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SHRM Learning System 2016 > HR Competencies > Flashcards

HR Competencies Flashcards

1
Q

Authentic Leadership

A

Leadership grounded in an individual’s value and principles, and focused on empowering others to act.

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2
Q

BC #1: Leadership and Navigation Competency

A

The ability to direct and contribute to initiatives and processes within the organization.

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3
Q

BC #2: Ethical Practice Competency

A

The ability to integrate core values, integrity, and accountability throughout all organizational and business practices.

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4
Q

BC #3: Business Acumen Competency

A

The ability to understand and apply information with which to contribute to the organization’s strategic plan.

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5
Q

BC #4: Relationship Management Competency

A

The ability to manage interactions to provide service and to support the organization.

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6
Q

BC #5: Consultation Competency

A

The ability to provide guidance to organizational stakeholders.

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7
Q

BC #6: Critical Evaluation Competency

A

The ability to interpret information with which to make business decisions and recommendations.

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8
Q

BC #7: Global and Cultural Effectiveness Competency

A

The ability to value and to consider the perspective and backgrounds of all parties in global business.

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9
Q

BC #8: Communication Competency

A

The ability to effectively exchange information with stakeholders.

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10
Q

Behavioral School

Blake Mouton Theory (5 Leaders -Grid)

A

Team Leaders, Authoritarian Managers, Country Club Managers, Impoverished Managers, and Middle of the Road Managers.

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11
Q

Behavioral School

Blake Mouton Theory- Authoritarian Managers (Grid)

A

High on task scale and low on people scale. They expect people to do what they are told without question and tend not to foster collaboration.

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12
Q

Behavioral School

Blake Mouton Theory- Country Club Managers (Grid)

A

Low on task scale and high on people scale. They create a secure atmosphere and trust individuals to accomplish goals, avoiding punitive actions so as not to jeopardize relationships.

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13
Q

Behavioral School

Blake Mouton Theory- Impoverished Managers (Grid)

A

Low on both task and people scales. These managers use a “delegate-and-disappear” management style. They detach themselves, often creating power struggles.

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14
Q

Behavioral School

Blake Mouton Theory- Middle of the Road Managers (Grid)

A

With balanced scores on task and people scales. These individuals get the work done, but are not considered leaders.

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15
Q

Behavioral School

Blake Mouton Theory- Team Leaders (Grid)

A

High on both task and people scales. These managers lead by positive example, foster a team environment, and encourage individuals and team development.

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16
Q

Behavioral School

Douglas McGregor’s “Theory X”

A

Leader’s perception of their followers affect their manner of leading. Theory X leaders perceive followers as inherently disliking work, so leaders are more autocratic (initiating).

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17
Q

Behavioral School

Douglas McGregor’s “Theory Y”

A

Leaders perception of their followers affect their manner of leading. Theory Y leaders believe followers can be self-motivated, create participatory and trusting work environments (consideration).

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18
Q

Business Intelligence

A

Ability to gather and analyze data from inside and outside the organization so that information is available for decision makers. Related to Critical Evaluation competency.

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19
Q

Civil Law

A

Legal system based on written codes (laws, rules, or regulations).

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20
Q

Common Law

A

Legal system in which each case is considered in terms of how it relates to legal decisions that have already been made; evolves through judicial decisions over time.

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21
Q

Conflict of Interest

A

Situation in which a person or organization has the potential to be influenced by opposing set of incentives.

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22
Q

Consideration

A

Employee-centered behavior. Leadership behavior aimed at meeting the social and emotional needs of individuals and group members.

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23
Q

Contingency / Situational School

Fiedler’s Contingency Theory

A

States that group performance depends upon the appropriateness of task-oriented or relationship-oriented leadership styles for a given situation, termed “situational favorableness”.

Rather than change leadership styles, change situation by altering:

  • Leader-member relations (degree of confidence, trust, respect)
  • Task structure (extent to which followers’ tasks are well defined)
  • Position power (degree of power and influence)
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24
Q

Contingency / Situational School

Hershey-Blanchard Situational Leadership Theory

A

4 quadrants: telling, selling, participating and delegating. Suggests that there is no ideal leader type, but that leadership style should be matched to the maturity of the employees. As employee’s maturity increases, leadership should become more relationship-motivated (supportive) than task-motivated (guiding).

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25
Q

Contingency / Situational School

Hershey-Blanchard Situational Leadership Theory - Employee Maturity

A

Employee maturity is assessed in relation to a specific task:

  • Psychological: self-confidence, ability, readiness to accept responsibility. Reflects need for supportive behaviors.
  • Job: relevant skils, technical knowledge. Reflects need for guiding behaviors.
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26
Q

Contingency / Situational School

John Adair’s Action-Centered Leadership Model

A

Proposes that an effective leader accomplishes tasks through the efforts of a team. Leader must:

  • Structure & assign tasks,
  • Support & develop members,
  • Coordinate team work & relationships.
27
Q

Contingency / Situational School

Situational Leadership II model

A

Derived from Hershey-Blanchard Situational Leadership Theory. Categorizes leadership styles into four behavioral types: directing, coaching, supporting, and delegating. Leaders will have a natural style, but effective leaders should adapt themselves to given situations to help employees become more self-reliant.

28
Q

Cultural Noise (Measurement Bias)

A

Analyst fails to recognize that individuals are responding with answers the analyst wants to hear, and that analyst’s culture/values are determining what he or she hears.

29
Q

Cultural Relativism

A

Concept that argues that ethical behavior is determined by local culture, laws and business practices.

30
Q

Culture

A

Set of beliefs, attitudes, values, and behaviors shared by members of a group and passed down from one generation to the next.

31
Q

Due Process

A

Concept that laws are enforced only through accepted , codified procedures

32
Q

Emotional Intelligence (EI)

A

Quality of being sensitive to and understanding of one’s own, and other’s emotions and the ability to manage one’s own emotions and impulses.

33
Q

Ethical Universalism

A

Concept that argues that there are fundamental ethical principles that apply across cultures.

34
Q

Extraterritoriality

A

Extension of the power of a country’s laws over its citizens outside that country’s sovereign national boundaries.

35
Q

Global Mindset

A

Ability to take an international, multidimensional perspective that is inclusive of other cultures, perspectives, and views.

36
Q

HR Expertise (HR Knowledge)

A

The knowledge of principles, practices, and functions of effective human resource management.

37
Q

Initiating Structure

A

Job-oriented behavior. Leadership behavior that is aimed at careful supervision of employee work methods and performance levels.

38
Q

Intercultural Wisdom

A

Capacity to recognize, interpret, and behaviorally adapt to multicultural situations and contexts; also called cultural intelligence.

39
Q

Jurisdiction

A

Right of a legal body to exert authority over a given geographical territory, subject matter, or persons or institutions.

40
Q

Key Performance Indicators (KPIs)

A

Quantifiable measures of performance used to gauge progress toward strategic objectives or agreed standards of performance.

41
Q

Mean

A

Average score or value.

42
Q

Median

A

Middle point above ad below which 50% of scores in a set of data lie.

43
Q

Mode

A

Value that occurs most frequently in a set of data

44
Q

Negative Emphasis

A

Type of measurement bias that involves weighting a small negative reaction or piece of information more than it should objectively merit.

45
Q

Negotiation

A

Process in which two or more parties work together to reach agreement on a matter.

46
Q

Regression Analysis

A

Statistical method used to determine whether a relationship exists between variables and the strength of the relationship.

47
Q

Reliability

A

Ability of an instrument to provide results that are consistent.

48
Q

Root-Cause Analysis

A

Type of analysis that starts with a result, and then works backward to identify fundamental cause.

49
Q

Rule of Law

A

Concept that stipulates that no individual is beyond the reach of the law, and that authority is exercised only in accordance with written and publicly disclosed laws.

50
Q

Scenario/What-If Analysis

A

Statistical method used to test the possible effects of altering the details of a strategy to seed if the likely outcome can be improved.

51
Q

Sterotyping

A

Generalized opinions about how people of a given gender, race, religion, age, educational level, job type, or natural origin look, think, act, feel, or respond.

52
Q

Transformational Leadership

A

Leadership based on vision and strategy and focused on challenging and developing organizational members in order to attain long range results.

53
Q

Trend Analysis

A

Statistical method that studies the way in which a variable may change over time.

54
Q

Unweighted Average

A

Raw average of data that gives equal weight to all values, with no regard for other factors.

55
Q

Validity

A

Ability of an instrument to measure what it is intended to measure.

56
Q

Value

A

The benefit created when an organization meets it strategic goals.

57
Q

Value Chain

A

The process by which an organization creates the product or service it offers to the customer.

58
Q

Variance Analysis

A

Statistical method that identifies the degree of difference between planned and unplanned performance.

59
Q

Weighted Average

A

Average of data that adds factors to reflect the importance of different values.

60
Q

Leaders & Followers School

A

Leader becomes a team leader, not a hero. Models emphasize relationship skills & ability to disappear behind a successful team. Leader becomes a servant of the team, making it possible for them to achieve the group’s goals.

Characterized as transformational leadership due to tendency to develop team members.

61
Q

Leaders & Followers School

Meredith Belbin’s “Solo” & “Team” Leaders

A

Solo Leader: involved / interferes, expects conformance, “yes men,” directs, sets objectives.

Team Leader: delegates, values diversity, constructive disagreement, develops, creates vision.

62
Q

Michael Porter’s “Five Forces” framework

A

Based on the premise that every industry and its members face similar competitive challenges: threat of substitution, threat of entry, bargaining power of suppliers, bargaining power of buyers, rivalry among existing competitors.

63
Q

Maslow’s Hierarchy of Needs

A

Pyramid (base to tip): Physiological, Safety, Love / Belonging, Esteem, Self-Actualization.

SHRM Learning System 2016 (4 decks)

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