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human resource mng 2
Mathis HR 12th vocab from book site
| Question | Answer |
|---|---|
| Autonomy | Extent of individual freedom and discretion in the work and its scheduling. |
| Business process re-engineering (BPR) | Measures for improving such activities as product development, customer service, and service delivery. |
| Competencies | Individual capabilities that can be linked to enhanced performance by individuals or teams. |
| Compressed workweek | Schedule in which a full week's work is accomplished in fewer than five 8-hour days. |
| Duty | Work segment composed of several tasks that are performed by an individual. |
| Feedback | Amount of information employees receive about how well or how poorly they have performed. |
| Flextime | Scheduling arrangement in which employees work a set number of hours a day but vary starting and ending times. |
| Job | Grouping of tasks, duties, and responsibilities that constitutes the total work assignment for an employee. |
| Job analysis | Systematic way of gathering and analyzing information about the content, context, and human requirements of jobs. |
| Job description | Identification of the tasks, duties, and responsibilities of a job. |
| Job design | Organizing tasks, duties, responsibilities, and other elements into a productive unit of work. |
| Job enlargement | Broadening the scope of a job by expanding the number of different tasks to be performed. |
| Job enrichment | Increasing the depth of a job by adding responsibility for planning, organizing, controlling, or evaluating the job. |
| Job rotation | Process of shifting a person from job to job. |
| Job sharing | Scheduling arrangement in which two employees perform the work of one full-time job. |
| Job specifications | The knowledge, skills, and abilities (KSAs) an individual needs to perform a job satisfactorily. |
| Marginal job functions | Duties that are part of a job but are incidental or ancillary to the purpose and nature of the job. |
| Performance standards | Define the expected levels of performance in key areas of the job description. |
| Person/job fit | Matching characteristics of people with characteristics of jobs. |
| Responsibilities | Obligations to perform certain tasks and duties. |
| Self-directed team | Organizational team composed of individuals who are assigned a cluster of tasks, duties, and responsibilities to be accomplished. |
| Skill variety | Extent to which the work requires several different activities for successful completion. |
| Special-purpose team | Organizational team formed to address specific problems, improve work processes, and enhance the overall quality of products and services. |
| Task | Distinct, identifiable work activity composed of motion. |
| Task identity | Extent to which the job includes a "whole" identifiable unit of work that is carried out from start to finish and that results in a visible outcome. |
| Task significance | Impact the job has on other people. |
| Virtual team | Organizational team composed of individuals who are separated geographically but linked by communications technology. |
| Work | Effort directed toward accomplishing results. |
| Workflow analysis | Study of the way work (outputs, activities, and inputs) moves through an organization. |
| Acceptance rate | Percent of applicants hired divided by total number of applicants offered jobs. |
| Applicant pool | All persons who are actually evaluated for selection. |
| Applicant population | A subset of the labor force population that is available for selection using a particular recruiting approach. |
| Flexible staffing | Use of workers who are not traditional employees. |
| Independent contractors | Workers who perform specific services on a contract basis. |
| Job posting | System in which the employer provides notices of job openings and employees respond by applying. |
| Labor force population | All individuals who are available for selection if all possible recruitment strategies are used. |
| Labor markets | External supply pool from which organizations attract employees. |
| Recruiting | Process of generating a pool of qualified applicants for organizational jobs. |
| Selection rate | Percentage hired from a given group of candidates. |
| Strategy | A general framework that provides guidance for actions. |
| Yield ratios | Comparisons of the number of applicants at one stage of the recruiting process with the number at the next stage |
| Behavioral interview | Interview in which applicants give specific examples of how they have performed a certain task or handled a problem in the past. |
| Cognitive ability tests | Tests that measure an individual's thinking, memory, reasoning, verbal, and mathematical abilities. |
| Concurrent validity | Measured when an employer tests current employees and correlates the scores with their performance ratings. |
| Correlation coefficient | Index number that gives the relationship between a predictor and a criterion variable. |
| Negligent hiring | Occurs when an employer fails to check an employee's background and the employee injures someone on the job. |
| Negligent retention | Occurs when an employer becomes aware that an employee may be unfit for work, but continues to employ the person, and the person injures someone. |
| Non-directive interview | Interview that uses questions developed from the answers to previous questions. |
| Panel interview | Interview in which several interviewers meet with candidate at the same time. |
| Person/organization fit | The congruence between individuals and organizational factors. |
| Physical ability tests | Test that measure an individual's abilities such as strength, endurance, and muscular movement. |
| Placement | Fitting a person to the right job. |
| Predictive validity | Measured when test results of applicants are compared with subsequent job performance. |
| Predictors | Measurable or visible indicators of a selection criterion. |
| Psychomotor tests | Tests that measure dexterity, hand-eye coordination, arm-hand steadiness, and other factors. |
| Realistic job preview | Process through which a job applicant receives an accurate picture of a job. |
| Selection | Process of choosing individuals with qualifications needed to fill jobs in an organization. |
| Selection criterion | Characteristic that a person must possess to successfully perform work. |
| Situational interview | Structured interview that contains questions about how applicants might handle specific job situations. |
| Situational judgment tests | Tests that measure a person's judgment in work settings. |
| Stress interview | Interview designed to create anxiety and put pressure on applicants to see how they respond. |
| Structured interview | Interview that uses a set of standardized questions asked of all job applicants. |
| Team interview | Interview in which applicants are interviewed by the team members with whom they will work. |
| Work sample tests | Tests that require an applicant to perform a simulated task that is a specified part of the target job |
| Active practice | Performance of job-related tasks and duties by trainees during training. |
| Behavior modeling | Copying someone else's behavior. |
| Blended learning | Learning approach that combines short, fast-paced, interactive computer-based lessons and teleconferencing with traditional classroom instruction and simulation. |
| Cost-benefit analysis | Comparison of costs and benefits associated with training. |
| Cross training | Training people to do more than one job. |
| E-learning | Use of the Internet or an organizational intranet to conduct training on-line. |
| Immediate confirmation | Based on the idea that people learn best if reinforcement and feedback are given as soon as possible after training. |
| Informal training | Training that occurs through interactions and feedback among employees. |
| Knowledge management | The way an organization identifies and leverages knowledge in order to be competitive. |
| Massed practice | Practice performed all at once. |
| Orientation | Planned introduction of new employees to their jobs, co-workers, and the organization. |
| Performance consulting | Process in which a trainer and the organizational client work together to determine what needs to be done to improve organizational and individual results. |
| Reinforcement | Based on the idea that people tend to repeat responses that give them some type of positive reward and avoid actions associated with negative consequences. |
| Self-efficacy | Person's belief that he or she can learn the training program content. |
| Spaced practice | Practice performed in several sessions spaced over a period of hours or days. |
| Training | Process whereby people acquire capabilities to perform jobs. |
| Assessment centers | Collections of instruments and exercises designed to diagnose individuals' development needs. |
| Career | Series of work-related positions a person occupies throughout life. |
| Career paths | Represent employees' movements through opportunities over time. |
| Coaching | Training and feedback given to employees by immediate supervisors. |
| Development | Efforts to improve employees' abilities to handle a variety of assignments and to cultivate employees' capabilities beyond those required by the current job. |
| Dual-career ladder | System that allows a person to advance up either a management or a technical/professional ladder. |
| Individual-centered career planning | Career planning that focuses on an individual's responsibility for a career rather than on organizational needs. |
| Job rotation | Process of shifting a person from job to job. |
| Management mentoring | Relationship in which experienced managers aid individuals in the earlier stages of their careers. |
| Organization-centered career planning | Career planning that focuses on identifying career paths that provide for the logical progression of people between jobs in an organization. |
| Repatriation | Planning, training, and reassignment of global employees to their home countries. |
| Sabbatical | Time off the job to develop and rejuvenate oneself. |
| Succession planning | Process of identifying a long-term plan for the orderly replacement of key employees. |
| Talent management | Concerned with enhancing the attraction, development, and retention of key human resources |
| job | A is a grouping of tasks, duties, and responsibilities that constitutes the total work assignment for employees. |
| Outputs, activities, and inputs | included in a workflow analysis |
| Re-tool | Which of the three phases of business process reengineering includes looking at new technologies |
| It is used to communicate the valued behaviors throughout the organization | The competency-based approach to job analysis is used by organizations for which of the following reasons? |
| Results orientation | is an example of a behavioral competency. |
| managerial straitjacket | A common managerial anxiety about job analysis is |
| essential job functions | The Americans with Disabilities Act (ADA) calls the fundamental job duties of the position that an individual with a disability holds or desires |
| performance standards | if employees know what is expected and how performance is measured, they will have a better chance of performing satisfactorily |
| Determines qualifications and anticipates needs to fill vacancies | During recruitment the line manger typically handles which task |
| contingency firms | Executive search firms which charge a fee only after a candidate has been hired by the client company are called |
| yield ratios | Over time, employers can approximate the necessary size of the applicant pool by using |
| tasks, duties, and responsibilities performed | The essential functions and duties section of the job description should contain clear and precise statements on the |
| correlation coefficient | A is a number that ranges from -1.0 to +1.0 with higher scores suggesting stronger relationships between a predictor variable and a criterion variable. |
| work with top management to develop strategic training plans | Some organizations have created positions titled "Chief Learning Officer," whose primary function is to |
| a desire to learn | When they are ready to learn, people have the ability to learn, ----, and the belief that they can learn. |
| Adults have a need to be self-directed. | is an adult learning principle from Malcolm Knowles? |
Created by:
romoore245
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