99 Cards in this Set
| Front | Back |
|---|---|
|
Performance
|
Ability to do work (X) Effort expended (X) Support from managers & leaders
|
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motivation
|
a driving force that accounts for the amount of effort expended at work
|
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Results of Motivation
|
Good Performance, Productivity, and Retention
|
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Maslow's Theory
|
employees have various needs to be fulfilled in order to perform well
|
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Maslow's Needs
|
Physiological, Safety, Social, Esteem, Self-Actualization
|
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Two Factor Theory
|
job satisfaction and job dissatisfaction
|
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job satisfaction
|
positive emotional attitude resulting from an evaluation of one's job
|
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job dissatisfaction
|
negative emotional attitude resulting from evaluation of one's job
|
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Hygiene Factors
|
elements of job context; sources of dissatisfaction MGR should correct
|
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Motivators Factors
|
elements of job content; sources of satisfaction that MGR's should build up
|
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Correcting hygiene factors decreases job
|
dissatisfaction
|
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Correcting motivators increases job
|
satisfaction
|
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Equity Theory
|
when treated unfairly in comparison to others, individuals are motivated to restore a perceived sense of equity
|
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negative inequity
|
output:input is lower than others
|
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positive inequity
|
output:input is higher than others
|
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Responses to negative inequity
|
decreased work inputs, increased rewards received, changing comparison point, changing the situation
|
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Psychological Contract
|
an individual's expectations about what will be given and received by the employer. Can create positive or negative relationship
|
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Psychological Contract Process
|
Individual offers contributions to organization, which offers inducements to individual
|
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Organizational Commitment
|
degree to which employees desire to remain with org.
|
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Employee Engagement
|
extent to which employees' feelings, thoughts, & behaviors are focused on the organization's success
|
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Employee Engagement Results
|
Employee Performance & Retention, leads to High Company Performance
|
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Involuntary Turnover
|
employees terminated for poor performance/work rule violation
|
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Voluntary Turnover
|
employees leave by choice
|
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Functional Turnover
|
lower performing/disruptive employees leave
|
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Dysfunctional Turnover
|
key individuals and high performers leave at critical times
|
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Controllable Turnover
|
employees leave for reasons employer can influence (PUSHED)
|
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Uncontrollable Turnover
|
employees leave for reasons outside employer control (PULLED)
|
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Reducing Turnover
|
assess, analyze, act, repeat
|
|
What pushed people out?
|
Stagnant (no growth), Disconnected (Poor Relationship), Disenchanted (Poor Fit), Unsupported (Unmet needs)
|
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What pulls people out?
|
Job/Career Change, Location, Personal Reasons
|
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Employee Attitude Survey
|
focuses on employees' feelings/beliefs about job and organization. Used to diagnose problem areas.
|
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Recruiting
|
process of generating a pool of qualified applicants for organizational jobs
|
|
industry
|
knowledge of industry & where to recruit
|
|
labor market
|
knowledge of competitors' recruiting efforts
|
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relationships
|
ability to cultivate relationships with sources of prospect employees
|
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brand
|
promotion of company brand
|
|
analytics
|
ability to measure effectiveness of recruiting efforts
|
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Employment Brand
|
image of organization held by both employees and outsiders. Can help generate more recruits though applicant self-selection
|
|
Realistic Job Preview
|
provides balanced view of an organization, helps attract employees with realistic expectations, reduces new hire turnover
|
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How can I get realistic job preview?
|
Reverse Behavioral Interviewing
|
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Internal Recruitment
|
job postings, internal promotions, job transfers, referrals, recalls
|
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External Recruitment
|
agencies, labor unions, job fairs, educational institutions
|
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Placement
|
fitting a person to the right job
|
|
Person/Job Fit
|
Match KSA's of individuals with characteristics of jobs
|
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Person/Organization Fit
|
congruence between individuals and organizational values
|
|
Attraction-Selection-Attrition
|
job candidates are attracted to and selected by firms where similar types of individuals are employed
|
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Performance Outcome
|
elements of good job performance
|
|
Selection Criteria
|
characteristic a person must possess to successfully perform work
|
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Predictor
|
measurable indicators of selection criteria
|
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Validity
|
extent to which a predator is related to actual job performance
|
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Work Sample Test
|
require an applicant to perform a simulated task that is a specified part of the target job
|
|
Situational Judgement Test
|
measures a person's judgement in work setting
|
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Cognitive Ability Test
|
measures thinking, memory, reasoning, verbal/math skills
|
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Psychomotor Test
|
measure dexterity, hand-eye coordination, arm-hand steadiness
|
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Physical Ability Test
|
measures abilities such as strength, endurance, and muscle mvmt
|
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Assessment Center
|
exercise composed of series of evaluative tests used for selection and development
|
|
Personality Test
|
"Big Five" (Extroversion, Agreeableness, Conscientiousness, Emotional Stability, Openness), MMPI, Myers-Briggs
|
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Problems with Personality Test
|
potential to fake personality test, validity of personality test in question
|
|
Interviewing
|
used to obtain additional information & clarify information gathered earlier
|
|
initial screening
|
meet qualification?
|
|
in-depth interview
|
would person fit the job/company?
|
|
Behavioral Interview
|
give specific examples of how you've performed a certain task. Increases validity, as example may predict future actions on job
|
|
Situational Interview
|
how applicants might handle specific job situation. To ensure validity, questions are based on job analysis & evaluated by experts
|
|
Interview Issues
|
Snap Judgement, Negative Emphasis, Halo Effect, Biases/Stereotyping, Cultural Noise
|
|
Training
|
required/regular, interpersonal/problem solving, job/technical, developmental
|
|
Training Process
|
Welcomed, Supported, Connected, Growing
|
|
New Hire Orientation
|
planned introduction of new employees
|
|
Orientation Objective
|
establish a favorable impression and provide information, enhance interpersonal acceptance and accelerate socialization and integration, ensure employee productivity
|
|
Informal Job Training
|
occurs though interactions and feedback among employees
|
|
On-The-Job Training
|
based on guided form of training, Job Instruction Training (JIT)
|
|
Apprenticeship
|
mixes classroom training and on the job experience. used by unions, provides OJT experience under guide, some aspects may be monitored by DOL, 2-5 years, lower wages than certified individuals
|
|
Training Costs
|
trainer & trainee salary/time, materials, facility & equipment costs
|
|
Training Benefits
|
increase productivity, reduce errors & turnover, less supervision necessary, attitude changes
|
|
E-Learning
|
use of Internet to conduct training online
|
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When does training transfer occur?
|
trainees actually use on job what was learned and maintain use of learned material over time
|
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Relevance
|
link training to organizational strategy, mirror training to job context
|
|
Support
|
supervisor involvement in training, feedback from supervisor
|
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Practice
|
opportunities to use the training
|
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Accountability
|
hold learners responsible for using new skills on the job
|
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Reaction
|
evaluated by conducting interviews or administering questionnaires
|
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Learning
|
measure how well trainees have learned facts, ideas, concepts, theories
|
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Behaviors
|
measure effect of training on job performance though observation
|
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Results
|
measure effect of training on achievement of organizational objectives
|
|
Development
|
efforts to improve employees' abilities to handle a variety of assignments beyond core job responsibilities and cultivate capabilities beyond those required by current job
|
|
What does development accomplish?
|
Helps employees envision career path & gain confidence in future with company
|
|
Career Path
|
employees' movements though organization over time, horizontal or vertical, management roles aren't the only way to advancement
|
|
Strategic Talent Management
|
identify most important jobs in a company that provide competitive advantage & develop employees so they can effectively work in these jobs
|
|
Succession Planning
|
plan to fill holes in hierarchy with orderly replacement and ongoing development of employee
|
|
SP Step 1
|
Define critical positions and identify holes
|
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SP Step 2
|
Assess talent and determine potential
|
|
SP Step 3
|
Design & implement development program
|
|
SP Step 4
|
Evaluate success of process
|
|
Succession Planning Benefits
|
supply of highly qualified individuals ready for job openings, career opportunities for individuals, basis for continual review of talent, makes a company a desirable place to work
|
|
Make Talent
|
develop competitive human resources internally (emphasize stability)
|
|
Make Talent Advantages
|
advancement opportunities, highly cost effective, employees known
|
|
Make Talent Disadvantages
|
Limited ability to secure new knowledge & skills
|
|
Buy Talent
|
externally hire individuals who are already developed from somewhere else (develop agility)
|
|
Buy Talent Advantages
|
tap into new knowledge/perspectives, obtain needed skills
|
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Buy Talent Disadvantages
|
costly, risk with unproven employees
|
MGMT 320: EXAM 1