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GPHR 2019 > Talent and Org. Dev > Flashcards

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)

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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.

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3
Q

Backstage

A

Not easily observed, only known by people in that culture.

Similar to Onion

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4
Q

Front Stage

A

Easily observable aspects of culture.

Similar to Iceberg

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5
Q

Parochialism

A

Only one way

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6
Q

Ethnocentrism

A

Our way is the best

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7
Q

Stereotyping

A

All people within a culture behave, feel, and act the same.

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8
Q

Equifinality

A

Our way is not the only way

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9
Q

Diversity

A

Recognizing and valuing Differences

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10
Q

Heterogeneity

A

We are not all the same

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11
Q

Cultural Contingency

A

Our way is one possible way

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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.

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13
Q

Power Distance

A

Degree of inequality among people in society

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14
Q

High power distance

A

Autocratic or paternalist - based on people’s social class people expect a level of inequality.

China

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15
Q

Lower Power Distance

A

More participative decision-making

US

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16
Q

Uncertainty Avoidance

A

Do not like ambiguity or risk

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17
Q

High UA

A

Prefer structure, rules of behavior
Low turnover, reluctance to start new ventures

France
Russia
Greece
Japan

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18
Q

Low UA

A

More flexible, easy going
Entrepreneurial

US
UK
Sweden

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19
Q

Individualist Culture

A

Responsible for self
Autonomy

Australia
Netherlands
Germany
US
UK
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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
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21
Q

Masculinity/Femininity

A

Tough vs Tender

Gender role differences

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22
Q

Masculine

A

Success, money, assertiveness, competition

US
Italy
Germany
Austria
Brazil
Chile
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23
Q

Feminine

A

Quality of life, service, cooperation, healthy, workplace

Sweden
Denmark
Netherlands
Mexico

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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

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25
Q

Universalism

A

rules based
everyone is treated the same
no exceptions

US
German
Sweden

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26
Q

Particularism

A

Exceptions to rule.
Rules are made to be broken.

China
Middle East

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27
Q

High context

A

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

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28
Q

Low context (Ed Hall)

A

Stated directly and explicitly

Spelled out

New employee!

English speaking
Germany
Scandinavia

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29
Q

Control Mechanisms ( Wil-Harzing Metaphors)

A

Bears - dominance of expats over sibs operations
Bees - more emphasis on socialization and culture
Spiders

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30
Q

Bears

A

Formalized control - perf reviews.
Standardized
Dominent

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31
Q

Bees

A

Informal - recruitment, promotional opps
Normative control
Socialization
Cross pollinate ideas when travelling

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32
Q

Spiders

A

Information communication networks

Communication is spread out amongst many different people - subs and HQ’s

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33
Q

Glue technology

A

management dev policy
gluing the HQs and subs together
just a part of their role, not their primary role

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34
Q

Matrix responsibilities

A

project role and functional role

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35
Q

Split Egg

A

Top Egg - project role

Bottom egg - operational role

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36
Q

Steering team

A

Leads the project

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37
Q

Focused problem-solving team

A

work on specific project

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38
Q

Virtual teams

A

Without face to face or few meetings

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39
Q

Delivery teams

A

Delivers specific product to a customer

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40
Q

Global leaders are:

A

Cosmopolitan
Culturally Sensitive
Cultural Synergy

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41
Q

Cosmopolitan

A

Operated comfortably in pluralistic cultural enviro.

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42
Q

Culturally Sensitive

A

Builds relationships with culturally different people

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43
Q

Cultural Synergy

A

Combines the strengths of each cultural group

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44
Q

Attributes of strong global leaders

A

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
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45
Q

Global Mindset

A

Think global, act local

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46
Q

Contingency Theory

A

Different styles and different leaders more appropriate for different situation.

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47
Q

Global Leader in the US

A

Employees expect managers to involved them in decision-making.

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48
Q

Most powerful learning experience for a new global manager

A

Business Turnaround - failing business

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49
Q

Training programs for Global Enviro

A

Three audiences:

Development of expats before, during and after foreign assignments
Orientation and training of expats families
Development of the HQ staff

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50
Q

Sign that people are not learning in training

A

excessive nodding, smiling, no questions

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51
Q

Learning preferences - US

A

Accept participating with different hierarchy levels
Value competition and individuality
- Would have notes before hands

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52
Q

Learning preferences - Japan

A

Emphasis on harmony
Competition between groups, not individuals
- Group discussion or handson learning

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53
Q

Learning preferences - Middle East

A

Group must be homogenous in terms of company hierarchy
Fear loss of face
Memorization and auditory learning

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54
Q

Culture in Performance Mgmt

A

Motivations:

  • some people feel $ is a reward
  • Want rewards tied to individuals while others would prefer group
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55
Q

Performance mgmt in difference countires

A

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.

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56
Q

Needs analysis

A

Review of the following:
Mission - now Vision - future
Core values
Strategic Business plan

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57
Q

Org Development

A

Organizational Development - past state of the company to a future state which will involve training and development.

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58
Q

Needs assessment methodologies

A 
Surveys/Questionnaire
Interviews
Performance Reviews
Observations
Tests
Assessment Centers
Focus Groups
Document Review
Advisory committee
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59
Q

How to determine if someone can be a leader or an IA?

A

Assessment centres

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60
Q

ADDIE MODEL

A

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
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61
Q

Kinesthetic learner

A

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.

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62
Q

Visual leaners

A

Need to see it to learn it.

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63
Q

Auditory learners

A

Need to hear it not necessarily read something.

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64
Q

Bloom’s Taxonomy

A

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)
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65
Q

Power distance

A

Smaller the gap the more likely the person at the bottom will reach out to the person at the top.

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66
Q

Low power distance countries

A

US

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67
Q

High power distance

countries

A

Mexico
South Korea
India

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68
Q

Uncertainty avoidance

A

Like formal rules and to know what is happening next. Likes stability. Level of risk aversion.

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69
Q

High uncertainty avoidance cultures

A

Japan

Greece

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70
Q

Low uncertainty avoidance cultures

A

US

Hong Kong

71
Q

Individualism

A

All about me.

72
Q

Collectivist

A

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
Q

Masculine cultures

A

Aggressive
Competitive
Take Charge
Assertive

Cultures: Brazil, Sweden, Chile

74
Q

Feminine cultures

A

Nurturing
Team oriented
Likes to work things our and resolve differences

Cultures: Japan & Mexico

75
Q

Universalism

A

One set of rules applies to everyone and it’s always right. Highly rule oriented society.

Culture: US, Germany, UK

76
Q

Particularism

A

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
Q

Neutral

A

Emotions are held back and repressed.

Cultures: Japan, UK, US

78
Q

Affective

A

Open and emotions are expressed naturally.

Cultures: Mexico, Netherlands, Swiss

79
Q

Achievement

A

Accorded status based on how well they perform their function.

Culture: UK, Argentina

80
Q

Ascription

A

Status is given based on who or what a person is.

Titles very important.

Culture: China

81
Q

Analysis phase of the ADDIE model

A

Also called needs analysis.
Goals are clarified and established
Gather data to determine the objectives of the course

82
Q

Design phase of the ADDIE model

A

Learning objectives
Assessment tools
Exercises
Content

This phase should be systematic and specific.

83
Q

Development phase of the ADDIE model

A

Build the course structure

Materials are produced

84
Q

Implementation phase of the ADDIE model

A

Training is delivered.

Instructor ensures the functionality of the course material and systems.

85
Q

Evaluation phase of the ADDIE model

A

The effectiveness of the training product is evaluated. Any changes form the bases of program revisions.

86
Q

Andragogy

A

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
Q

Behavourism

A

Focuses on new behaviors being repeated until it becomes automatic.

88
Q

Cognitivism

A

Thought process behind behavior. Participants are placed in a learning environment.

89
Q

Constrictivism

A

Learner constructs new ideas or concepts based on current or past knowledge.

90
Q

Blooms Taxonomy

A

Cognitive - knowledge, comprehension, and thinking through.
Affective - Attitudes and feelings that result from the learning process.
Psychomotor - physically manipulating something with your hands

91
Q

Inductive teaching method

A

specific to general - small to big

EU uses this method

92
Q

Deductive teaching method

A

general to the specific - big to small

rest of the world uses this method

93
Q

Four T’s of training

A

Travel
Teamwork
Training
Transfer

94
Q

GDT

A

Geographically Dispersed team or virtual team

95
Q

Specific vs Diffuse

A

Specific - people play different roles in different situations.

Diffuse - The boss is the boss.

96
Q

Sequential vs Synchronous

A

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
Q

Sequential = Monochronic cultures

A

US

Northern EU

98
Q

Synochronous = Polychronic cultures

A 
Latin countries
Mediterranean
Asia
Africa
Middle east
99
Q

Inner vs outer directed cultures

A

Inner - considered about oneself

Outer - follows advice and instruction from outside sources

100
Q

Single vs Multiple focus

A

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
Q

High context vs low context

A

HC - lots of communication with colleagues - France, China, Japan, middle east, Mediterranean

LC - less communication with colleagues - US, Germany, Finland

102
Q

Action learning

A

Participants studies own actions and experience in order to improve performance - athletes.

103
Q

Experiential learning

A

Learning by doing

104
Q

Coaching/mentoring

A

Pairs an experienced person with an inexperienced to show them the ropes with training or guidance.

105
Q

Rotation/Cross training

A

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
Q

Lectures

A

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
Q

Lecturettes

A

Short lectures lasting 15 minutes or less. Best suited for webinars.

108
Q

On the job training

A

The most common form of training.

109
Q

Assessment centres

A

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
Q

Instructional styles - structured approach

A

planned in advanced and minimize the trainers control over the trainee. Trainer becomes a consultant to the training.

111
Q

Instructional styles - non-structured approach

A

gives trainers more control over the flow and the pace of the material. Generate more participant interaction.

112
Q

Patricipant led programs

A

Engage the students in a discussion on the topic. Much more interactive.

113
Q

Can US based companies be held liable for ADA laws for training materials and rooms outside of the US?

A

Yes, all rooms and materials need to be assessable to people with disabilities.

114
Q

Discussion method of training

A

Most preferred by trainer bc you can interact with the trainees.

115
Q

Programmed Instruction an e-learning

A

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
Q

e-learning

A

Online learning.

117
Q

vestibule training

A

Classroom simulation training with machines to use as training materials.

118
Q

Equipment simulators

A

Flight simulators.

119
Q

In basket excercises

A

Asked to respond to a number of issues in a times exercise to simulate real life.

120
Q

JIT - Job instruction technique

A

Proven technique for teaching new skills.

Prepare
Present
Practice - most important
Follow up

121
Q

Kirkpatrick model for training evaluation

A

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
Q

Training ROI

A

Training return - training investment = net training return

Net training return / Training investment = Training ROI

123
Q

KPI’s

A

helps orgs understand how well they are performing in relation to their strategic goals and objectives.

Example: Balances scorecard

124
Q

Graphic rating scales

A

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
Q

BARS - behavioural anchored rating scales

A

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
Q

Paired comparison analysis

A

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
Q

Ranking systems

A

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
Q

Forced distribution or Forced rating scale

A

Manager is forced to rank his employees in each category being measured.

Would not work out well in a collectivist society.

129
Q

Checklist appraisals

A

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
Q

Critical incident reports

A

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
Q

Narrative or essay evaluation

A

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
Q

Management by objective (MBO)

A

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
Q

Goal setting theory

A

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
Q

Self directed learning

A

The employees takes the initiative and responsibility and select, manage and assess their own learning activities.

135
Q

Evaluative listening

A

Making judgements on what the other person is saying.

136
Q

Humanistic theory

A

Free to choose own behaviour.

Direction of growth is driven from within.

137
Q

Case method of training

A

Disadvantages - employees may not question the underlying policies and values of the organization.

138
Q

Halo and horn

A

One perception of a trait will influence others. Example: judging a good looking person as intelligent.

139
Q

Peer reviews

A

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
Q

360 reviews

A

Used for professional development and self improvement. Same disadvantages as peer review feedback.

141
Q

Subordinate reviews

A

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
Q

360 reviews

A

Used for professional development and self improvement. Same disadvantages as peer review feedback.

Used for executives

143
Q

Self appraisals

A

Done poorly with little guidance, are sometimes unaware of their own importance in the org.

144
Q

Field reviews

A

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
Q

Field reviews

A

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
Q

Rate personality rather then performance

A

Respond quickly and strongly to personality traits such as charm or aggressiveness.

Should focus only on actions and accomplishments.

147
Q

Employees personal background

A

Assume someone with a lot of experience is generally better at their role without accurately testing this.

148
Q

Halo/horn effect

A

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
Q

Halo/horn effect

A

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
Q

Leniency

A

May be afraid to hurt feelings or concerned they will make a complaint.

151
Q

Leniency

A

May be afraid to hurt feelings or concerned they will make a complaint.

Rate everyone too high.

152
Q

Limited use of the rating scale

A

Avoid giving very high or very low ratings. “no one can be perfect”

153
Q

Inadequate observation

A

May not have a full understanding of what the employee does on a day to day basis.

154
Q

Inappropriate time span ( recency error)

A

May be affected by things that happened most recently both good and bad.

155
Q

Contrast effect

A

The exceptionally good or bad performance of a few skews the results for others.

156
Q

Overemphasis on uncharacteristic performance

A

Should focus on typical behaviours.

157
Q

What to appraisals need to be in order to be sufficient for the courts?

A

Sufficient and reliable

158
Q

Content validity

A

both representative of the job and relevant to the job.

159
Q

Predictive validity

A

positive correlation between employees performance appraisal and employees performance.

160
Q

Construct validity

A

behavioural factors are critical to successful job performance.

161
Q

Concurrent validity

A

People are grouped in top third, middle third or bottom third and this is used for promotion, train, manage.

162
Q

Face validity

A

Simplest form of validity.

It measures what it is suppose to measure.

163
Q

What should IA’s be trained on for long or permanent placements?

A

Language

164
Q

What should IA’s be trained on for short term placements?

A

Culture, politics.

165
Q

What should IA’s be trained on for short term placements?

A

Culture, politics.

166
Q

Best way to train managers?

A

one on one coaching

167
Q

Who should evaluate the IA’s performance?

A

Host country manager unless they move a lot and then it would be 360.

168
Q

Centralization

A

Rating everyone in the middle. Collectivist societies would do this.

169
Q

Three R’s of global management

A

Recognition - differences between cultures
Respect - those differences
Reconciliation - those difference

170
Q

Objective review

A

Multiple choice test of the employees work related knowledge.

The evaluator does not judge the employee on their performance.

171
Q

Best way to match mentors and mentees?

A

Using profiles that include areas for development, strengths, experience, skill set, etc.

172
Q

Brainstorming

A

Group creativity technique that is designed to generate new solutions to problems.

173
Q

Subjective reviews

A

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.

GPHR 2019 (19 decks)

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