People - Engagement & Retention Flashcards

1
Q

Employee engagement

A

outcome driven concept- certain employee and employer workforce behavior that can positiviely influece individual and business level performance

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2
Q

Trait Engagment

A

Inherent personality based elements that make an individual predisposed to being engaged - a natural curiosity, a desire to be involved, an interest in problem solving

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3
Q

State Engagment

A

is influenced by workplace conditions or practices (for example, task variety, opportunities to participate in work decisions) that can be improved through organizational interventions directly under management control

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4
Q

Behavioral engagement

A

is evident in the effort employees put into their jobs, which leads to great value, creating higher performance than from their less engaged counterparts. it can ococur when both trait and state engagement are present

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5
Q

Drivers of employee Engagement

A

the work itself

confidence and trust in leadership

recognition and rewards

organizational communication that is delivered in a timely and orderly way

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6
Q

Types of Organizational cultures

A

Authoritarian- power resides with top mgnt.

Mechanistic- task and responsibilities are defined clearly to employee

Participative - collaborative decision making and group problem solving are embraced.

Learning: organizational conventions, value, practices and process encourage individuals - and organization as a whole to get knowledge

High Performance - talent is championed

innovation, elevated performance, customer centric strategies, relationships driven from bottom up

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7
Q

Wilmar Schaufeli and Arnold Bakker view employee engagement as the antithesis of “employee burnout,” characterized by:

A

Vigor,
Dedication
Absorption

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8
Q

Aon Hewitt engagement model categorizes engagement outcomes as “say,” “stay,” and “strive.

A

Say—Speak positively about the organization to coworkers, potential employees, and customers.

Stay—Have an intense sense of belonging and a desire to be a part of the organization.

Strive—Are motivated and exert effort toward success in their job and for the company.

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9
Q

well being definition

A

Physical—overall health, stamina, energy

Psychological—levels of stress, optimism, confidence, control

Social—work relationships, work/life balance, equity, respect, connectedness

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10
Q

Type of organizational culture: Participative

A

Collaborative decision making and group problem solving are embraced.

Employees actively participate in the decision-making or goal-setting processes.

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11
Q

Type of organizational culture: Authoritarian

A

Power resides with top-level management.

Employees have no involvement in the decision-making or goal-setting processes.

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12
Q

Type of organizational culture: Mechanistic

A

Tasks and responsibilities are defined clearly to the employees and shaped by formal rules and standard operating procedures.

Communication processes follow the direction given by the organization.

Accountability is a key factor.

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13
Q

Type of organizational culture: Learning

A

Organizational conventions, values, practices, and processes encourage individuals—and the organization as a whole—to increase knowledge, competence, and performance.

Shared and continuous learning are embraced; employees have space to experiment and take certain risks.

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14
Q

Type of organizational culture: High-performance

A

Talent is championed.

Innovation, elevated performance, customer-centric strategies, relationships, communication, personalized employee experiences, and other characteristics are driven from the bottom up.

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15
Q

3 themes for Management Competencies for Enhancing Employee Engagement

A

Supporting employee growth

Interpersonal style and integrity

Monitoring direction

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16
Q

Apprasial Methods Category rating methods

A

Graphic scale
checklis
Forced choice

17
Q

Graphic scale

A

The appraiser checks the appropriate place on the scale for each task listed. A typical example is a five-point rating scale where 1 is significantly below standard, 3 is standard, and 5 is significantly above standard.

18
Q

checklist

A

The appraiser is given a list of statements or words and checks the items on the list that describe the characteristics and performance of the employee.

19
Q

Forced choice

A

This is a variation on the checklist method. The appraiser is required to check two of four statements: one that the employee is most like and one that the employee is least like.

20
Q

Appraisal Methods: Comparative methods

A

Ranking
Pairied-Comparison
forced distribution

21
Q

ranking

A

The appraiser lists all employees from highest to lowest. If there are 20 employees, the appraiser ranks them in order from 1 to 20—best to poorest in performance.

22
Q

paired comparison

A

Each of the employees is paired with every other employee and compared, one at a time, using the same scale for performance. This method provides more information about individual employees than ranking.

23
Q

forced distribution

A

Employees are rated and placed at different percentage points along a bell-shaped curve

24
Q

Appraisal methods: Narrative Methods

A

The appraiser submits written narrative performance appraisals.

Essay , Critical incidents, field review

25
Essay
The appraiser writes a short essay describing the performance of each employee during the rating period. Ordinarily, the appraiser is given several topic areas for comment.
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Critical incidents
A record of employee actions is kept in addition to actual ratings. Both positive and negative actions are recorded for the entire rating period.
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Field Review
The supervisor or manager and a human resource professional cooperate in this method. HR interviews the supervisor about the performance of each employee. After the interview, HR compiles comparison ratings for each employee and then submits the ratings to the supervisor for approval or changes
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management by objectives
an special appraisal method). the employees help set objectives for themselves, defining what they intend to achieve within a specified time period. The objectives are based on overall goals and objectives for the organization. (
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behaviorally anchored rating scale (BARS)
A Behaviorally Anchored Rating Scale (BARS) is a performance evaluation tool that uses specific, observable behaviors as anchors for ratings, rather than general traits. It's a more structured and objective approach to performance appraisal than traditional methods. BARS links specific behaviors to levels of performance, making it easier for managers to be more objective in their evaluations.
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ADDIE MODEL
ADDIE stands for: A = Analysis (of needs) D = Design D = Development I = Implementation E = Evaluation
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Three levels of needs analysis
organizational, task, and individual
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Blooms Taxonomy
learning objectives proceed in a hierarchical manner. Starting with the lowest level, Bloom’s taxonomy cites: Knowledge, or remembering facts. Recognition of learning content when content is presented differently. Application of learning to an example in order to draw a conclusion or to identify a principle at work. Using learning content to analyze the causes or possible outcomes in an example. Making judgments about the value of materials and methods for given purposes. Using learning content to create new solutions to a problem.
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T- groups
(also known as sensitivity training). A group of people investigate and explore patterns of authority and communication among themselves.
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successive approximation model (SAM),
a version of ADDIE that works to gain feedback and build models earlier in the process than ADDIE does. In its simplest form, SAM has three phases: preparation, iterative design, and iterative development. Each step in the design and development phases is repeated and returned to as necessary, continually improving on the previous work.
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action mapping
Start with a Business Goal: Collaborate with stakeholders to identify a specific, measurable performance problem that training should help solve. Define Observable Behaviors: List and prioritize concrete actions employees must take to improve performance and meet the goal. Design Realistic Practice: Create practice activities that reflect real-world challenges and provide meaningful, consequence-based feedback—especially important for virtual training. Include Only Essential Information: Identify just the information learners need to complete each activity successfully—no more, no less—to avoid information overload. Deliver Through Activity-First Design: Structure the training around engaging, relevant activities from the start, rather than ending with knowledge tests or passive content.
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