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People & tech > Human Resources > Flashcards

Human Resources Flashcards

1
Q

HRM Definition

A

-The set of policies, practices and systems that influence employees, behavior, attitudes and performance.

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2
Q

HRM Definition 2

A

all planned and controlled activities in an organization to build and maintain RELATIONS between company and employees to meet company objectives.

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3
Q

HRM practices and activities (8)+3

Job Analysis

A
  • Analyzing work and designing jobs (planning/work design)
  • HR planning
  • Recruiting
  • Selection
  • Training and Development/career planning
  • Performance Management/appraisal
  • Compensation/rewards/job evaluation
  • Positive employee Relations
    • Personnel policies
    • Managing and using HR Data
    • Compliance with labor laws
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4
Q

What is human capital?

A

Human Capital considers the organization’s employees, described in terms of their training, experience, judgement, intelligence, relationships and insights—> employees characteristics that can add value to the organization

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5
Q

Human resources qualities

A
  • They are valuable
  • They are rare
  • HR cannot be imitated
  • HR have no good substitutes
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6
Q

high performance work system

A

an organization in which tech, org structure, people and process work together to create the competitive
advantage.

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7
Q

The evolution of HR department/ 3 product lines of HR

A

administrative function → business partner services → strategic partner.
Human resources-> human capital (50s) ->people management

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8
Q

HR as a Business partner service

A

systems that can help the org meet its goals for attracting, keeping and developing peoples with the needed skills. Starting from the mission HR people must understand the business and so the business needs in order for the system to be effective.

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9
Q

HR as a Strategic partner

A

Contributing to the company’s strategies through an understanding of its existing and needed HR. HR people must understand the business, its industry and its competitors

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10
Q

human resource planning

A

identifying the # and types of employees the organization will require to meet its objectives.

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11
Q

talent management

A

the systematic, planned effort to attract, retain, develop and motivate highly skilled employees and managers

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12
Q

evidence-based HR

A

collecting and sing data to show that HR practices have a positive influence on the company’s bottom lone or key stakeholders

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13
Q

Analyzing and designing job

A

Job analysis and job design

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14
Q

Recruitment

A

Process through which the organization seeks applicant for potential employment. It comes from different sources, internal and external

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15
Q

selection

A

process by which the org attempts to identify applicants with the necessary knowledge, skills, abilities and other characteristics that will help the org to achieve its goals.

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16
Q

training

A

planned effort to enable employees to

learn job-related knowledge, skills abilities and behaviors, with the goal of applying these on the job

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17
Q

Development

A

acquisition of knowledge, skills, and heavier that

improve an employee’s ability to meet changes in job requirements and in customer demands.

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18
Q

Performance management

A

Ensuring that employees’ activities and outputs

match the organization’s goals. Observing behaviors and/or outcomes. Short term or long term, by group or individual

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19
Q

Maintaining positive employee relations

A

Preparing and distributing employee handbooks that detail company’s policy and also company
publications as newsletters.

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20
Q

Establishing and administering personnel policies

A

Related to hiring, discipline, promotions and benefits. Workplace safety - customers relation. Ethic think

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21
Q

Society of HRM (SHRM) competences for HR professionals

A
  • technical competences (HR expertise)
  • interpersonal competences (relationship, communication, cultural and global effectiveness)
  • business competences (business acumen, critical evaluation, consultation)
  • leadership (leadership, navigation, ethical practices
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22
Q

6 Characteristics of HR members (competences)

important

A
  • Credible activist
  • Cultural and change steward
  • Talent manager/organization’s designer
  • Strategic architect
  • Business allies
  • Operational executors
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23
Q

HRM challenges

A
  • shift from commodity-based economy to knowledge economy (intangible assets, knowledge workers)
  • from paternalistic career model to individual agency, empowerment
  • Technology challenge
  • Change of skills demanded, talent shortage
  • Sustainability challenge
  • Globalization challenge
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24
Q

Sustainability

A

The organization’s ability to profit without depleting (consume, expend) its resources. Three main level of sustainably challenge: organizational, individual and community level.

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25
Q

Psychological contract

A

The relationship existing between the company and the employee that includes the mutual expectatiosn of the employer and employees. 4 main points to be aligned: goals, needs, values and aspirations.
Organizations expect their employees to contribute with time, effort, skills, abilities, and loyalty. In return, the organizations would provide job security and opportunities for promotion.
a) satisfaction->commitment + identification w employer branding = HIGH PERFORMANCES: good organizational behaviors
b) break->absenteeism, high turnover, LOW PERFORMANCES

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26
Q

Workforce is predicted to become more diverse in terms of

A

age, ethnicity and racial background.

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27
Q

How to manage diversity

A

▪ Communication, coaching and development
▪ Feedback based on objective outcomes
▪ Create a comfortable working environment
▪ Recognize and solve to generational issues

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28
Q

Ethical companies

A
  • Good relationships with customers, vendors and clients.
  • Employees assume responsibility for the actions of the company.
  • Have a sense of purpose or vision that employees use in their day to day work.
  • Emphasise fairness.
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29
Q

Ethical HRM

A

• HRM practices must result in the greatest good for the largest number of people
• Employment practices must respect basic human rights of privacy, due process, consent, and
free speech
• Treat employees and customers equitably and fairly
• Recognize ethical issues that may arise

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30
Q

high-performance work systems definition

A

are organizations that have the best possible fit between their social system (people and how they interact) and technical system (equipment and processes).

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31
Q

high-performance work systems characteristics

A

-knowledge workers
-Employees empowerment (fully engaged in their work)
- Teamwork
Ø Changes in Skill Requirements
Ø Working in Partnerships.
Ø Changes in Company Structure and Reporting
Relationships.
Ø Increased Use and Availability of e-HRM and
Human Resource Information Systems.

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32
Q

Employee empowerment

A

Means giving employees responsibility and authority
to make decisions regarding all aspects of product development and customer service. Be proactive, entrepreneurial mindset.

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33
Q

How HR professionals can support organizational strategies for growth, quality and efficiency

A
  • HR are familiar with the corporation’s strategy
  • in M&A
  • High quality strandarsd and training
  • Cost control (downsizing, re-engineering, outsourcing)
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34
Q

Re-engineering

A

complete review of the organization’s critical work processes to make them more efficient and able to deliver higher quality.

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35
Q

human resource information system (HRIS) pg 24

A

A computer system used to acquire, store, manipulate, analyze, retrieve and distribute information related to
an organization’s Human Resources.An HRIS can support strategic decision making, help the organization avoid lawsuit, provide data for evaluating programs or policies and support day to day HR decisions

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36
Q

Types of tecnology used bu HR

A
  • Internal portals
  • shared service centers
  • cloud computing
  • Business intelligence
  • Data mining
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37
Q

Employees self service

A

This means employees have online access

to information about HR issues such as training, benefits, compensation and contracts

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38
Q

job hopping

A

the international practice of changing jobs

frequently

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39
Q

Change in the Employment Relationship

A
  • A psychological contract
  • Declining Union Membership
  • Flexibility (flexible staff levels, schedules,
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40
Q

Mission

A

Defines the fundamental purpose of an organization or an enterprise, by describing why it
exists and what it does to achieve its vision

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41
Q

HR’s Administrative services and transactions tasks

A

Compensation, hiring and staffing. Emphasis on resource efficiency and service quality

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42
Q

HR’s Business partner services

A

developing effective HR systems and helping implement business plans. The emphasis on knowing the business and Exercising influence, problem solving,
designing effective systems to ensure needed competences.

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43
Q

HR’s Strategic partner services

A

Contributing to business strategy based on considerations of human capital, business capabilities, readiness, and developing human resource practices as strategic differentiators. Emphasis on knowledge of human resources end of the business, competition, the market, and business strategies

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44
Q

Strategic Management Process Model (important)

A

Made of 2 big phases (+ HR in mezzo)

  • strategy formulation= from the mission defined by the governance of the firm, we can establish the firm’s goals and through a SWOT analysis identify the strategy of the company.
  • Draft the human resource needs
  • strategy implementation =implement all the strategic parts of the HRM useful for the firm performance (HRM practices, capabilities, actions)
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45
Q

Training & development

A

Training is a planned effort to facilitate learning of job related knowledge, skills, and behavior. Development is the acquisition of knowledge, skills, and behavior that improves the employees’ ability to meet the challenges of future jobs.

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46
Q

Focuses of HR

A

-Administrative
-One way: the company decides the strategic plan
-2 way there is an influence of the HR Department in the strategy formulation
-integrative linkage Hr: functions
contribute directly with the strategy formulation

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47
Q

2 ways in which HR provides competitive advantage:

A
  1. Emergent strategies —> strategies that evolve from the grass of the org
  2. Enhancing competitiveness —> developing human capital in a learning organization
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48
Q

Workflow design

A

is the process of analyzing tasks required for the production of a product or service, it
is done before assigning tasks to workers.

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49
Q

The organizational structure

A

refers to the relatively stable and formal network of vertical and horizontal interconnections between the jobs constituting the organization.

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50
Q

Work design

A

provides a longitudinal overview of the dynamic relationships by which inputs are converted into outputs

  • Workflow analysis
  • Analyzing Work Inputs
  • Analyzing Work Processes / teamwork and reduce waste
  • Analizing work outputs
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51
Q

Work(flow) analysis

A

1) Work inputs
- Raw inputs
- Equipment
- HR
2) Activity
3) Output

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52
Q

Analizing work outputs

A

Once these outputs have been identified, it is necessary to specify standards for the
quantity or quality of these outputs.

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53
Q

Analyzing Work Processes

A

are the activities to produce a given output.

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54
Q
A

Every process consists of operating procedures that specify how things should be done at each
stage of the development of the product. These procedures include all the tasks that must be performed in the production Of the output. The tasks are usually broken down into those performed by each person in the work unit.

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55
Q

Organization structure

A
  • Dimensions: centralization - departmentalization

- Structural Configurations

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56
Q

Organization structure

A
  • Dimensions: 1)centralization - 2)departmentalization

- Structural Configurations: 1)functional structure 2)divisional structure 3) mixed” approach

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57
Q

Departmentalization

A

the degree to which work units are grouped based on functional similarity or similarity of work flow.

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58
Q

functional structure

A

employs a functional departmentalization scheme with relatively high levels of centralization.

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59
Q

functional structure

A

Functional departmentalization scheme with relatively high levels of centralization. Individual units are so specialized that members have a weak conceptualization of the overall organization mission.
- Very efficient
-Little redundancy between units
-little opportunity for self-cannibalization
-reduce the number of errors committed by lower level workers, but errors can spread more rapidly
- inflexible and insensitive to subtle differences
between products, regions or customers.
- most appropriate in stable, predictable environments, where demand for
resources can be well anticipated and coordination requirements between jobs can be refined and
standardized
- helps organizations that compete on cost
Jobs in functional structures have
- narrow and highly specialized
- little decision-making authority or responsibility for managing coordination between themselves and others

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60
Q

divisional structure

A

-Combine a divisional departmentalization
scheme with relatively low levels of centralization. Units in these structures act almost like separate,
self-sufficient, semi-autonomous organizations.
-Can be organized around clients, or products, or geographical regions, …
-Tend to be more flexible and innovative.
-Employees feel treated more fairly and sometimes they can self-manage themselves
-not very efficient due to the redundancy associated with each group.
-can “self-cannibalize” gains in one unit at the expense of another
-problem: decisions that are too risky or out of line with the organization’s larger goals
- most appropriate in unstable, unpredictable environments, where it is difficult to anticipate demands for resources, and coordination requirements between jobs are not consistent over time.
- helps support organizations that compete on differentiation or innovation
- managers often need to be more experienced or high in cognitive ability

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61
Q

Career Planning

A

entails matching an individual’s skills and aspirations with opportunities that are or may become available in the organization

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62
Q

Job Evaluation

A

involves assessing the relative dollar value of each job to the organization to set up internally equitable pay structures

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63
Q

Why Job analysis is important to managers

A
  • managers must have detailed information about all the jobs in their workgroup to understand the work-flow process
  • to understand the job requirements to make intelligent hiring decisions.
  • ensure that each individual is performing satisfactorily
  • ensure that the work is being done safely
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64
Q

Job analysis information and definition

A

Job analysis is the process of getting detailed information about jobs.
1)Job descriptions 2)Job specifications

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65
Q

Job description

A

list of the tasks, duties, and responsibilities (TDRs) that a job entails. TDRs are observable actions.

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66
Q

job specification

A

list of the knowledge, skills, abilities, and other characteristics (KSAOs) that an individual must have to perform the job

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67
Q

Knowledge (importante)

A

information, theories, concepts about a certain disciplinary field. Factual or procedural information that is necessary for successfully performing a task

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68
Q

Skill

A

individual’s level of proficiency at performing a

particular task

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69
Q

Ability (triangolo Ability, knowledge, competences)

A

General enduring capability

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70
Q

Sources of Job Analysis Information

A 
Internal 
- subject-matter experts
- Job incumbents
- Supervisors
- Laypeople
Other sources like customers
External job analysts
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71
Q

JOB ANALYSIS METHODS

A

1) position analysis questionnaire

2) Occupational Information Network (O*NET).

72
Q

Position Analysis Questionnaire (PAQ)

A

The PAQ is a standardized job analysis questionnaire containing 194 items. These items represent work
behaviors, work conditions, and job characteristics that can be generalized across a wide variety of jobs.
The job analyst is asked to determine whether each item applies to the job being analyzed and rates them. A computer program generates report regarding
the job’s scores on the job dimensions.
- provides guidance on the types of the abilities to perform the job
- allows to compare jobs
- covers the work context as well as inputs, outputs, and processes.
- it is recommended that only job analysts trained in how to use the PAQ should complete the questionnaire
- general, standardized format leads to rather abstract
characterizations of jobs

73
Q

Occupational Information Network (O*NET).

A

O*NET uses a common language that generalizes
across jobs to describe the abilities, work styles, work activities, and work context required for various
occupations.

74
Q

Job design/re-design

A

Job design is the process of defining how work will be performed and the tasks that will be required in a given job. Job redesign refers to changing the tasks or the way work is performed in an existing job. (do it after job analysis and workflow analysis)

75
Q

4 job design approaches

A

1) mechanistic approach
2) motivational approach
3) biological approach
4) perceptual approach

76
Q

The mechanistic approach (job design)

A

Structure the work to maximize efficiency, reducing the complexity of the work to provide more efficiency of human resources,

  • specialization of tasks, simplification of skills and repetition.
  • Scientific management: time-and-motion studies to identify the most efficient movements
  • Individuals are easily replaceable
77
Q

The motivational approach (job design)

A

It focuses on the job characteristics that affect psychological meaning and motivational potential, and it views attitudinal variables as the most important outcomes of job design.
- increase the meaningfulness of jobs
- Job enlargement (broadening the types of tasks
performed)
-job enrichment (decision-making authority to jobs),
-self-managing work teams
- Not all workers respond positively

78
Q

Job Characteristics Model

A

jobs can be described in terms of five characteristics. 1.Skill variety 2.task identity 3. autonomy 4. feedbacks 5. task significance. They determine the motivating potential. “experienced meaningfulness,” “responsibility,” and “knowledge of results.”

79
Q

Three critical psychological states in the Job Characteristics model

A

“experienced meaningfulness,” “responsibility,” and “knowledge of results.”

80
Q

The biological approach (job design)

A

The goal of this approach is to minimize physical
strain on the worker by structuring the physical work environment around the way the human body
works. (Ergonomics).
- focuses on outcomes such as physical fatigue, aches and pains, and health complaints.
- redesigning machines and technology
- safety and health

81
Q

The perceptual—motor approach (job design)

A

design jobs in a way that they do not exceed people’s mental capabilities and limitations.
- improve reliability, safety, and user reactions by designing jobs to reduce their information-processing
requirements.
- decreases the job’s cognitive demand

82
Q

“absence presence”

A

the reduced attentive state that one might experience

when simultaneously interacting with multiple media.

83
Q

assessing the nature of teams

A

(a) skill differentiation,
(b) authority differentiation,
(c) temporal stability, the degree to which team
members are expected to work together for a long time.

84
Q

HR planning influences

A
  1. Consumer markets —> affect the demand for goods and services
  2. Labor market —> affect the supply of people to produce goods and services
85
Q

Points in HR planning

A
  1. Analyze the current configuration of HR (strengths and weaknesses of their present stock of employees)
  2. Forecasting and analyze the future needs. Predict labor supply and demand and surpluses or shortages of labor (using comparison of data and statistical analysis)
  3. Goal Setting and Strategic Planning to fix the
    discrepancies between the present and future configuration
  4. Implementing and Evaluating the HR plan
86
Q

What is HR planning

A

Human resources planning compares the present state of the firm with its future goals, identifying what changes should be made by its human resources to meet those goals. The changes may include downsizing, training existing employees in new skills or hiring new employees. For each goal, they organization must choose one or more human resource strategies. The final stage of human resource planning involves implementing the strategies and evaluating the outcomes.

87
Q

Downsizing definition and reasons

reduce labor surplus

A

planned elimination of large numbers of personnel designed to enhance organizational competitiveness.
-Reducing costs
-Replacing labor with technology
- M&A
- Moving to less expensive locations
It hurts long-term organizational effectiveness.

88
Q

reduce labor surplus methods

A 
- Downsizing
. Reduce working hours
- Early Retirement Programs
- Retraining
- Employing Temporary 
- External Independent Contractors
- Demotions
- Transfers 
- Work saring
- hiring freeze 
- innovation
(- Outsouircing labor
- overtime and expanded hours)
89
Q

HRM recruiting

A

any activity carried On by the organization with the primary purpose of identifying and attracting potential employees

90
Q

3 Recruitment influences (important). They affect Vacancy characteristics and Applicant characteristics

A
  • Personnel policies V
  • recruitment sources A
  • recruiter traits and behaviour V A
91
Q

Personnel policies

A
  • Internal versus external recruiting
  • Lead-the-market pay strategies
  • Employment at will policies or due- Process Policies,
  • Image advertising
92
Q

Recruitment Sources

A 
Internal (job posting)
external 
- Direct applicants and referrals
- Electronic recruiting
- Advertisements
- Public and private Employment Agencies
- Executive search firms/headhunters
- Colleges and Universities
93
Q

Evaluating the quality of a recruitment source

A
  • Yield ratios: they expresse the percentage
    of applicants who successfully move from one stage of the recruitment and selection process to the
    next
  • cost per hire: total amount of money spent to fill a job vacancy
94
Q

Recruiter Traits and Behavior

A
  • recruiter characteristics: warm and informative
  • recruiter behaviour: provide the right kind of information. Realistic job previews help organizations minimize turnover among new employees.
  • should provide timely feedback, they should avoid offensive behavior.
  • The organization should recruit teams rather than
    individual recruiters.
95
Q

Selection Methods Standards

A
  • Reliability
  • validity,
  • generalizability
  • utility
  • legality
96
Q

-Reliability

A

The consistency of a performance measure. If a measure of some characteristics is reliable, then the score a person received based on that measure will be
consistent over time and in different contexts.

97
Q

-Validity

A

the extent to which performance on the measure is related to performance on the job.

98
Q

-generalizability

A

The degree to which the validity of a selection method establish in one context extends to other
contexts.

99
Q

-utility

A

The degree to which the information provided by selection methods enhances the effectiveness of
selecting personnel in real organizations.

100
Q

Type of Selection Methods

A
  • Interviews
  • References, Biographical Data and Application Blanks
  • Physical Ability Tests
  • Cognitive Ability Tests
  • Personality Inventories/psycho attitudinal tests
  • Work Samples (simulate the job)
  • Honesty Tests and Drug Tests
101
Q
  • Interviews + types of interview
A

To gather information and evaluate the qualifications of an applicant. Often unreliable.

  • Structured interviews prepared in advance, standardized. Quantitative ratings on a small number of observable factors and avoid ratings of abilities that may be better measured by tests.
  • semi-structured interview
  • situational interviews = open questions about situation that can arise on the job –> experience-based situations and future oriented situations
  • Behavioral interviews= the candidate describes how he or she handled a type of situation in the past
102
Q

2 steps to enhance recruiter impact

A

1) provide timely feedback

2) recruit in teams

103
Q

Organization are made by 4 people characteristics:

A
  • Competences (are related to performance)
  • Behavior
  • Needs
  • Values
104
Q

Behavioral competences definition and 2 subsets (important)

A

Individual intrinsic characteristic, casually correlated to an effective performance

  • Threshold competences
  • Distinctive competences
105
Q

Threshold competences (important)

A

Minimum essential characteristics required to cover a role. Eg: graduation in economics. hard skills, knowledge, intangibles

106
Q

Distinctive competences (important)

A

Characteristics that lead to a better performance and to a superior level—> connected with soft skills and emotional intelligence.

107
Q

Manifestations of behavioral competences:

A

▪ Motivations —> mindsets, needs, deep motions
▪ Traits —> physical and psychological individual’s characteristics to behave and react in a certain way in a given situation (emotional control, stress resistance)
▪ Self idea —> behaviors, adopted values, individual representation of itself (perception of social
role, self-esteem)
▪ Knowledge —> information, theories, concepts
▪ Skill —> capacity to apply a set or a sequence of behaviors functionally coherent with the
objective of the desired performance

108
Q

The iceberg model (important, da integrare)

A

In the external circle we have knowledge and skills are placed in the border of the iceberg.
In the hidden part we have values, standards, judgement, attitude and traits, personality, motives, ethics and beliefs

109
Q

Maslow pyramid

A

divide needs into 3 categories

  • basic needs
  • psychological needs
  • self fulfillment needs
110
Q

Job description

A

Characteristics of the open job position
(related to professional requirements, job title, label, assigned objectives, organizational position and internal relations, environmental conditions, main tasks, autonomy, tools and responsibility level).

111
Q

Job profile

A 
Individual characteristics
(Technical competencies, professional experience, personal capacity, attitudes, motivations, relational capacity and team work and communication.)
112
Q

Hard skills

A

technical competencies (knowledge and ability)

113
Q

Soft skills

A

Individual intrinsic characteristics, causally correlated to an effective performance. They are behavioral competencies (competences)

114
Q

Behavioral interview

A

✓ Communication
✓ Flexibility
✓ Proactivity
✓ Problem Solving

115
Q

Training (& development) design process (important)

A

1- Assess needs
2- Readiness for training
3- Plan training programs: program objectives, instructors and learning methods
4- Implement training program
5- Evaluate results of the training: provide feedbacks

116
Q

learning management system (LMS)

A

a computer application that automates the administration, development, and delivery of the company’s training programs.

117
Q

1) Assess needs (training design)

A
  • Organization analysis—What is the context? Organization’s strategy, available resources, management’s support
  • Person—Who needs training? lack of knowledge, skill or ability? Are they ready for training?
  • Task—What subjects should the training cover? (ex equipment, environment, time constraints, safety,…)
118
Q

2) Readiness for training (training design). 2 points

A 
1)Employee readiness characteristic
Cognitive ability & Motivation
2)Work environment: 
-Situational constrains (es lack of resources and tools)
-Social (management) support
119
Q

3) Plan a training program (important)

A
  • establishing objectives
  • who will provide the training (in-house or contracted out)
  • what topics the training will cover
  • what training methods to use
  • how to evaluate the training
120
Q

Training methods

A
  • Coaching
  • Classroom Instruction
  • Audiovisual training
  • Computer-Based training
  • On-the-Job Training
  • Simulations
  • Business Games and Case Studies
  • Behaviour Modeling: observe other people
    demonstrating the desired behavior, then have opportunities to practice their behavior themselves
  • Experiential Programs: learn concepts and then apply them by simulating the behaviors (es adventure learning)
  • Team Training (es. cross training, coordination training, team leader training)
  • Action learning: Teams or workgroups get an actual problem, work on solving it and commit
    to an action plan and are accountable for carrying out the plan.
121
Q

3) Plan a training program: Training methods

A
  • Coaching
  • Classroom Instruction
  • Audiovisual training
  • Computer-Based training
  • On-the-Job Training
  • Simulations
  • Business Games and Case Studies
  • Behaviour Modeling: observe other people
    demonstrating the desired behavior, then have opportunities to practice their behavior themselves
  • Experiential Programs: learn concepts and then apply them by simulating the behaviors (es adventure learning)
  • Team Training (es. cross training, coordination training, team leader training)
  • Action learning: Teams or workgroups get an actual problem, work on solving it and commit
    to an action plan and are accountable for carrying out the plan.
  • Orientation of new employees
  • Diversity training
122
Q

4) Implementing training programs

A
  • Principles of learning. Effective training communicates learning objectives clearly, presents
    information in distinctive and memorable ways and helps trainees link the subject matter to their
    jobs.
  • Transfer of training. Employees actually learn the content of the training program, and apply what they learned. Social support (ex communities of practice),
    technical Support and self-management.
123
Q

5) Evaluate results (of training methods). Evaluation methods (important)

A

Trainee satisfaction, transfer of training, new skills and knowledge, performance improvements an return on
investment

124
Q

High-leverage training

A

is inked to strategic business goals and objectives, supported by top management, relies on an instructional design model, and benchmarked to programs in other organizations.

125
Q

Continuous learning

A

is the process of learning new skills and knowledge on an on-going basis. Knowledge management

126
Q

Positive effects of training

A
  • Increase employees’ knowledge
  • Provides skills to work with new technology.
  • Work effectively in teams to contribute to product and service quality.
  • Emphasizes innovation, creativity, and learning.
  • Ensure employment security if skills become obsolete
  • Prepare employees to work more effectively with each other
127
Q

Performance management (definition and phases)

A

Is the process through which managers ensure that employees activities and outputs contribute to the organization’s goals. It is not a linear process. This process equires knowing what activities and outputs are desired, observing whether they occur and
providing feedback to help employees meet expectations. EVALUATE employees
1. goals and objectives of the company
2. actions and behaviors useful to reach the goals
3. evaluate employees’ (not a judgement)
4. provide feedbacks

128
Q

Performance management steps

A
  1. Define the outcomes the company divisions and departments want to accomplish (measurable)
  2. Develop employee goals, behaviour, and actions to achieve outcomes
  3. Provide support (tools/training) and ongoing performance discussions (feedbacks)
  4. Evaluate performances (es annual performance review)
  5. Identify improvements needed and provide feedbacks
  6. Provide consequences for performances results (clarifying, adjusting or modifying)
129
Q

Purposes of Performance Management:

important

A
  • STRATEGIC PURPOSE: achieve business objectives by linking employees’ behaviour with the organization’s goals and strategy.
  • ADMINISTRATIVE PURPOSE; information for day-to-day decisions about salary, benefits and recognition programs. Employee retention, termination for poor
    behaviour and hiring or layoffs.
  • DEVELOPMENTAL PURPOSE: basis for developing employees’ knowledge and skills, and grow their careers.
130
Q

Criteria for Effective Performance Management:

important

A
  • FIT WITH STRATEGY: measure whether employees are engaging in those behaviors that support the business strategy.
  • VALIDITY: whether the appraisal measures all the relevant aspects of performance and omits irrelevant aspects of performance.
  • RELIABILITY: the consistency of the results that the performance measure will deliver.
  • ACCEPTABILITY: The measure must meet the practical standard of being acceptable to the people who use it.
  • SPECIFIC FEEDBACK: tell employees what is
    expected from them and how they can meet those expectations,
131
Q

Methods for Measuring Performance:

important

A

1- MAKING COMPARISON
2- RATING INDIVIDUALS
3- MEASURING RESULTS
4 - Use quality management

132
Q

1- MAKING COMPARISON (Measuring Performance)

important

A
  • Simple ranking and alternation ranking: rank employees from the highest performers to the poorest performer or decide which employee is best and which one the worst
  • Forced-distribution method: It assigns a certain percentage of employees to a category
  • Paired comparison method: it compares employees in pairs. The one with the most total points is considered the best.
133
Q

2- RATING INDIVIDUALS (Measuring Performance)

important

A
  • Rating Attributes:
    a) Graphic rating scale lists traits and provides a rating scale for each trait;
    b) Mixed-standard scales uses several statements that describe behaviours
  • Rating Behaviors: defining which behaviors are associated to success.
    a) Critical-incident method requires managers to keep record of the employees effective or ineffective behaviors
    b) Behaviourally anchored rating scale is intended to define performance dimensions using statements of behavior that describe different level of performance. c) behavioral observation scale is developed from critical incidents
    d) Organizational behaviour modification is a plan for
    managing the behaviour of employees through a formal system of feedback and
    reinforcement
134
Q

3- MEASURING RESULTS (Measuring Performance)

important

A

Ex sales, costs, productivity
-Productivity: getting more done with a
smaller amount of resources
- Management by objectives

135
Q

Management by objectives (Measuring Performance)

important

A

people at each level of the organization set goals. Managers and their employees work together to set their goals and at the end manager gives objective feedback through the rating period to monitor progress toward the goals.

136
Q

4- TOTAL QUALITY MANAGEMENT (Measuring Performance)

important

A

This assessment is a process through
which employees and their customers work together
to set standards and measure performance with the
overall goal being to improve customer satisfaction.

137
Q

Sources of Performance Information

important

A
  • managers
  • peers
  • subordinates
  • self
  • customers
138
Q

Errors in Performance Measurements

important

A

• RATING ERRORS AND SUBJECTIVE BIASES: es. People often tend to give on a higher evaluation to people they consider similar to themselves
- Raters can be trained how to avoid writing errors.
- Sometimes people rate performance distort on purpose to advance their personal goals, identify and discourage appraisal politics.
• WAYS TO REDUCE ERRORS: Raters can be trained how to avoid writing errors.
• POLITICAL BEHAVIOR IN PERFORMANCE APPRAISALS : Sometimes people rate
performance distort on purpose. Organizations should establish a fair appraisal system

139
Q

How to provide performance feedbacks

A
  • Schedule performance feedbacks often and regularly
  • Managers are responsible for correcting performance
    deficiencies
  • The manager should be well prepared and ask the
    employees to complete a self-assessment before the meeting
  • In the tell and sell approach, managers tell the
    employees their ratings, justify those ratings and let the employees explain their side of the story. In the problem solving approach, managers and employees work together to solve performance problems
140
Q

Factors Affecting HRM in International Markets

important

A 
1) Culture
Individualism/collectivism
Power distance
Uncertainty avoidance
Masculinity/femininity
Long-term/short-term orientation
2) Education and Skills Levels
3) Economic System (es capitalist or socialist)
4) Political-Legal System
141
Q

Selection of employees for foreign assignments

A
  • Competency in the employee’s area of expertise.
  • Ability to communicate verbally and nonverbally in the foreign country.
  • Flexibility, tolerance of ambiguity, and sensitivity to cultural differences.
  • Motivation to succeed and enjoyment of challenges.
  • Willingness to learn about the foreign country’s culture, language, and customs.
  • Support from family members
142
Q

Stages of emotions associated with a foreign assignment

A
  • Honeymoon
  • Cultural shock
  • Recovery
  • Adjustment
143
Q

Cross-cultural preparation

A

Training in what to expect from the host country’s culture. Cross cultural training has the aim of creating an appreciation of the host country’s culture so expatriates can behave appropriately. When the employee leaves for the assignment, the preparation process should continue.

144
Q

Compensating an International Workforce

A
  • Pay Structure
  • Incentive Pay (ex stock options)
  • Employee Benefits
145
Q

Selecting Expatriate Managers

A

consider each candidate’s skills, learning style, and approach to problem solving.

  1. Ability to maintain a positive self-image and feeling of well-being.
  2. Ability to foster relationships with the host-country nationals.
  3. Ability to perceive and evaluate the host country’s environment accurately.
146
Q

Compensating Expatriates

A
  1. Base salary = are often higher than pay for staying at headquarters.
  2. Tax equalization allowance= Usually, the
    employer of an expatriate withholds the amount of tax to be paid in the parent country, then pays all of the taxes due in the country where the expatriate is working.
  3. Benefits
  4. Allowances to make a foreign assignment more attractive = Cost-of-living allowances make up
    the differences in expenses for day-to-day needs.
147
Q

paternalistic career model

A

Companies used to define career paths

148
Q

individual agency

A

you are responsible for your own career

149
Q

responsibilities of HR departments

A
  1. Employment and recruiting
  2. Training and development
  3. Compensation
  4. Benefits
  5. Employee services
  6. Employee and community relations
  7. Personal records
  8. Health and safety
  9. Strategic planning
150
Q

sustainability (list of activities)

A

a. Deal with economic and social changes
b. Practice environmental responsibility (green economy)
c. Engage in responsible and ethical business practices
d. Provide high-quality products and services for customers
e. Provide high quality work experience for employees
f. Increase value placed on intangible assets
g. Adapt to changing characteristics and expectation of the labor force
h. Address legal and ethical issues
i. Effectively use new work arrangements
j. Provide a return to shareholders

151
Q

Employee engagement definition

A

Full involvement in one’s work and commitment to one’s job and company, is associated with higher productivity, better customer service, and lower turnover.

152
Q

Factors leading to employee engagement (list)

A
  1. Pride in employer
  2. Satisfaction with employer
  3. Satisfaction with the job
  4. Opportunity to perform challenging work
  5. Recognition and positive feedback from contributions
  6. Personal support from manager
  7. Effort above and beyond the minimum
  8. Understanding the link between job and company mission
  9. Prospects for future growth with the company
  10. Intention to stay with the company
153
Q

Face the glass ceiling

A

There is a barrier that stops women and minorities to achieve management positions.

154
Q

Selection phases

A

1) Review applications
2) Tests and reviews
3) Interview(s)= better with 2 interviewers and more than 1 interview
4) check references/ background
5) Select a person + job offer with negotiation

155
Q

Assessment center

A

The assessment center encompasses some different tools: job interview, simulations, business games, role play, tests and so on

156
Q

Competences (importante)

A

Individual’s intrinsic characteristics, how to behave and apply knowledge in the reality, they are correlated to a performance

157
Q

Who decides training and development

A

The company governance along with the organization’s strategy (goals) and all the HR activities, based on the resources available for training.

158
Q

5 factors for employee performance and learning (slide)

A
  1. Person characteristics: Ability and skill; Attitudes and motivation.
  2. Input: Understand what, how, when to perform; Necessary resources (equipment, etc.);
    Interference from other job demands; Opportunity to perform
  3. Output: Expectations for learning performance
  4. Consequences: Positive consequences/incentives to perform; Few negative consequences
    to perform
  5. Feedback: Frequent and specific feedback about how the job is performed
159
Q

Provide feedbacks (evaluate performance)

A

MPORTANCE OF CONTINUOUS FEEDBACKS= Provide feedbacks more than once a year

160
Q

Skills (important)

A

Skills are the capacities to implement knowledge. They are the functional application (to apply in an effective way) knowledge to the reality. Capacity to apply a set or a sequence of behaviors functionally coherent with the objective of the desired performance

161
Q

LOCUS OF CONTROL

A

The place where the responsibility and proactivity is. 2 types external and internal. If I have an internal locus of control I take the responsibility of what happens in my life. External: the responsibility of my success/failure is outside

162
Q

Linear and systemic way of thinking

A
  • linear thinking: focuses more on the symptoms at an abstract level that follows a cause/effect sequence.
  • systemic thinking: digs deeper into the leading cause of a problem by defining its elements, interconnections, and functions.
163
Q

LEADERSHIP

A

The ability to influence others, with or without authority. “Influencing people so that they will strive willingly towards the achievement of group goals”. The art of motivating a group of people towards achieving a common goal

164
Q

Management

A

It is different from leadership: management is a process of planning, organizing, coordinating, directing and controlling the activities of others. Management is doing things right, leadership is doing the right thing.

165
Q

Managers can be divided into three categories

A
  • Successful – managers who are promoted rapidly in their organization
  • Effective – managers with satisfied and committed subordinates and high performing units
  • Average managers
    The main difference between successful and effective managers is the different amount of time spent doing networking and communication. Average managers spend around of a third of their working hours doing traditional management activities.
166
Q

WHAT MANAGERS DO? (list)

A
  • TRADITIONAL MANAGEMENT: decision making, planning, controlling
  • COMMUNICATIONS: exchanging routine information and paperwork
  • HR MANAGEMENT: motivating, disciplining, managing conflict, staffing and training.
  • NETWORKING: socializing, politicking, and interacting with others
167
Q

What to you need to be a leader?

A

Aclear vision on the organization goals, resilience to be able to learn from errors and failures, without losing motivation and communicational skills. The key to be a good leader is emotional intelligence.

168
Q

3 factors of leadership

A
  1. Interpersonal Communications
  2. Conflict Management
  3. Problem solving
169
Q

Interpersonal effectiveness

A

the capability of an individual influence others, competently.

170
Q

3 elements of interpersonal effectiveness in leadership

A
  • Awareness: is the ability to assess the impact of actions on situations and others, and be critically self-reflective.
  • Learn and understand technical issues, communicate, to solve conflicts, problems and take decisions.
  • Commitment: awareness that one’s decisions have an impact on others, in a negative or positive way
171
Q

Boss vs leader

A
  • Boss: drives employees, depends on authority, inspires fear, says I, places blame for the breakdown, knows how it’s done, uses people, takes credits, commands, gives orders.
  • Leader: coaches employees, depends on goodwill, generates enthusism, says we, fixes the breakdowns, shows how it’s done, develops people, gives credits, asks, goes with the team. set context, ask questions, use supportive statements and listen to different perspectives. Share their feelings and opinions, to discuss.
172
Q

Attributes of leaders

A
  • Passion 🡪the guiding vision
  • integrity, honesty, trust 🡪 leaders not who they are, they know their weaknesses and they earn the trust of their followers and team.
  • Curiosity 🡪 they always want to discover new things and learn
  • Risk 🡪 Effective leaders take calculated risks when necessary to achieve their objectives. Mistakes are seen as opportunities to learn.
  • Dedication 🡪 The leader gives himself or herself entirely to the task.
  • Charisma 🡪 to motivate others
  • Listening 🡪 to understand situations, facts, problems, needs, opportunities.
173
Q

Coaching

A 
A coach is a peer or manager who works with an
employee to:
Ø motivate
Ø develop skills
Ø provide reinforcement and feedback
174
Q

Training benefits

A
  • Increase employees’ knowledge of foreign competitors and cultures.
  • Help ensure that employees have skills to work with new technology.
  • Help employees understand how to work effectively in teams to contribute to product and service quality.
  • Ensure that the company’s culture emphasizes innovation, creativity, and learning.
  • Ensure employment security by providing new ways for employees to contribute when their : jobs change or interests change skills become obsolete
  • Prepare employees to accept and work more effectively with each other
175
Q

Legal and Ethical Issues

A
  1. Employee safety and health
  2. Employee privacy
  3. Job security
176
Q

Strategic Planning and HRM Linkages (xxuup)

A

57

177
Q

Affirmative Action Planning

A

ØPlan for various subgroups within a labor force.
ØWorkforce utilization review is a comparison
of the proportion of workers in protected
subgroups with the proportion that each
subgroup represents

People & tech (4 decks)

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