People II Flashcards
1
Q
Make the job hunt simple, seamless, and informative
A
Prospective employees are forming opinions about the organization before interacting with it, which affects not only recruiting efforts but also long-term engagement. Ensure that the company’s careers page and all public-facing job listings are current, informative, and meaningful.
2
Q
Create accurate first impressions
A
Make sure that the position you’re ‘selling” during the hiring process mirrors the role that the candidate will actually fill.
3
Q
Make the first day count
A
Create a meaningful first day with an orientation experience that provides new employees with information specific to their job functions and connects them to the company’s mission and values
4
Q
Give employees a structured onboarding experience
A
Most employees report not having any kind of structured onboarding approach during their first 90 days on the job.
5
Q
Provide a “buddy”
A
Provide a friendly, seasoned employee who has high personal performance standards and a positive attitude, who communicates well, and who understands organizational practices, culture, processes, and systems
6
Q
Show employees a path to success
A
Employees want to know where their careers are headed, and having conversations about future options is important to retaining the most valuable people.
7
Q
Orientation
A
An employee becomes familiar with the organization as well as his or her department, co workers, and the job. Orientation generally lasts one to two days and helps the employee develop a realistic image of the organization and/or the job.
8
Q
Onboarding
A
encompasses orientation as well as the first months of and employee’s tenure in a position. Onboarding programs help employees develop positive working relationships with their supervisor, coworkers, and other with whom they will need to interact while performing their work.
9
Q
Employee engagement strategy
A
Gaining management support for employee engagement, evaluating current employee engagement, implementing specific actions to increase engagement throughout the employee life cycle, regularly measuring success at creating an engaged workforce.
10
Q
An outcome-driven concept-certain employee and employer/workforce characteristics can lead to employee behaviors that positively influence individual- and business level performance.Organization commitment and employees’ willingness to “go the extra mile,”
A
Employee Engagement
11
Q
Terms for employee engagement
A
vigor - employees show high levels of energy and invest effort into their work
12
Q
Terms for employee engagement
A
Dedication: Employees are involved in their work have a sense of pride and enthusiasm about it
13
Q
Terms for employee engagement
A
Absorption: Employees are fully concentrated on and completely engrossed in their work.
14
Q
Employee Engagement - Trait Engagement
A
Describes the inherent personailty-based elements that make an individual predisposed to being engaged - natural curiosity, a desire to be involved, and interest in problem solving.
15
Q
Employee Engagement - State engagement
A
Influenced by workplace conditions or practices (task variety, opportunities to participate in work decisions) that can be improved through organizational interventions directly under management’s control
16
Q
Employee Engagement- Behavioral engagement
A
Evident in the effort employees put into their jobs, which leads to greater value, creating higher performance than from their less-engaged counterparts. it an occur when both trait and stage engagement
17
Q
Transactional Engagement
A
An individual may act in an engaged way because that is the organizational expectation and they will be rewarded for doing so but not in reality feel motivated by or committed to their role or their employer organization
18
Q
Well- being
A
encompassing 3 different aspects of employee health: physical - overall health, stamina, energy. Psychological-levels of stress, optimism, confidence, control.
Social-work relationships, work/life balance, equity, respect, connectedness
19
Q
Type of culture: Authoritarian
A
Power resides with top-level management. Employees have no involvement in the deision-making or goal-setting processes.
20
Q
Type of culture: mechanisti
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.
21
Q
Type of culture:Participative
A
Collaborative decision making and group problem solving are embraced. employees actively participate in the decision-making or goal-setting processes
22
Q
Type of 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
23
Q
Type of culture: high-performance
A
talent is championed. innovation, elevated performance, customer-centric strategies, relationships, communication, and other characterics are driven from the bottom up.
24
Q
4 drivers of engagement
A
The work itself, including opportunities for development, confidence and trust in leadership, recognition and rewards, organizational communication that is delivered in a timely and orderly way
25
Work experience engagement drivers: Brand
Reputation, employee value proposition, corporate responsibility
26
Work experience engagement drivers: Leadership
Senior leadership, business unit leadership
27
Work experience engagement drivers: Performance
career opportunities, learning and development, performance management, people management, rewards and recognition
28
Work experience engagement drivers: The work
Collaboration, empowerment/autonomy, work tasks
29
Work experience engagement drivers: The basics
Benefits, job security, safety, work environment, work/life balance
30
Work experience engagement drivers: company practicecs
communication, customer focus, diversity and inclusion, enabling infrastructure, talent and staffing
31
Employee engagement HR needs to
Develop a clear understanding of the organization's legacy workforce. Identify where new skills are needed. Use simulation and scenario planning to predict future workforce needs. Create and sustain a strong employee value proposition that balances training, access to new skills, and long-term employment. Champion systems thinking and collaboration.
32
Engagement strategy measurements:Commit long-term
Efforts to increase engagement need sustained effort over time; an effective engagement strategy includes far more than just a plan to survey employees
33
Engagement strategy measurements: Measure consistently
Measurement of engagement, its outcomes, and progress toward goals should occur on a consistent and predictable basis.
34
Engagement strategy measurements: Connect engagement to business results
Communication of how engagement influences tangible organizational outcomes helps build and sustain the business case for an engagement strategy. Additionally, employers should communicate to employees that engagement efforts are sincerely geared toward improving the quality of the organizational environment
35
Engagement strategy measurements: Seek employee input
A sustained engagement strategy will work best when employees have an opportunity to provide input. Annual engagement surveys could provide the pulse of the employees across roles and tenure. Or a forum ("town hall") could be held quarterly where employees are provided information about progress toward engagement-related goals
36
Engagement strategy measurements: Gain leadership support
Engagement efforts need support from leadership, and integration of engagement goals into organizational policies and decisions should be encouraged, with the ultimate goal of making employee engagement a core organizational value.
37
Examining Employee Engagement: Leadership characteristics
Cares deeply about employees. Clearly communicates corporate goals. Is trustworthy
38
Examining Employee Engagement: Team practices
Understands customers. Excels at strategy. Rewards employees for adding value
39
Examining Employee Engagement: Organizational Values
Values employees. Customer-focused. Gives back to employees and society.
40
Examining Employee Engagement: Work itself
Connected to organization's strategy. Challenging and meaningful
41
Career development programs provide employees with opportunities to learn new ideas and skills, thus preparing them for future positions and challenges.
Career Development
42
Doing different tasks within the same job
Job enlargement
43
Increasing the depth of a job by adding responsibilities (decision making)
Job enrichment
44
An instrument used to collect and assess employee perceptions about the work environment
Employee Survey
45
Attempt to determine employees perceptions of such topics as company culture and company image, the quality of management, the effectiveness of compensation and benefit programs, organizational communication and involvement issues, diversity, and safety and health concerns
Employee Attitude surveys
46
Measure important data on specific issues. These surveys may seek to gain opinions on specific processes an employee performs, safety procedures, or some other issue the employer may be evaluating or considering.
Employee opinion surveys
47
Focus on employees' level of job satisfaction, commitment, and morale. Survey questions or statements should explicitly link to business objectives
Employee engagement surveys
48
Organization should consider the strategic implications of various HR practices and determine which are more important and merit greater investment to enhance engagement levels
Engagement Strategy: Make sound investments
49
HR professionals should be able to demonstrate how these investments can lead to positive, measurable business outcomes for the organizations.
Engagement Strategy: Develop a compelling business case
50
When evaluating and designing HR strategies to foster employee engagement, think about what the likely impact of those strategies will be. Are there potential unfavorable consequences that may occur for employees in different circumstances and life situations.
Engagement Strategy: Consider unintended consequences
51
Survey items should be linked to the organization's key performance measures, such as profitability, productivity, quality, customer satisfaction, and customer loyalty.
Engagement Strategy: Base investment decisions on sound data
52
Can be done by communicating the value of engagement in the mission statement and executive communications; ensuring that business units implement their engagement action plans, monitoring progress, adjusting strategies ad plans as needed, and recognizing and celebrating progress and results.
Engagement Strategy: Create an "engagement culture"
53
Describes all the activities associated with an employee's tenure in an organization.
Employee life cycle
54
The employer-employee relationship is initiated
Recruitment
55
The employee gains access to information and tools required for the job and settles into the position. The employee also becomes familiar with organizational culture, coworkers, and management
Integration
56
To promote engagement and retention, the organization invests time and resources in the employee's development. The employee participates in internal training and external professional training programs funded by the organization.
Development.
57
HR and management typically work collaboratively with the employee to develop performance objectives and goals in conjunction with performance evaluation frameworks or systems
Development. 2
58
Specific activities during this phase are dependent upon the type of transition (resignation, firing, transfer, promotion, demotion, or retirement), Exit interviews are recommended in the case of resignations
Transition
59
The process of maintaining or improving employee job performance
Performance management system
60
Performance standards: Behaviors
What the organization wants the employees to do.
61
Performance standards: Results
What the organization wants the employees to produce or deliver
62
Measures of employee performance: Quality
How well the work is performance and/or how accurate or how effective the final product is.
63
Measures of employee performance: Quantity
How much work is produced
64
Measures of employee performance: Timeliness
How quickly, when, or by what date the work is produced
65
Measures of employee performance: Cost-effectiveness
Dollar savings to the organization or working within a budget
66
Performance appraisals accomplish 3 purposes
Provide feedback and counseling, help in allocating rewards and opportunities, help in determining employees' aspirations and planning developmental needs
67
Category rating methods
The least complex means of appraising performance, in category rating methods the appraiser marks an employee's level of performance on a designated form.
68
Category rating methods: Graphic scale
A typical example is a 5 point rating scale where 1 is significantly below standard, 3 is standard, and 5 is significantly above standard
69
Category rating methods: Checklist
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.
70
Category rating methods: forced choice
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.
71
Comparative methods: Ranking
The appraiser lists all employees from highest to lowest. If there are 20 employees, the appraiser ranks them in order form 1 to 20 - best to poorest in performance
72
Comparative methods: Paired comparison
Each of the employees is paired with every other employee and compared, one at a time, using the same scale for performance.
73
Comparative methods: Forced distribution
Employees are rated and placed at different percentage points along a bell-shaped curve
74
Narrative Methods: 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.
75
Narrative Methods: 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
76
Narrative Methods: 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
77
Management by objectives
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.
78
Outcomes from Management by objectives
A strategic plan is in place.
A higher level of commitment and performance results from employees who plan and set their own goals.
The employee will better accomplish objectives that are clearly defined.
Performance objectives are measurable and specify desired results.
79
Behaviorally anchored rating scale (BARS)
Designed to overcome the problems of category rating by describing examples of desirable and undesirable behavior. Examples are measured against a scale of performance levels.
80
Errors with performance appraisal: Halo/horn effect
The halo effect may occur when an employee is extremely competent in one area and is therefore rated high in all categories. Conversely, the horn effect may occur when one weakness results in an overall low rating.
81
Errors with performance appraisal: Regency
Occurs when an appraiser gives more weight to recent occurrences and discounts or minimizes the employee's earlier performance during the appraisal period.
82
Errors with performance appraisal: Primacy
Occurs when an appraiser gives more weight to the employee's earlier performance and discounts or minimizes recent occurrences
83
Errors with performance appraisal: Bias
When an appraiser's values, beliefs, or prejudices distort ratings (either consciously or unconsciously), the error is due to bias.
84
Errors with performance appraisal: Strictness
Some appraisers may be reluctant to give high ratings. In the case of strictness, appraisers who believe that standards are too low may inflate the standards in an effort to make the standards meaningful in their eyes.
85
Errors with performance appraisal: Leniency
Are the result of appraisers who do not want to give low scores. All employees in this case are given high scores
86
Errors with performance appraisal: Central tendency
When an appraiser rates all employees within a narrow ranges, regardless of differences in actual performance.
87
Errors with performance appraisal: Contrast
Occurs when an employee's rating is based on how his or her performance compares to that of another employee instead of on objective performance standards.
88
Branding
Treating workers well during employment is a must, and helping them transition to other employment will encourage them to spread positive feedback as "brand ambassadors"
89
New Business
An employee may leave an organization but come back as a client
90
Industry Intelligence
Former staffers can provide industry insight if they maintain friendly relationships with former employers
91
Boomerangs
Former employees may return to a company at some point with more diverse experience as well as insider knowledge that allows them to hit the ground running. The level of engagement the employee feels at separation will influence the chances of a valued employee's eventual return
92
Employee referrals
Who better to recommend a candidate for an open position than someone who has worked at the company and knows the terrain?
93
Where can an HR professional have the most impact in shaping and driving an individual employee's engagement
At critical touchpoints in the employee life cycle
94
When should an organization begin engaging employees?
Recruitment
95
What are the two key elements of performance standards
Behavior and results
96
What is measured by a performance appraisal
The degree to which an employee accomplishes work requirements
97
What is MBO short for
Management by objectives
98
What is meant by "employee enablement"?
Setting employees up to succeed
99
What is an advantage of peer-to-peer recognition programs?
Employees involved are better attuned to company values and feel that rewards are given out according to job performance
100
The ability to keep talented employees in the organization. Organizations aspire to keep high performers and to exit the low performers
Retention
101
Turnover has a variety of consequences on the organization
It negates the time, effort, and monetary investment it takes to fill an open position.
102
Turnover has a variety of consequences on the organization
Results in lost training time and lost knowledge and skills, Negatively impacts employee morale and productivity, Compromise an organization's ability to sustain a diverse workforce, Results in additional time required to rehire and retain, may create lost opportunity cost.
103
Realistic job preview (RJP)
Any part of the selection process that provides an applicant with honest and complete information about a job and the work environment - a clear picture of what a job will be like if the applicant is hired.
104
Stay interviews
Employees discuss why they like (or do not like) their current job. Help to assess the degree of employee satisfaction and engagement that exists in a department and/or organization.
105
Which statement is an example of voluntary turnover
A high performer quits to earn more money at another organization
106
An appropriate retention practice for an internal transfer is to
Provide a candid portrayal about the position and the opportunities, both short-and long-term, prior to the transfer's accepting the new position.
107
Interviews with future coworkers is an example of a
Realistic job preview
108
Monthly voluntary turnover rate
When you see an increased trend in voluntary turnover; this usually correlates to low engagement.
109
Monthly voluntary turnover rate
Monthly voluntary turnover rate = # of separations during month/average number of employees during month x 100
110
Revenue per employee
Important when evaluating the cost of a lost employee due to voluntary or involuntary turnover.
111
Revenue per employee
Revenue per employee = Total revenue/total number of employees
112
Retention Rate=
of employees who remain employed for the entire measurement period/ # of employees at start of measurement period x 100
113
Employee retention
Determine how many employees remained employed for the entire measurement period, be sure to include only those employees who were employed on both the first and last days of the period.
114
Retention rate often calculated on an annual basis
Divide the number of employees with one year or more of service by the number of staff in those positions one year ago
115
Turnover rate
Defined as the number of separations divided by the average number of employees during that same time period.
116
Which measure correlates to a decrease in employee engagement
Decrease in revenue per employee
117
Which measure is an indicator of employee engagement
High number of applicants being referred by current employees
118
The percentage of people who were on staff and remained there from the start to the end of a time period BEST describes
Retention
119
Training
Involves a process of providing knowledge, skills, or abilities specific to a particular task or job.
120
Developmental Activities
Long-term focus on preparing for future responsibilities while increasing the capacities of employees to perform their current jobs.
121
Learning Organization
A systems-level concept in which an organization is characterized by its ability to adapt to changes in its environment and respond quickly to lessons of experience by altering organizational behavior
122
In a learning organization
Learning is accomplished by the organizational system as a whole. Systems thinking is practiced. Employees network inside and outside the organization. Change is embraced, risk is tolerated, and failures are viewed as opportunities to learn. The organization adapts and changes as the environment changes.
123
Systems thinking
Framework that makes patterns clearer and helps one see how things interrelate and how to change them.
124
Mental models
Our deeply ingrained assumptions that influence how we understand the world and how we take action
125
Personal mastery
High level of proficiency in a subject or skill area
126
Team learning
Aligning and developing the capacity of a team to create the results its members desire
127
Shared vision
A look into the future that fosters genuine commitment and is shared by all who need to possess it.
128
Organizational Learning
Describes types of learning activities or processes that may occur at any one of several levels within an organization
129
Individual learning
occurs mainly through experience and what is learned from others and training such as self-study, classes/seminars, and technology-based instruction
130
Group Learning
Occurs through the increase in skills, knowledge, and abilities accomplished within groups or teams
131
Organizational learning
Begins through the shared insights and knowledge of individuals and groups and then builds on past organizational memory such as policies, strategies, and models
132
Explicit knowledge
Might be shared through a database or taught through a learning intervention
133
Tacit knowledge
personal and experience-based, it more challenging to quantify
134
Technology-based systems
Include programs or databases that employees can access. A collaborative wiki could be used to allow employees to add and edit information.
135
Softer systems
Include meetings or other activities that take place to share knowledge and help people connect with one another
136
Which type of activity has a long-term focus on preparing employees for future responsibilities while increasing the capacities of employees to perform their current jobs?
Developmental activities
137
What does the 70-20-10 rule indicate as the best way to structure adult learning and development?
70% challenging assignments, 20% developmental relationships, and 10% coursework and training
138
What describes the climate in learning organization?
Learning is a part of work and a part of everyone's job description
139
Andragogy
The discipline that studies how adults learn
140
Self-concept
As people mature, their self-concept moves from being dependent personalities toward being self-directed human beings
141
Experience
As people mature, they accumulate a growing reservoir of experience that becomes an increasing resource for learning.
142
Readiness to learn
As people mature, their readiness to learn becomes oriented increasingly to the developmental tasks of their social roles
143
Orientation to learning
As people mature, their time perspective changes from postponed application of knowledge to immediate applicability, and, accordingly, their orientation toward learning shifts from subject-focused to problem-focused.
144
Motivation to learn
As people mature, their motivation to learn becomes increasingly internal
145
Unlearn to learn
As people mature, they are often entrenched in how they approach experiences and other learning interventions. Adult learning interventions need to help them accept fresh perspectives and embrace new ways to do things.
146
Low Tolerance for change
Given the speed of change in today's environment, organizations need to continually adapt to keep competitive.
147
Lack of trust
If employees do not trust that learning is worthwhile or have had negative experiences in the past, they will not commit the attention and energy to make it worthwhile. The connection to the corporate mission, strategies, and tactical plans must be clear. When employees see how training fits into the overall plan, they become more supportive.
148
Peer group pressure
Many employees are influenced by their coworkers' perceptions. If employees perceive that a learning/development program is inconsequential, those perceptions may transfer to others in the department.
149
Bad experience with previous learning programs
Many employees have attended boring or irrelevant learning programs. This negative prior experience can cause resistance to new efforts. Emphasize the "What's in it for me?" factor of the learning initative.
150
Lack of organizational commitment to learning
Example: An employee's immediate manager needs to support participation in learning intervention and learning transfer so that the employee can apply what is learned when he or she is back on the job.
151
Visual Learners
Learn best through seeing. These learners need to see body language and facial expression to fully understand content.
152
Auditory Learners
Learn best through hearing. Lectures, discussions, talking things through, and listening to what others have to say are their preferred methods of learning.
153
Kinesthetic learners
Also known as tactile learners, learn best through a hands-on approach.They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
154
What is a characteristic of an adult learner?
Focus on "real-world" issues
155
Which learning activity contributes most to retention of information?
Practice by doing
156
Which is the BEST method to meet the needs of a visual learner?
Provide a variety of learning tools, including diagrams, illustrated textbooks, videos, and handouts.
157
ADDIE stands for
```
A=Analysis (of needs)
D= Design
D= Development
I= Implementation
E = Evaluation
```
158
ADDIE= A=Analysis
A needs analysis is performed. needs analysis can be used to identify: The organization's goals and its effectiveness in reaching those goals, Gaps or discrepancies between current and desired performance, Competency and skill gaps, Types of programs needs, Training program content based on fact rather than intuition.
159
ADDIE=D=Design
Broad goals and objectives are developed and broad plans for the treatment of the content and the strategy for implementation are made. The outcome of the design phase is an architecture or rough sketch of what the final program will look like.
160
ADDIE = Set goals and objectives
Goals for the program:
Provide a focus for the design, alert participants to what they should know at the end of the program, contributing to the process of knowledge and skill transfer, providing a means of measuring what was learned.
161
Bloom's taxonomy
learning objectives proceed in a hierarchical manner:
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 principal at work.
162
Bloom's taxonomy Continued
Using learning content to analyze the causes or possible outcomes in an example. Using learning content to create new solutions to a problem. making judgments about the value of materials and methods for given purposes.
163
ADDIE-D=Development
Materials are created, purchased, or modified to meet the stated objectives
164
Passive learning activities
The learner reads, listens, or observes, include readings or programmed instruction delivered by computer or mobile devices, lectures, panel discussions, and demonstrations.
165
Participatory learning
In which the learner interacts with the instructor, a group of co-learners, or a learning object/process, includes facilitated group discussions and question-and-answer sessions.
166
Participatory learning
Case studies- participants apply new knowledge/skills to a hypothetical situation or case.
167
Participatory learning
Round robin- A participant or team competes against every other participant or team to answer a question or complete a task.
168
Participatory learning
Role plays= Participants assume and act out roles to resolve conflicts or practice appropriate behavior for various situations.
169
Participatory learning
Structured exercises- participants complete tasks that are similar to those they encounter on the job.
170
Participatory learning
Simulations- participants perform an assigned role within a complex scenario designed to resemble a real-life challange.
171
Participatory learning
Fishbowl activities- A group of learners, sitting in the center of a circle, debate or discuss a topic while the remaining learners observe the discussion.
172
Participatory learning
T-groups (Also known as sensitivity training) . A group of people investigate and explore patterns of authority and communication among themselves.
173
On-the-job training (OJT)
Is provided to employees by managers and supervisors at the actual work site.
174
Blended learning
Planned approach that includes a combination of instructor-led training, self-directed study, and/or on-the-job training.
175
Learning management system (LMS)
An electronic system that holds course content information and suggested curriculum and certification paths.
176
Transfer of learning
The effective and continuing on-the-job application of the knowledge and skills gained through the training experience.
177
30/60/90 day action plan
A clear definition of objectives.
Specific deliverable that are aligned with the objectives
Discrete themes for each plan stage.
A clear set of activities with dates (e.g., short and long term goals).
A simple scorecard to help measure achievement of milestones and successful transfer of learning.
178
ADDIE= I = Implementation
The program is delivered to the target audience. Activities, including pilot programs, revisions to content, announcements and launch events, participant scheduling, and preparation of learning environment
179
Pilot programs
Offered in a controlled environment to a segment of the target audience to identify potential problems and assess initial effectiveness.
180
Pilot testing
Level of content detail and the sequencing.
Effectiveness and cultural appropriateness of the selected learning activities.
Time allotted to key activities.
Usability and potential constraints of the physical space in which the program will be delivered.
Whether the content and the design result in meeting the intended objectives
181
ADDIE= E= Evaluation
Consists of comparing the program results to the established objectives to determine whether the original needs were met.
182
Kirkpatrick's levels of evaluation methods
Level 1- Reaction-how participants felt about the program. Checklists, questionnaires, interviews
183
Kirkpatrick's levels of evaluation methods
Level 2- learning- How participants increased or otherwise changed their knowledge, skills, and attitudes. Post-measure tests, Pre-/post-measure tests
184
Kirkpatrick's levels of evaluation methods
Level 3- Behavior- how participants changed their behavior on the job. Performance tests. Critical incidents. 360-degree feedback. simulations. observations.
185
Kirkpatrick's levels of evaluation methods
level 4-Results. How the program affected the organizational goals. Return on stakeholder expectations. return on investment analysis. progress toward organizational objectives. performance appraisals.
186
Computing the return on investment of training involves:
Isolating the effects of the training. converting these effects (benefits) into monetary values. Calculating the costs of the training. Comparing the value of the effects to the incurred costs.
187
An advantage of blended learning over instructor-led training is that blended learning
is less expensive to deliver
188
Career development
Process by which employees progress through a series of stages in their careers, each of which is characterized by relatively unique issues, themes, and tasks.
189
Career development
Consists of two processes - career planning and career management
190
Career planning
Actions and activities individuals perform to give direction to their work lives
191
Career management
Term applied to the process of preparing, implementing, and monitoring an employee's career path with a primary focus on the goals and needs of the organization.
192
Individual development plan (IDP)
Details an employee's intentions and learning outcomes as well as the support necessary to meet the employee's tangible growth goals.
193
IDP inclusion: employee profile
Name, position title, name of the employee's supervisor, and other relevant position information.
194
IDP inclusion: Career goals and objectives
Identification of the positions and roles to be pursued and the time frames; identification of short-and long-term goals with estimated and actual completion dates.
195
IDP inclusion: Development objectives
Statements linking organizational and/or business unit mission, goals, and objectives and the employee's career goals and objectives.
196
IDP inclusion: Training and Development interventions
Activities the employee will pursue to build knowledge, skills, and/or behaviors with estimated and actual completion dates
197
IDP inclusion: Outcomes
how development-building efforts will be measured or assessed
198
IDP Inclusion: Sigantures and dates
Sign-offs by the supervisor and the employee
199
Types of Career Development: Apprenticeships
Often associated with technical skill development.
200
Job rotation
Refers to employee movement between different jobs.
201
Job enlargement
Occurs when the employee is given additional, different tasks within the same job. Adding more tasks gives the employee a variety of responsibilities that require the same level of skills
202
Job enrichment
Increases the depth of a job by adding related responsibilities such as planning, organizing, tracking, and completing reports
203
Internal mobility
Refers to career development through employee movement to other positions
204
Involve assuming new and different duties of a different position at a higher grade or assuming a position that involves increased responsibilities and the acquisition of additional knowledge, skills, or abilities in the same line of work.
Promotion
205
Usually the result of staff reductions, consolidations, or reorganizations; an attempt to move an underqualified employee to a more suitable position
Demotions
206
Involve moving an individual to a different position at the same pay grade and with the same amount of responsibility. Usually considered a lateral move with no salary adjustment
Transfers
207
Another career development experience
Relocations and international assignments
208
Dual career ladders
Dual career ladder programs are common in scientific, medical, information technology, and engineering fields. This type of program typically serves as an effective way to advance employees who may have particular technical skills and/or education but who are not interested in or suited to a management or supervisory track.
209
Formal mentorships involves:
Strategic selection and matching of mentors with mentees.
Program guidelines and/or training for mentors and mentees.
Resources provided to help identify career goals.
Goal setting with measurable objectives.
Defined mentoring engagements (9 to 12 months)
210
What term is applied to the process of preparing, implementing, and monitoring an employee's career path with a primary focus on the goals and needs of the organization?
Career Management
211
Which career development manager role involves listening to, clarifying, and assisting in identifying the employee's career concerns?
Coach
212
What term is used to describe the situation in which an employee is given additional, different tasks within the same job?
Job enlargement
213
Which type of internal mobility involves increased responsibilities and the acquisition of additional knowledge, skills, or abilities?
Promotion
214
Which form of career development would allow upward mobility for an engineer without requiring that the individual pursue a managerial track?
Dual Career ladder
215
What are the three characteristics of formal mentoring that distinguish it from informal mentoring
Deliberate pairing of mentors and mentees, established goals, expert training and support.
216
Competency Assessments: Self assessment
Allows individuals to evaluate themselves against a competency list for the current job or future jobs of interest.
217
Competency Assessments: Manager assessment
Allows a manager to evaluate direct reports on competencies for the current job or future jobs of interest.
218
Competency Assessments: Competency-based interview
Screens candidates who qualify for a job by targeting specific competencies required for the position.
219
Competency Assessments: Skills gap analysis
Identifies gaps in employee skills and training interventions
220
Competency Assessments: 360-degree assessment
Collects data in a full circle around an individual; compares self-ratings to ratings by others (example: an immediate supervisor, peers, subordinates, internal and/or external customers, suppliers)
221
Competency Assessments: 180-Degree assessment
Collects data in a half circle around an individual;compares self ratings to rating by others but limited to internal personnel (example: an immediate supervisor, peers, and/or subordinates)
222
Competency Assessments: Skill assessment center
Uses role plays, case studies, structured experiences, simulations, business games, and other activities to provide a holistic perspective of individual competencies aligned to a position.
223
Competency Assessments: Certifications
If the employee is successful, he or she receives positive feedback and certification. If the employee is not successful, he or she receives positive but corrective feedback and prescribed follow-up actions
224
Situation judgement tests (SJTs)
Present prospective leaders with sample situations and problems they might encounter in a work environment, along with possible answers. Candidates are asked either to provide the best answer, to choose the best and worst answers, or to place the answers in order from best to worst.
225
Assessment centers & simulations
Provide candidates a wide range of leadership situations and problem solving exercises. Can be in-basket tests, financial or business data analysis, leaderless group discussions, interview simulations, role plays, and psychological inventories.
226
Leader Development Methods
More-challenging assignments: Expand and test their abilities to handle a variety of situations and issues. Giving high-potential employees challenging positions in an area where they have little expertise will force them to figure out on their own.
227
Challenges during development and implementation of leadership programs: Born vs made perceptions
The question of whether leaders are born or made has been debated in HR management circles.
228
Challenges during development and implementation of leadership programs: Local acceptance and support
Leadership development initiatives are often a very low priority in locations that believe leaders are born rather than made.
229
What will best position an organization to handle resignations of key leaders?
Integrated succession management and leadership development program.
230
Which type of leader assessment presents prospective leaders with simulated situations and problems they might encounter in a work environment?
Situation judgment tests
231
What is action learning?
Learning and building skills while working to solve real business issues.
