MOS 1021 Exam 2 Flashcards
Training
-process of teaching employees the basic knowledge, skills, behaviours they need to perform their jobs
-ensures employees can do their job correctly and safely
-applicable to new hires/existing employees
-assessed on a regular basis
Benefits of Training
-increased job performance
-decreased accidents/ injuries
-increased employee engagement/satisfaction
-greater employee retention
-enhanced employer brand
Benefits of Training: Negligent Training
-employer fails to provide sufficient training to employee
-actions of employee in injuries/loss
-can stem from under-training or improper following of training procedures
-claimed by hammered party
Example: 20 hours of training, only exceeded 10 hours. Injures co-worker. That co-worker can sue the company for negligent training.
Training Program Development - Step 1: Training Needs Analysis
Process of determining the training that needs to be completed so that employees can do their job well.
-Organizational analysis:
establishes training context by examining (strategic goals of the organization, organizational training climate, Barries to training)
barriers to training (e.g., budget, time, space, expertise)
-Task analysis:
identifies key job-related tasks (determine performance standard) ex servers should provide accurate food/wine pairing to customers without error and without the need for notes
identifies key job-related tasks (determine performance standard, frequency, skills and knowledge required, conditions under which task is performed)
observable activities designed to contribute to the accomplishment of a goal
informs the content of the training and its objectives
-Person analysis:
identifies who will receive the training
clarifies trainees’ existing level of knowledge
examines characteristics if trainees (e.g., availability, learning styles)
Training Program Development - Step 2: Method of Instruction
Traditional Training Techniques: Classroom Training
-typically, instructor leading group in lecture-style session
-effective for large groups
-loss of productivity
-slower feedback
-blended learning for higher engagement
Training Program Development - Step 2: Method of Instruction
Traditional Training Techniques: On-the-job Training
-trainee practices job under skills at workplace under guidance
-regular feedback
-not taxing on resources
-trainee can be productive
-mentor may be ineffective
-accidents can occur
Training Program Development - Step 2: Method of Instruction
Traditional Training Techniques: Adventure-based Training
-participating in challenging/structured physical activities
-cooperation, teamwork, trust, communication, problem-solving, conflict, management, leadership
-effective for team-based/managerial jobs.
-taxing on time/resources
-loss of productivity (sessions can take days
Training Program Development - Step 2: Method of Instruction
Technology-Enabled Learning: E-Learning
-web based or computer-based
-typically less expensive than classroom training
-consistent
-dependent on learner motivation
Training Program Development - Step 2: Method of Instruction
Technology-Enabled Learning: Simulations
-place trainees in situations similar to those encountered on the job
-immersive and realistic experience
-trainees tend to be very receptive to this approach
-expensive to develop/maintain
Example: Pilots, NASA
Training Program Development - Step 3: Validation
-pilot-test program
-administer to representative sample of trainees
-assess whether training objectives have been met
Training Program Development - Step 4: Implementation
-implement the training within organization
-aiming to maximize transfer of training (frequency feedback, opportunities to practice what is learned, similarity of training situation to job situation)
-transfer training: extent to which behaviours learned during training will be performed on the job.
Training Program Development - Step 5: Kirkpatricks Training Evaluation Model
Level 1: Reaction
-reactions or feelings of trainees about the training
-was it enjoyable? engaging? relevant? effective?
Level 2: Learning
-assess whether trainees learned what they were supposed to learn
Level 3: Behaviour
-changes in performance exhibited on the job as a result of the training
-i.e., transfer of training
Level 4: Results
-assess organizational benefits that stem from training
The Performance Management Process
-Organizational goals
-Employee objectives
-Monitoring and support
-Evaluation
-Consequences
Performance Management: What is it?
-system that defines, measures, and develops the performance of the workforce within the organization
-aligns employees’ activities with the overall strategy of an organization
-benefits both employees and the organization
Organizational Goals
-financial or non-financial outcomes that the organization hopes to achieve
example: increase corporate social responsibility of an organization
Employee Objectives
-translate organizational goals into measurable and time-bound employee objectives
example: in respect to social responsibility: employees must take part in 3 volunteer opportunities posted by the company within a year
Monitoring and Support
-monitoring, frequent feedback, provision of supports by organization
example: employee sets goal to volunteer, organization can give volunteer opportunities or offer to arrange transportation to volunteer sites, or offer training
Evaluation
-assess degree to which objectives were met and set new objectives
Consequences
-meaningful consequences administered, if applicable
Benefits of Performance Management Systems
Strategic: aligns employee efforts and organizational goals
Administrative: informs administrative decisions-making
Developmental: help employees to improve and grow
Performance Apprasial Methods: Alternation Ranking Method
-identify highest- and lowest-performing employees, in an iterative manner
-difficult in large organizations
-resultant feedback is not informative
Performance Appraisal Methods: Graphic Rating Scale
-extent to which each employee shown proficiency on a given characteristic
-ratings are made using an established scale
-good feedback regarding specific characteristics
-lack of clarity between performance levels
Performance Appraisal Methods: Forced Distribution Method
-predetermined percentage of employees placed into performance categories
-useful for large organizations
-may unfairly limit recognition of high-performing employees
-feedback may be limited
Performance Appraisal Methods: Behaviourally Anchored Rating Scales (BARS)
-key performance dimensions are identified
-rating scale is developed for each performance dimension
-behavioural exemplars are developed for each level on the rating scale
-cleaver criteria and feedback
-time consuming to develop
Peer
-knowledgable and present
-similar to employee
-understand core duties and responsibilities and how they should be performed
-logrolling possible
Supervisor
-knowledgable and motivated
-limited observation opportunities
Sources of Appraisal Information
-supervisor
-peer
-subordinate
-self
Subordinate
-lower position than employee being evaluated
-usually rating employees of supervisors and managers
-fear of consequences
-over-emphasis on employee satisfaction
-especially prominent with flat organization structured organizations
Self
-aware of own behaviour
-inflation of ratings
-want to present themselves in best way possible
Sources of Appraisal Information 360-Degree Appraisal
-using multiple rating sources when evaluating an employee
-questionnaire made up of rating scales and open-ended items
-confidential and anonymous
-strengths and weaknesses identified:
advantages:
detailed feedback possible
rater bias is reduced
greater perception of fairness
limitations:
time-consuming
follow-up not possible
not applicable to all organizations
Errors in Performance Measurement
-Primacy Effect: first impression made by employee affects all subsequence ratings
Ex. If employee offends evaluator when they first meet, and the evaluator gives negative ratings of employee regardless of the behaviour, then this is a primacy effect
-Recency Effect: ratings are based on most recent work behaviour
Ex. Only remembers employees’ most recent behaviour; forget their oldest behaviour or typical behaviour
Rating Scale Errors:
Leniency Error
Strictness Error
Central Tendency Error
-Leniency Error: assigning inaccurately high ratings to all employees
-Strictness Error: assigning inaccurately low rating to all employees
-Central Tendency Error: inaccurately rating all employees at/near the middle of a rating scale
Marketing: What is it?
-the process of creating, communicating and delivering goods or services to meet organizational objectives and customer needs
-help with development of product, inform decisions around where/how product is sold, develop strategies that help companies with customers even after product is sold
Organizational objectives
-short-term and long-term goals that the organization seeks to accomplish, which allow it to become more successful.
Customer needs
-states of felt deprivation, including physical, social and individual needs. A need is indemnified when someone feels like they are missing something in their life. Needing for food, water, belonging, self expression, etc.
-needs help people be their best and most authentic self
The Marketing Process
-series of marketing decisions and actions intended to address marketing goals
-maximize customer value
-customer value = customer benefit (quality, features, status) - customer cost (price, effort)
The Marketing Process: Marketing Myopia
-disconnect between organizations and their customers
-excessive focus on business needs (vs. customer needs) and on short-term goals (vs. long-term goals)
-failure to innovate, adapt, research
E.g., Blockbuster (didn’t keep up with the trend in modern day)
The Marketing Process: Situation Analysis
PLANNING AND RESEARCH PHASE
-identify unfulfilled customer needs ex. need for masks
-assess potential competitors (strengths and weaknesses) is there enough interest in this product?
-assess internal capabilities (financial and non-finacle resources)
The Marketing Process: Select Target Market
Markets:
-customers who are willing and able to purchase our products
Target Markets:
-group sharing a number of defining qualities
-direct marketing efforts to this group
-assumption that all individuals in target market will respond similarly to marketing strategy
E.g., Starbucks directed to people 25-40 years old, working professionals
Users:
-customers who ultimately purchase and use the product
