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HRM > Models > Flashcards

Models Flashcards

1
Q

Harvard Model vs. European

A

employees as an asset, long-term perspective vs. people as key resources

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2
Q

Resource based view theory

A

Core competencies at a vrin criteria is essential to superior performance

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3
Q

Employing people..

A

helps meet 4 HRM objectives: staffing, performance, admin, change management

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4
Q

Resourcing can..

A

create the culture/brand

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5
Q

Advanced selection processes:

A

Ability testing, personality testing, assessment centres, strengths based resourcing

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6
Q

Costs of selection:

A

workload on others, training, low morale

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7
Q

Drivers of diversity:

A

globalisation, changing populations, longer life expectancy, changing legislation, increased awareness

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8
Q

Who is involved in embedding diversity:

A

HR, Marketing, CEO, Employees, Line managers, Policy makers, job analysis - everyone

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9
Q

Why do we need job analysis/ person spec?

A

For advertising material, training and provides a criteria for recruitment and selection

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10
Q

Needs-supplies fit

A

environment provides resources/opportunities demanded by the individual

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11
Q

Person-organisation fit

A

A match between an applicant and the broader organisational attributes, supplementary fit: similar fundamental characteristics with others

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12
Q

Demands-abilities fit

A

A match between the abilities of a person and the job itself (used in large orgs, Wright and Storey 1994)

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13
Q

Extrinsic vs. Intrinsic:

A

Separable outcome vs. Inherent satisfaction

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14
Q

Content theory (need to be fulfilled) criticism

A

People have different needs and are at different stages in their lives - fulfil outside of work?

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15
Q

Maslows hierarchy of needs: (vs Alderfer)

A

Psychological needs, safety and security, love and belonging, self-esteem, self-actualisation

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16
Q

Herzberg two-factor theory (1959)

A

Hydegine factors (working conditions, base wage- can cause dissatisfaction) vs. Motivation factors (responsibility, achievements - can cause satisfcation)

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17
Q

McGregor’s Theory X and Y (1960)

A

X- authoritarian leadership (dislike work), Y- participatory leadership

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18
Q

Adams Equity Theory (1963, 65)

A

Balance between inputs and outputs, based on perceived market norms/others, demotivated= reduce inputs/ seek change BUT various on tolerance/needs.

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19
Q

Locke and Lantham’s Goal Setting Theory (1968) (links to PM)

A

Clear goals and feedback can motivate, 5 principles to improve our chances of success: Clarity, Challenge, Complexity, Commitment, Feedback

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20
Q

Vroom (1964)

A

Expectancy x Instrumentality x Valence = Motivation, however hard to correlate the variables and measure properly - do we make decisions this way?

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21
Q

Self-determination theory (Ryan and Deci, 2000)

A

Intrinsic motivation just as common, conditions supporting the individuals basic human needs: Competence, Autonomy (control our lives), Relatedness.

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22
Q

Dan Pink (2009)

A

Incentives do not always cause people to perform better, The candle problem - makes people think narrow minded, unless extremely simple

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23
Q

Hackman and Oldham model

A

Motivation related to 3 psych states: 1. Meaningfulness, 2. Responsibility, 3. Knowledge of outcomes, link this to job characteristics model, so = Skill variety, Task Identity/ significance, Autonomy, Feedback. Fulfils the needs when designing jobs.

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24
Q

Job enlargement

A

Increasing the number/variety of tasks of a job. BUT- overloading

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25
Q

Job enrichment

A

Increasing the degree to which the employee controls work activities (e.g. whole process). BUT- need new skills-scope?

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26
Q

Job rotation

A

Periodic shifting of an employee from one task to another, BUT- overloaded

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27
Q

Perfromance management should be..

A

strategic, integrated, effectives, allow development of ability/engagement, help identify talent/needs, communicate a vision, not just on an individual but large scale, forward looking, differs between individuals

28
Q

Performance Management Cycle:

A

Performance agreement > Carry out role > Manage throughout the year > Review (appraisal)

29
Q

Performance appraisal:

A

Feedback interview, two-way process where you also say what helped or hindered your performance

30
Q

West et al. 2002

A

May be link between performance appraisal and mortality rate in acute hospitals

31
Q

How to use performance management:

A

Living document, formal and informal appraisal regularly to show requirements, link to pay?, express targets in measurable outputs, qualitative and quantitative, 360 degree

32
Q

Control theory and social cognitive thoery (What people believe they can and can’t do- Bandura, 1986)

A

Feedback shapes/controls beehives by: appreciating the discrepancy between what they are doing and expected- this will activate self-evaluative reactions to improve.

33
Q

Self-efficacy (Bandura 1977) -experience -psych arousal -learning

A

Setting challenging goals, verbal persuasion, feedback, coaching techniques to help people know they can succeed/ support them

34
Q

Knowledge Management

A

systematic co-ordination of an organisations people, tech, processes and structure in order to add value through reuse and innovation (Dalkir, 2011), need it to save, create new knowledge.

35
Q

Explicit vs. Tacit Knowledge

A

formal/theoretical vs. practical/experience

36
Q

Difference between learning and development

A

acquire and develop knowledge vs. ongoing acquisition of KSA’s

37
Q

Organisational learning..

A

Institutionalisation through changes in routines, systems etc, also through social situations.

38
Q

Learning and development..

A

Only is ROI is justified, for provision of opportunities, to create a culture which is accepting of change, to attract and retain the best employees, improve KSA’s = ADDS VALUE/reduce risk to human capital, through the rapidly changing external environment

39
Q

What are the KSA’s:

A

Knowledge, skills and abilities.

40
Q

Inclusive approach:

A

Everyone should be developed/ have the opportunity

41
Q

Exclusive approach:

A

Only those who work hard/ have potential should be developed - equality monitoring required

42
Q

Learning Needs Analysis (Bodyell and Leary 1996)

A

3 levels of performance to aim towards: 1. Implementing (gap between present and desired performance), 2.Improving, 3.Innovating

43
Q

Learning Needs Analysis through:

A

Build development plan: observation, interviews, questionnaires, desk research, performance appraisal, gaps= find KSA’s required

44
Q

Types of LNA:

A

Organisational (line strategy), Task (information) and Person analysis

45
Q

Person analysis:

A

necessary skills? tailored to each individual, Social Learning Theory, time and resources, relationship analysis. transparent

46
Q

Klob’s experimental theory and styles..

A

People learn from experience, Reflective, Abstract, Active, Concrete

47
Q

Honey and Mumford’s 4 learning styles:

A

Activist, Theorist, Pragmatist (see how to put learning into practice in the real world), Reflector

48
Q

Reinforcement theory

A

behaviours can be strengthened by positive feedback

49
Q

Types of conflict:

A

Relationship, Task, Process, low levels can be good

50
Q

Causes and impacts of conflict:

A

poor management, absence, clash of values, unclear roles, pay, causes: loss of trust, legal disputes, time, damaged relationships

51
Q

Good conflict:

A

idea exchange, more innovation, listened to, energy

52
Q

Engaged employees report they feel

A

fulfilled, satisfied, secure, recognised, have good working relationships

53
Q

OPP Ltd White Paper financial consequences:

A

no. of employees effected X ac. no. of hours of reduced effort X av. hourly wage X av.no of weeks it lasts

54
Q

Alternative Dispute Resolution:

A

Adjudication, Mediation, Disciplinary, Grievance

55
Q

How leaders might respond to conflict..

A

Knowledge/Behaviour change (self-assessment)

56
Q

Social Exchange Theory (George Homans 1950/60s)

A

Society as a series of interactions based on estimates of rewards and punishments.

57
Q

Norm of Reciprocity (Gouldner, 1960)

A

Recipient of positive actions feels indebtedness, this can be reduced by repaying the other = overall benefit

58
Q

(Social exchange theory) Engagement can cause people to express themselves..

A

Cognitively, Emotionally, Physically

59
Q

Rousseau 1990-

A

Psychological contract is promissory and reciprocal in nature

60
Q

Psychological contract usually has two parts..

A

Transactional (specific) and Relational expectations

61
Q

Break down of the psych contract..

A

Usually via conflict, or broken trust/promises made during rescuing and selection, DIFFICULT to fix

62
Q

Guest model of HR:

A

Policy > HR outcomes > Organisational Outcomes

63
Q

HR is now..

A

Since 1980s, more ‘unitary’ not ‘pluralistic’ viewpoint, everyone benefits - who does engagement ultimately favour?

64
Q

Briner, 2014..

A

employee engagement is ill-defined and lacks valid research - it is self-seeking of managers?

65
Q

Kirkpatrick Model (1950s)

A

For analysing and evaluating the results of training and educational programs by: reaction > learning > behaviour change > organisational performance

66
Q

Transactional Analysis:

A

Studying interactions between individuals: 3 ego states: Parent, Child, Adult and Transactions: Complementary, Crossed/Blocked, Ulterior= about the activations of our ego states in transactions.

67
Q

Congurence is..

A

the state of agreement- specific emotion, behaviour, need, request.

HRM (6 decks)

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