comm 211 midterm 2 Flashcards

Question

On-the-Job Training (OJT)

Answer 1

Training methods in which a person with job experience and skill guides trainees in practicing job skills at the workplace

Answer 2

A work-study training method that teaches job skills through a combination of on-the-jog training and classroom training

Answer 3

A training method that represents a real-life situation, with trainees making decisions resulting in outcomes that mirror what would happen on the job

Answer 4

Training programs in which participants learn concepts and apply them by simulating behaviors involved and analyzing the activity, connecting it with real-life situations

Answer 5

On-the-job use of knowledge, skills, and behaviors learned in training

Answer 6

The combination of formal education, job experiences, relationships, and assessment of personality and abilities to help employees prepare for the future of their careers

Answer 7

Collecting information and providing feedback to employees about their behavior, communication style, or skills

Answer 8

Psychological test that identifies individuals' preferences for source of energy, means of information gathering, way of decision making, and lifestyle, providing information for team building and leadership development

Answer 9

An assessment center exercise in which a team of five to seven employees is assigned a problem and must work together to solve it within a certain time period

Answer 10

The process of identifying and tracking high-potential employees who will be able to fill top management positions when they become vacant

Answer 11

A measurement tool that gathers ratings of a manager's use of skills associated with success in managing.

Answer 12

The degree to which employees are fully involved in their work and the strength of their job and company commitment

Answer 13

A formal review of the outcomes of HRM functions, based on identifying key HRM functions and measures of business performance

Answer 14

A display of a series of HR measures, showing human resource goals and objectives and progress toward meeting them.

Answer 15

Type of assessment of HRM effectiveness that involves determining the impact of, or the financial cost and benefits of, a program or practice

Answer 16

a ratio that expresses the percentage of applicants who successfully move from one stage of the recruitment and selection process to the next

Answer 17

the process of seeking new employees from outside the firm

Answer 18

Tool created by the federal government to provide a standardized source of information about jobs in Canada's labour market

Answer 19

Reducing a large pool of applicants to a manageable selection for serious consideration. Filters—for example, a certain educational level—eliminate inadequate applications rapidly.

Answer 20

used to measure qualities that are directly or indirectly related to doing well on the job

Answer 21

the extent to which a test measures or predicts what it is supposed to

Answer 22

The consistency of test scores across repeated assessments. For example, test-retest reliability examines the extent to which scores change over time.

Answer 23

Developed by U.S. Employment Service to measure multiple aptitudes

Answer 24

Cognitive tests, motor, physical/personality/achievement tests/assessment centers/micro-assesments

Answer 25

A procedure designed to predict future job performance on the basis of applicants' oral responses to oral inquiries.

Answer 26

structured, semi-structured, unstructured

Answer 27

situational question/behavioral question

Answer 28

one on one/panel/sequentially or face-to-face/technology enabled

Answer 29

What would you do if...

Answer 30

Question designed to determine if an applicant has the necessary traits for a job. Tell me about a time.

Answer 31

-poor planning -snap judgments -negative emphasis -halo effect -poor job knowledge -contrast error -influence of nonverbal behaviour -leading -too much/too little talking -similar-to-me bias

Answer 32

tendency of an interviewer to allow positive characteristics of a client to influence the assessments of the client's behavior and statements when the positive traits of an interviewee shadow negative traits.

Answer 33

Error that occurs when an employee's rating is based on how his or her performance compares to that of another employee rather than objective standards.

Answer 34

The process of following up with references provided on an application to check the credibility of a job candidate.

Answer 35

the process of seeking employees who are currently within the firm to fill open positions

Answer 36

An organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.

Answer 37

a course introducing a new situation or environment

Answer 38

The sum of activities a person performs to meet goals and/or to further his or her career.

Answer 39

the values, beliefs, and attitudes shared by organizational members

Answer 40

the shared perceptions organizational members have about their organization and work environment

Answer 41

Approaches include measuring relevant job performance criteria before and after the training to determine the effect of training.

Answer 42

a three-step process of organizational, task, and person analysis; required to develop a systematic understanding of where training is needed, what needs to be taught or trained, and who will be trained

Answer 43

the process of identifying and analyzing tasks to be trained for

Answer 44

Performance is evaluated relative to performance goals that were set earlier. Low performance issues, competition,

Answer 45

a process of systematically developing training to meet specified needs

Answer 46

a systematic method for teaching job skills, involving presenting questions or facts, allowing the person to respond, and giving the learner immediate feedback on the accuracy of his or her answers

Answer 47

the process of determining how well a selection test or procedure predicts future job performance; the better or more accurate prediction of future job performance, the more valid a test is said to be

Answer 48

putting plans into action

Answer 49

systematically collecting the information necessary to make effective decisions about adopting, improving, valuing, and continuing an instructional activity or set of activities

Answer 50

the process through which managers ensure that employees' activities and outputs contribute to the organization's goals

Answer 51

involves grouping employees into predefined frequencies of performance ratings

Answer 52

A job analysis method by which important job tasks are identified for job success

Answer 53

Popular approach that combines elements from critical incident and graphic rating scale; evaluator uses a rating scale, but items are examples of actual job behaviors Sample BARS Approach Team Management Bank of Ontario Outstanding Performance 7 Can be expected to praise publicly for tasks completed well, and constructively criticizes in private those individuals who have produced less than adequate results. Very Good Performance 6 Can be expected to show great confidence in subordinates, and openly displays this with the result that they develop to meet expectations. Good Performance 5 Can be expected to ensure that employee HR records are kept right up to date, that reports are written on time, and that salary reviews are not overlooked. Acceptable Performance 4 Can be expected to admit a personal mistake, thus showing that he or she is human too. Marginally Acceptable Performance 3 Can be expected to make “surprise” performance appraisals of subordinates. Poor Performance 2 Can be expected not to support decisions made by a subordinate (makes exceptions to rules). Very Poor Performance 1 Can be expected not to accept responsibility for errors and to pass blame to subordinates.

Answer 54

A system of goal setting and implementation; it involves a cycle of discussion, review, and evaluation of objectives among top and middle-level managers, supervisors, and employees. setting objective goals and seeing how you did example performance objectives are: # of sales- objective 85, accomplished 89

Answer 55

1. Identify the Vacancy 2. Write the Job Description and the Person Specification 3. Advertise 4. Evaluate applicants + short list 5. Interview applicants short listed 6. Select candidate(s) + offer contract 7. Give feedback to unsuccessful candidates

Answer 56

1. Training Needs Analysis 2. Instructional Design 3. Validation 4. Implementation 5. Evaluation of Training

Answer 57

1. define performance outcomes for company division and department 2. develop employee goals, behavior and actions to achieve outcomes 3. provide support and ongoing performance discussions 4. evaluate performance 5. identify needed improvements 6. provide consequences for performance results

Answer 58

a program that encompasses specific goals, participatively set, for an explicit time period, with feedback on goal progress

Answer 59

Selection Ratio=number of applicants hired/total number of applicants

Answer 60

* Increase the probability of hiring a high performer—in terms of both task and contextual performance * Selection systems are legally defensible * Ethical reasons—selection decisions are high stakes; they have a profound impact on the lives of applicants and others who work with them (for them)

Answer 61

* Test – retest * Internal Consistency * Inter-rater Reliability

Answer 62

* Criterion-related validity -Concurrent validation studies -Predictive validation studies * Content validity -Does assessment contain a representative sampling of the content domain of the job? -Experts’ systematic judgment -No statistical measure of content validity * Differential Validity -Test validation aimed at discovering the validity of a test for various subgroups * Validity generalization -The extent to which validity coefficients can be generalized across situations.

Answer 63

Step 1: Preliminary Reception of Applicants STEP 2 Applicant Screening STEP 3: Administration of Employment Tests STEP 4: Employment Interviews STEP 5: Realistic Job Previews STEP 6 Verification of References STEP 7: Contingent Assessments STEP 8: Hiring Decision

Answer 64

* Initial contact with applicants * Walk-ins may receive preliminary interview * Write-ins often receive letter or email of acknowledgment * This step has disappeared in many organizations with the increasing use of Internet recruitment

Answer 65

* Goal: Remove from consideration applicants who do not meet qualifications * Weighted application blanks (WAB) * Ensure application is useful and meets legal requirements * Biographical information blanks (BIB)

Answer 66

Types of Tests Ø Personality Tests Ø Ability Tests; Knowledge Tests Ø Performance Tests -Situational Judgment Tests -Assessment Centres Ø Integrity Tests

Answer 67

* Validity * Reliability * Normative data * Measurement of bona fide job requirements * Defensible (test bias) * Ongoing research and refinements * Credentials of the test developer(s) * Qualifications of the assessors

Answer 68

Screening * Application blanks * Reference checks Ability / Aptitude * Bennett Mechanical Comprehension Tests * Minnesota Clerical Test * Wonderlic Personnel Test Personality / Motivation * NEO Personality Inventory * Hogan Personality Inventory * HEXACO Personality Inventory * Polygraph tests * Integrity tests Interests and Person-Job/Person-Organization Fit * Strong Interest Inventory * Counterpart Match Interviews and other “Competency” Assessments

Answer 69

* Extraversion (sometimes called Surgency): The broad dimension of Extraversion encompasses such more specific traits as talkative, energetic, and assertive. * Agreeableness: Includes traits like sympathetic, kind, and affectionate. * Conscientiousness: Includes traits like organized, thorough, and planful. * Neuroticism (sometimes reversed and called Emotional Stability): Includes traits like tense, moody, and anxious. * Openness to Experience (sometimes called Intellect or Intellect/Imagination): Includes traits like having wide interests, and being imaginative and insightful.

Answer 70

* Reducing Socially Desirable Responding: * Bogus pipeline * Social Desirability Scales: Example: I never swear * Forced Choice Response Scales

Answer 71

* Employment Interviews Ø Supervisors should have input into the final hiring decision Ø Common (and expected) as part of the selection process; covered in more detail

Answer 72

* Tell me about a challenging assignment you had in the past year and how you handled this challenge. * Describe a time when you had to deal with a very angry client. * Describe a time when you had to decide what to do about a business situation where no guidelines existed or no precedents had been set.

Answer 73

* You recently started working as the assistant manager of a fast food restaurant located in one of the terminals of the Toronto-Pearson International Airport. At 5 p.m., unexpected freezing rain starts to paralyze all departing planes. You hear an announcement that all departing flights will be delayed until further notice. It is bad timing for you because one of your kitchen employees called in sick earlier that day, and you did not have time to check on the meat and produce that was delivered an hour ago. What do you do?

Answer 74

additional or follow-up questions used by the interviewer to help applicants provide elaborate descriptions of the situation they faced, tasks they were in charge of, actions they took, and the outcomes

Answer 75

1. Interviewer Preparation 2. Creation of Rapport 3. Information Exchange 4. Termination of Interview 5. Evaluation of Candidate

Answer 76

* Halo effect * Leading questions - often have yes/no answers * Stereotypes * Interviewer domination * Contrast errors

Answer 77

* Don’t ask questions that can be answered yes or no. * Don’t put words in the applicant’s mouth or telegraph a desired answer. * Don’t interrogate the applicant as if the person is a criminal. * Don’t over-interpret nonverbal cues. * Don’t monopolize the interview, nor let the applicant dominate the interview so you can’t ask all the questions. (80/20 rule) * Don’t try to assess too many KSAs in the interview (use other selection methods if necessary).

Answer 78

* Do have a standardized, structured interview plan. * Do base interview questions on job analysis. * Do focus on assessing personal relations, good citizenship, and job knowledge in interviews. * Do ask open-ended questions. * Do listen to the candidate and asking probing questions to encourage him or her to express thoughts fully. * Do draw out the applicant’s opinions, feelings, and thought patterns by repeating the last statement as a question or paraphrasing. * Do ask for examples. * Do take brief notes or record the interview (with candidates permission). Are these questions legal?

Answer 79

no no no yes yes yes

Answer 80

Realistic Job Previews Ø Shows the candidate the type of work, equipment & working conditions Ø Highlights positive & negative Ø Tends to reduce employee turnover Ø Don’t do this so late in the process!

Answer 81

Employment references Ø Discuss applicant’s work history Ø Former supervisors may not be candid, especially with negative information Ø Reference letters Ø Background checks

Answer 82

Assessment of health, medical, and driving information May be scheduled after the hiring decision Drug tests are increasingly used but may be found to violate employee rights

Answer 83

Marks the end of the selection process Ø Update HRIS Ø Retain applications for future Tradeoffs among predictors Ø Subjective Approach Ø Multiple Cutoff Approach Ø Compensatory Approach

Answer 84

* The continuing process by which an employee begins to understand and accept the values, norms, and beliefs held by others in the organization * Involves turning outsiders into insiders * May have taken place even before employees join organization

Answer 85

* Employee benefits * Skill improvement, self-development, self-confidence, sense of growth * Organizational benefits * Improved profitability, improved morale, lower costs, better corporate image

Answer 86

1. Conducting the Needs Assessment * Organization Analysis * An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. * Task Analysis * The process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job. * Person Analysis * A determination of the specific individuals who need training. 2. Training objectives: Performance criteria desired behavior conditions 3. Learning objectives = Learning principles: Participation, repitition, relevance, transference, feedback = effective learning 4. program delivery 5. evaluation

Answer 87

* In the system pictured here, trainees use their real weapons, modified with lasers, and can deploy supplemental equipment like TASERS® and mace. They’ll be asked to explain their choices after the simulation ends.

Answer 88

* Cognitive -Altering thoughts and ideas – increase knowledge and expertise -Includes lectures, seminars, academic education * Behavioural *Change behaviour (e.g., management style) *Includes role-playing, behaviour modelling, team building, mentoring * Environmental *Provide the setting for employees to develop *Includes job rotation, temporary assignments, employee exchange programs, internal consulting, diversity & inclusion training

Answer 89

Criterion 1: Reaction * Participant Reactions * The simplest and most common approach to training evaluation is assessing trainees. * Potential questions might include the following: * What were your learning goals for this program? * Did you achieve them? * Did you like this program? * Would you recommend it to others who have similar learning goals? * What suggestions do you have for improving the program? * Should the organization continue to offer it? Criterion 2: Knowledge * Checking to see whether they actually learned anything * Testing knowledge and skills before beginning a training program gives a baseline standard on trainees that can be measured again after training to determine improvement. Criterion 3: Behaviour * Transfer of Training * Effective application of principles learned to what is required on the job. * Maximizing the Transfer of Training * Feature identical elements * Focus on general principles * Establish a climate for transfer * Give employees transfer strategies Criterion 4: Results or Return on Investment (ROI) * Utility of Training Programs * Calculating the benefits derived from training: * How much did quality improve because of the training program? * How much has it contributed to profits? * What reduction in turnover and wasted materials did the company get after training? * How much has productivity increased and by how much have costs been reduced?

Answer 90

+ Performance Appraisal A process, typically performed annually by a supervisor for a subordinate, designed to help employees understand their roles, objectives, expectations, and performance success. + Performance Management The process of creating a work environment in which people can perform to the best of their abilities.

Answer 91

Planning (Clarity of expectation) + Managing(Monitoring and coaching for performance) + Reviewing(Meausement and feedback on performance) = Performing excellence

Answer 92

-Job redesign -Administrative decisions(pay raises, promotions) -Feedback and performance improvement -Employee development and career planning -Criteria for test validation -Training program objectives

Answer 93

+ Performance ratings must be job-related. + Employees must be given a written copy of their job standards in advance of appraisals. + Managers who conduct the appraisal must be able to observe the behaviour they are rating. + Supervisors must be trained to use the appraisal form correctly. + Appraisals should be discussed openly with employees and counseling or corrective guidance offered. + An appeals procedure should be established to enable employees to express disagreement with the appraisal.

Answer 94

+ Balanced Scorecard Very popular approach Combines the performance measures of the total organization—integrates financial goals with customer satisfaction, internal processes, organizational growth, learning, and innovation

Answer 95

+ Comparative Evaluation Methods compare one employee’s performance with that of coworkers. + Ranking method: Employees ranked from best to worst + Forced distributions: + Employees sorted into categories + Usually a certain proportion must be put into each category

Answer 96

Rating scale: * Oldest and most widely used method * Subjective (i.e. based on the rater’s opinion) * Responses may be given numerical values BARS & BOS: * Descriptions of effective/ineffective performance—examples placed along a scale * Job-related, practical, and standardized Tests and observations: * May include paper-and-pencil tests or an actual demonstration of skills Management by objectives: * Employee and supervisor jointly establish future performance goals

Answer 97

Instructions: Please consider the sales representative’s behaviour on the job in the past rating period. Read Each statement carefully. Then circle the number that indicate the extent to which the employee has demonstrated this effectiveness and ineffective behaviors.

Answer 98

+ Productivity Measures Appraisals based on quantitative measures (e.g., sales volume) that directly link what employees accomplish to results beneficial to the organization. + Criterion contamination + Criterion deficiency + Focus on short-term results

Answer 99

+ Performance objectives are targets for employee performance and they should be Job-related Practical Based on performance standards

Answer 100

+ Performance standards are measurable benchmarks that may relate to: Quality Quantity Time

Answer 101

+ Raters are trained on the purpose of the performance appraisal process, its alignment with the organization’s strategy, and the forms themselves (e.g., rater handbook) + Rater error training was commonly included: Halo effect Error of central tendency Leniency and strictness biases Personal prejudice Recency effect Contrast errors

Answer 102

+ The performance management process also provides insight into effectiveness of HRM + If poor performance is widespread, many employees are excluded from promotions and transfers + Unacceptably high numbers of poor performance may indicate errors in the HRM function e.g., selection process may be screening candidates poorly; job analysis information may be inaccurate

Answer 103

+ A performance appraisal form is a legal document + Raters must use only performance criteria that are relevant to the job + Avoid non-relevant criteria + A reasonable time must be set for performance improvement + Well-documented performance shortcomings and use of feedback interviews have been viewed favourably in court and with arbitrators

Answer 104

* Cash and non-cash rewards employee receive in exchange for their work * Effective compensation management * Employees more likely to be satisfied, motivated, and contribute to objectives * Compensation perceived inappropriate * Performance, motivation, and satisfaction may decline dramatically * Turnover may occur * Dissatisfaction with absolute or relative pay

Answer 105

* Total compensation includes base wages, variable pay, perks and on-site amenities, status/recognition, and benefits * Not all have monetary value * Total reward approaches lead to: * Easier recruitment of high-quality staff * Lower turnover * Higher employee performance * Enhanced employer reputation

Answer 106

Components of a Total Reward System 1. Compensation: Wages, commissions, and bonuses 2. Benefits: Vacations, health and dental insurance 3. Social interaction: Friendly workplace 4. Security: Stable, consistent position and rewards 5. Status/recognition: Respect, prominence 6. Work variety: Opportunity to experience different things 7. Workload: Right amount of work (not too much, not too little) 8. Work importance :Is work valued by society? 9. Authority/control: Ability to influence others; control own destiny 10. Advancement: Chance to get ahead 11. Feedback :Receive information to improve performance 12. Work conditions: Hazard free 13. Development :Formal and informal training

Answer 107

* Internal equity – pay related to relative worth of jobs * External equity – paying workers relative to market

Answer 108

top: Performance: individual, group, organization Bottom left: Job size/ complexity Bottom right: market

Answer 109

*Equity Theory * An employee’s perception that compensation received is equal to the value of the work performed. * A motivation theory that explains how people respond to situations in which they feel they have received less (or more) than they deserve. * Weaknesses: Who is the referent other? How do referent others change over time?

Answer 110

* Distributive Justice * “what people [are] concerned about [is] not the absolute level of outcomes per se but whether those outcomes [are] fair” (Colquitt et al., 2001, p. 426) * Procedural Justice * Procedures used to allocate rewards should be (a) applied consistently, (b) free from bias, (c) use accurate information, (d) have mechanism to correct flawed decisions, (e) ensure that opinions of all stakeholders taken into account (Colquitt et al., 2001)

Answer 111

Expectancy Theory A theory of motivation that holds that employees should exert greater work effort if they have reason to expect that it will result in a reward that they value. Employees also must believe that good performance is valued by their employer and will result in their receiving the expected reward Motivating Potential =Expectancy x Instrumentality x Valence Expectancy= If I increase my effort, I will improve my performance Instrumentally= If I improve my performance, it will be recognized and valued Valence= If my performance is recognized, I will receive a valuable reward Temporal Motivation Theory (Expectancy Theory updated) Motivating Potential =E x I x V/Impulsiveness x Delay Impulsiveness= Will I work to attain something I value, even though it might take a long time to receive the reward? Can I delay gratification? Delay= How long do I have to wait to get the reward?

Answer 112

Phase 1: Establishing the Compensation Philosophy * Job Size * Performance * Market * Lead * Match * Lag Phase 2 Job Analysis * Understand the job and skills needed * Job analysis information o Job descriptions o Job specifications o Performance standards Phase 3: Pricing Jobs * Determine relative worth or value of jobs * Three approaches: o Job evaluation o Market-pricing o Skill-based * Phase 4: Matching Employees to Pay * Establishing the pay level for each job o Combines job evaluation rankings, survey wage rates, and other considerations (e.g. organization’s pay policy) o Wage-trend line developed * Creating compensation structure o Job classes and rate ranges

Answer 113

* Systematic procedures to determine the relative worth or value of jobs (internal equity) * Job ranking * Job grading * Point System

Answer 114

* Job ranking is the simplest job evaluation method * Jobs are subjectively ranked by importance in comparison to other jobs with higher ranked jobs paid more * E.g., In retail sales, the regional manager job may be ranked 1, store manager job as 2, and sales assistant job as 3 * Rankings do not differentiate the relative importance of jobs

Answer 115

* Job Classification or Grading System * A system of job evaluation in which jobs are classified and grouped according to a series of predetermined wage grades. * Successive grades require increasing amounts of job responsibility, skill, knowledge, ability, or other factors selected to compare jobs.

Answer 116

* Point System * A quantitative job evaluation procedure that determines the relative value of a job by the total points assigned to it. * Permits jobs to be evaluated quantitatively on the basis of factors or elements—compensable factors—that constitute the job. * The Point Manual * A handbook that contains a description of the compensable factors and the degrees to which these factors may exist within the jobs Point System Know-how o Depth and range of technical know-how o Management breadth o Human relations skills + Problem Solving - Thinking environment - Thinking challenge + Accountability n Freedom to act n Nature of impact n Area of impact = Total Job size

Answer 117

* Market-pricing focuses on external competitiveness * How much should organizations pay for jobs based on what their competitors are paying * Wage and salary surveys * Same labour market comparable jobs * Matching the market, market leader, market lag Pricing Jobs: Skill-Based Pay * Pay is based on depth (gaining greater expertise in existing skills), breadth (increases in the employee’s range of skills), and self-management (gaining higher level management-type skills, such as budgeting, training, planning, and so forth

Answer 118

* Wage Curve * A curve in a scattergram representing the relationship between relative worth of jobs and wage rates. * Pay Grades * Groups of jobs within a particular class that are paid the same rate. * Rate Ranges * A range of rates for each pay grade that may be the same for each grade or proportionately greater for each successive grade. * Red & Green Circle Rates * Payment rates above the maximum (red circle) or below the minimum (green circle) of the pay range

Answer 119

* Equal pay for equal work (Equal Pay) * Part of Canada Labour Code since 1971 * Employers must pay men and women the same wage or salary when they do the same work * Equal pay for work of equal value (Pay Equity) * Jobs of comparable worth to the organization should be paid equally * Part of Canadian Human Rights Act since 1978 Pay Equity * Most legislation has dictated the use of an evaluation system that evaluates: 1. Skill (Complexity, Knowledge, Education, Experience) 2. Effort (Physical and Mental Demands) 3. Responsibility (Accountability, Supervision, Budget) 4. Working Conditions (Physical Environment, Concentrationx, Stress)