Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

pHCLE 202311 > **Important** > Flashcards

**Important** Flashcards

1
Q

Andragogy

A

the method and practice of teaching adult learners.

  • Day 1 - Morning
  • Slide 9
  • Talent Development
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Strategy

A

the formulation of plans and actions for gaining competitive advantage.

Decisions as to how the organization plans to achieve it’s mutually agreed upon goals and objectives (and leverage its competitive advantage).

  • Day 1 - Morning
  • Slide 17
  • Foundations of HCM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Strategic Plan

A

should describe the organization or departments direction, objectives, performance targets, and actions or tactics to achive documented objectives.

Stragic plans could be created for organizations, deparments, or teams.

  • Day 1 - Morning
  • Slide 17
  • Foundations of HCM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Strategic Human Capital Management

A
  • Aligns with the overall strategic direction of the organization
  • Forward-thinking or proactive decisions focused on long-term goals
  • Leverages your competitive advantage
  • Practices are grounded in data
  • Focus on customer wants, needs, and perceptions

  • Day 1 - Morning
  • Slide 28
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

The following are examples of: ____________ _____________ ____________ Management

  • Development of a strategy and goals.
  • Selection of metrics to monitor progress.
  • Fomrulating an employee value proposition (EVP)
  • Aligning the performance management system with organizational goals.
  • Managing employee experience
A

Strategic Human Capital Management

  • Day 1 - Morning
  • Slide 28
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Human Capital Management

A
  • Day-to-day, reactive decisions focused on what needs to be done now
  • Operations needed to support the organization’s general function
  • Focus is on organization wants and needs (efficiency for efficiencies sake)

  • Day 1 - Morning
  • Slide 28
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

The following are examples of__________ ____________ Capital Management

  • Benefits administration
  • Managing internal employee conflicts
  • Enforcing workplace policies
  • Completing background checks or ensuring I-9s are complete
A

Transactional Human Capital Management

  • Day 1 - Morning
  • Slide 28
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Reactive

A

Action occurs AFTER an incident, error, or issue.

  • Day 1 - Morning
  • Slide 29
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Proactive

A

Action and planning occurs BEFORE an incident, error, or issue.

  • Day 1 - Morning
  • Slide 29
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

KSAs

A

Knowledge: Theoretical understanding
Skills: Developed capacities
Abilities: Innate traits or attributes

  • Day 1 - Afternoon
  • Slide 7
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Workers must be correctly designated as independent contractors, exempt, nonexempt

A

Fair Labor Standards Act

  • Day 1 - Afternoon
  • Slide 56
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Pohibits discrimination on the basis of race, color, religion, sex, and national origin.

A

Title VII of the Civil Rights Act

  • Day 1 - Afternoon
  • Slide 63
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Prohibits discrmination based on pregnancy

Areas of concern: marital status, number of children

A

Pregnancy Discrimination Act (PDA)

  • Day 1 - Afternoon
  • Slide 63
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

PDA

A

Pregnancy Discrimination Act

  • Day 1 - Afternoon
  • Slide 63
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Protects employees and job applicants who are at least 40 years old from age discrimination

Areas of Concern: Birth Date

A

Age Discrimination in Employment Act (ADEA)

  • Day 1 - Afternoon
  • Slide 63
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

ADEA

A

Age Discrimination in Employment Act

  • Day 1 - Afternoon
  • Slide 63
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Areas of concern: Health, Physical defect

A

ADA Amendments Act / Genetic Information Nondiscrimination Act (GINA)

  • Day 1 - Afternoon
  • Slide 63
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

GINA

A

ADA Amendment Act / Genetic Information Nondiscrimintion Act

  • Day 1 - Afternoon
  • Slide 63
19
Q

Funneling

A

a hiring process that quickly sorts through applicants using low-cost, low effort methods in the preliminary stages to help preserve resources for use in screening and hiring the most promising candidates for a position.

  • Day 1 - Afternoon
  • Slide 65
20
Q

4/5ths Rule

A

1) Selection Rate (calculate the % selected for each group)

2) Identify Largest (which group has the highest selection rate)

3) Impact Ratio (selection rate of remaining groups) / (highest selection rate)

4) Adverse Impact? (are any impact ratios less than 4/5 (80%)? If yes - evidence of adverse impact)

  • Day 1 - Afternoon
  • Slide 71
21
Q

Types of Cognitive Bias

A

1) Primacy Effect
2) Recency Effect
3) Halo Effect
4) Horn Effect
5) Centrality Bias
6) Leniency/Strictness Bias
7) Similar-to-me Bias
8) Confirmation Bias

  • Day 2 - Morning
  • Slide 21
22
Q

Overall impression based on past behavior or outcomes.

Disregard recent information (First impressions error)

A

Primacy Effect

  • Day 2 - Morning
  • Slide 21
23
Q

Overall impression based on most recent behavior or outcomes.

Disregard past information.

A

Recency Effect

  • Day 2 - Morning
  • Slide 21
24
Q

Allowing a positive trait to overshadow all other qualities.

A

Halo Effect

  • Day 2 - Morning
  • Slide 21
25
Allowing a negative trait to overshadow all other qualities.
Horn Effect ## Footnote * Day 2 - Morning * Slide 21
26
Tendency to rate most items in the middle of the scale regardless of differences in performance.
Centrality Bias ## Footnote * Day 2 - Morning * Slide 21
27
Tendency to rate items at the top or bottom of the scale regardless of differences in performance.
Leniency/Stricness Bias ## Footnote * Day 2 - Morning * Slide 21
28
Tendency to favorably judge people who are preceived to be like you.
Similar-to-me Bias ## Footnote * Day 2 - Morning * Slide 21
29
Focusing on information that supports what you already believe.
Confirmation Bias ## Footnote * Day 2 - Morning * Slide 21
30
* Focuses on the role or job task * Operational, teaches people how to be competent at their jobs * Addresses an immediate performance challenge * Focus is acquisition of knowledge or skills needed in the short-term | Short Term
Training ## Footnote * Day 2 - Morning * Slide 28 * HCLE
31
* Focuses on the person * Strategic, acquiring transferrable skills and abilities * Learning is often conceptual and requires effort to apply the content * Focus is on the long-term growth, often in preparation for the next step or level of responsibility. | More strategic -- developing person - more conceptual - long term growth
Professional Development ## Footnote * Day 2 - Morning * Slide 28 * HCLE
32
Adding new knowledge and skills is ________ development * Competence * Increase techncial competencies and content knowledge * What you know * Skills training
Horizontal Development ## Footnote * Day 2 - Morning * Slide 29
33
Ability to think in more complex, systemic, and interdependent ways is ________ development. * Capacity * Increase ability to handle complexity and uncertainty * How you think * Transformational learning experiences
Vertical Development ## Footnote * Day 2 - Morning * Slide 29
34
Conditions for Vertical Development
1) Heat Experiences - The what - Intitiates 2) Colliding Perspectives - The Who - enables 3) Elevated Sensemaking - The How - integrates ## Footnote Day 2 - Morning Slide 31
35
Job Evaluation Types
1) Job Ranking 2) Point Factoring 3) Job Classification ## Footnote * Day 2 - Afternoon * Slide 20
35
Instructional Design Process: ADDIE Approach
A - Analyze (identify the problem & learning requirements) D - Design (draft a content outline) D - Develop (create content) I - Implement (present learning to intended audience) E - Evaluate (assessif desired outcomes were achieved) ## Footnote Day 2 - Morning Slide 33
36
________ orders job from the lowest to highest based on their preceived overall value to the organization. This method is the simplest to implement. It is a qualitative method that compares relative value of the whole job (rather than parts of the job) * Simple to implement * Inexpensive * Easy for employees to understand * Basis of comparison undefined * Relies on subjetive judgments * Doesn't measure differences between jobs * More complex as number of jobs increases
Job Ranking ## Footnote * Day 2 - Afternoon * Slide 21
37
A quantitative job evaluation methodology that breaks jobs into compensable factors to evaluate the relative worth of positions. * Skill (experience, ability, education, and training required to perform a job) * Responsibilities (degree of accountability required in performing a job) * Effort (amount of physical or mental exertion needed to perform a job) * Working Conditions (intensity and frequency of environmental elements and frequency and severtity of physical hazards) - Easy to maintain - Makes criteria for evaluating jobs explicit - Able to measure the difference between jobs - Legally defensible - Difficult and time consuming to implement - Difficult for employees to undertand
Point Factoring ## Footnote * Day 2 - Afternoon * Slide 24
38
________ groups jobs into a predetermined set of grades or classes. * Easy for employees to undertand * Easy to place new jobs into a grade/class * Placing jobs in a grade/class involves subjective judgment * Evaluates the job as a whole. Jobs can overlap with more tahn one grade/class * Doesn't measure differences between jobs
Job Classification ## Footnote * Day 2 - Afternoon * Slide 22
39
They explain: * What drives us * Describe sytems of needs that motivate people's actions Implications for Total Rewards & Work-life Integration * A variety of rewards/options are necessary to satisfy different types of needs.
Content Theories ## Footnote * Day 2 - Afternoon * Slide 30
40
They explain: * How our processing and interpretation of information drives us * Explain how and why our motivations affect our behaviors. Assumes people are making decisions, not just acting on basic need. Implications for Total Rewards & Work-life Integration * Employees perceive and respond to rewards differently. One-size does not fit all.
Process & Cognitive Theories ## Footnote * Day 2 - Afternoon * Slide 30
41
Includes those that do not increase employee satisfaction, but the absence of them can lead to dissatisfaction. * Salary * Working conditions * Interpersonal relationships
Hygiene Factors ## Footnote * Day 2 - Afternoon * Slide 32
42
those offerings that lead to employee satisfaction * Recgonition * Achievement * Responsibility * Advancement
Motivation Factors ## Footnote * Day 2 - Afternoon * Slide 32

pHCLE 202311 (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions