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MGT - Strategic Management > MODULE 8 (NEW) > Flashcards

MODULE 8 (NEW) Flashcards

1
Q

The consistency of a performance measure; the degree to which a performance measure is free from random error; refers to the
measuring instrument rather than the characteristic itself.

A

Reliability

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2
Q

The extent to which performance measure assesses all the relevant - and only the relevant - aspects of job performance.

A

Validity

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3
Q

The degree to which the validity of a selection method established in one context extends to other contexts such as different situations, different samples of people, and different time periods.

A

Generalizability

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4
Q

The degree to which the information provided by selection techniques enhances the effectiveness of selecting personnel in organizations.

A

Utility

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5
Q

All selection methods must conform to existing laws and legal precedents.

A

Legality

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6
Q

refers to a learning system that requires employees to understand the entire work system and they are expected to acquire new skills, apply them on the job, and share what they have learned with other employees.

A

Continuous learning

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7
Q

refers to a planned effort by a company to facilitate learning of job-related competencies, knowledge, skills, and behaviors by employees.

A

Training

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8
Q

refers to training and development programs, courses, and events that are developed and organized by the company.

A

Formal training

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9
Q

refers to learning that is learner initiated, involves action and doing, is motivated by an intent to develop, and does not occur in a formal learning setting.

A

informal learning

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10
Q

sometimes referred to as “know-what”, refers to knowledge that is formalized and codified, well documented, easily articulated, and easily transferred from person to person.

A

Explicit knowledge

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11
Q

sometimes referred to as “know-how”, refers to personal knowledge based on individual experiences that make it difficult to codify.

A

Tacit knowledge

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12
Q

is the systematic way of enhancing company performance in storage, assessment, sharing, refinement, and creation of an knowledge assets.

A

Knowledge management

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13
Q

refers to a systematic approach for designing training programs to be effective and produce learning.

A

Training design process

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14
Q

refers to the process used to address issues and determine if the employees need training to improve organizational performance.

A

Needs assessment

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15
Q

involves determining the business appropriateness of training, given the company’s business strategy, its resources available

A

Organizational analysis

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16
Q

helps identify who needs training, involves (1) determining whether performance deficiencies result from a lack of knowledge, skill, or ability (a training issue) or from a motivational or work- design problem; (2) identifying who needs training; and (3) determining employees’ readiness for training.

A

Person analysis

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17
Q

includes identifying the important tasks and knowledge, skills, and behaviors that need to be emphasized in training for employees to
complete their tasks.

A

Task analysis

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18
Q

refers to employee characteristics that provide employees with the desire, energy, and focus necessary to learn from training.

A

Readiness for training

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19
Q

is the desire of the trainee to learn the content of the training program.

A

Motivation to learn

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20
Q

is the employees’ belief that they can successfully learn the content of the training program.

A

Self-efficacy

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21
Q

refers to on-the-job use of knowledge, skills, and behaviors learned in training.

A

Transfer of training

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22
Q

a written document that includes the steps that the trainee and manager will take to ensure that training transfers to the job.

A

Action Plan

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23
Q

refer to methods in which trainees are passive recipients of information. ads.

A

Presentation methods

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24
Q

are training methods that require the trainee to be actively involved in learning.

A

Hands-on methods

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25
Q

are training methods designed to improve team or group effectiveness.

A

Group- or team-building methods

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26
Q

is a way to evaluate the effectiveness of a training program based on cognitive, skill-based, affective, and results outcomes.

A

Training Outcomes

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27
Q

is an employee sent by his or her company to manage operations in a different country.

A

expatriate

28
Q

refers to learning efforts that are designed to change employee attitudes about diversity and or/develop skills needed to work with a diverse workforce.

A

Diversity training

29
Q

involves creating an environment that allows all employees to contribute to organizational goals and experience personal growth.

A

Managing diversity and inclusion

30
Q

refers to formal education, job experiences, relationships, and assessment of personality and abilities that help employees prepare for the future.

A

Development

31
Q

refers to the use of information by employees to determine their career interests, values, aptitudes, and behavioral tendencies.

A

Self-assessment

32
Q

helps employees identify their occupational and job interests;

A

Strong-Campbell

33
Q

identifies employees’ preferences for working in different types of environments (like sales, counseling, landscaping, and so on).

A

Self-Directed Search

34
Q

refers to the information employees receive about how the company
evaluates their skills and knowledge and where they fit into the company’s plans (potential
promotion opportunities, lateral moves)

A

Reality check

35
Q

refers to the process of employees developing short- and long-term development objectives.

A

Goal setting

36
Q

include off-site and on-site programs designed specifically for the company’s employees, short courses offered by consultants or universities, executive MBA programs, and university programs in which participants actually live at the university while taking classes.

A

Formal education programs

37
Q

refers to the practice of reimbursing employees’ costs for college and university courses and degree programs.

A

Tuition reimbursement

38
Q

involves collecting information and providing feedback to employees about their behavior, communication style, or skills.

A

Assessment

39
Q

typically measure five major dimensions: extraversion, adjustment, agreeableness, conscientiousness, and openness to experience.

A

personality test

40
Q

multiple raters or evaluators (assessors) evaluate employees’
performance on a number of exercises.

A

assessment center

41
Q

Process in which a team of five to seven employees solves an assigned problem together within a certain time period.

A

Leaderless Group Discussion

42
Q

Employees are questioned about their work and personal experiences, skills, and career plans.

A

Interview

43
Q

A simulation of the administrative tasks of a manager’s job.

A

In-Basket

44
Q

A participant taking the part or role of a manager or other employee.

A

Role-Plays

45
Q

The process through which an organization gets information on how well an employee is
doing his or her job.

A

Performance Appraisal

46
Q

A performance appraisal process for managers that includes subordinates’ evaluations.

A

Upward Feedback

47
Q

A performance appraisal system for managers that includes evaluations from a wide range
of persons who interact with the manager.

A

360-Degree Feedback Systems

48
Q

is the relationships, problems, demands, tasks, and other features that employees face in their jobs.

A

Job Experiences

49
Q

refer to assignments in which there is a mismatch between the
employee’s skills and past experiences and the skills required for success on the job.

A

Stretch assignments

50
Q

Adding challenges or new responsibilities to an employee’s current job.

A

Job Enlargement

51
Q

The process of systematically moving a single individual from one job to another over the
course of time.

A

Job Rotation

52
Q

The movement of an employee to a different job assignment in a different area of the
company.

A

Transfer

53
Q

Advancement into positions with greater challenge, more responsibility, and more authority than the employee’s previous job.

A

Promotions

54
Q

occurs when an employee is given less responsibility and authority. This may involve a move to another position at the same level (lateral demotion), a temporary cross-
functional move, or a demotion because of poor performance.

A

downward move

55
Q

refers to a leave of absence from the company for personal reflection, renewal, and skill
development.

A

sabbatical

56
Q

is an experienced, productive senior employee who helps develop a less
experienced employee (the protégé).

A

mentor

57
Q

includes coaching, protection, sponsorship, and providing challenging assignments, exposure, and visibility.

A

Career support

58
Q

includes serving as a friend and a role model, providing positive
regard and acceptance, and creating an outlet for the protégé to talk about anxieties and fears.

A

Psychosocial support

59
Q

refers to mentoring in which younger employees mentor more senior
employees.

A

Reverse mentoring

60
Q

is a peer or manager who works with an employee to motivate him, help him develop skills, and provide reinforcement and feedback.

A

coach

61
Q

A barrier to advancement to higher-level jobs in the company that adversely affects women
and minorities.

A

Glass Ceiling

62
Q

refers to the process of identifying and tracking high-potential
employees who are capable of moving into different positions in the company resulting from planned or unplanned job openings due to turnover, promotion, or business growth.

A

Succession planning

63
Q

The business strategy of having a pool of talented employees who are ready when needed to step into a new position within the organization.

A

Bench Strength

64
Q

Employees the company believes are capable of being successful in high-level management
positions.

A

High-Potential Employees

65
Q

is a three-by-three matrix used by groups of managers and executives to
compare employees within one department, function, division, or the entire company.

A

9-box grid

MGT - Strategic Management (16 decks)

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