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Real Estate Appraisal > HRM Exam 2 > Flashcards

HRM Exam 2 Flashcards

1
Q

Steps for candidate selection

A
  • screen applicants and resumes
  • test and review work samples
  • interview candidates
  • check references and background
  • make a selection
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2
Q

aa successful selection method provides:

A
  • reliable Information
  • valid information
  • includes criteria that are legal
  • offers high utility
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3
Q

reliability

A
  • Extent to which measurement is free from random error
  • generates consistent results
  • Determines whether measurements are accurate
  • Ignores whether what is being measured matters
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4
Q

validity

A

Extent to which performance on measure (test score) relates to what the measure is trying to asses (job performance)

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5
Q

3 ways to measure validity

A
  1. Criterion-related
  2. Content
  3. Construct
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6
Q

Criterion-related validity shows

A

a correlation between test scores and job performance scores

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7
Q

content validity

A
  • Consistency between test items and kinds of situations or problems that occur on job
  • Experts can evaluate and write valid test items
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8
Q

construct validity

A
  • Used for tests that measure abstract qualities or constructs
  • Establishes that test accurately measures the construct
  • Shows association between construct and job success
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9
Q

Selection method should be

A

generalizable, Generalizable methods are valid in other contexts other than the one in which it was developed

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10
Q

Selection method should produce information that is

A
  • actually beneficial to the company
  • Methods cost money and should be considered
  • Methods that provide economic value greater than the cost of using them are said to have utility
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11
Q

two broad categories for employment tests

A

aptitude and achievement tests

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12
Q

aptitude tests

A

Asses how well a person can learn or acquire skills and abilities

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13
Q

achievement tests

A

Measure a person’s existing knowledge and skills

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14
Q

Physical Ability test

A
  • Strength and endurance essential in many jobs, but not as much as they were in the past
  • pro: Assess different aspects of physical ability including power, endurance, flexibility, balance, and coordination
  • con: Tend to exclude women and people with disabilities
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15
Q

Cognitive Ability Tests

A
  • designed to measure verbal skills, quantitative skills, and reasoning ability
  • pro: Valid and relatively low cost
  • con: Pose legal risks, especially when it comes to race
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16
Q

Job Performance Tests and Work Samples

A
  • Specialized skills needed for job may be tested
  • May come in form of showing samples of work, completing a project, or an in-basket test
  • Tests for selecting managers may take form of assessment center
  • pro: Leads applicants to feel that evaluation is fair since they have a chance to showcase skills
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17
Q

Honesty Tests and Drug Tests: Rules

A
  • Test all applicants for the same job
  • Use testing for jobs that involve safety hazards
  • Send report of results to applicant; include info on how to appeal
  • Keep results confidential; respect applicants’ privacy
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18
Q

Personality Inventories: “Big Five” traits often used as basis

A

Extroversion : Social, gregarious, assertive, talkative, expressive
Adjustment : Emotionally stable, nondepressed, secure, content
Agreeableness: Courteous, trusting, good-natured, tolerant, cooperative, forgiving
*Conscientiousness : Dependable, organized, persevering, thorough, achievement-oriented
Inquisitiveness: Curious, imaginative, artistically sensitive, broad-minded, playful

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19
Q

Nondirective interview

A

interviewer can choose which questions to ask each candidate

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20
Q

Structured interview

A

a predetermined set of questions for the interviewer to ask

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21
Q

Situational interview

A

interviewer describes a situation likely to arise on the job, then asks the candidate what he or she would do in that situation

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22
Q

Behavior description interview (BDI)

A

interviewer asks the candidate to describe how he or she handled a type of situation in the past

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23
Q

Panel Interview

A

Multiple interviewers for each candidate

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24
Q

advantages of interviews

A
  • Talking face to face provides evidence of candidates’ skills, personalities, and interpersonal styles
  • Interviews provide means to check accuracy of information presented on résumé or application
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25
Q

disadvantages of interviews

A
  • Can be unreliable
  • Can be low in validity
  • Can be biased against a number of different groups
  • They are costly
  • They are subjective
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26
Q

advice from experts on interviews: Make them

A

a) focused; b) structured; c) standardized

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27
Q

Legal Standards for Selection

A
  • Title VII of Civil Rights Acts of 1964
  • Age Discrimination in Employment Act of 1967
  • Americans with Disabilities Act of 1991
  • Equal employment opportunity laws affect the kinds of info organizations can gather on forms and in interviews
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28
Q

Inappropriate interview questions

A
  • What is your religion? What religious holidays do you observe?
  • What is your marital status? Would you like to be address as a Mrs., Ms., or Miss? Do you have any children?
  • How old are you? How would you feel about working for someone younger than you?
  • What organizations or groups do you belong to?
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29
Q

Appropriate interview questions

A
  • Can you meet the requirements of the work schedule? [Ask all candidates].
  • Can you meet the job requirement to travel overnight several times a month?
  • If you are hired, can you show proof of age (to meet a legal age requirement)?
  • What organizations or groups do you belong to that you consider relevant to being able to perform this job?
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30
Q

two types of discrimination under title VII

A
  • Adverse treatment
  • Adverse impact
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31
Q

Adverse treatment:

A

Treat groups differently– intentional discrimination

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32
Q

Adverse impact:

A

Treat everyone the same (e.g., same test), but effect (outcome) is different for some protected groups—unintentional discrimination
4/5th Rule

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33
Q

training investment dilemma

A
  • Training makes employees more valuable to both your company and other companies
  • “Investment” can walk away, increases cost of turnover, need to combine training and employee retention
  • Decide when it is better to “make” (train) versus “buy” (hire) employees
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34
Q

Training

A

An organization’s planned efforts to help employees acquire job-related knowledge, skills, abilities, and behaviors, with the goal of applying these on the job.

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35
Q

instructional Design

A

A process of systematically developing training to meet specified needs
- Effective program teaches skills and behaviors that help organization achieve goals
- HR professionals approach training through instructional design

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36
Q

Needs assessment

A

The process of evaluating the organization, individual employees, and employees’ tasks to determine what kinds of training, if any, are necessary

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37
Q

needs assessments Answers three questions:

A

Organization: what is the context in which training will occur?
Person: who needs training?
Task: What subjects should training cover?

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38
Q

organization analysis

A

Process for determining appropriateness of training by evaluating characteristics of the organization
- The organization’s strategy—growing, changing?
- Resources available for training—budget, time, expertise?
- Management’s support for training activities—convincing managers that training is worth it

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39
Q

person analysis

A
  • Process of determining individuals’ needs and readiness for training by answering three questions:
  • Who needs training? [All employees versus only those having performance problems]?
  • Do performance deficiencies result from a lack of knowledge, skill, or ability?*
  • Are the employees ready for training (i.e., willing and able to learn)?
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40
Q

tasak analysis

A

“The process of identifying the tasks, knowledge, skills, and behaviors that training should emphasize”
- Usually done in combination with person analysis
- Focus on tasks that are important, frequent, and difficult to perform

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41
Q

how to best implement training

A
  • Employees learn best when training links to current tasks
  • Employees need chance to demonstrate and practice what they have learned
  • Trainees need to understand whether or not they are succeeding
  • Well-designed training helps people remember content
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42
Q

Presentation methods:

A

trainees receive information provided by others.

43
Q

Hands-on-methods:

A

trainees are actively involved in trying out skills.

44
Q

Group-building methods:

A

trainees share ideas and experiences, build group identities, learn about interpersonal relationships and the group.

45
Q

measures of training success

A

ROI, Performance improvements, new skills/knowledge, trainee satisfaction, and transfer of training

46
Q

orientation

A

Training designed to prepare employees to perform their jobs effectively, learn about their organization, and establish work relationships

47
Q

onboarding

A

Ongoing process that aims to prepare new employees for full participation in the organization

48
Q

goals for onboarding success

A
  • compliance: understand company policies
  • Culture: understand company value and norms
  • Connection: build employee relationships
  • Clarification: understand job expectations
49
Q

performance management

A

Process through which managers ensure that employee’s activities and outputs contribute to the organizational goals

50
Q

Performance appraisal is one of the LEAST favorite activities of managers (and employees). Why?

A
  • Managers don’t like giving bad reviews
  • Managers don’t have information needed for accurate reviews; bureaucratic; waste of time
  • Employees don’t see them as useful or valuable
51
Q

Administrative Purpose for performance reviews

A

Provide information for day-to-day HR decisions about people (raise, promote, train, discipline, etc.)

52
Q

Developmental Purpose for performance reviews

A

Developing employees’ knowledge and skills. Let employees know how they’re doing, how to improve.

53
Q

Legal Purpose for performance reviews

A

Provide legal basis for company to defend admin HR decisions

54
Q

Strategic Purpose for performance reviews

A

Directs employee behavior. Helps organization achieve business objectives

55
Q

Information that is gathered but irrelevant is

A

contamination

56
Q

Effective Performance Measures

A
  • Fit with strategy
  • Validity
  • Reliability
  • Acceptability
  • Specific feedback
57
Q

fit with strtagety:

A

support company’s goals

58
Q

validity:

A

measure what it is intended to

59
Q

reliability:

A

yield consistent results over time

60
Q

acceptability:

A

accepted by those who use it

61
Q

specific feedback:

A

give specific expectations and methods to achieve goals

62
Q

common problems with performance appraisal

A
  • Poorly Defined Performance Metrics: Lack of standards; Irrelevant, subjective, or unrealistic standards
  • Poor Measurement: Not accurate and / or measure wrong things, Rater errors
  • Poor Feedback: content and Frequency
63
Q

how to fix performance appraisal problems

A
  • Improve appraisal formats: Appropriate for purpose.
  • Select the right raters
  • Train raters: Understand why raters make errors
  • Improve communication / feedback process
64
Q

Relative Judgments

A

Ranking
Forced Distribution

65
Q

Trait Approach (e.g. “leadership”)

A

Standards rating scale

66
Q

Behavioral Approach

A

BARS: Rater selects statements that best match the employee’s behavior. Different behaviors have different scores

67
Q

Outcomes Approach

A

Management by objectives (MBO)

68
Q

Distributional error:

A

rater uses only part of rating scale

69
Q

leniency

A

distribution error, reviewer rates everyone near the top, one of the most difficult to correct

70
Q

strictness

A

distribution error, reviewer favors lower rankings

71
Q

central tendency

A

distribution error, reviewer rates everyone in the middle of the scale

72
Q

Calibration Meeting

A

Meeting at which man-agers discuss employee performance ratings and provide evidence supporting their ratings with the goal of eliminating the influence of rating errors

73
Q

performance appraisal can sometimes be

A

political because Sometimes raters are political; they distort evaluations to advance their own personal goals

74
Q

Scheduling Performance Feedback

A
  • Should be a regular
  • Beneficial when frequently
  • Most effective when information does not surprise employee
  • Employees motivated when they know if they are on right track
75
Q

Conducting the Feedback Session

A
  • Focus on specific behaviors and outcomes, not personality
  • Build on strengths, not just criticisms
  • Use “Problem-solving” approach, ask questions and listen [not “tell & sell”]
76
Q

voluntary turnover

A
  • Turnover initiated by employees
  • Often when organization would prefer to keep them
  • Employee retires or moves on to new opportunity
77
Q

involuntary turnover

A
  • Turnover initiated by employer
  • Often when employees would prefer to stay
  • Job termination
78
Q

cost associated with involuntary turnover

A
  • Recruiting, selecting, and training replacements
  • Lost productivity
  • Lawsuits
  • Workplace violence
79
Q

cost associated with voluntary turnover

A
  • Recruiting, selecting, and training replacements
  • Lost productivity
  • Loss of talented employees
80
Q

job dissatisfaction

A

a problem because it leads to lack of employee engagement and job withdrawal behaviors, including voluntary turnover

81
Q

4 types of job dissatisfaction

A

Personal dispositions
Tasks and roles
Supervisors and co-workers
Pay and Benefits

82
Q

personal dispositions

A
  • Negative affectivity: low level of satisfaction with all aspects of life
  • Core self-evaluations: opinion of self impacts job satisfaction
83
Q

tasks and roles

A

Role: set of behaviors people expect of a person in particular job:
- Role ambiguity
- Role conflict
- Role overload

84
Q

supervisors and co-workers

A
  • Negative behavior by managers and peers impacts satisfaction
  • Conflict between employees left unaddressed causes stress
85
Q

pay and benefits

A
  • Financial security important
  • Pay also an indicator of status
  • Pay and benefits enhance self-worth and satisfaction
86
Q

job withdrawal

A
  • Set of behaviors with which employees try to avoid the work situation physically, mentally, and emotionally
  • Results when circumstances of job lead to dissatisfaction
87
Q

3 forms of job withdrawal

A
  • Behavior change
  • Physical job withdrawal
  • Psychological withdrawal
88
Q

Behavior Change

A

try to change work situation: Complaints / Form unions
Some employees may whistle-blow or file lawsuits

89
Q

Physical Job Withdrawal

A

Tardiness or absenteeism, requesting transfer, resigning

90
Q

Psychological Withdrawal

A
  • Decrease in job involvement: Degree employee identifies with job (part of self-identity)
  • Decrease in organizational commitment: Degree to which employee identifies with organization—put in effort on its behalf
91
Q

Employment-at-Will Doctrine

A

Unless otherwise specified in contract, employer and employee may end employment relationship at any time, Exceptions:
- Implied contracts
- Discharge cannot violate law or public policy
- Discrimination (Title VII)

92
Q

wrongful discharge

A

May not violate implied agreement:
- Employer promised job security
- Action inconsistent with company rules
May not violate public policy:
- Terminating employee for refusing to do something illegal or unsafe

93
Q

discrimination

A
  • Discipline decisions must be made without regard to age, sex, race, or other protected status
  • Carefully documented discipline can avoid claims of discrimination
94
Q

Organizations must have a standardize and systematic approach to employee

A

discipline and discharge:
- Should not be left solely to discretion of individual managers
- Should be based on principles of justice and law— “fairness” principles

95
Q

open door policy

A
  • Organization’s policy of making managers available to hear about complaints and conflict
  • Works to degree that employees trust management to act
96
Q

peer review

A
  • Process for resolving conflict
  • Panel listens to case and works to help parties agree to settlement
  • Panel made of representatives from organization at same level as people in dispute
97
Q

mediation

A
  • Nonbinding process
  • Neutral party from outside organization hears case
  • Helps parties arrive at settlement
98
Q

arbitration

A
  • Binding process
  • Professional arbitrator (lawyer or judge) hears case and resolves it by making a decision
99
Q

outcome fairness

A
  • consistent outcomes
  • knowledge of outcomes
  • outcomes in proportion to behaviors
100
Q

procedural justice

A
  • consistent procedures
  • avoidance of bias
  • accurate information
  • representation of all interests
  • ethical standards
  • way to correct mistakes
101
Q

interactional justice

A
  • explanation of decisions
  • respectful treatment
  • empathy
  • consideration
102
Q

Just cause criteria

A
  • valid reason for discipline
  • appropriate penalty
103
Q

Valid reason for discipline (just cause criteria)

A
  • Evidence that employee violated reasonable (work related) rule – not just hearsay
  • Employee was aware of rule and consequences of violation
  • Employees who violate rule are treated consistently
104
Q

Appropriate penalty (just cause criteria)

A

Due process followed:
- Know charges against them; able to respond
- Progressive discipline—when appropriate
Mitigating factors considered

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