Talent and Org. Dev Flashcards
1
Q
Layers of culture - Iceberg
A
- Explicit, noticeable (above the water line)
- Values, attitudes, beliefs (below the water line)
2
Q
Layers of culture - Onion
A
Implicit (layers must be peeled away, to reach the core)
Starting from the inside - Self, family, gender, age, social class, ethnic group, country, region, universal human nature.
Root of the culture in history.
3
Q
Backstage
A
Not easily observed, only known by people in that culture.
Similar to Onion
4
Q
Front Stage
A
Easily observable aspects of culture.
Similar to Iceberg
5
Q
Parochialism
A
Only one way
6
Q
Ethnocentrism
A
Our way is the best
7
Q
Stereotyping
A
All people within a culture behave, feel, and act the same.
8
Q
Equifinality
A
Our way is not the only way
9
Q
Diversity
A
Recognizing and valuing Differences
10
Q
Heterogeneity
A
We are not all the same
11
Q
Cultural Contingency
A
Our way is one possible way
12
Q
Confucion Work Dynamism
A
The degree that a society embraces the values of long term vs short term commitments with respect for tradition.
Supports a strong worth ethic.
Long term rewards are expected as a result of todays hard work.
13
Q
Power Distance
A
Degree of inequality among people in society
14
Q
High power distance
A
Autocratic or paternalist - based on people’s social class people expect a level of inequality.
China
15
Q
Lower Power Distance
A
More participative decision-making
US
16
Q
Uncertainty Avoidance
A
Do not like ambiguity or risk
17
Q
High UA
A
Prefer structure, rules of behavior
Low turnover, reluctance to start new ventures
France
Russia
Greece
Japan
18
Q
Low UA
A
More flexible, easy going
Entrepreneurial
US
UK
Sweden
19
Q
Individualist Culture
A
Responsible for self
Autonomy
Australia Netherlands Germany US UK
20
Q
Collectivist
A
Responsible for family/group
Group decisions
Flat rate pay system works well.
China Columbia Venezuela Hong Kong Indo West Africa Brazil
21
Q
Masculinity/Femininity
A
Tough vs Tender
Gender role differences
22
Q
Masculine
A
Success, money, assertiveness, competition
US Italy Germany Austria Brazil Chile
23
Q
Feminine
A
Quality of life, service, cooperation, healthy, workplace
Sweden
Denmark
Netherlands
Mexico
24
Q
7 Dimensions Cultural Model - Trompenaar
A
People: Uni vs Particularism Ind vs Communitarianism (Coll) Neutral vs Affective (emotional) Spec vs Diffuse Achiev vs Ascription
Time:
Sequential vs Synchronic
Enviro:
Control vs Harmony
25
Universalism
rules based
everyone is treated the same
no exceptions
US
German
Sweden
26
Particularism
Exceptions to rule.
Rules are made to be broken.
China
Middle East
27
High context
Implied understood although not stated directly.
You have close relationships so you don't need to say as much. Fewer words needed.
Long standing employee!
Asia
Latin America
Southern EU
Middle East
28
Low context (Ed Hall)
Stated directly and explicitly
Spelled out
New employee!
English speaking
Germany
Scandinavia
29
Control Mechanisms ( Wil-Harzing Metaphors)
Bears - dominance of expats over sibs operations
Bees - more emphasis on socialization and culture
Spiders
30
Bears
Formalized control - perf reviews.
Standardized
Dominent
31
Bees
Informal - recruitment, promotional opps
Normative control
Socialization
Cross pollinate ideas when travelling
32
Spiders
Information communication networks
| Communication is spread out amongst many different people - subs and HQ's
33
Glue technology
management dev policy
gluing the HQs and subs together
just a part of their role, not their primary role
34
Matrix responsibilities
project role and functional role
35
Split Egg
Top Egg - project role
| Bottom egg - operational role
36
Steering team
Leads the project
37
Focused problem-solving team
work on specific project
38
Virtual teams
Without face to face or few meetings
39
Delivery teams
Delivers specific product to a customer
40
Global leaders are:
Cosmopolitan
Culturally Sensitive
Cultural Synergy
41
Cosmopolitan
Operated comfortably in pluralistic cultural enviro.
42
Culturally Sensitive
Builds relationships with culturally different people
43
Cultural Synergy
Combines the strengths of each cultural group
44
Attributes of strong global leaders
Two categories:
End state skills:
- Managerial competencies
Ability to Learn from Experience
- Seeks opps to learn
- Seeks and uses feedback
- Open to criticism
- Is flexible
45
Global Mindset
Think global, act local
46
Contingency Theory
Different styles and different leaders more appropriate for different situation.
47
Global Leader in the US
Employees expect managers to involved them in decision-making.
48
Most powerful learning experience for a new global manager
Business Turnaround - failing business
49
Training programs for Global Enviro
Three audiences:
Development of expats before, during and after foreign assignments
Orientation and training of expats families
Development of the HQ staff
50
Sign that people are not learning in training
excessive nodding, smiling, no questions
51
Learning preferences - US
Accept participating with different hierarchy levels
Value competition and individuality
- Would have notes before hands
52
Learning preferences - Japan
Emphasis on harmony
Competition between groups, not individuals
- Group discussion or handson learning
53
Learning preferences - Middle East
Group must be homogenous in terms of company hierarchy
Fear loss of face
Memorization and auditory learning
54
Culture in Performance Mgmt
Motivations:
- some people feel $ is a reward
- Want rewards tied to individuals while others would prefer group
55
Performance mgmt in difference countires
Japan - saving face, would never single out someone and give them formal feedback.
China - insistence on maintaining harmony, give the group the credits.
Germany - value directness
Middle East - constantly monitored and measured for individual performance. Managing for negative behaviour.
56
Needs analysis
Review of the following:
Mission - now Vision - future
Core values
Strategic Business plan
57
Org Development
Organizational Development - past state of the company to a future state which will involve training and development.
58
Needs assessment methodologies
```
Surveys/Questionnaire
Interviews
Performance Reviews
Observations
Tests
Assessment Centers
Focus Groups
Document Review
Advisory committee
```
59
How to determine if someone can be a leader or an IA?
Assessment centres
60
ADDIE MODEL
The process by which training programs are conceived, developed, and delivered.
- Assessment
- Design
- Development
- Implement
- Evaluate
* most common system
* does not need to occur in sequential order
61
Kinesthetic learner
Need to learn with their hands.
Crafts and trades type jobs.
Design training programs as hands on as possible.
Prefer the demonstration performance method of teaching.
62
Visual leaners
Need to see it to learn it.
63
Auditory learners
Need to hear it not necessarily read something.
64
Bloom's Taxonomy
When designing a training program, must consider 3 things:
- Cognitive (brain) - knowledge and inform them about a topic.
- Affective (heart) - How people feel about something (cultural training)
- Psychomotor (hands) - kinesthetic - hands on (driving a truck, build a brick wall)
65
Power distance
Smaller the gap the more likely the person at the bottom will reach out to the person at the top.
66
Low power distance countries
US
67
High power distance
| countries
Mexico
South Korea
India
68
Uncertainty avoidance
Like formal rules and to know what is happening next. Likes stability. Level of risk aversion.
69
High uncertainty avoidance cultures
Japan
| Greece
70
Low uncertainty avoidance cultures
US
| Hong Kong
71
Individualism
All about me.
72
Collectivist
Does not like to be singled out for individual recognition and like to be paid a flat rate pay system because they don't like it when you single people out.
73
Masculine cultures
Aggressive
Competitive
Take Charge
Assertive
Cultures: Brazil, Sweden, Chile
74
Feminine cultures
Nurturing
Team oriented
Likes to work things our and resolve differences
Cultures: Japan & Mexico
75
Universalism
One set of rules applies to everyone and it's always right. Highly rule oriented society.
Culture: US, Germany, UK
76
Particularism
Situations change from time to time and rules and laws are not definitive.
Rules and agreements are only guidelines.
Cultures: China, Hong Kong, Venezuela
77
Neutral
Emotions are held back and repressed.
Cultures: Japan, UK, US
78
Affective
Open and emotions are expressed naturally.
Cultures: Mexico, Netherlands, Swiss
79
Achievement
Accorded status based on how well they perform their function.
Culture: UK, Argentina
80
Ascription
Status is given based on who or what a person is.
Titles very important.
Culture: China
81
Analysis phase of the ADDIE model
Also called needs analysis.
Goals are clarified and established
Gather data to determine the objectives of the course
82
Design phase of the ADDIE model
Learning objectives
Assessment tools
Exercises
Content
This phase should be systematic and specific.
83
Development phase of the ADDIE model
Build the course structure
| Materials are produced
84
Implementation phase of the ADDIE model
Training is delivered.
| Instructor ensures the functionality of the course material and systems.
85
Evaluation phase of the ADDIE model
The effectiveness of the training product is evaluated. Any changes form the bases of program revisions.
86
Andragogy
The theory of adult learning.
- Need to know why
- learn through experience
- approach things as problem solving
- immediate value
Adults need to focus more on the process and less on the content. Such as case studies, role playing, simulations, self evaluations.
87
Behavourism
Focuses on new behaviors being repeated until it becomes automatic.
88
Cognitivism
Thought process behind behavior. Participants are placed in a learning environment.
89
Constrictivism
Learner constructs new ideas or concepts based on current or past knowledge.
90
Blooms Taxonomy
Cognitive - knowledge, comprehension, and thinking through.
Affective - Attitudes and feelings that result from the learning process.
Psychomotor - physically manipulating something with your hands
91
Inductive teaching method
specific to general - small to big
EU uses this method
92
Deductive teaching method
general to the specific - big to small
rest of the world uses this method
93
Four T's of training
Travel
Teamwork
Training
Transfer
94
GDT
Geographically Dispersed team or virtual team
95
Specific vs Diffuse
Specific - people play different roles in different situations.
Diffuse - The boss is the boss.
96
Sequential vs Synchronous
Sequential - time os rigid, punctual, time in finite, monochronic. Future oriented and progressive.
Synchronous - loose schedules, island time, past oriented, socializing during working hours. Past oriented and conservative.
97
Sequential = Monochronic cultures
US
| Northern EU
98
Synochronous = Polychronic cultures
```
Latin countries
Mediterranean
Asia
Africa
Middle east
```
99
Inner vs outer directed cultures
Inner - considered about oneself
| Outer - follows advice and instruction from outside sources
100
Single vs Multiple focus
Single - focus on one thing at a time (rigid) - US, Germany, Sweden
ex: German's almost won the war bc of how single focused they were. Very good at planning.
Multiple - can focus on multiple things at a time and not in order (fluid) - Italy, France, Spain, China
101
High context vs low context
HC - lots of communication with colleagues - France, China, Japan, middle east, Mediterranean
LC - less communication with colleagues - US, Germany, Finland
102
Action learning
Participants studies own actions and experience in order to improve performance - athletes.
103
Experiential learning
Learning by doing
104
Coaching/mentoring
Pairs an experienced person with an inexperienced to show them the ropes with training or guidance.
105
Rotation/Cross training
Prepares emps for jobs they were not originally hired to do.
Emps feel like they have a bigger part in the success of the company.
106
Lectures
Good for presenting large amounts of information to a large group. Best when combined with games, case studies or demonstrations. Not the best method for adult learners.
107
Lecturettes
Short lectures lasting 15 minutes or less. Best suited for webinars.
108
On the job training
The most common form of training.
109
Assessment centres
Popular for selecting managers for IA's.
Offsite and done by psychologists trained in industrial relations.
Ideal size if 1-1 or 1-3 max
Advantage - most objective
Disadvantage - cost and time
110
Instructional styles - structured approach
planned in advanced and minimize the trainers control over the trainee. Trainer becomes a consultant to the training.
111
Instructional styles - non-structured approach
gives trainers more control over the flow and the pace of the material. Generate more participant interaction.
112
Patricipant led programs
Engage the students in a discussion on the topic. Much more interactive.
113
Can US based companies be held liable for ADA laws for training materials and rooms outside of the US?
Yes, all rooms and materials need to be assessable to people with disabilities.
114
Discussion method of training
Most preferred by trainer bc you can interact with the trainees.
115
Programmed Instruction an e-learning
Works on their own learning small portions of the role and having to master it before being able to move on to the next level.
116
e-learning
Online learning.
117
vestibule training
Classroom simulation training with machines to use as training materials.
118
Equipment simulators
Flight simulators.
119
In basket excercises
Asked to respond to a number of issues in a times exercise to simulate real life.
120
JIT - Job instruction technique
Proven technique for teaching new skills.
Prepare
Present
Practice - most important
Follow up
121
Kirkpatrick model for training evaluation
Reactions - how ppl felt about the program.
Learning - the amount of knowledge acquired.
Behaviour - transfer of acquired knowledge.
Results - how the transfer or knowledge affects the org.
122
Training ROI
Training return - training investment = net training return
Net training return / Training investment = Training ROI
123
KPI's
helps orgs understand how well they are performing in relation to their strategic goals and objectives.
Example: Balances scorecard
124
Graphic rating scales
Low to high scale.
Best suited for managers who are very familiar with the employees duties which are specific, measurable and objective.
Most commonly used for blue collared work not as much for white collar workers.
Simple to use, very common.
125
BARS - behavioural anchored rating scales
best for companies interested in long range performance such as research industries.
Focuses on the behavior as opposed to general employees characteristics like personality.
Designed for each position. Very labour intensive to develop but it is a superior review.
A lot of work and a lot of maintenance.
Not used very often.
126
Paired comparison analysis
comparing employees with one another. Rank order id obtained by counting the number of times each individual is selected as being better of the pair.
Does not work out well for large groups.
127
Ranking systems
Manager lists the employees in order of performance from highest to lowest.
Works well for small departments or small companies.
Disadvantages - the differences between the employees might not be enough. For example between 2-3 but big difference between 3-4.
Competition is encouraged.
Compares a group of people to one another.
128
Forced distribution or Forced rating scale
Manager is forced to rank his employees in each category being measured.
Would not work out well in a collectivist society.
129
Checklist appraisals
Best for managers who are long time acquaintances of employees. Must choose one phrase to describe employees performance from about 3 or 4 phrases.
Can be very costly and time consuming.
130
Critical incident reports
effectiveness of handling key or critical situations that have arisen during the appraisal. Often negative outcomes are given more weight than positive ones.
Measuring someone under stress.
Manager keeps logs of good/bad examples during the incident.
131
Narrative or essay evaluation
When employees performance is not very measurable. Manager writes a paragraph on his perception of the employees performance. Not very reflective of how well the person is at their job.
Disadvantage: personal bias
132
Management by objective (MBO)
Output based performance appraisal approach since it is based on output.
Setting measurable goals with the employee and then touching base and discussing those goals periodically.
Works well for employees who have flexibility in their jobs or managers.
133
Goal setting theory
pay can motivate employees if:
They are involved in setting the goals
Goals are sufficiently challenging
Specific monetary rewards are set at each level
134
Self directed learning
The employees takes the initiative and responsibility and select, manage and assess their own learning activities.
135
Evaluative listening
Making judgements on what the other person is saying.
136
Humanistic theory
Free to choose own behaviour.
Direction of growth is driven from within.
137
Case method of training
Disadvantages - employees may not question the underlying policies and values of the organization.
138
Halo and horn
One perception of a trait will influence others. Example: judging a good looking person as intelligent.
139
Peer reviews
Highly specialized fields.
Help people to get along better.
Disadvantage - some people don't like to give negative reviews bc it can affect the relationship. Works better when people know it won't be used to set pay, promote, or discipline.
140
360 reviews
Used for professional development and self improvement. Same disadvantages as peer review feedback.
141
Subordinate reviews
Cons:
Subs may not be truthful, subs aren't capable of reviewing their managers perf, i'll scratch your back if you scratch mine.
142
360 reviews
Used for professional development and self improvement. Same disadvantages as peer review feedback.
Used for executives
143
Self appraisals
Done poorly with little guidance, are sometimes unaware of their own importance in the org.
144
Field reviews
Used to promote managers to executives.
HR helps to gather the feedback.
Chances of bias are reduced bc the person is an outsider.
Disadvantage is the person reviewing may not have an understanding of what the person does, the company, or the culture of the org. Also time consuming and costly.
145
Field reviews
Almost entirely based on observed performance in the field.
Used to promote managers to executives.
HR helps to gather the feedback.
Chances of bias are reduced bc the person is an outsider.
Disadvantage is the person reviewing may not have an understanding of what the person does, the company, or the culture of the org. Also time consuming and costly.
146
Rate personality rather then performance
Respond quickly and strongly to personality traits such as charm or aggressiveness.
Should focus only on actions and accomplishments.
147
Employees personal background
Assume someone with a lot of experience is generally better at their role without accurately testing this.
148
Halo/horn effect
gives great/bad ratings in all areas. Reviewer has let one strong value judgement in one area color their judgement of others.
Poor performers are usually good at something and vice versa.
149
Halo/horn effect
Gives great/bad ratings in all areas. Reviewer has let one strong value judgement in one area color their judgement of others.
Poor performers are usually good at something and vice versa.
150
Leniency
May be afraid to hurt feelings or concerned they will make a complaint.
151
Leniency
May be afraid to hurt feelings or concerned they will make a complaint.
Rate everyone too high.
152
Limited use of the rating scale
Avoid giving very high or very low ratings. "no one can be perfect"
153
Inadequate observation
May not have a full understanding of what the employee does on a day to day basis.
154
Inappropriate time span ( recency error)
May be affected by things that happened most recently both good and bad.
155
Contrast effect
The exceptionally good or bad performance of a few skews the results for others.
156
Overemphasis on uncharacteristic performance
Should focus on typical behaviours.
157
What to appraisals need to be in order to be sufficient for the courts?
Sufficient and reliable
158
Content validity
both representative of the job and relevant to the job.
159
Predictive validity
positive correlation between employees performance appraisal and employees performance.
160
Construct validity
behavioural factors are critical to successful job performance.
161
Concurrent validity
People are grouped in top third, middle third or bottom third and this is used for promotion, train, manage.
162
Face validity
Simplest form of validity.
It measures what it is suppose to measure.
163
What should IA's be trained on for long or permanent placements?
Language
164
What should IA's be trained on for short term placements?
Culture, politics.
165
What should IA's be trained on for short term placements?
Culture, politics.
166
Best way to train managers?
one on one coaching
167
Who should evaluate the IA's performance?
Host country manager unless they move a lot and then it would be 360.
168
Centralization
Rating everyone in the middle. Collectivist societies would do this.
169
Three R's of global management
Recognition - differences between cultures
Respect - those differences
Reconciliation - those difference
170
Objective review
Multiple choice test of the employees work related knowledge.
The evaluator does not judge the employee on their performance.
171
Best way to match mentors and mentees?
Using profiles that include areas for development, strengths, experience, skill set, etc.
172
Brainstorming
Group creativity technique that is designed to generate new solutions to problems.
173
Subjective reviews
Instead of looking at whether someone reached a goal the evaluator will look at how well they performed to reach that goal. All based on ones personal perspective of the employee.
