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POW Test 2 Flashcards

1
Q

Performance appraisal

A

Measurement of employee performance based on pre- established criteria, and communication of this information to the employee.

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2
Q

For what reasons are performance appraisals conducted?

A

Developmental reasons, administrative reasons, research purposes, and legal reasons

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3
Q

Trait appraisals

A

Appraisals which focus on measuring employee characteristics such as reliability, honesty, punctuality, or friendliness

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4
Q

Behavioral appraisals

A

Appraisals that measure the frequency with which specific observable work behaviors occur.

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5
Q

Outcome appraisals

A

Appraisals which focus on quantitative metrics such as sales figures, number of units produced, or number of mistakes.

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6
Q

Absolute appraisals

A

Appraisals that compare one’s performance to pre-established criteria.

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7
Q

Relative appraisals

A

Appraisals that compare one’s performance to other ratees’ performance.

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8
Q

Behaviorally anchored rating scale (BARS)

A

A performance appraisal format that identifies the most important aspects of a job and includes behavioral descriptions of high, average, and low levels of performance for each aspect.

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9
Q

Behavioral observation scale (BOS)

A

A hybrid of BARS and graphic rating scale, this appraisal format asks raters to describe
the frequency with which each behavior takes place.

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10
Q

Forced distribution

A

A relative appraisal format where there are restrictions on what percentage of employees can be placed in the top, middle, and bottom categories

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11
Q

360-degree appraisal

A

A performance appraisal system where data are collected from multiple raters at all levels, including managers, peers, subordinates, and customers.

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12
Q

Who can be the rater in performance appraisals?

A

Managers, peers, customers, subordinates, and self

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13
Q

Leniency error

A

A type of distribution error in which the rater gives all ratees a very high rating without distinguishing among them.

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14
Q

Strictness

A

A type of distribution error in which the rater gives all ratees a low rating without distinguishing among them.

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15
Q

Central tendency error

A

A type of distribution error in which the rater gives all ratees a medium rating without distinguishing among them.

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16
Q

Contrast error

A

A rater error where a person
is rated higher or
lower than warranted because the person’s performance is higher or lower than their peers’.

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17
Q

Halo effect

A

A rating error where the ratee’s overall impression in the eyes of the rater drives the performance score, regardless of the questions being asked.

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18
Q

Recency error

A

A rater error where events that occurred in the recent past have undue influence over the performance appraisal compared to events that occurred in the more distant past.

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19
Q

Training needs assessment

A

The process by which an organization identifies the key factors in the organization that will support the training program, what needs to be trained, and who needs the training.

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20
Q

Organizational analysis

A

Includes the identification of a broad set of organizational issues that can help or hinder the effectiveness of a training program

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21
Q

Transfer of training

A

The degree to which training leads to improvements in on- the-job behavior.

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22
Q

Learning self-efficacy

A

A person’s belief that they can master the training material.

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23
Q

Meta-cognitive
skills

A

s to step back and assess their own learning and mastery of the material.

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24
Q

Transfer through principles

A

Training employees to understand why they should perform their job in a certain way and the underlying principles behind what they do on the job.

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25
Transfer climate
The degree to which the social climate among employees back in the work situation supports training
26
Onboarding
A process through which employees become familiar with both the task and social demands of their new roles.
27
Measures of training effectiveness
Reactions (focused on how trainees perceive the training), learning, behavior (did the training lead to changes in on-the-job behavior?), results (did the training lead to a change in organizational performance?)
28
Threats to experimental validity
Factors which may affect our ability to interpret results of a study such as a training evaluation.
29
Threats to internal validity
Factors that can cause us to have concerns with the accuracy of results obtained in this situation.
30
What are the threats to internal validity?
history, maturation, testing, statistical regression to the mean, differential selection of participants, experimental morality, compensatory equalization of treatments...
31
Threats to external validity
Threats that cause us to have concerns about whether the results obtained in a particular training evaluation will generalize to other settings. EX - reactive effects of pretesting or of the experimental setting (trying harder in a study when you know your in it)
32
Experimental rigor
The degree to which threats to validity can be eliminated as the cause of a study’s results. Rigor can be increased by the use of control groups, random assignment, and the use of pretests.
33
Intrinsic motivation
Motivation that comes from inside the individual such that they are engaging in behavior because it is personally rewarding to them.
34
Extrinsic motivation
Motivation originating from outside the individual.
35
Hierarchy of needs
Abraham Maslow’s 1943 theory that our actions are motivated by our quest to fulfill five basic human needs: 1. Physiological: food, water air 2. Safety/security: safe housing, steady employment, healthcare 3. Social: friendship and romantic attachments 4. Ego/esteem: social recognition and accomplishment 5. Self-actualization: self-awareness and personal growth
36
ERG theory
individuals have three core needs: existence, relatedness, and growth.
37
Two-factor theory
Frederick Herzberg’s theory (also known as the motivator- hygiene theory) of job satisfaction, which differentiated between hygiene and motivator factors.
38
Hygiene factors
Two- factor theory elements which do not motivate but may serve to lower motivation if not met.
39
Motivation factors
Two- factor theory elements which motivate employees if they are present.
40
Equity theory
The comparison that individuals make to determine if what they are receiving is fair compared to the amount they are giving.
41
Benevolent's
Those who are comfortable giving more inputs than the outcomes they receive.
42
Equity sensitives
those who prefer an equal ratio of inputs and outcomes.
43
Entitleds
Those who prefer receiving more in outcomes than they input.
44
Justice
How fair an employee believes the employer is to its employees.
45
Expectancy Theory
Theory made up of three core components: expectancy, instrumentality, and valence. Expectancy(E) represents the extent to which individuals believe that their efforts will lead to their desired performance; Instrumentality (I) reflects whether individuals expect their performance to lead to an outcome or reward; and valence (V) defines the value that a person places on that reward.
46
SMART goals
Acronym for the five key components of effective goal-setting theory. Goals should be Specific, Measurable, Attainable (Aggressive but Achievable), Relevant, and Time- Bound.
47
Job characteristics theory
Proposes five core job characteristics: skill variety, task identity, task significance, autonomy, and feedback.
48
Task identity
How well an employee can associate his or her assigned task with the job’s ultimate outcome.
49
Motivating Potential Score
Skill variety +task significance + task identity/3 x autonomy x feedback
50
Job rotation
The policy of employees performing one of several assigned job tasks, with responsibility for performing a certain set of job tasks rotating on a set schedule, such as monthly.
51
Job enlargement
Expanding an employee’s duties and responsibilities to beyond those that he or she was previously performing.
52
Job enrichment
Increasing the motivational potential of a job such as by increasing the level of authority and control the person has over the job.
53
Leadership
The process of influencing the way others act, their perceptions, and how they view their environment through cooperation.
54
Power
the ability to influence or control the behavior of others.
55
leader emergence
Whether someone is perceived as a leader within the work group.
56
Types of Power
1. Coercive power 2. Expert power 3. Information power 4. Legitimate power 6. Referent power 7. Reward power
57
Coercive Power
The ability to use force to gain compliance from another.
58
Expert power
The ability to use one’s unique and respected knowledge to influence another.
59
Information power
The ability to use one’s unique knowledge.
60
Legitimate power
Power that comes from being elected, selected, or appointed to a position of authority.
61
Referent power
Power that comes from possessing positive affect and liking.
62
Reward power
Power that is the use of the right to offer desired incentives.
63
Leader effectiveness
What the leader actually accomplishes
64
Trait approach to leadership
The approach of identifying a limited number of traits that would predict leadership emergence and effectiveness.
65
Implicit leadership theories
The prototypes of leaders we have in our minds.
66
Glass ceiling
A discriminatory barrier that prevents women from advancing to senior management.
67
Glass cliff
Refers to the notion that women are overrepresented in top leadership positions that are risky and fragile, such as taking on the CEO role of a company about to go bankrupt.
68
Behavioral approach to leadership
The leadership approach that attempted to identify the behaviors that distinguished between effective and ineffective leaders.
69
Initiating structure
Task-oriented behaviors leaders display, such as clarifying roles, ensuring that employees perform up to standards, and communicating standards of performance.
70
consideration
Relational behaviors leaders engage in, including looking out for the well-being of members, being approachable, and being a good listener.
71
Contingency approach to leadership
Theories that specify the situational factors affecting when different leadership behaviors and styles are more appropriate.
72
Leadership (House & Mitchell 1974)
* directive leadership, or clarifying role expectations and coordinating work (akin to initiating structure) * supportive leadership, or providing a friendly and communicative atmos- phere (equivalent to consideration behaviors we discussed earlier) * participative leadership, which involves consulting with employees and involving them in decision-making, and * achievement-oriented leadership, involving setting goals for subordinates and motivating them to meet challenging goals.
73
Transformational Leadership
Leadership that is characterized by four distinct behaviors: idealized influence (also known as charisma), inspirational motivation, intellectual stimulation, and individualized consideration.
74
Transactional leaders
Leaders who demonstrate contingent reward, active management by exception, passive management by exception, and laissez- faire leadership styles.
75
High quality LMX relationships
The relation between the leader and employee is characterized by high levels of trust, mutual liking, professional respect, and mutual felt obligation not to let each other down.
76
Low quality LMX relationships
The relationship between the leader and employee is characterized by lower levels of liking, loyalty, and respect.
77
What quadrant represents true negatives
B
78
What quadrant represents true positives
A
79
What quadrant represents false negatives
C
80
What quadrant represents false positives
D

Cognitive Module Exam (9 decks)

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