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PHR Exam > Core Knowledge Requirements > Flashcards

Core Knowledge Requirements Flashcards

1
Q

Needs Assessment/Needs Analysis

A

method for obtaining the information necesary to make decisions that will best accomplish an organization’s goals.

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2
Q

Steps for Needs Analysis

A
  1. Describe the objective (Where do we want to be?)
  2. Define the current situation (Where are we now?)
  3. Conduct a gap analysis
  4. Set priorities - identify the gaps most critical to achieving the primary objective and focus on closing them first.
  5. Investigate and develop options (What is the most effective way to fill this gap?) - brainstorm
  6. Evaluate options, and determine budget impact (cost and ROI)
  7. Recommend solutions
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3
Q

gap analysis

A

Compares the objective to the current situation and results in a list of people, actions, or items needed to attain the objective. Gather as much info as possible about gaps and identify any constraints that may inhibit efforts to close gaps.

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4
Q

third-party contract

A

some part of a contractual obligation is performed by an entity other than those who have signed a contract (such as an agreement with a temp agency in which the company is paying the temp agency for services provided by an employee of the agency)

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5
Q

request for proposal (RFP)

A

Often handled by purchasing. Serves as the bases on which a product or service is obtained, guides the delivery to meet the organizational requirements, and serves as a means of evaluation at the end of the project.

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6
Q

Steps for Handling RFPs

A
  1. Conduct Needs Assessment
  2. Develop RFP
  3. Receive Proposals
  4. Evaluate Proposals
  5. Select Vendor
  6. Negotiate for Contract
  7. Execute the Agreement
  8. Evaluate the Project
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7
Q

scoping a project

A

Part of the needs-assessment process. Client may conduct informal pre-proposal meetings with possible vendors. Useful when clients have little direct experience with projects or want to learn more about the product or service to describe it more clearly in the RFP.

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8
Q

Format of RFP

A
  1. Stats - Brief description of organization, including information that will help vendors provide an accurate bid, such as location, # of employees, etc.
  2. Summary - An overview of the project, summarizing what is needed.
  3. Deadlines - Administrative details, including submission deadlines, how proposals will be evaluated, etc.
  4. Description - Complete and detailed project description (aka scope of work). Contains enough info to prepare a bid.
  5. Contact - Contact person for additional info.
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9
Q

Proposal Formats (in response to RFP)

A
  1. Executive Summary
  2. Vendor Qualifications
  3. Project Management Plan
  4. Project Team
  5. Roles and Responsibilities (of team)
  6. Delivery Schedule
  7. Pricing Information
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10
Q

Top Down Communication

A

Communication from management directed at employees. Ex - intranet, PA system, mass emails, bulletin boards, newsletters, individual letters to employees

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11
Q

Bottom Up Communication

A

chance for employees to talk to management. Ex - open-door policy; staff meetings, one-on-ones, emails, webcasts. Help employees feel that their concerns are heard and addressed.

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12
Q

Steps for Documenting Performance Issues

A
  1. Verbal Warning
  2. First Written Warning.
  3. Final Written Warning.
  4. Decision-Making Day. (optional)
  5. Suspension. (optional)
  6. Termination of Employment.
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13
Q

Verbal Warning

A

(requires a written record be maintained). Includes specific examples of the unacceptable performance or behavior and notice of the consequence if it doesn’t change (“further disciplinary action, up to and including termination.”) Record can be as simple as a note by supervisor that describes date and time of the warning, employee involved, what was discussed, and any agreements that were made about futrue changes in behavior or performance.

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14
Q

First Written Warning

A

Includes memo to employee with steps that have already been taken, exactly what the performance problem is, steps that need to be taken to avoid future consequences, and any agreements that have been made about performance changes. Should be signed by the employee. Signing doesn’t indicate agreement, merely that the warning has been discussed.

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15
Q

Final Written Warning

A

Similar to First Written Warning with addition of a statement advising the employee that a continued inability or refusal to make necessary performance changes will result in termination of employment.

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16
Q

Decision-Making Day

A

Some companies send employees home, with pay, and ask them to think about whether they’re willing ot make the changes to keep their jobs. If they are, they return to work the next day and make a commitment to make the necessary changes. It is made clear to employees that if the changes aren’t made, immediate termination will result without additional disciplinary steps. If they aren’t willing to conform, they’re terminated without further action.

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17
Q

Suspension

A

Some companies suspend employees for varying periods of time depending on the seriousness of the offense and other considerations. Accompanied with a written document spelling out all the steps previously taken to resolve the issue, the reason for the suspension, and a statement that continued nonconformance may result in a termination.

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18
Q

andragogy

A

How adults learn. Based on work of Lindemann and Knowles. Most effective learning for adults takes place in small groups where knowledge can be shared based on life experience of participants; Means education in which learner participates in decisions about what will be taught and how it will be delivered.

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19
Q

5 Characteristics of Andragogy

A
  1. Motivation
  2. Orientation
  3. Readiness
  4. Experience
  5. Self-Concept
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20
Q

Maslow’s Hierarchy of Needs (1954)

A
  1. Physiological Needs (food, shelter)
  2. Safety Needs (physical and emotional harm)
  3. Social Needs (acceptance and belonging)
  4. Esteem Needs (recognition for achievements)
  5. Self-Actualization Needs
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21
Q

Skinner and Operant Conditioning (1954)

A

behavioral reinforcement/behavior modification. behavior can be changed through the use of four intervention strategies: positive reinforcement, negative reinforcement, punishment, and extinction.

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22
Q

Positive Reinforcement

A

encourages continuation of the behavior by providing a pleasant response when behavior occurs (push lever, get a treat).

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23
Q

Negative Reinforcement

A

Avoid negative consequences. Encourages continuation of the behavior by REMOVING an unpleasant response to a behavior (push lever to make floor stop shocking you)

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24
Q

Punishment

A

discourages future occurrence of the behavior by providing unpleasant response when the behavior occurs (push lever, get shocked)

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25
Q

Extinction

A

discourages future occurrence of the behavior by ceasing to reinforce it (stop giving a treat when the lever’s pushed, rat eventually stops pushing the lever)

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26
Q

Herzberg - Motivation/Hygiene Theory aka Two-Factor Theory (1959)

A

What makes people happy at work? People are happy when they like what they do or they way they are utilized and they’re unhappy when they’re treated poorly. Motivation (satisfaction) factors motivate by changing the nature of the work so that people are challenged to develop their talents and fulfill their potential. The dissatisfaction (hygiene) factors motivate to the extent that they allow people to avoid unpleasant experiences. Hygiene factors provide short-term benefits, where motivation factors lead to long-term job satisfaction.

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27
Q

McGregor (1960)

A

developed theory X and theory Y

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28
Q

Theory X

A

Managers have worldview of employees as lazy and uninterested in work and needing constant direction to complete their assignments. Believe all employees don’t want to take responsibility and are interested only in job security. Autocratic and top-down management style.

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29
Q

Theory Y

A

Managers believe that, given the opportunity, people will seek out challenging work and additional responsibility if the work is satisfying. Managers are more likely to invite participation in the decision-making process from their subordinates.

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30
Q

McClelland - Acquired Needs Theory (1961)

A

People are motivated to achieve one of three things:

  1. Achievement
  2. Affiliation
  3. Power
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31
Q

Adams - Equity Theory (1963)

A

people are constantly measuring what they put into work against what they get from work. If their perception is that it’s a fair trade, theyr’e motivated to continue contributing at the same level. When they perceive there is an imbalance and they’re putting in more than they’re getting back, they become demotivated and lose interest in their work.

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32
Q

Vroom - Expectancy Theory (1964)

A

People are motivated b the expectation of the reward hey will receive when they succeed and that each individual calculates the level of effort required to receive a particular reeward to determine whether the reward is worth the effort that is required to attain it.

  1. Expectancy - individuals assess their capabilities to complete an assignment.
  2. Instrumentality - If individuals believe they’re capable of completing an assignment, they ask, “What’s in it for me?”
  3. Valence - is the reward worth the work?
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33
Q

Alderfer - ERG Theory (1969)

A

Alderfer’s take on Maslow’s needs. Maslow says you have to move through each level one at a time, Alderfer says it’s ok to skip around. Also, if a level is too hard, one can regress to a previous level.

  1. Existence - Physiological and Safety needs
  2. Relatedness - Social and Esteem needs
  3. Growth - Esteem and Self-Actualization needs
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34
Q

Carlyle’s Great Man Theory

A

Leaders are born with innate qualities that set them apart. Leadership can’t be learned but is instead the result of superior qualities of a few men. (basis of trait theory) Clearly has issues.

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35
Q

Behavioral Theories of Leadership

A

Anyone could become a leader with the right info. Two aspects:
1. Behavior that focused on the structural elements of the job, such as establishing rules for employees. - theory X
2. Behavior that considered the needs of employees, such as standing up for them and explaining decisions. - theory Y
Doesn’t explain why a given aspect works in one situation but not others.

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36
Q

Blake-Moulton Managerial Grid (1968)

A

Situational Leadership Theory. Developed the grid to explain the characteristics of different leadership styles. Grid considers concern for people and concern for production. Uses 9 levels to measure each aspect. Leaders at the lowest extreme (1,1) show no concern for either aspect; at the highest (9.,9) show the highest concern for both and are the most effective leaders.

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37
Q

House - Path-Goal Theory (1971)

A

Proposes that a leader can impact the behavior of a group by establishing goals and providing direction on raching these goals. House describes four leadership styles that may be used to accomplish this in different situations:

  1. Participative - involves the group in decision-making.
  2. Achievement - establishes a goal and encourages the group to accomplish.
  3. Directive - specifies what is to be done.
  4. Supportive - provides encouragement.
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38
Q

Hersey-Blanchard Theory (1977)

A

Describe leadership in terms of the maturity level of the followers. Maturity refers to motivation and level of experience. Four leadership styles appropriate in different circumstances:
STePpeD
2. Selling - some experience - general direction but more encouragement
1. Telling - immature and innexperienced; leader must provide guidelines and goals
3. Participating - more ability but lack of motivation - require support to act on own
4. Delegating - both experience and motivation; leader identifies the goal, followers accountable for producing results.

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39
Q

Contingency Theories of Leadership (Fiedler)

A

Begins with assessment of leader’s style with least preferred co-worker scale. Score predicts how leader will do in three aspects of leadership:

  1. Leader-Member Relations
  2. Task Structure - jobs that are highly structure provide a leader with greater influence than those that require less structure.
  3. Position Power - situations in which a leader has the discretion to assign tasks or to reward or punish members of the group provide the leader with a greater chance of success.
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40
Q

Least Preferred Co-Worker (LPC)

A

Fiedler’s theory; Leader’s identify a co-worker, past or present, with whom they had the most difficulty working, and rate this person on a scale of 1-8 on a series of measures such as the co-worker’s level of cooperation and friendliness The result is known as the least preferred co-worker score. A high score indicates the leader has a greater concern for people than for tasks, and a low score indicates a greater concern for tasks. Fiedler proposed the score could be used to predict the situations in which a leader would have a better chance for success.

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41
Q

Authoritarian or Directive Leadership Style

A

effective in siturations requiring immediate action or those that are life threatening. When productivity is the highest concern, this may be best.

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42
Q

Democratic Leadership Style

A

Most effective in environments of hihgly skilled professional employees who are self-motivated and accomplish tasks on their own. When relationships in the work environment are of primary concern, most effective.

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43
Q

Lassez-faire Leadership Style

A

Allow group members to operate on their own. Provides no direction or guidance and can lead to chaos if members lack confidence in their abilities. For individuals who are highly motivated and can work independently, this may work well. may result in lower levels of productivity.

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44
Q

Transactional Leadership

A

Focuses on getting the job done and seeks to do this by offering a reward in exchange for accomplishign organizational goals. Manage by exception, either in seeking out areas where rules aren’t being followed and making a correction or by taking action when a goal isn’t met.

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45
Q

Transformational Leadership

A

Focuses on the relationships in the group, building them to achieve organizational goals. Set the ideal for the grop and act as role models, insipring excellence in the group and stimulating new ideas and perspectives. Coaches who work with individuals to develop their skills and abilities to improve their performance.

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46
Q

Project Management (PM)

A

the process of initiating, planning, executing, controlling,a nd closing an assignment that is temporary in nature.

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47
Q

5 Phases of Project Management

A
  1. Initiation
  2. Planning
  3. Executing
  4. Controlling
  5. Closing
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48
Q

Stakeholders

A

People who will be affected by a project

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49
Q

Initiation - PM Phase

A

Project requests are evaluated and selectef for implementation. Stakeholders meet to discuss proposed project. Once a project is selected, the sponsor creates a project charter to sanction the project and commit resources to its completion.

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50
Q

Sponsor

A

person who creates project charter and commits resources to project

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51
Q

Project Charter

A

identifies goals of project and appoints project manager

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52
Q

Planning - PM Phase

A

Led by project manger and lays out how the project will be accomplished. Describes deliverables, budget, and scope of the project and develops specific activities and identifies the KSAs required to execute those activities. A timeline is created.

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53
Q

Executing - PM Phase

A

Project plan is implemented. Team is created, and other resources are acquired. Activities identified in the planning phase are completed, and project manager manages timeline, conducts status meetings, and disseminates info to the sponsor and other stakeholders.

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54
Q

Controlling - PM Phase

A

project kept on course and on budget by comparing accomplishments to original plan and making course corrections as needed. Stakeholders may request changes to the original scope, and the project manager will review and incorporate them as appropriate

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55
Q

Closing - PM Phase

A

Customer/Sponsor acknowledges achievement of project goals. Project Manager collects info to improve future projects, stores documentation.

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56
Q

Why is a diverse workforce a good idea?

A
  1. More creative
  2. Reflects the population.
  3. Increases the candidate pool.
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57
Q

cultural competence

A

Ability of a diverse group of people to achieve individual aims, and a measure of a company’s ability to work with individuals from multiple walks of life. HR should: address cross-cultural conflict, assess hiring patterns of managers, offer sensitivity training, be aware of recruitment practices, leave policies, healthcare benefits, and anti-harrassment policies.

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58
Q

diversity training

A

seeks to educate all groups about the cultures, needs, and attitudes of other groups in the workforce to ensure the inclusion of all groups in workplace activities

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59
Q

diversity initiative

A

Seeks to increase the diversity of the workforce or to increase the effectiveness of an already diverse workforce. Includes top down management support, communication, training, and evaluation.

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60
Q

intrapersonal intelligence

A

how well a person knows themselves

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61
Q

interpersonal intelligence

A

emotional intelligence and social aptitude

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62
Q

emotional intelligence (EI, EQ)

A

Characterized by individuals who are aware of their emotions and are able to control how they react to them. These individuals are able to motivate themselves to achieve goals and are sensitive to the motion of others and able to manage relationships with them.

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63
Q

HR Core Ethics Principles - developed by SHRM

A
  1. Professional Responsibility
  2. Professional Development
  3. Ethical Leadership
  4. Fairness and Justice
  5. Conflicts of Interest
  6. Use of Information
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64
Q

Professional Responsibility (HR Ethics)

A

HR professionals represent their profession to their organizations. As such, they must hold themselves accountable for their decisions and ensure that their actions further the credibility of the profession.

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65
Q

Professional Development (HR Ethics)

A

HR professionals are expected to continually expand their knowledge of the profession and organizations in which they work.

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66
Q

Ethical Leadership (HR Ethics)

A

HR professionals are expected to model ethical behavior in their organizations and act as an example and guide to develop other ethical leaders.

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67
Q

Fairness and Justice (HR Ethics)

A

HR professionals bear a responsibility to ensure that all those with whom they come in contact and all those in their organizations are treated with dignity and respect and afforded equal employment opportunities.

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68
Q

Conflicts of Interest (HR Ethics)

A

To maintain trust in their organizations, HR professionals must avoid even the appearance of conflicts of interest and prevent situations where they appear to or actually do receive personal gain from their positions.

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69
Q

Use of Information (HR Ethics)

A

HR professionals are privy to confidential information related to their organizations and the employees who work for those organizations. As such, HR professionals have a responsibility to protect this information from inappropriate uses.

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70
Q

Human Resource Information System (HRIS)

A

electronic repository of information for HR files; also serves as an effective decision-making tool, providing access to a wealth of info needed to make strategic decisions.

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71
Q

Employee Self-Service (EES)

A

self-service access to HRIS (c2hr)

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72
Q

Applicant Tracking System (ATS)

A

automated method for keeping track of job applicants from the first time they apply to an organization to the point where the position is filled.

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73
Q

Hiring Management System (HMS)

A

uses technology to carry the employer brand throughout the application process. Can pre-screen candidates and provide additional recruiter support with templates and standardized communication. Can integrate into HRIS.

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74
Q

Learning Management System (LMS)

A

Can be used to automatically enroll students in required courses and notify managers when employees don’t attend; can maintain curriculum; provide access to course calenders, assignments, testing, CBT training, etc.

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75
Q

Primary Research

A

Original; researcher performed research

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76
Q

Secondary Research

A

Based on info that has been collected or reported by others

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77
Q

Personnel Records for Data Collection

A

Provide information used for analyzing trends.

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78
Q

Observation for Data Collection

A

Of a manager or others.

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79
Q

Interviews for Data Collection

A

Provide direct info about problems. Can provide more info than records, but relevance depends on frankness of people being interviewed and willingness to share info. Interviews can be time-consuming and therefore may not be cost-effective. Best for collecting detailed info. When info must be gathered from large groups of employees it can be inefficient.

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80
Q

Focus Groups for Data Collection

A

Often used to find out how people feel about products or advertisements; again, subject to the willingness of the participants to open-up. Willingness may be inhibited by the presence of co-workers or supervisors. Good to use when it’s impractical to solicit input from all employees. Create a cross section of employees from various departments and levels.

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81
Q

Questionnaires for Data Collection

A

Limited in types of data that can be collected (and response rate)

82
Q

Quantitative Analysis

A

based on mathematical modesl for measuring historical data

83
Q

Correlation

A

measures two variables to determine whether there is a relationship between them.

84
Q

Correlation Coefficient

A

Describes the relationship between two variables and is states as a number between -1 and 1. Draw a line through the dots on a graph and that’ll give you the correlation coefficient. The higher the number, the stronger the relationship.

85
Q

Negative Correlation

A

Would be represented by a negative number (-0.3). Graph goes down.

86
Q

Positive Correlation

A

Represented by a positive number +(0.6). Graph goes up.

87
Q

No Correlation

A

Represented by (0). Result is a flat line. No relationship between two values.

88
Q

Measures of Central Tendency

A

how mathematically close to the middle.

89
Q

Mean Average

A

sum of values divided by total number of values in the set

90
Q

Mode

A

Number that occurs most frequently in set

91
Q

Median

A

Put numbers in order, pick the one in the physical center.

92
Q

Moving Average aka Rolling Average

A

Used to calculate an average for a specific period. Ex - new hires each month for the past 12 months, each new month the oldest month is dropped

93
Q

Weighted Average

A

Used to compensate for data that may be out of date; more current data is multiplied by a predetermined number to reflect the situation

94
Q

Weighted Moving Average

A

Assigns more wieght to current data with the use of a predetermined number and drops the oldest data when new data is added.

95
Q

Time-Series Forecasts

A

Historic data is used as a basis for projecting future requirements.

96
Q

Trend Analysis

A

Compares the changes in a single variable over time; over a period of years, they generally move up or down. Can reveal info about seasonal staffing requirements, which are periods of time within a one-year period that regularly vary from the general trend.

97
Q

Simple Linear Regression

A

Measures the relationship between one variable against another variable (staffing against production output) and allows prediction of one variable from another. (More staff = more production; to produce more we’ll need more people.)

98
Q

Multiple Linear Regression

A

Measures the relationship between several variables to forecast another.

99
Q

Simulation Models

A

Allow several possible plans to be tested in abstract form; simulate the results of different staffing models.

100
Q

Ratios

A

Provide a benchmark based on teh historic relationship of one variable to another.

101
Q

Qualitative Analysis

A

Subjective evaluations of general observations and information and include various types of judgmental forecasts.

102
Q

Delphi technique

A

Qualitative analysis technique. Obtains input from a group of individuals who provide their expertise in succeeding rounds of questions about an issue or problem After each round, the results are collated, prioritized, and returned to the participants in the form of additional questions for further analysis until a consensus is reached. An important factor is that the participants never meet but provide their input in written form. Has several benefits - useful when geographically separated and encourages a wide variety of ideas.

103
Q

Nominal Group Technique

A

Structured meeting format designed to elicit participation from all members of the group in order to arrive at the best possible solution to the problem at hand. Requires a facilitator and begins with a period of time for individuals to think about and write down all their ideas about the issue. Each participant presents one idea, which is recorded by the facilitator for later discussion. When all the ideas have been presented, the process of prioritizing and consensus building takes place until a resolution is agreed upon.

104
Q

business impact measures

A

demonstrate how a particular HR progarm or activity adds value to the bottom line. Ex - ROI and cost benefit analysis

105
Q

Return on Investment (ROI)

A

One of the most commonly used business metrics. Calculated by dividing the benefits realized as a result of a program by the total related direct and indirect costs.

106
Q

Cost/Benefit Analysis (CBA)

A

Compares all costs of a proposed program to the benfits that will be realized if it’s implemented and forecasts the net impact on the bottom line. CBA can be used to evaluate the cost effectiveness of several alternatives and recommend a preferred course of action. The difference between CBA and ROI is that CBA includes soft costs in the calculation whereas ROI generally only includes hard costs.

107
Q

Tactical Accountability Measures

A

Provide relevant information for evaluating the effectiveness of specific HR programs. Identify how well programs are working. Some measures commonly used include: job satisfaction, organizational commitment and involvement, training cost per employee, cost per hire, turnover and retention, absenteeism and sick leave use and frequency, grievance cases, terminations as a percentage of population.

108
Q

Business Case

A

Used to evaluate the possible consequences of taking a particular action. Identifies what criteria will be used to determine success, proposes alternative ways to execute the action, and describes possible risks that could result from implementing or not implementing the proposal. An extended timeline demonstrates the impact on cash flow, identifying where cost reductions or gains are to be expected. An important element is the description of the basis for quantifying benefits and costs so that those reviewing the proposal clearly understand the assumptions that led to the final recommendation or decision.

109
Q

Why is it important to have an accurate job description?

A
  1. Recruiter uses the job description to screen applicants to ensure that their KSAs are appropriate for the position.
  2. Applicants use the description to find out what they will be required to do if the position is offered to them.
  3. It is the basis for performance management and appraisal.
  4. It is the basis for determining the appropriate level of pay for the work done.
  5. It includes the essential job functions and provides a guideline for employees who request reasonable accommodation for disabilities.
110
Q

Job Analysis

A

Process of defining a job so that it can be understood in the context of accomplishing organizational goals and objectives. To collect information about the work being done: interview the incumbent if available; interview the supervisor or a group of coworkers; complete a structured or open-ended questionnaire; complete a task inventory; observe incumbents and make notes; use work logs kept by incumbents. Then summarize into a job description. Analysis focuses on the job, not the person.

111
Q

Job Description

A

Written document that contains information about the job. Must include:

  1. Identifying Information - job title, department, supervisor’s title, FLSA exemption status, salary range, and the date created.
  2. Supervisory Responsibilities (if applicable)
  3. Position Summary - brief overview of job
  4. Essential Job Functions
  5. Nonessential Job Functions
  6. Equipment Operated - tools or equipment used and the frequency used (including office equipment like computer and telephone) or hazardous equipment and protective gear or uniforms.
  7. Job Specifications - minimum qualifications. May include Education, Licenses, or Certificates. Must be related to essential job functions to comply with ADA. May include Communication Skills Required, Experience required, and Skills required.
  8. Physical Requirements - must be described to comply with ADA, and relate to essential job functions.
  9. Mental Requirements - ADA requires description of level of mental acuity required to perform essential job functions.
  10. Work Environment - office setting, etc. If stairs or ladders must be used, this must be included.
  11. Approvals - job description must be signed by manager to ensure accuracy.
112
Q

Essential Job Functions

A

Part of the job description. The reason the job exists and must be performed by the incumbent. This information is required to comply with the ADA. Each function should include a description of the level of complexity and the frequency of tasks. As appropriate, the functions describe relationships that the incumbent will have, including supervisory, with coworkers in the work group, with co-workers in other departments of the company, and any external relationships with vendors or customers, and the level of interaction that will take place in these relationships.

113
Q

Nonessential Job Functions

A

Part of the job description. Those functions that could be performed as part of another job in the organization. For ADA purposes, these functions could be moved into other jobs as part of a reasonable accommodation for a disabled employee who is fully qualified to perform the essential job functions.

114
Q

Title VII Document Retention Requirements

A

Covers all employers with 15+ employees:

  1. Retain for 1 year: Records of all employment actions - applications, resumes, hires, rehires, layoffs, recalls, terminations, promotions, demotions, transfers, compensations.
  2. Retain 2 years OR period of apprenticeship , whichever is longer - Apprentice selection records
  3. Retain 1 year from date of report - Name, address, SSN, gender, DOB, occupation, job classification, compensation records (direct and indirect), tax forms, records of hours worked, benefit payments, tax deductions, current EEO-1 report
  4. Retain all records related to discrimination charges until the incident has been resolved.
115
Q

Americans with Disabilities Act (ADA) Retention Requirements

A

Covers all employers with 15+ employees:

Retain all documents for 7 years after employee leaves.

116
Q

Age Discrimination in Employment Act (ADEA) Retention Requirements

A

Covers all employers with 20+ employees:

  1. Retain all records related to discrimination until the incident has been resolved. Best practice is to retain all documents for 7 years after employee leaves.
  2. Retain for 3 years - compensation records, tax forms, records of hours worked, benefit payments, tax deductions, name, SSN, gender, DOB, occupation, job classification.
  3. Retain for 1 year - job announcements, advertisements, orders sent to agencies or unions. Records of all employment actions. Pre-employment records for temp positions. Employment test results, physical exam results, training records.
  4. Retain for 1 year after plan ends - employee benefit plans, written merit plans.
  5. Retain for 90 days - temporary employee records.
117
Q

Rehabilitation Act (RA) Retention Requirements

A

Covers all federal contractors and subcontractors with contracts of $10k.

  1. Retain all personnel records related to discrimination charges until resolution. Best practice is to retain for 7 years after employee leaves.
  2. Retain for 2 years (1 year if less than 150 employees) - Job announcements, advertisements, job orders sent to agencies or unions. Records of all employment actions. Employment test results, physical exam results, training records. Name, address, SSN, gender, DOB, occupation, job classification. Compensation records, tax forms, records of hours worked, benefit payments, tax deductions.
118
Q

Consolidated Omnibus Budget Reconciliation Act (COBRA) Retention Requirements

A

Covers all employers with 20+ employees:
Retain for 6 years all written COBRA procedures, payment records and correspondence, and documentation that COBRA notices are sent within the specified time period.

119
Q

Davis-Bacon Act Retention Requirements

A

Covers all federal construction contractors and subcontractors with contracts of $2k:
Retain 3 years from end of contract - name, address, SSN, gender, DOB, occupation, job classification, compensation records, tax forms, records of hours worked, benefit payments, tax deductions

120
Q

Employee Polygraph Protection Act (EPPA) Retention Requirements

A

Covers all employers:

Retain documents for 3 years - reasons for test administration and test results.

121
Q

Employee Retirement Income Security Act (ERISA) Retention Requirements

A

Covers all employers except churches and governments:

  1. Retain indefinitely - dated and signed documentation of employee receipt of plan reports and disclosures, beneficiary designation and distribution elections and beneficiary distribution. Documentation for eligibility determinations including age, length of service record, and marital status.
  2. 6 years after filing date - copies of summary plan descriptions and annual reports, COBRA notices, and other plan reports; wage and hour records used to determine retirement benefits.
  3. 3 years - beneficiary designation and distribution elections - participant distribution.
122
Q

Equal Pay Act (EPA) Retention Requirements

A

Covers all employers.
Retain for 3 years - DOB for employees younger than 19, gender, occupation, payroll records - timecards, wage/salary rate, deductions, explanation for difference between rates for men and women.

123
Q

Executive Order 11246 Retention Requirements

A

Covers federal contractors and subcontractors with 50+ employees and contracts of $50k:
Retain records for 2 years - AAP and supporting documents.

124
Q

Fair Labor Standards Act (FLSA) Retention Requirements

A

Covers all employers:

  1. Retain for 3 years: Collective bargaining agreements, individual employment contracts, sale and purchase records, DOB for employees under 19, payroll records, including name, DOB, gender, and occupation; basis for salary calculations for exempt employees; written training agreements, job and selection criteria, records of minority and female applicants.
  2. Retain for 2 years - regular pay rate; beginning of work week, start time; straight time and over time earning calculations; total wages for pay period; pay deductions; pay period and date of payment; bases for payment of wages; work schedules.
  3. Retain for 1 year - job announcements, advertisements, and job orders sent to agencies or unions
  4. Retain until termination - certificate of age
125
Q

Family Medical Leave Act (FMLA) Retention Requirements

A

Covers employers with 50+ employees in a 75-mile radius:
Retain for 3 years - basic employee information - name, address, title, compensation, employment terms, hours worked, wage deductions; employee notices and description of policy; records of leave dates and hours of intermittent leave; benefit premium payments; documentation of disputes about FMLA leave

126
Q

Federal Insurance Contributions Act (FICA) Retention Requirements

A

Covers all employers:

Retain for 4 years - all income tax withholding information

127
Q

Federal Unemployment Tax Act (FUTA) Retention Requirements

A

Covers all employers:

Rteain for 4 years - all income tax withholding information

128
Q

Immigration Reform and Control Act (IRCA) Retention Requirements

A

Covers employers with 4 or more employees:

Retain for 3 years from hire or 1 year after termination (whichever is longer) - I-9 signed by employee and employer

129
Q

National Labor Relations Act (NLRA) Retention Requirements

A

Covers all employers:

  1. Retain for 3 years - collective bargaining agreements, individual employment contracts, sale and purchase records, written training agreements, job and selection criteria, and records of minority and female applicants.
  2. Retain for 2 years - straight time and overtime earnings calculations, basis for payment of wages, total wages for pay period, pay deductions, period and date of payment, work schedules.
  3. Retain until termination - certificate of age.
130
Q

Occupational Health and Safety Act (OSHA) Retention Requirements

A

Covers employers with 11+ employees:

  1. Retain for 3 years - safety and health training records.
  2. Retain for 5 years - injury and illness logs; supplementary injury and illness logs; employer records of adverse reaction to chemical substances.
  3. Retain for 30 years - medical exam records for exposure to toxic substances; medical exam records for exposures to blood-borne pathogens; hazardous material exposure records.
131
Q

Service Contract Act (SCA) Retention Requirements

A

Covers employers with federal service contracts and subcontracts with contracts of $2,500+:
Retain for 3 years from end of contract - name, address, SSN, gender, DOB, occupation, job classification; compensation records, tax forms, hours worked, benefit payments, tax deductions; wages and tax deductions.

132
Q

Social Security Act Retention Requirements

A

Covers all employers:

Retain for 4 years from tax due date - employee name and ID number, SSN, employee home address and ZIP code

133
Q

Toxic Control Substance Act (TSCA) Retention Requirements

A

Covers manufacturers, importers, processors, and distributors of toxic chemicals:
Retain for 30 years from report date - documentation of hazardous material exposures; documentation of significant adverse reactions to work environment; claims of occupational disease or health problems

134
Q

Uniform Guidelines on Employee Selection Procedures (UGESP) Retention Requirements

A

Covers employers subject to Title VII:
Retain 2 years for 150+ employees or 1 year if fewer - applicant race and sex, employee race and sex, veteran status, disability status.

135
Q

Vietnam Era Veterans’ Readjustment Assistance Act (VEVRAA) Retention Requirements

A

Covers federal contractors and subcontractors with contracts of $25k:
Retain for 2 years - AAP for current and prior year; documentation of good faith effort to comply with AAP; job announcements, advertisements, and orders sent to agencies or unions; records of all employment actions; employment test results; physical exam results; training records; name, address, SSN, gender, DOB, occupation, job classification; compensation records, tax forms, records of hours worked, benefit payments, tax deductions

136
Q

Walsh-Healy Public Contracts Act Retention Requirements

A

Covers federal contractors and subcontractors with contracts of $10k:
Retain for 3 years from end of contract - name, address, SSN, gender, DOB, occupation, job classification; compensation records, tax forms, records of hours worked, benefit payments, tax deductions

137
Q

Functional Organizational Structure

A

Hierarchical structure; most common. Composted of departments dedicated to a different function, reporting up to a CEO.

138
Q

Product Based or Consumer Oriented Organizational Structure

A

Organized by product line and appropriate when the company has well defined lines that are clearly separate from each other. Each product line reports to the CEO. These structures lend themselves to either centralized or decentralized decision making processes. Ex - Microsoft xbox vs Windows vs Office

139
Q

Divisional or Geographic Organizational Structure

A

More decentralized and segmented on the basis of shared characteristics - North America vs Europe, or in the case of Vandy, departments. Still report up to headquarters. Still primarily hierarchical but allows for dotted line reporting (who reports to the med center)

140
Q

Matrix Organizational Structure

A

Combination of functional and divisional structures, tries to downsize silos. Employees may report to two managers. Each manager may be primarily accountable for a different dimension of the employee’s work, but neither is superior to the other. Two chains of command (Tommy reporting to NCS and Medicine).

141
Q

Seamless Organization

A

No hierarchies. It’s a horizontal organization connected by networks instead of separated by boundaries. Purpose is to enhance communication and creativity.

142
Q

Environmental Scan

A

look at what’s going on in the industry, the marketplace (external), and the organization (internal) and provides a framework for collecting information about factors relevant to the decision-making process and can help management make decisions that will take advantage of existing opportunities and avoid pitfalls.

143
Q

SWOT Analysis

A

looks at strengths, weaknesses, opportunities, and threats that are facing an organization. Shrenghts and Weaknesses are internal factors that can be controlled by the org. Opportunities and Threats are external factors that may impact the organizations plans.

144
Q

SWOT Analysis - Strengths

A

Internal factors that will support the organizations plans. Can include people, such as a highly trained workforce; machinery, equipment; developments in technology, etc.

145
Q

SWOT Analysis - Weaknesses

A

Internal factors that represent obstacles to the organization. Can include a poorly trained workforce, old machinery, outdated technology, etc.

146
Q

SWOT Analysis - Opportunities

A

External factors that will aid the organization in the marketplace. Can include economic changes, demand for product, lack of competition, etc.

147
Q

SWOT Analysis - Threats

A

External factors that the organization must overcome or turn to an advantage. Can include strong competition, economic problems, unemployment, etc.

148
Q

PEST Analysis or STEP Analysis

A 
Scans the external environment to identify opportuniteis and threats as part of the SWOT analysis.  PEST stands for:
Political
Economic
Social
Technological
149
Q

Porter’s 5 Forces

A

Analytical tool created by Porter. Describes 5 forces found in all industries, include:

  1. Threat of new competitors - How likely is it that new competition will enter the market?
  2. Bargaining power of suppliers - How reliant is the organization on its suppliers?
  3. Bargaining power of buyers - How diverse is the organization’s customer base?
  4. Threat of substitute providers or services - Are comparable replacement products available to customers at a reasonable cost?
  5. Current competitors - What is the level of competition in the marketplace?
150
Q

Political Scanning - PEST Analysis

A

Includes things like increased government regulations and events that influence them (SOX and Enron). Include changes in employment regulations. Multinational corporations must consider politcial situations in each country of operation.

151
Q

Economic Scanning - PEST Analysis

A

Strength of the economy, unemployment rate, interest rates, inflation, changes in fiscal policy. Stock market, price of real estate, strength of dollar.

152
Q

Social Scanning - PEST Analysis

A

Demographic of target market.

153
Q

Technological Scanning - PEST Analysis

A

Rate of change in technology, cost of purchasing new technology. Level of automation and cost of production.

154
Q

Employee Surveys for Data Collection

A

Can be used to gather info on any number of issues and are effective for large numbers of employees. Can be developed in house or outsourced. Outsourcing can result in more honest feedback as identities of employees are protected.

155
Q

Employee Attitude Assessment

A

Important to do regularly - provides insight into how well the org is meeting employee needs and the level of engagement of the population. Attitudes impact productivity and conducing an assessment can help understand problems with morale. Can use surveys, interviews, focus groups.Give all employees a chance to be heard. Employees must feel safe to give honest feedback.

156
Q

Accounting

A

creates reports to summarize the results of business activity, including the balance sheet, income statement, and statement of cash flows.

157
Q

balance sheet

A

Snapshot of the financial condition of the business at a specific point in time (a single day).

Balance sheet includes the company’s assets, liabilities, and equity.

Assets = Liabilities + Equity

158
Q

income statement or profit and loss statement

A

Shows the financial results of operations over time.

Informs readers how much revenue was produced from various sources, how much it cost to produce the goods or services, what the overhead expenses were, and what the profit or loss for the period was.

159
Q

statement of cash flows

A

Shows where the money used to operate the business came from and what it was used for.

This statement shows how much cash was a result of sales, how much was spent to produce the products that were sold, how much money was borrowed or came in as a result of new capital investments, and how much was invested in assets.

160
Q

accrued expense

A

expenses, such as vacation leave, that have been incurred but not yet paid.

161
Q

accounts payable

A

shows money owed by the business to its suppliers

162
Q

accounts receivable

A

shows how much money each customer owes to the company

163
Q

assets

A

tangible or intangible items of value owned by the business

164
Q

audited financial statements

A

Financial statements that have been examined by an independent auditor to determine whether they fairly represent the financial condition of the business

165
Q

budget

A

a projection of revenue and expenses used to control the business

166
Q

cost of goods sold

A

money spent on supplies and labor to produce goods or services

167
Q

equity

A

value of the business to owners after all liabilities have been paid

168
Q

expense

A

money spent to operate the business

169
Q

Generally Accepted Accounting Principles (GAAP)

A

standards established by the Financial Accounting Standards Board (FASB) for recording financial transactions

170
Q

gross profit

A

sales revenue less cost of goods sold

171
Q

liability

A

money owed by the business to others, such as lenders or the government (for payroll taxes withheld) or to employees (for unused vacation time)

172
Q

net profit

A

gross profit less operating expenses

173
Q

profit

A

money earned by the business after all expenses have been paid

174
Q

retained earnings

A

net profits that aren’t distributed to owners but remain in the business as equity

175
Q

revenue

A

money received from customers for products or services

176
Q

budgets based on historical information

A

Bases the current budget on the prior year’s budget; past budgets and expenditures are reviewed and the new budget is based on the historical trends. In some cases the amounts of the budget are increased by a flat percentage based on inflation or salary increases.

177
Q

zero based budgeting (ZBB)

A

Start from scratch and determine what is needed to achieve goals. People, technology, equipment. Requires the need for each expenditure be justified in terms of goals and action plans. Examines all programs to determine whether they’re still adding value to the org.

178
Q

top-down budgeting

A

Created by senior management and imposed on the organization. Managers with operating responsibility have little input on how much money they will have to achieve their goals. Process is advantageous to senior management because they have control of how and where the money is spent. Disadvantage is that those creating the budget are generally far removed from the actual operations and may not have full knowledge of what will be needed to achieve the goals they establish.

179
Q

bottom-up budget

A

Includes all managers with budget responsibility in the budget-creation process. Advantage is the commitment of operating mangers to the budget they create. Disadvantage is the amount of time required, ,lack of awareness of the org’s big picture, on the part of operating mangers, and initial budget requests may be unrealistic.

180
Q

parallel budget

A

Includes both elements of top-down and bottom-up budget. Senior management provides guidelines for operating managers to follow in creating budgets for individual departments.

181
Q

risk mitigation

A

steps are taken to reduce risks

182
Q

risk acceptance

A

company is aware a risk can occur, but because there is a lower probability or consequence, management takes the risk that it either won’t occur or will be easily managed if it does

183
Q

risk avoidance

A

company takes steps to avoid a risk

184
Q

risk transfer

A

put the risk on someone else by purchasing insurance

185
Q

employment practices liability insurance (EPLI)

A

protects employers against lawsuits brought by current or former employees

186
Q

4 Steps to Managing Risk

A
  1. Identify the business assets subject to threats.
  2. Assess/analyze the types of possible threats.
  3. Manage the risk through prevention or mitigation. (mitigation, acceptance, avoidance, transfer)
  4. Review and monitor.
187
Q

ADDIE

A 
A:  Needs Assessment/Analysis
D:  Design
D.  Development
I:  Implementation
E:  Evaluation
188
Q

problem

A

the difference between a situation or condition as it currently is compared to what the situation or condition needs to be

189
Q

knowledge

A

what you need to know to perform in a position; the body of information with which an incumbent must be familiar with or fluent to successfully perform the position

190
Q

skills

A

the ability to perform certain tasks or functions that are required for successful performance of the position

191
Q

abilities

A

personal characteristics or capabilities that are required by the incumbent to perform the job successfully

192
Q

Achievement - Acquired Needs Theory

A

Take moderate risks, respond to frequent feedback, and prefer to work as sole contributors or with those interested in achieving at the same level.

193
Q

Affiliation - Acquired Needs Theory

A

Look for acceptance in the work group and need regular interaction with co-workers or customers.

194
Q

Power - Acquired Needs Theory

A

Looking for either personal power or institutional power. Those interested in institutional power are often effective managers who are motivated by coordinating work groups to achieve organization goals.

195
Q

Leadership Theories

A
  1. Trait theories
  2. Behavioral theories
  3. Situational theories
  4. Contingency theories
196
Q

Self Concept - Androgogy

A

autonomy and self-direction in learning

197
Q

Experience - Androgogy

A

past experience is the basis for future learning

198
Q

Readiness - Androgogy

A

more relevant info makes us more interested in learning it

199
Q

Motivation - Androgogy

A

adults care about learning what we want to learn about, not what others want us to learn about

200
Q

Orientation - Androgogy

A

being able to apply info makes us more interested in learning it

PHR Exam (8 decks)

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