Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

HR > Unit 2.2-2.6 > Flashcards

Unit 2.2-2.6 Flashcards

1
Q

Job analysis help us to:

A

● Define the structure of the organization
● Define the structure of Jobs
● Understand how authority is distributed
● Knowing the hierarchical relationships
● Establish performance criteria
● Detecting employee redundancy
● Guide Reference

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Job analysis “Building block of HRM” —>

A

● HR planning
● recruitment and selection
● performance and evaluation
● training
● compensation
● management and career planning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Two outcomes- job analysis

A
  1. Focus on the job- the work, how it is done ++
  2. Focus on the person- skills, abilities ++
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Content in a job description

A

● Position Title
● Department/Unit
● date
● job objective
● supervision exercised and receiving
● List of Tasks, duties and responsibilities
● Context / resources

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Job Specification

A

: List of knowledge, skills, abilities and other characteristics that a person must have to successfully perform a particular job.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Recruitment Purposes :

A

● Provide a sufficient number of qualified people for positions to be filled.

● Increase the success rate in the selection process.

● Reduce the likelihood that the selected candidates leave the organization soon after joining.

● Increase individual and organizational efficiency.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Internal recruitment- advantages

A

1.The level of knowledge that the candidate already has of the organization and the organization of the candidate.

2.Employees feel safer and associate long-term interests with those of the organization.

3.Increases motivation.

4.Leverages investments in training.
5.Develop a degree of internal competition.

6.Lower costs and time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Internal recruitment- disadvantages

A

1.Difficult to find in the organization, the person with the required characteristics
.
2.Infighting. Conflict and lack of cooperation between employees.

3.People with no “fresh” ideas.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

External recruitment- advantages

A
  1. Attracting people with new ideas, different perspectives and new ways of addressing the internal problems of the organization.
  2. Leverage investments of training activities of other companies. It is often more convenient to hire a professional trained or qualified, especially when the organization has an immediate need for specific skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

External recruitment- disadvantages

A
  1. It takes more time to fill out the vacancy.
  2. Costs are higher.
  3. It offers less security.
  4. It can cause frustration among employees.
  5. It may break the internal equity of the wage system.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

The selection process has to be (criteria) :

A
  1. Reliable = consistency
  2. valid = correctness
  3. cost efficient
  4. legal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Steps in the Selection Process :

A
  1. Screening applications and resumes
  2. Testing and reviewing work samples
  3. Interviewing candidates
  4. Checking references and background
  5. Making a solution
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Big 5 personality traits :

A
  1. Open ( inventive, curios vs consistent, cautious)
  2. Extraverted (outgoing,energetic vs solitary, reserved)
  3. Conscientious ( efficient, organized vs easy-going, careless)
  4. Stable (sensitive, nervous vs secure, confident)
  5. Agreeable (friendly, compassionate vs analytical, detached)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Cognitive ability tests assess abilities involved in thinking:

A

● Reasoning
● Perception
● Memory
● verbal
● mathematical ability
● problem solving

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Interviewing

A
  1. Non Directive Interviews
  2. Structured interviews (Situational or Behavioral)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Behavioral Interviews (BEST OPTION)

A

● The best predictor of a candidate’s future performance is his or her past performance.
● Questions are built around specific incidents that have happened rather than hypothetical situations.
● Answers should provide concrete evidence as to how a candidate has dealt with issues in the past.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Interviews : The STAR method

A

structured manner of responding to a behavioral-based interview question by discussing a specific situation, task, action, and result of the situation you are describing.

● Situation: Describe the situation that you were in or the task that you needed to accomplish.

● Task: What goal were you working towards?

● Action: Describe the actions you took to address the situation with an appropriate amount of detail and keep the focus on YOU.

● Result: Describe the outcome of your actions and don’t be shy about taking credit for your behavior.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

How to prepare for a Behavioral Interview

A
  • Recall recent situations that show favorable behaviors or actions, especially involving course work, work experience, leadership, teamwork, initiative, planning, and customer service.
  • Prepare short descriptions of each situation; be ready to give details if asked.
  • Be sure the outcome or result reflects positively on you (even if the result itself was not favorable).
  • Be honest. Don’t embellish or omit any part of the story.
  • Be specific. Don’t generalize about several events; give a detailed accounting of one event.
  • Vary your examples; don’t take them all from just one area of your life.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Staff Training

A

● Training Plan
● Methods and techniques
● Evaluation: audits.
● Continuous training.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

The in-company training can be oriented towards:

A

The demand
the different departments or business units of the company demand
training based on the detection of needs

The offer
is the professional who chooses to go to training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Training- objectives

A
  1. Provide participants with knowledge, skills, abilities, etc.
  2. Motivate workers to be immersed in training processes for their training.
  3. Consolidate promotion processes.
  4. Homogenize groups based on the unification of criteria of the attendees.
  5. Improve productivity
  6. Solve problems and inefficiencies that are generated in any productive process
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Training- 1st phase

A

Need analysis
- proactive
- reactive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Training- 2nd phase

A

design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Techniques for data collection:

A

● Questionnaires Interviews
● Analysis and DPT
● Individual requests
● The observation
● Studies of some indicators
● Group meetings
● Results of the evaluation and development plans

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Training- 3rd phase

A

Implementation

In the third stage we put into practice everything that we have foreseen,planned, programmed and designed, related to the training process It is time to MATERIALIZE our TRAINING PLAN.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Tips for the implementation phase

A
  1. Make a personalized call with enough time.
  2. Check the room and the available means.
  3. At the beginning of the formative action, present the trainer to the group.
  4. Make the group present. Remember the objectives of the course.
  5. Advance the contents and make a description of the points.
  6. Talk about rest, coffee and food (if any).
  7. Ask the group if there are doubts before the start.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Training- 4th phase

A

Evaluation

The objective of the evaluation of the training is to know the levels of effectiveness
and efficiency reached from the actions given and, consequently, will serve to make
decisions that tend to improve the process.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

The evaluation process must be:

A

● systematic.
● objective.
● useful.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

It will be necessary to evaluate the following moments of the evaluation process (training) :

A
  1. Pre-training: verification of the suitability of all the determining elements of the
    training action before its delivery.
  2. During the teaching: survey and control during the development of the courses.
  3. Satisfaction: analysis of the training process by the participants and the instructors.
  4. Learning: checking the acquisition of the knowledge and skills expected.
  5. Application: checking the impact of the training action on the participants and
    immediate professional environments.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Development

A

Development refers to formal education, job experiences, relationships, and assessments of personality and abilities that help employees perform effectively in their current or future job and company.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Development vs training

A

Training

Focus : Current
Use of work experiences : low
Goal : preparation for current job
Participation : required

Development

focus : future
use of Work experience : high
Goal : Preparation for changes
participation : voluntary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Employee development is a necessary component of a company’s effort to:

A

● Improve quality
● retain key employees
● meet the challenges of global competition and social change
● incorporate technological advances and changes in work design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

The development planning process:

A

● Identifying development needs
● Choosing a development goal
● Identifying the actions that need to be taken by the employee and company to achieve the goal
● determining how progress toward goal attainment will be measured
● Investing time and energy to achieve the goal
● establishing a timetable for development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Professional development cycle

A
  1. Identify your goals
  2. Determine the skills you need
  3. Plan to achieve
  4. Recording your learning
  5. Review
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Examples of activities that contribute to professional growth and development

A
  1. Continuing education
  2. Participation in professional Organization
  3. Enrollment in training programs
  4. Research
  5. Improved job performance
  6. Improving existing skills
  7. Increased duties and responibilities
  8. Example of development programs at GE
36
Q

Executive development Sequence

A

●Description : Emphasis on strategic thinking, leadership, cross-functional integration, competing globally, customer satisfaction

● Target audience : Senior professionals and executives identified as high-potential.

● Courses : Manager development, global business, management, executive development.

37
Q

Core Learningship program

A

●Description : Development of functional expertise, business excellence, management of change.

●Target audience : managers

●Courses : Corporate entry leadership, professional development, new manager development, experienced manager

38
Q

Professional development program

A

●Description : Emphasis on preparation for specific career path
●Target audience : new employees
●Courses : Audit staff, financial management, human resources, technical leadership

39
Q

10 key points for professional development

A
  1. Developing action steps
  2. Set long term goals first
  3. Technical knowledge
  4. Developing action-steps
  5. Make a record of your “pinnackle moments”
  6. Evaluate yourself
  7. Explore context
  8. Be ready for changes
40
Q

“pinnackle moments”

A

those moments that have helped you to feel satisfied about yourself and find
more opportunities to have moments like those.

41
Q

Performance Appraisal

A

Manager reviews employees’ work performance.

42
Q

Performance Appraisal Systems

A

“ Keep your staff productive and motivated by conducting regular performance evaluations. “
Definition

43
Q

Performance Appraisal Systems- objectives

A

●To provide an equitable measurement of an employee’s contribution to the workforce

●To Produce accurate appraisal documentation to protect both the employee and employer

●To obtain a high level of quality and quantity in the work produced.

44
Q

Performance evaluation 5 new trends

A

● Once a year appraisal vs more frequent check-ins
● Rearview mirror looking vs future focused
● Focus on evaluating performance vs focus on coaching and development
● Employees evaluated by manager vs manager also evaluated
● Comp focused on equity vs more pay performance

45
Q

Performance Appraisal Systems- benefits

A

● Neutralizes the subjectivity of the evaluator.
● Guides the execution of the employee,( by informing the individual of how he is doing it)
● Reinforces feedback ( creates a communication channel)
● Involves people to get effective results.
● Identifies training needs
● Helps to plan the professional career.
● Adjust compensation policies.
● Communicates norms and organizational values
● Motivates people by recognizing them

46
Q

Decisions related to the assessment process

A
  1. What to evaluate
  2. Who should evaluate
  3. How the evaluation should be: Methods
47
Q

Methods to evaluate

A

● Comparative
● Results
● Attribute
● behavior

48
Q

Measuring performance : Making comparison

A
  1. Simple Ranking
    ● Requires managers to rank employees in their group from the highest performer to the
    poorest.
  2. Forced Distribution
    ● Assigns a certain percentage of employees to each category in a set of categories.
  3. Paired comparison
    ● Compare each employee with each other. employee to establish rankings.
49
Q

Measuring performance : Rating Individuals (attributes)

A

Graphic rating scale : Lists traits and provides a rating scale for each trait. The employer uses the scale to indicate the extent to which an employee displays each trait.

50
Q

Measuring performance : Rating Individividuals (Behaviors)

A
  1. Critical-Incident Method
    ● Based on managers records of specific examples of employee acting in ways that
    are either effective or ineffective
    ● Employees receive feedback about what they do well and what they do poorly and how
    They are helping the organization achieve its goals.
  2. Behaviorally Anchored Rating Scale (BARS)
    ● Rates behavior in terms of a scale showing specific statements of behavior that describe
    different levels of performance.
  3. Behavioral Observation Scale (BOS)
    ● A variation of a BARS which uses all behaviors necessary for effective performance to
    rate performance at a task.
    ● A BOS also asks the manager to rate the frequency with which the employee has exhibited
    the behavior during the rating period.
51
Q

Measuring Performance : Measuring results

A

● Management by objectives (MBO) : people at each level of the organization set goals in a process
that flows from top to bottom, so that all levels are contributing to the organization’s overall
goal.

● These goals become the standards for evaluating each employee’s performance.

  1. When and where the evaluation is going to be conducted.
    ● Formal vs. informal evaluations.
52
Q

Performance Appraisal System steps :

A
  1. The Initial
    ● Meeting individually to describe expectation
    ● The initial performance planning; template used to set up objectives
  2. The mid-point review
    ● Provide feedback to the employee during the primary performance period.
    ● self evaluation
    ● managers follow up
    ● Feedback
  3. The final Review session
    ● To review and rate the performance of each employee during the entire performance rating period.
    ● Reflection and prior consultation of other sources of information such as the self-assessment
    of professionals and others.
    ● Assess the fulfillment of the objectives set.
    ● Review the completion of the development plan and complete the evaluation of the
    comments (if applicable).
    ● Review sesión and feedback
53
Q

What are the objectives to reach and how to do it?

A
  • KPIs and personal planning
54
Q

How are you working to achieve objectives?

A
  • Mid term meeting and continuous feedback
55
Q

What have you achieved?

A

Final evaluation

56
Q

5 steps to a performance evaluation system

A
  1. Develop an evaluation form
  2. Identify performance measures
  3. Set guidelines for feedback
  4. Create disciplinary and termination procedures
  5. set an evaluation schedule
57
Q

Conducting the Feedback Session

A

During the feedback session, managers can take any of three approaches:
1.“Tell-and-Sell” – managers tell employees their ratings and then justify those ratings.
2.“Tell-and-Listen” – managers tell employees their ratings and then let the employees explain
their side of the story.
3.“Problem-Solving” – managers and employees work together to solve performance problems.

58
Q

Retribution

A

The consideration that the worker receives in exchange for his work in an organization.

59
Q

Extrinsic rewards

A

Are those measures incorporated into the remuneration system that aim to attract and above all retain the worker in a given organization. They are composed of direct retributions and indirect rewards.

60
Q

Direct Remuneration

A

usually have a monetary nature and are linked to the importance of the job in the organization and the quality of performance of the professional category that holds it, include:
–Base salary: including bonuses and payments for off-shift work
–Pay supplements: is the pay based on performance. For example, bonuses, the option to purchase shares, incentives and merits.

61
Q

Indirect remunerations

A

Constitute the set of benefits included in the current legal framework, and signed in the agreement by which the company is governed.

There are usually 4 types:

  • The remuneration required by law: all aspects related to the public protection system: social security, unemployment, and disability

*The benefits fixed in a private protection contract: pension plans, savings plans, supplementary unemployment, insurance.

*Remuneration for time not worked: attendance at training programs and seminars related to work, breaks at work, sick leave, vacations, parties, personal matters.

*Other benefits: they include the set of voluntary measures that the company incorporates in the agreement.

62
Q

The intrinsic rewards

A

tend to have a non-monetary nature and their reason to be is to encourage motivation at work.

*Job Security. the prerequisite to activate the subsequent actions of implication.

*Prestige symbols: Official recognitions, size, location and quality of the office.

*Social Rewards; Praise, invitations to social gatherings after work, friendly reception.

*Rewards on the function; Autonomy ,variety of activities, interesting work, possibility of choosing the geographical location.

63
Q

What are the objectives of a good remuneration design?

A

Starting from the fact that adequate remuneration will have the desired effect on the behavior of employees,

Three objectives are set:
1.Attract
2.retain
3.motivate

64
Q

Internal Equity

A

Equality within the organization refers to fair remuneration within the remuneration structure of the company itself. The problem arises when an employee verifies that a person of the same professional category and similar performance perceives rewards superior to his. This will mean an unbearable comparative grievance for the affected person and can be, on many occasions, the origin of total demotivation.

65
Q

External competitiveness

A

The objective is that the remuneration system of the company is, at least, at the same level as the rest of the sector. In other words, when the work done and the salary received are similar in other companies. If this level is lower, the affected workers will always be potential candidates for the competing companies.

66
Q

Career mobility

A

People move based on their experience and jobs

67
Q

Geographic Mobility

A

People move where the jobs are

68
Q

Position Mobility

A

Positions move where the talent is

69
Q

Maturity level 1

A

● First foreign operation
● Local packages
● Equity stake

70
Q

Maturity level 2

A

● Few foreign operations,
● not integrated
● ‘Adolescence’
● Adventurous staff
● Local plus packages
● Equity & non-equity

71
Q

Maturity level 3

A

● Growing inter-national maturity
● More HQ staff replaced by TCNs, local nationals
● Home-based balance sheet
● Career path focused
● Less equity focus

72
Q

Maturity level 4

A

● Worldwide integration and planning
● Global talent sourcing with less emphasis on nationality
● Home-based balance sheet/globalist comp approach
● Well-developed career planning, repatriation process

73
Q

TALENT / TOTAL REWARDS / INVESTMENT / PLANNING

A
  1. The right PEOPLE…
    ● Talent segmentation
    ● Talent identification
    ● Candidate profiles
    ● Selection criteria
    ● Selection process
  2. at the right COST…
    ● Contract type
    ● Remuneration, benefits, allowances and support
    ● Funding arrangements
    ● Management of other related costs
  3. In the right PLACES and ROLES…
    ● Identification of need and locations
    ● Critical roles
    ● Key skill requirements
  4. For the right length of TIME and Results
    ● Assignment purpose
    ● Type and length of assignment
    ● Assignment lifecycle management
    ● Transition management
74
Q

Key drivers for international assignments:

A

*Skills gaps in international locations
*Management development
*Technology transfer
*Senior management role
*Training

75
Q

Primary compensation design decision drivers:

A

Operational need
*Cost
*Motivation to accept assignment
*Deploying key/core competitive resources
*Administrative simplicity
*Equitable treatment

76
Q

Why is global mobility complex?

A

● Gross and net compensation varies between countries
● Purchasing power varies between countries
● Exchange rates change
● Tax structures differ
● Benefits and social security systems differ
● International moves disrupt employees lives
● Some locations are unattractive
● Language and culture differ

77
Q

Transfers from Less-developed (developing) Countries

A

● Home country pay structure
● Moves from Developing Markets (DMs) to developed countries
● Moves from one DM to another
● Disparity of base pay levels between home and assignment location
● Pay disparity does not equal cost-of-living disparity
● Limitations of conventional pay approaches
● Repatriation to a developing country

78
Q

Individual Workers

A

Individuals entering a country of destination for the purpose of working but not who are not being transferred within an international company.

79
Q

Corporate transferees

A

Individuals entering a country on a company posting who have already worked for the same company in another country and who have been transferred within the company to the country of destination on a temporary basis

80
Q

Retired expatriates

A

Individuals entering a country of destination after retirement to spend most of the year in that country

81
Q

Other expatriates

A

dependents (spouses or children) of individual workers, corporate transferees and students who do not work or study in the country of destination.

82
Q

Overview of the structure of the global expatriate market

A

Other - 12.8%
Retired - 3.7%
Students - 8.8%
corporate transferees 1.0%
Individual workers - 73.6%

TOTAL : 50.5 million

83
Q

Elements of Compensation

A
  • pay delivery practices
  • statutory requirements
  • local executive perks and benefits
  • executive perquisites
84
Q

Pay delivery practices:

A

● Number of months’ pay
● Variable pay
● Other allowances

85
Q

Statutory requirements:

A

● Extra month’s bonus
● Profit sharing
● Vacation pay
● Transportation allowances
● Social security
● Termination indemnities

86
Q

Local executive perks & benefits:

A

● Supplementary pension plans
● Housing allowance/loans
● Representation allowances
● Dual employment contracts
● Car and drivers

87
Q

Compensation levels

A
  1. base pay
  2. guaranteed cash
  3. Short-term incentives
  4. Other benefits and LT incentives

HR (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions