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| Question | Answer |
| Two work-for-hire exceptions (copyright) | 1. An employer who hires employees to create original works as part of their normal job duties is the owner of the copyright because the employer paid for the work to be done. 2. The second exception is that the copyright for work created by a freelance author, artist, or musician who has been commissioned to create the work by someone else is owned by the person who commissioned the work |
| two circumstances that don’t require permission | 1. works in the public domain 2. fair use doctrine |
| Copyrights | the life of the author plus 70 years |
| Works-for-hire | 95 years from the first year of publication or 120 years from the year of creation |
| fair use doctrine | use of a work for the purposes of criticism, commentary, news reporting, or teaching |
| patent | allows inventors exclusive rights to the benefits of an invention for a defined period of time |
| three types of patents | 1. Design Patent 2. Utility Patent 3. Plant Patents |
| Design Patents | protect new, original, and ornamental designs of manufactured items. Design patents are limited to 14 years. |
| Utility Patents | protect the invention of new and useful processes, machines, manufacture or composition of matter, and new and useful improvements to the same. Utility patents are limited to 20 years. |
| Plant Patents | protect the invention or discovery of asexually reproduced varieties of plants for 20 years. |
| Organization development | a systematic method of examining an organization’s technology, processes, structure, and human resources, and developing action strategies to improve the way it achieves desired business results |
| organizational culture | sharing of values and beliefs and the behavior related to them |
| four categories of organization development interventions | 1. Strategic 2. Techno-structural 3. Human process 4. Human resource management. |
| Three examples of strategic interventions | 1. Change Management 2. Knowledge Management 3. learning organizations |
| Two elements of change management | 1. Change Process Theory 2. Tools for Successful Change |
| Three stage for change | 1. Unfreezing 2. Moving 3. Refreezing |
| What is unfreezing? | - Create the motivation for change by identifying and communicating the need for the change - It’s important to create a vision for the outcome of the change and a sense of urgency for getting to the new outcome. |
| What is moving? | - Examine and manage resistance, and the organization is aligned with the change. - Communication remains an integral part of the process. |
| What is refreezing? | - Change becomes the new norm for the organization - Outcome is evaluated - Additional changes occur to adjust the actual outcomes to those that are desired. |
| Tools for Successful Change 8 steps | 1. Prepare for Change 2. Communicate 3. Develop a Plan 4. Have an Executive Sponsor 5. Motivate Direct Supervisors 6. Recruit Unofficial Leaders (Every organization has unofficial leaders who are able to influence co-workers; obtaining their commitment to the change will influence others.) 7. Implement 8. Evaluate |
| knowledge management | The process of attempting to retain the knowledge that comes from past experiences |
| knowledge management methods | to retain and institutionalize knowledge so it’s easily accessible for improving processes and increasing profits |
| Six knowledge management methods | 1. Expert Registers 2. Best-Practice Standards 3. After-Action Evaluations 4. Communities of Practice 5. Technology Solutions 6. Knowledge Management Systems |
| Expert Registers (knowledge management method) | an expert register collects the names and areas of expertise of employees and is made available to all employees, who are then able to contact internal experts to discuss problems and find solutions |
| Best-Practice Standards (knowledge management method) | best practices are those that have been used in an organization by one group of employees to achieve particular results and are codified for distribution to other employ- ees in similar jobs or groups throughout the organization with the idea that the results will be duplicated |
| After-Action Evaluations aka postmortem (knowledge management method) | is a review conducted at the end of a project or other group endeavor. The pur- pose of the evaluation is to share in the group what worked, what didn’t work, and what knowledge can be retained for use in future projects |
| Communities of Practice (knowledge management method) | - is an informal means of learning what works well in environments characterized by open communication and trust - they consist of people with common work interests or needs who are willing to share expe- riences and expertise with co-workers. These groups benefit individuals by enhancing skills, satisfaction, and productivity; benefit the work group with increased trust and learning opportunities; and benefit the organization with improvements in sales, improved product development, reduced time-to-market lead times, and, ultimately, improved market share because of improved customer satisfaction. |
| Technology Solutions (knowledge management method) | IT implements database management and other IT tools that encourage knowledge sharing among employees |
| Knowledge Management Systems (knowledge management method) | - support and collect the creation, capture, storage, and dissemination of organizational knowledge and information - to provide employees with easy access to information that has been col- lected from various sources, verified for accuracy, and organized for retrieval to answer questions or solve problems |
| Learning organizations | are innovative environments in which knowledge is originated, obtained, and freely shared in response to environmental changes that affect the ability of the organization to compete. |
| What are Peter Senge's five disciplines, or guiding principles? | They enable organizations to increase their ability to realize desired results, cultivate new ways of thinking, expand on individual ideas, and encourage continuous lifelong learning in the organization. |
| Peter Senge's five disciplines | 1. Systems Thinking 2. Personal Mastery 3. Mental Models 4. Building a Shared Vision 5. Team Learning |
| Systems Thinking | Describes the ability of individuals and organizations to recognize patterns and project how changes will impact them. |
| Personal Mastery | Describes a high level of expertise in an individual’s chosen field and a commitment to lifelong learning. |
| Mental Models | Refer to the deep-seated beliefs that color perceptions can affect how individuals see the world around them and react to it. |
| Building a Shared Vision | Encourages the organization to plan for a future that inspires commitment on the part of all individuals in the organization. |
| Team Learning | Refers to the ability of a team to share and build on their ideas without holding anything back. |
| Techno-Structural Interventions | address issues of how work gets done in the organization by examining the level of employee involvement and redesigning work processes |
| Two examples of techno-structural interventions | 1. Total quality management (TQM) 2. Six Sigma |
| Total Quality Management (TQM) | - is a long-term intervention requiring employees at all levels in an organization to focus on providing products that meet customer needs - requires the commitment of top management to lead the process - market research and product development are key components of the system - Processes are reviewed to eliminate wasted time as well as materials that either don’t contribute or are obstacles to producing the end product - Teamwork is an essential function |
| Four significant contributors to TQMs | 1. W. Edwards Deming 2. Joseph M. Juran 3. Dr. Kaoru Ishikawa 4. Philip B. Crosby |
| W. Edwards Deming's contribution to TQMs | - proposed that quality is defined by the consumer - developed a 14-point plan that placed the burden of quality on management because they’re able to control the systems in the organization |
| Joseph M. Juran | - believed that quality begins with defining customer needs |
| Juran Trilogy | 1. Quality planning: initiates programs by addressing quality concerns during the product- or service-development process. 2. Quality control: ensures conformance to the parameters established in the planning phase during the operations phase. 3. Quality improvements: are used to continually improve operations and reduce waste. |
| Dr. Kaoru Ishikawa's seven tools | 1. Check Sheet 2. Histogram 3. Pareto Chart 4. Cause-and-Effect Diagram 5. Stratification 6. Scatter Chart 7. Process-Control Chart |
| Dr. Kaoru Ishikawa's Check Sheet | Are the simplest analysis tools, requiring only a list of items that might be expected to occur. When an item occurs, a check or tick mark is placed next to it on the list. |
| Dr. Kaoru Ishikawa's Histogram | a way of looking at random occurrences to find out whether there is a pattern |
| Dr. Kaoru Ishikawa's Pareto Chart | - a graphical representation of the 80/20 rule: 80 percent of the problems are caused by 20 percent of the causes - points out which areas of concern will provide the greatest return when corrected |
| Dr. Kaoru Ishikawa's Cause-and-Effect Diagram | - aka Ishikawa diagram or fishbone diagram - aids in organizing information during brainstorming sessions |
| Dr. Kaoru Ishikawa's Stratification charts | - show the individual components of a problem in addition to the total or summary - aids in identifying possible strategies for correcting problems |
| Dr. Kaoru Ishikawa's Scatter Chart | - aka an XY chart - provides a graphical representation for the relationship between two sets of numbers. Information presented on a scatter chart is used for various forms of statistical analysis. |
| Dr. Kaoru Ishikawa's Process-Control Chart | provides a graphical representation of elements that are out of the acceptable range by setting parameters above and below the range |
| Philip B. Crosby's four absolutes of quality | 1. Conformance to Requirements: once management clearly described what was required, quality could be determined by whether the product met the standard 2. Prevention: “Do it right the first time” 3. Performance Standards: Zero defects 4. Measurement: quality should be measured by the additional cost of not producing zero-defect products the first time. |
| Six Sigma | DMAIC: Define, Measure, Analyze, Improve, and Control + Define the customer and issues of importance to them, along with the process and project parameters. + Measure: data about defects and other measures is collected and then compared to the original parameters to identify underperformance. + Analyze: to identify gaps between the goal and actual performance, explain why the gaps occurred, and rank possible improvements. + Improve: solutions are created and implemented. + Control: systems are revised to incorporate the improvements, and employees are trained in the new processes. The goal of this phase is to prevent back- sliding into the previous process by ongoing monitoring. |
| Quality Leader/Manager | The quality leader in an organization generally reports to the CEO or president in order to remain objective. |
| Master Black Belt | - work with a single function, such as marketing or accounting - work closely with process owners to implement the DMAIC methodology and ensure that projects stay on track. |
| Process Owner | individuals responsible for a specific process in the organization; for example, the highest-level HR employee in the organization would be the process leader for HR initiatives. |
| Black Belt | work full-time on quality initiatives, coaching green belts to improve their quality skills. |
| Green Belt | have received Six Sigma training and participate on project teams part-time while continuing to work in another role for the balance of their time |
| High-Involvement Organizations (HIOs) | - Employees are involved in designing their own work processes, are empowered to take the actions necessary to complete their work, and are accountable for the results. - Are characterized by broadly defined jobs in flat hierarchies in which continuous feedback is provided and information flows between and among self-directed work teams. |
| Four elements of HIOs | 1. Power: grant decision-making power down to the employees assigned to carry out the decision and hold them accountable for the results 2. Information: is disseminated so that everyone can use it to direct their efforts toward improving results 3. Knowledge: Providing training and development opportunities; Increasing the knowledge, skills, and abilities (KSAs) available in the organization 4. Rewards: Tying pay to performance compensates employees according to the level of effort they expend to accomplish their goals and objectives and contribute to organizational success |
| Human Process Interventions | are directed at developing competencies at the individual level in the organization |
| Four human process interventions | 1. Team-Building Activities 2. Conflict Resolution 3. Management by Objectives 4. Emotional Intelligence |
| Conflict resolution | a process of developing strategies for resolving issues and maintaining or rebuilding effective working relationships |
| Management by Objectives (MBO) | - aligns individuals with organization goals; and measures the successful attainment of objectives as well as the quality and/or quantity of performance - often used as a performance appraisal tool |
| Emotional Intelligence (EQ intervention) | - describes how people deal with their feelings and how they perceive and interact with others - seeks to improve individual interactions and increase individual effectiveness |
| Human Resource Management Interventions | focus on individuals in the organization |
| Examples of Human Resource Management Interventions | - Developing hiring and selection procedures that attract people with the KSAs needed by the organization - Designing jobs that increase employee satisfaction - Developing performance-management systems that develop individuals for future needs in the organization - Developing diversity programs that blend employees from various backgrounds into cohesive work units for the organization - Developing reward systems that provide incentives for employees who exceed expectations |
| What is talent management? | - a way of viewing all the activities in those HR functions that attract and retain employees with the skills needed by the organization to move forward in the marketplace - one of the key elements of a talent-management program is development: of employees, managers, leaders, and the high-potential employees being groomed to lead the organization into the future |
| What is talent assessment? | a process to identify current levels of skill as well as the potential of individual employees with a ultimate goal of aligning the organization workforce with key business initiatives (KBIs) |
| KBI | Key Business Initiative |
| Talent assessment tools | - personality assessments - aptitude tests - cognitive ability tests - interest assessment - career portfolio |
| What is interest assessment? | Helps to understand development opportunities that will keep employees interested and engaged with the organization |
| What is career portfolio? | - gathers information about an individual’s education, skills, job-related training, completed development programs, performance appraisals, awards, noteworthy accomplishments, and samples of work - provides the information needed to plan development opportunities - helps employees focus on long-term career goals and strategies to achieve those goals |
| 6 development opportunities | 1. Job design 2. Skills training 3. Supervisory training 4. Career development 5. Mentoring Programs 6. Executive and Management Coaching |
| What is Job Design? | - how tasks, duties, and responsibilities needed by the organization can be combined for use as a development tool - 2 common methods: Job Enrichment & Job Enlargement |
| What is Job Enrichment? | - Used when an employee shows potential and is interested in growth opportunities - Employee is assigned new responsibilities or tasks that challenge the employee to use existing skills and abilities in new ways or to develop new ones as they tackle new assignments |
| What are 5 job factor that can help bring out positive outcomes when using job enrichment? | 1. Skill Variety: ability of the employee to use multiple skill sets to complete a task. 2. Task Identity: concept that the effort applied by the worker produces a whole identifiable unit or outcome, as opposed to a single part. 3. Task Significance: The inherent or perceived value of a job either internally to co-workers or externally to society. 4. Autonomy: The degree of independence or discretion allowed on the job. 5. Feedback: Communication to the employee by management related to how well the employee performs his or her duties. |
| What is Job Enlargement? | - additional tasks are added to the job without increasing the level of responsibility or skill - may be viewed positively by employees when it reduces job boredom by increasing the variety of tasks assigned - in other cases, employees may view this job design negatively if they perceive they’re doing more work without a corresponding increase in pay |
| What is Skills Training? (development opportunity) | - provides employees with specific information that is needed to do their jobs - e.g.: job-specific training, soft skill training, Supervisory Training, |
| What is Career Development? (development opportunity) | Develop high-potential employees (HiPos) and are provided with extensive training opportunities to prepare them for future roles |
| HiPo employee | High-potential employee |
| What is Mentoring Programs? (development opportunity) | Mentoring programs ensure that the benefits of mentoring are available to a diverse group of employees who demonstrate leadership potential |
| What is reverse mentor? | young individuals help older co-workers understand technology and the culture of the younger generation |
| What is Executive and Management Coaching? | - a coach (= a specialist) helps develop an employee (=an executive/management) in a particular area - beneficial to HRD for training management and executives in effectively managing organizational talent |
| Difference between a mentor and a coach | - a mentor: focus on someone's career's development - a coach: focus on someone's specific skills |
| 3 approaches of executive and management coaching | 1. Internally 2. Externally (appropriate when the need is for a one-on-one experience or the focus of the coaching is highly technical/psychological in nature) 3. Virtually (combine the concepts of self-paced learning with typical coaching outcomes) |
| What is Management Development program? | - seeks to upgrade skills for managers who are accountable for achieving results through others - includes exposure to financial and technology management, internal controls, and the basic management skills |
| What is a Leadership Development program? | - seeks out employees who show promise as potential leaders - can be a combination of classroom training in specific areas, sponsorship of an advanced degree program such as an MBA, and hands-on training with a mentor or coach |
| What is a Employee Training Program? | an effective tool for improving productivity and increasing operational efficiency |
| 3 training levels | 1. Organizational 2. Task 3. Individual |
| What is Organizational-level training? | - encompass the entire organization or a single division or department - is focused on preparing for future needs |
| What is Task-level training ? | - process performed in a single job category - the need for training at this level may be indicated by low productivity for a single process or poor- quality results. |
| What is Individual-level training? | - a review of performance by individual employees - can be indicated by poor performance reviews or requests for assistance by the employee |
| What organizational needs does development program address? | Long-term |
| What organization needs do training programs address? | Short-term |
| What is an instructional design model for training program? | ADDIE model |
| What is ADDIE model? | Analysis Design Development Implementation Evaluation |
| What does Analysis do in ADDIE? | 1. Identify goal (=desired outcomes) 2. Gather and analyze data: - Review Documents - Labor Law Review - Ask Employees - Identify the performance gap - Identify instructional goals - Propose solutions - Evaluate options, and estimate the budget impact and training timeline |
| What does Design do in ADDIE model? | 1. Compile a task inventory (lists all tasks included in the job) 2. Identify the target audience 3. Develop training objectives (a precise description of what is to be accomplished in normal job circumstances) 4. Develop the course content 5. Develop evaluation criteria |
| What is a learning curve? | - a graphical representation of the rate of learning over time - an important consideration for development of training content |
| 4 examples of learning curves | 1. Negatively Accelerating Learning Curve 2. Positively Accelerating Learning Curve 3. S-Shaped Learning Curve 4. Plateau Learning Curve |
| What is Negatively Accelerating Learning Curve? | characterized by rapid increases in learning at the beginning that taper off as the learner becomes more familiar with the process or task E.g: routine tasks (operating a cash register) |
| What is Positively Accelerating Learning Curve? | - characterized by a slow start in learning that increases as the learner masters different aspects of the process or task E.g: a junior accountant learning to use an accounting software program |
| What is S-Shaped Learning Curve? | a combination of positive and negative learning curves. It begins with a slow learning process that accelerates over time and then slows again E.g: software-conversion projects |
| What is Plateau Learning Curve? | - begins with a rapid increase in knowledge that levels off after a period of time, and no additional progress occurs for an extended period of time - occurs when an employee performs a task irregularly, not often enough to become proficient |
| What does Development do in ADDIE model? | 1. Develop Training Materials: - Leader Guide (when there are more than 1 trainers to ensure consistency) - Manuals (assist reinforcing information delivered at training after participants return to their jobs) - Handouts (may be used in place of a manual or included with the manual) 2. Instructional Methods - Passive Training Methods e.g. Lecture, Presentation, Conference - Active training methods e.g. Facilitation, Case Study, Simulation, Vestibule, Socratic Seminar 3. Experiential Training Methods: provide experience in real- time situations e.g. Demonstration, One-on-One, Performance 4. Program Delivery Mechanisms: define delivery methods (e.g. Classroom, Self-Study, Programmed Instruction, Virtual Training (VT) |
| 3 instructional methods | 1. Passive Training Methods 2. Active training methods 3. Experiential Training Methods |
| What are Passive Training Methods? | - learner listens to and absorbs information - are instructor focused - require little or no active participation from the learner |
| 3 kinds of passive training methods | 1. Lecture 2. Presentation 3. Conference |
| What are Active Training Methods ? | learner focused |
| 5 active training methods | 1. Facilitation 2. Case Study 3. Simulation 4. Vestibule (e.g. help retail clerks gain speed at the checkout counter) 5. Socratic Seminar |
| What is a Socratic seminar? | a question-and-answer format. A question may be posed by the seminar leader at the beginning of the seminar and discussed by participants to gain a full understanding of the topic - welcome opposing viewpoints in a problem-solving setting |
| What are Experiential Training Methods? | provide experience in real- time situations |
| 3 experiential training methods | 1. Demonstration (trainer explains the process or operation, demonstrates it on the equipment, and then learner performs it under the guidance of the trainer) 2. One-on-One 3. Performance (used to correct perfor- mance problems in highly technical or hazardous professions) |
| 4 Program Delivery Mechanisms | 1. Classroom 2. Self-Study 3. Programmed Instruction aka. self-paced training 4. Virtual Training (VT) |
| 5 E-learning tools | 1. Electronic Performance Support Systems 2. Computer-Based Training (CBT) 3. Distance Learning aka. virtual classroom 4. Blended Learning (uses multiple delivery methods to enhance the learning experience) 5. Online Bulletin Boards |
| What does Implementation do in ADDIE model? | Select the facility (IMP: seating styles) and trainers or facilitators |
| 6 seating styles for a training | 1. Theater-style 2. Classroom-style 3. Banquet-style 4. Chevron-style 5. Conference-style 6. U-shaped-style |
| What is Theater-style seating best for? | - lectures, films, or video presentations are used - accommodates the largest number of people in any space |
| What is Classroom-style seating best for? | participants will be listening to presentations, using manuals or handouts, and taking notes. |
| What is Banquet-style seating best for? | participants will be taking part in small group discussions and interacting with each other in addition to participating in activities as a single group |
| What is Chevron-style seating best for? | - participants will be interacting with the instructor and each other - participants will be engaged in several activities: lectures, films, or video presentations, in addition to interacting with others in the room - can be used with tables or without |
| What is Conference-style seating best for? | - participants are of equal status - led by a facilitator - provides for maximum interaction between individuals - not conducive to the use of visual aids |
| What is U-shaped-style seating best for? | - collaborative training situations when presentations and discussions will take place - the center area may be used for additional seating or for role-playing |
| What does Evaluation do in ADDIE model? | is done both before and after the training takes place and is based on criteria established in the assessment phase |
| 2 evaluation processes | 1. Formative Evaluation: - used in the design phase of training - a useful tool when used to modify design elements and content prior to the actual delivery 2. Summative Evaluation |
| 5 formative evaluation strategies | 1. Needs Assessment 2. Asking People 3. Analyzing Jobs 4. Pilot Test 5. Pre-Test |
| Donald Kirkpatrick's 4 levels of evaluation for training programs | 1. Reaction (measures the initial reaction of the participants) 2. Learning (measure whether the participants learned the information that was presented) 3. Behavior (measures job performance between 6 weeks and 6 months after the training) 4. Results (did the training have an impact on business results?) |
| What is Performance management? | - an ongoing process of providing feedback for employees about their performance to develop them into increasingly productive contributors to the organization - a key element of a talent-management program |
| What is Performance Appraisal/performance evaluation/performance review? | - One important aspect of performance management - |
| 3 factors in the appraisal process | 1. Elements of Performance Appraisal 2. Timing Performance Appraisals 3. Performance-Appraisal Methods |
| 5 Elements of Performance Appraisal | 1. Supervisor Assessment 2. Employee Self-assessment 3. Assessment from Others 4. Goal Setting 5. Development Goals |
| 2 Timing Performance Appraisals | 1. On employee anniversary dates 2. During an organization-wide focal review period |
| Disadvantage of timing reviews to coincide with employee anniversary dates | - rewards for high performers don’t exceed—or, worse, are lower than—what average performers received earlier in the year - difficult to use comparative appraisal methods (because the manager will need to consider the performance of employees not up for review at the same time) |
| What is focal review period? | all employees in the organization are reviewed at the same time |
| Advantage of focal review period | - provides managers with an opportunity to allocate salary increases, equity grants, bonuses, and other rewards in a way that appropriately reflects individual performance levels - comparative appraisal methods are more easily conducted during a focal review, |
| 4 categories of performance-appraisal methods | 1. Comparison Methods 2. Rating Methods 3. Narrative Methods 4. Behavioral Methods |
| What is a comparison method? | compare the performance of individuals or employees to each other |
| 3 common methods of comparison | 1. Ranking 2. Paired Comparison 3. Forced ranking |
| What is ranking? | - employees are listed in order from the highest to the lowest performer - works well for small groups of employees but becomes increasingly difficult as the size of the group increases. |
| What is Paired Comparison? | all employees in the group are compared to one employee at a time e.g. A, B, C A is compares to B; and to C B is compared to C and to A C is compared to A and to B |
| What is Forced Ranking ? | - aka forced distribution or forced choice, forced ranking; best for employers with 100< employees - requires managers to rank employees according to the bell curve, rating a small group of employees at the high end, a small group at the low end, and the bulk of the employees in the average range - can be used as part of any of the appraisal methods to reduce the effects of the leniency or harshness biases |
| 2 common rating methods | 1. Rating Scales 2. Checklists |
| What are rating scales? | may be numeric, with scales of from 3 to 10 ratings to differentiate levels of performance, or may use phrases such as “exceeds expectations,” “meets expectations,” or “does not meet expectations.” |
| What is a performance checklist? | - a list of statements, phrases, or words that describe levels of performance, such as “always finishes work on time.” - the reviewer checks off those that best describe the employee. The various descriptions may be weighted and used to calculate a rating score. |
| What do Narrative Methods require managers to do? | to describe the employee’s performance |
| 3 narrative methods | 1. Critical Incident 2. Essay 3. Field review (conducted by someone other than direct supervisor) |
| What is critical incident review process? | - during the review period supervisors make notes of successful and unsuccessful performance issues for each employee - at the time of the review, the supervisor is able to review these critical incidents and present them to employees in a written narrative |
| What is an essay review process? | - the reviewer to write a short description of each employee’s performance during the year - this format provides maximum flexibility for managers to cover areas they see as most important to improving employee performance. |
| What is the best-known behavioral review method? | behaviorally anchored rating scale (BARS) |
| What is BARS review method? | - uses the job description to create dimensions that represent the most important requirements of the job - best for large, geographically disperse organization with many similar jobs - for each dimension, anchor statements are created to represent varying levels of performance behaviors that describe rating numbers on a scale E.g. + Anchor statement: Greets customers warmly and makes them feel welcome + Rating: 5 |
| What process can be used to avoid bias in performance review? | inter-rater reliability (uses multiple raters to reduce the possibility of rating errors due to bias. The scores of all raters are averaged, with the goal of providing a review that is as free from bias as possible_ |
| Why is it important to provide training to performance evaluators? | To help evaluators understand: - purpose of performance evaluations (it’s not just for wage increases) - methods of providing feedback (formal and informal) - behaviors being rated (and how to tell the difference between employees) - common rater errors such as leniency and bias that can affect the appraisal process |
| What are the training content about? | information for activities before, during, and after the actual appraisal meeting |
| What should be coverd in training on before the appraisal meeting? | - Schedule the meeting for a mutually convenient time - Provide the employee with a self-appraisal form - Provide the employee with a self-appraisal form - Complete the review form - Make sure the appraisal is balanced (no employee is all good or all bad) - Use quantitative measurements, e.g. on-time project completions, missed deadlines, production data etc. - Provide specific information on improvement needed - Arrange a private area to conduct the meeting (conference room is the best for creating an open dialogue) |
| What should be covered in training during the appraisal meeting? | - Set a tone of mutual respect - Discuss the appraisal forms that were exchanged prior to the meeting - Discuss training options and development needs - Set goals for the next review period - Communicate expectations clearly - Give the employee an opportunity to ask questions - Discuss rewards (e.g. a raise, a bonus etc.) - Have the employee sign any necessary paperwork |
| What should be covered in training after the appraisal meeting? | - submit paperwork to HR for retention and processing salary changes - encourage supervisors to make continuous feedback part of their daily interaction with employees |
| 3 common activities to deal with unique employee needs | 1. Diversity Initiatives 2. Flexible Work Arrangements 3. Repatriation of global employees |
| How can diversity program can be used as an HR management intervention? | to help individuals feel more connected within the company and promote understanding and tolerance among employees |
| Why do we need flexible work arrangement? | because of he impact of family issues on an employee’s performance (e.g. dual-income family, child-care responsibilities, an aging population, and government regulations) |
| examples of flexible work arrangements | - provisions of onsite childcare, an eldercare information and referral program, wellness programs, recreation and fitness facilities, Employee Assistance Program - benefits designed to assist employees in managing the balance between their work and the rest of their lives |
| What should an effective repatriation- management process included? | - A one-on-one debrief between the manager and repatriate - Assistance in managing the transition back to the home country (e.g. am- ily relocation needs, locating schools, and, as applicable, job search assistance for the returning spouse/domestic partner) - Assistance in managing the employee’s professional transition - Effective repatriate knowledge management |
| 2 metrics for measuring results | 1. Business Impact Measures 2. Tactical Accountability Measures |
| What are metrics for Business Impact Measures? | validate the impact of training programs on results |
| 2 metrics for Business Impact Measures | 1. Production Measures 2. Return on Investment |
| What are Production Measures? | provide measures taken prior to training and several months after training takes place demonstrate how well the program solved the business issue e.g. before training 10 complaints about sexual harassment; 1 year after the training, 6 complaints reported |
| What are Return on Investment measures? | provides objective information about how they’re increasing productivity or providing other benefits to the organization that justifies investing in them |
| 3 metrics to measure Tactical Accountability | 1. Training Cost per Employee 2. Employee Satisfaction Surveys 3. Learning Surveys (Surveying attendees 30, 60, or 90 days after training can provide significant information about how many of the training skills they actually applied in their daily jobs, how impactful such training has been, what was helpful, and what skills were never used.) |
| What are challenges to Organization Development intervention in a global market? | - logistics - context - societal norms - cultural differences - values |
| What is synchronous training? | trainings occur at the same time with the instructor |
| What is asynchronous training? | self-paced training e.g. participants of a training are asked to log in to a website at their convenience, watch a video lecture, and take a quiz |
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