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CDT career path > Supervision 2 > Flashcards

Supervision 2 Flashcards

1
Q

Goals of Performance Evaluations

A
  • Systematic assessment of an employee’s performance
  • Help the supervisor know his employee
  • Id the strengths and weaknesses of employee
  • Provide a plan for future improvement of employee
  • Provide look back
  • Get rid of deadwood
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2
Q

Pre-requisite for a Performance Evaluation:

A
  • Job knowledge
  • Training in the performance of the evaluation process
  • Observation of the employee’s performance
  • Use of commonly understood standards
  • Ability to communicate the results of a performance evaluation
  • An objective disposition
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3
Q

Common Barrier:

A
  • Rater leniency – most common barrier
  • Central tendency
  • Contrast error
  • Halo effect
  • Error of bias
  • Error of recent events
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4
Q

Discussion Phase:

A
  • Review planned performance vs actual performance
  • Explore why employees may have not met objectives
  • Agree on new objectives
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5
Q

Who should complete the performance appraisal

A

Immediate Supervisor

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6
Q

Characteristics of Effective Leaders:

A
  • Building trust and openness
  • Presentations of a vision and communicate it
  • Allowing decisions to be made at the appropriate level
  • Empowering others
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7
Q

Definition of Leadership:

A

• The ability to influence others toward an objective

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8
Q

Definition of Referent Power:

A

• Associate with leaders personality may be identified as charisma, subordinates respond by imitating the style of the leader, and a good reputation

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9
Q

Disadvantages to the Directive Style of Leadership:

A
  • Isolates the supervisor
  • Negative feelings can be generated
  • Minimal compliance
  • Stressful for the supervisor
  • Can be punitive
  • May result in lowering morale
  • Stifles creativity
  • Limits two way communication
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10
Q

Qualities of Participative Leadership Style:

A
  • Can only be used when the supervisor has genuine belief and respect for subordinate
  • Attitudes, values, and officers feelings are viewed as important
  • Group involvement sought
  • Power is shared
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11
Q

Characteristics of a Discipline System:

A
  • Progressive Steps and complete documentation
  • Focus on correcting problems and not punishment
  • Provide means for recognizing and reinforcing good performance
  • Provide a method for confronting the few who fail to meet expectations in ways that maintain self-esteem
  • Understood, accepted and supported by all
  • Most produce measurable outcome
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12
Q

The ___________ is key in the discipline system

A

The supervisor

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13
Q

The goal of Discipline:

A

To produce desirable behavior

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14
Q

Problems with Punishment:

A
  • Allow some workers more leeway than others
  • Supervisors wait until there is no alternative
  • Over time, punishment loses its power
  • Produces avoidance
  • Damaging long term effects
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15
Q

3 Steps in the “Discipline Without Punishment” Process:

A
  • Oral reminder
  • Written reminder
  • Decision-making leave
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16
Q

The function of behavior modification:

A
  • Behavior is a function of its consequence
  • Behavior rewarded is behavior repeated
  • Every behavior has some sort of consequence
17
Q

3 Types of Employee Problems:

A
  • Attendance
  • Performance
  • Conduct
18
Q

Definition of Training:

A

• Process of helping members to do better in their present or future jobs
o Attitudes
o Skills
o Knowledge

19
Q

Elements of Training Process:

A
  • Setting training objectives
  • Specifying content of the curriculum
  • Selecting training strategy
  • Selecting methodology for training
20
Q

Benefits Employees receive from training:

A
  • Increased security
  • Becoming more productive
  • Being identified as upwardly mobile
  • Experiencing self-motivation
  • Improvement in morale
21
Q

5 Protected Classes Title VII of 1964 Civil Rights Act:

A
  • Race
  • Color
  • Religion
  • Sex
  • National Origin
22
Q

Definition of Disparate Impact:

A

• Specifically identifies each employment practice that is challenged • Shows that the challenged practice causes or creates a significant disparity for those in a protected class• employer bears the burden of proof

23
Q

Definition of Harassment:

A

• Consists of any conduct, verbal or physical, that degrades or shows hostility to another person because of age, disability, gender, national origin, race, religion, veteran status, or any other category protected by law

24
Q

Definition of Physical Harassment:

A
  • Acts of intimidation have a threatening quality
  • Threats can be explicit or implicit
  • May include pushing, shoving, grabbing, or touching
25
Q

Agency’s Number 1 Resource is its

A

Agency’s Number 1 Resource is its people

26
Q

Supervisor’s Role as a Counselor:

A
  • Encompasses a variety of functions from instruction to personal advice
  • Extends from work-related details to intervention during a personal crisis
  • Supervisor must deal with both internal and external imperfections
  • Employees expect and should receive positive leadership that stresses communication for a balance between professional and personal life
  • Coach and counselor are interchangeable
27
Q

Early Warning Indicators of troubled employees:

A
  • Sudden drop in performance
  • Attendance record changes
  • Chronic lateness
  • Sudden or unexplained change in attitude
  • Indicators associated with depression, alcoholism, drug abuse and suicide
28
Q

Formal Counseling:

A
  • Purpose is to deal with identified problem

* Used when problems go beyond lack of technical skills

29
Q

Prepare Formal Counseling Session:

A
  • Familiarize yourself with all the pertinent facts
  • Review personnel file
  • Become familiar with employees background
  • Be familiar with employee’s relations with others
  • Review the problem to be discussed
  • Be prepared for denial from the employee
  • Communicate a sincere desire to assist in resolving the problem
  • Prepare a few questions in advance
  • Careful not to let questions become a mode for distraction
  • Questions should be non-threatening
30
Q

Validity

A

Valid if it is an accurate measurement of the traits
Zeroes in on the essential elements of the job
A limited number of important job-related behaviors

CDT career path (6 decks)

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