
113
– the extent to which
employees have links to their jobs and community, the importance of these links, and
the ease with which these links could be Broken and reestablished elsewhere
Embeddedness
114
–
motivated to help the org and colleagues by
doing little things they are not required to do
Organizational Citizenship Behaviors
115
– the message is relayed from an employee to her supervisor, who relays it to her supervisor, who, in turn, relays it to her
supervisor, and so on until the message reaches the top
Serial Communication
116
– administering a questionnaire by asking them to rate their opinions on such
factors (pay, working conditions, and
supervisors) and list complaints or suggestions
that they want management to read
Attitude Surveys
117
outside consultant meets with the groups of current employees to get their opinions and suggestions
Focus Groups and Exit Interviews –
118
– aka complaint boxes; allow employees to immediately communicate their feelings in an anonymous fashion
Suggestion Boxes
119
– responsible for taking employee complaints and suggestions and personally working with management to find solutions
Third-Party Facilitators
120
– communicate non-work-
related opportunities; it is low cost and widely exposed to employees and visitors (In-house
message networks: electronic bulletin boards)
Bulletin Boards
121
– posting important changes in policy or procedure
Policy Manual
122
– usually specific and length, contains all the rules and policies under which the organization operates
Policy Manual
123
– much shorter and contains only the most essential policies
and rules, as well as general summaries of
less important rules
Employee Handbook
124
– designed to bolster employee morale by discussing happy or innocuous events such as the three B’s
Newsletters
125
– organization-wide versions of the internet
Intranets
126
– provides detailed information to a large number of people in a short period of time
Memos
127
– only appropriate when the
message was short and when only few people needed to receive the communication
Telephone Calls
128
used to exchange
general and/or timely information and ask
questions
Email and Voice Mail
129
– organizations adopted an “open”
or “landscaped” office design, and informally
called “cube farm”
Office Design
130
– all desks are placed in a large area that is completely open
Freestanding design
131
desks are placed at uniform distances and are separated by panels into
cubicle areas
Uniform Plans
132
– use a
combination of designs so that the different needs of each worker can be accommodated
Free-form workstations
133
wide hallway that runs through several departments
Boulevard
134
– contains an employee’s computer, files, and supplies that can be wheeled into a walled office or cubicle when privacy is needed
Portable Offices
135
– unofficial employee communication that is thought to be distorted which provides employees power, information, and
entertainment
Grapevine
136
– passes to each person until everyone knows the news
Single-Strand Grapevine
137
– passes to a group of
people
Gossip Grapevine
138
– passes to few other employees and randomly pass to other employees
Probability Grapevine
139
– select only few employees, who in turn select few others to pass on
Cluster Grapevine
140
– employees who received less than half of the information
Isolates
141
– both received most of the information and passed it on to the others
Liaisons
142
– heard but seldom passed
Dead-enders
143
– not process certain types of information
Omission
144
– employee attempts to deal with every message she receives
Error
145
– placing the work on waiting line
Queuing
146
– absenteeism or resignation
Escape
147
– a person screens
potential communication and allows only the most important to go through
Use of a Gatekeeper
148
– going to one person by directing some of it to another
Use of Multiple Channels
149
– measure an
employee’s listening style
Attitudinal Listening Profile
150
– practiced by “good-time” people who listen only for words that indicate pleasure
Leisure Listening
151
– the style of the person
who listens for the main ideas behind any communication
Inclusive Listening
152
– practiced by the person who listens to the way the communication is presented
Stylistic Listening
153
– hears and retains
large amounts of detail, but does not hear the meaning of details
Technical Listening
154
– tunes in to the feelings of the speaker and most likely to pay attention to nonverbal cues
Empathic Listening
155
– individuals
attends only to information that is consistent with her way of thinking
Nonconforming Listening
156
– two or more people who perceive
themselves as a group and interacts with each other
Group
157
– members are similar in
some or most ways
Homogenous Group
158
– members are more different than alike
Heterogenous Group
159
– those for which the group’s performance is equal to the sum of the performances by each group member; each contribution is important
Additive Tasks
160
– group performance depends on the least effective group member
Conjunctive Tasks
161
– group performance is
based on the most talented group member
Disjunctive Tasks
162
– If the group is already
stable and cohesive, adding another member might be disruptive
Social Impact Theory
163
– involves behaviors such as offering new ideas, coordinating activities, and finding new information
Task-Oriented Roles
164
– involve encouraging cohesiveness and participation
Social-Oriented Roles
165
– blocking group activities, calling attention to oneself, and avoiding group interaction
Individual Role
166
– involves positive effect of presence of others on individual’s behavior
Social Facilitation
167
– involves the negative effects of other’s presence
Social Inhibition
168
- takes place when a group of people passively watch an individul
Audience Effects
169
– the effect on behavior when two or
more people are performing the same task in
the presence of one another
Coaction
170
– considers the effect on Individual performance when people work together on a task
Social Loafing
171
when things are going
well, a group member realizes that his effort is not necessary and this does not work hard as he would if he were alone
Free-Rider Theory
172
– social loafing occurs when a group member notices that other group members are not working hard and does are
“playing him for a sucker”
Sucker Effect
173
– when several people individually work on a problem but do not
interact
Nominal Group
174
– when individuals interact to solve a problem
Interacting Group
175
– group members are
encouraged to speak out their ideas
Brainstorming
176
– group members will shift their beliefs to a more extreme version of what they already believe individually
Group Polarization
177
– extent to which group members identify with the team rather than in other groups
Identification
178
– one member does greatly influences what another member does
Interdependence
179
– overstepping roles, challenge opinions, interrupt each other, gives orders and use sarcasm
Power Differentiation
180
– an imaginary space that separates two colleagues such as treating them formally and very politely rather than being casual
Social Distance
181
– group of expert specialist that have specific role positions, perform brief events that are closely synch with each other, and repeat
Parallel Teams
Crew
182
– team members get to know each other and decide roles
Forming
183
– begins to disagree with each other; frustration starts individually
Storming
184
– easing the tension from the previous stage
Norming
185
– begins to accomplish the goals
Performing
186
– rather than forming
in stages, teams develop direction and strategy
in the first meeting, follow this direction for a period of time, and then drastically revise their strategy about halfway through
Punctuated Equilibrium
187
– psychological and behavioral reaction to a perception that another person is keeping you from reaching a goal
Conflict
188
– keeps people from working together, lessens productivity,
spreads to other areas, and increases turnover
Dysfunctional Conflict
189
– moderate levels of conflict can stimulate new ideas, increase friendly competition, and increase team effectiveness
Functional Conflict
190
– occurs between two
individuals
Interpersonal Conflicts
191
– usually occurs when the individual’s needs are different from
the group’s needs, goals, or norms
Individual-Group Conflicts
192
– occurs between two or more groups
Group-Group Conflict
193
– group members
depends on the performance of other group members
Task interdependence
194
– geographical boundaries or lines of authority are unclear
Jurisdictional Ambiguity
195
– geographical boundaries or lines of authority are unclear
Jurisdictional Ambiguity
196
– ignore conflict and hope it will resolve itself
Avoiding Style
197
– occurs when an employee discusses the conflict with a third party
Triangling
198
– a person is so intent on settling a conflict that he gives in and risks hurting himself
Accommodating Style
199
– handles conflict in a win-lose fashion and does what it takes to win, with little regard for the other person
Forcing Style
200
– wants to win but also wants the other person win as well
Collaborating Style
201
– adopts give-and-take tactics that enable each side to get some of what it wants
Compromising Style
202
– when they can’t agree to resolve the
conflict
Dispute
203
– all department
reps come over to solve the problem
Cooperative Problem Solving
204
– neutral third party is asked to help both parties reach agreeable solution
to the conflict
Mediation
205
– neutral third party listens to both sides and make decision
Arbitration
206
-wide attempt to get rid of the
practices that are no longer useful
Organization
207
– unnecessary paperwork – usually forms and reports that organizations money to
prepare, distribute, and read
Paper Cow
208
– number and length of meetings
Meeting Cow
209
– unnecessary deadlines
Speed Cow
210
– continual process of upgrading or improving processes
Evolutionary Change
211
– drastic changes
Revolutionary Change
212
– people who enjoy change and often make changes just for the sake of its
Change Agents
213
– not afraid to change or make changes but want to make changes only if the changes will improve the organization
Change Analysts
214
– people who probably will not instigate change but are willing to change
Receptive Changers
215
– not instigate or welcome change, but they will change if necessary
Reluctant Changers
216
– hate changes
Change resisters
217
– process whereby new employees learn the behaviors and attitudes they need to be successful in the organization
Organizational Socialization
218
– procedures in which employees participate to become “one of the gang”
Rituals
219
– communication tools that convey certain messages to employees
Symbols
220
– work schedule in which employees have some flexibility in the hours they work
Flextime
221
– total no of potential hours available for work each day
Bandwidth
222
– everyone must work and typically consist of the hours during which an organization is busiest with its outside contacts
Core Hours
223
– remain in bandwidth and in
which the employee has a choice of working
Flexible Hours
224
– employees can choose her own hours without advance notice or scheduling
Gliding Time
225
– employee enjoying greater flexibility in working hours, although it must be scheduled in advance
Flexitour or Modified Flexitour
226
– employees are encourage to work only part time but are paid at higher hourly rate for those hours than employees
who work full time
Peak-Time Pay
227
– employee works on an irregular or as-needed basis
Casual Work
228
– two employees who share work hours
Job Sharing
229
– employee uses computer to electronically interact with the central office
Telecommuting
230
– using outside vendors to provide services previously performed internally
Outsourcing
231
– negative and psychological consequences of stress
Strains
232
– occurs when stressors result in feelings of challenge or achievement (positive)
Eustress
233
– optimal level of arousal; having little arousal or too much arousal results to poor performance; moderate results in highest levels
Inverted-U Theory
234
– when there is too much stress and when nothing is done to eliminate, reduce, or
counteract its effects (negative)m
Distress
235
– talk and walk fast, gets impatient easily and always in a hurry
-Characterized by mainly achievement striving, impatience and time urgency, and
anger and hostility
Type A Personality
236
– more laid-back, relaxed, and agreeable
Type B Personality
237
– anxious, often depressed, pessimistic, and lack hopefulness
Neurotics
238
– when our work expectations and what we think we should be doing don’t match
Role Conflict
239
– when individual’s job duties and performance expectations are not clearly defined
Role Ambiguity
240
– develops when individuals either feel they lack the skills or workplace
resources to complete a task
Role Overload
241
– how well such
factors as your KSAO’s, expectations,
personality, values, and attitudes match those
of the organization
Person-Organization Fit
242
– self-serving behaviors employees use to increase probability of obtaining positive outcomes in the organizations
Organizational politics
243
– working more than one job
Moonlighting
244
– the state of being overwhelmed by stress
Burnout
