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SHRM Exam #2
| Question | Answer |
|---|---|
| 4 Types of Turnover | Voluntary Functional, Voluntary Dysfunctional, Involuntary Functional, Involuntary Dysfunctional |
| What dimensions affect the type of turnover? | Voluntary / Involuntary; quitting or being fired Functional / Dysfunctional; aka bad employee or good employee |
| What is voice behavior? | speaking up about problems in the org; internal or external |
| What are the costs of turnover? | administrative hiring, training, loss of productivity, recruitment, public relations costs, trade secrets / proprietary info, costs w/ lack of motivation |
| How do you calculate turnover costs? | # of openings: # of employees * turnover % Hiring cost: given * # of openings Min. training cost: given * # of openings Total: hiring cost + training cost |
| Why do employees leave their jobs? | low job satisfaction, feels unappreciated, job mismatch, workload, family, personal issues, lack of opportunities, org conflicts, perceived unfair treatment |
| What are the types of job withdrawal? | Physical and Psychological |
| What is the job withdrawal process? | employee who is unsatisfied pulls away from org over time lateness / tardiness --> absenteeism increases --> less input and less help --> quit |
| What are layoffs? | large scale terminations |
| How can companies can reduce layoffs? | reduced hours, furloughs, reassigning workers, reduced hiring, cutting costs elsewhere, encourage voluntary separation |
| What should companies do to reduce harm during layoffs? (process) | 1. identify business need 2. communicate w/ employees 3. determine evaluation criteria 4. establish fair evaluation procedures 5. analyze adverse impact 6. continually monitor |
| Task Performance | actual on the on the job; needs 2 types of knowledge 1. declarative knowledge 2. procedural knowledge + skill |
| Citizenship Behaviors | organizational and interpersonal; being a good samaritan |
| Counterproductive Behavior | intentionally hurting organization or coworker; 4 Types Production Deviance Property Deviance Personal Aggression Political Deviance |
| General Job Performance Factor | broad factor representing employees overall contribution |
| Performance Management | process of measuring + providing feedback about employee contributions to the org |
| Performance Appraisal | process of measuring what employees contribute to the organization *methods should meet the same criteria as selection methods |
| Variety of Rater Errors + Bias | central tendency error, contrast error, halo error, recency error, primacy error, rater bias, situational influences |
| How does errors and bias influence our appraisal of employee performance? | people are imperfect and judge for things out of control or inconsistent or smn else |
| Performance Measurement: Contamination | measure captures information it should not be measuring |
| Performance Measurement: Deficiency | does not capture information it should be |
| Objective Performance Measures | counts behaviors or outcomes |
| Subjective Performance Measures | judgements; made by human raters |
| 4 Types of Rating Formats | Narrative, Graphic, Forced Distribution, Forced Rankings |
| Rating Sources | Self, Supervisor, Subordinates, Coworker, Client |
| Training | planned effort to help employees learn job-related knowledge, skills, and attitudes |
| Designing a Training Program: Steps | 1. needs assessment 2. employee readiness 3. create a learning environment 4. developing content 5. identifying methods and media 6.transfer enhancement |
| Proactive Needs Assessment: Components | Analyzes; organization, task, and person |
| Reactive Needs Assessment: Components | Steps; problem, cause, and solution |
| What are the decisions a trainer has to make after they have developed their learning objectives? | who is going to lead the training and how will they deliver the content |
| Training Methods | presentation, discussion, case study, discovery, role play, augmented reality, simulation, modeling |
| Enhancing the Transfer of Knowledge: Before | sign behavior contracts, |
| Enhancing the Transfer of Knowledge: During | provide guidelines and identify potential difficult situations to prepare them for it |
| Enhancing the Transfer of Knowledge: After | opportunity to perform |
| How to calculate training / productivity questions? | New Productivity: # of units per worker * (1+projected increase of productivity) Employees Needed: goal / new productivity ROI: [(savings - expense) / expense] * 100 |
| Protean Career | personal responsibility + self-directed development |
| Traditional Career | organization based and hierarchical |
| 4 Ways to Develop Employees | Formal Education Work Experience Assessments + Feedback Developmental Relationships |
| Career Development | activities that help people manage the progression of their works experiences across their lives |
| Effective Employee Orientation Program | 1. reduces start-up costs 2. reduces anxiety 3. reduces employee turnover 4. saves time for supervisor and coworkers 5. sets expectations and attitudes |
| Narrative Ratings | written descriptions of employee performance |
| Separation | aka turnover; process of efficiently and fairly terminating workers |
| Employee Development | activities that influence personal and professional growth |
| After-Training Activity | essential; providing an opportunity to perform |
| Forced Rankings | compares and ranks employees |
| 360 Feedback | self, supervisors, coworkers, subordinates |
| Transfer of Training | applying training knowledge to on the job |
| Retention | set of actions designed to keep good employees |
| Declarative Knowledge | understanding of what needs to be done to perform certain tasks |
| Procedural Knowledge | ability to perform the prescribed tasks |
| Production Deviance | organization-based; reduces speed or accuracy of production of goods or services |
| Property Deviance | organization-based; destroying assets of the org |
| Political Deviance | interpersonal; puts other employees at a disadvantage (career-wise) |
| Personal Aggression | interpersonal; personal harm to a coworker |
| Narrative Ratings Pros | can be very detailed, can be useful for feedback, can consider specific aspects of a performance / job / employee |
| Narrative Ratings Cons | can have low reliability, vulnerable to rater's bias, can be difficult to determine high or low performers just from narrations |
| Graphic Ratings | numerical ratings on various dimensions ex: rate 1 to 5 on problem-solving skills |
| Graphic Ratings Pros | can have absolute standards, likely more reliable, easy to develop, can allow for comparison across groups / departments |
| Graphic Ratings Cons | requires regular monitoring to ensure alignment w/ strategy, vulnerable to rater bias |
| Forced Rankings | compares and ranks employees |
| Forced Rankings Pros | easy to develop, useful when low on resources, comparing is a natural way to conceptualize performance |
| Forced Rankings Cons | difficult to compare across groups / departments, may force distinctions w/out meaningful differences, not always liked by employees, or managers |
| Forced Distribution | combines forced rankings and graphic rating |
| Forced Distribution Pros | emphasizes merit |
| Forced Distribution Cons | may force distinctions w/out meaningful differences, not always liked by employees or managers |
| Rating Source: Manager | Pros; extensive knowledge about employee's performance + abilities Cons; bias / favortism |
| Rating Source; Self | Pros; self-analysis can help w/ development Cons; motivation to inflate own ratings |
| Rating Source; Coworker | Pros; useful when supervisor doesn't work directly w/ employee + brings alternate perspective Cons; potential bias + uncomfortable if tied to pay |
| Rating Source; Client / Customers | Pros; good view on employee behavior, can enhance long-term relationship Cons; expensive + potential bias |
| Rating Source; Subordinate | Pros; exposes favoritism or bad behavior, useful for leader development Cons; potential bias + if nothing changes it can create motivational issues for employees |
| Needs Assessment | process for determining what training to offer and who should be trained - Proactive OR Reactive |
| Career Development | activities that help people manage the progression of their work experiences across their lives |
| Career | pattern of work experiences a person has over their life |
| Functional Voluntary Turnover | poor-performing employee quits |
| Dysfunctional Voluntary Turnover | good performing employee quits |
| Functional Involuntary Turnover | poor performing employee is fired |
| Dysfunctional Involuntary Turnover | good performing employee is fired |
| Internal Voice Behavior | example: speaking to manager |
| External Voice Behavior | example: whistle-blowing aka making grievances public by going to the media or government |
| Training Process | 1. Needs Assessment 2. Employee Readiness 3. Creating Learning Environment 4. Developing Content 5. Identifying Methods & Media 6. Transfer Enhancement |
| Proactive Needs Assessment: Org Analysis | business strategy, availability of resources, managerial and peer support |
| Proactive Needs Assessment: Task Analysis | identifying KSAO and behaviors to emphasize in training |
| Proactive Needs Assessment: Person Analysis | deficiencies due to lack of KSAOs or motivation, who needs training, readiness |
| Reactive Needs Assessment: Problem | identification of business need, whether problem is important, what should be happening + how is it different from now |
| Reactive Needs Assessment: Cause | why does this gap exist? |
| Reactive Needs Assessment: Solution | brainstorming interventions, examining them for effectiveness, prioritzing them |
| Reasons for Training | legislation, new tech, new products, new jobs, lack of basic skills, poor performance, customer complaints |
| Motivation to Learn | confidence, training benefits, self-awareness, work environemnt, basic skills, goal, open-minded |
| Creating a Learning Environment | prepare the individual and set the expectation - communicate objectives - must be clear about KSAO |
| Developing Content | Who and How? - learning objectives must drive content development |
| Why care about employee development? | employees; involves their potential advancement org; need to manage their talent + succession planning |
| Career Success Types | Objective; promotions and pay Subjective; career satisfaction and well-being |
| Development: Formal Education | - courses - certifications and licenses |
| Development: Assessments and Feedbacks | career assessments ex: ONET R- realistic I- investigative A- artistic S- social E- enterprising C- conventional AND multisource assessments ex: 360 degree feedback |
| Development: Work Experiences | 1. job rotations; temp lateral move 2. job transfers; permanent lateral move 3. promotions / demotions |
| Development: Relationships | coaches; develop knowledge + skills to become more effective at a specific job mentors; experienced helps the less experienced to learn and grow |
| Central Tendency Error | raters give almost all employees scores in the middle of the scale |
| Halo Error | allow a general impression to influence ratings on specific dimensions of performance |
| Contrast Error | unknowingly allowing comparisons among employees to influence ratings |
| Primacy Error | placing too much emphasis on performance observed at the beginning of the period |
| Recency Error | placing too much emphasis on performance observed right before the measure is taken |
| Rater Bias | unfairly providing lower ratings to certain groups of people |
| Situational Influences | factors that affect performance but are outside of the employee's control |
| Training Method: Presentation | teaches knowledge, easy to develop and admin, and low likelihood of transfer |
| Training Method: Discussion | 50/50 on knowledge, teaches skills + attitude, easy to to develop and admin, low likelihood of transfer |
| Training Method: Case Study | 50/50 on knowledge, teaches skills, 50/50 on attitude, needs effort to develop, easy to admin, medium likelihood of transfer |
| Training Method: Discovery | teaches skills, 50/50 on attitude, medium development + admin, medium likelihood of transfer |
| Training Method: Role Play | teaches skills + attitude, medium development + admin, high likelihood of transfer |
| Training Method: Augmented Reality | teaches KSA, high development, medium admin + likelihood of transfer |
| Training Method: Simulation | teaches KS, 50/50 on attitude, high development, medium admin, high likelihood of transfer |
| Training Method: Modeling | teaches skills, high development + admin, high likelihood of transfer |
Created by:
Zetiris
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