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Models Flashcards

1
Q

Harvard Model vs. European

A

employees as an asset, long-term perspective vs. people as key resources

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2
Q

Resource based view theory

A

Core competencies at a vrin criteria is essential to superior performance

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3
Q

Employing people..

A

helps meet 4 HRM objectives: staffing, performance, admin, change management

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4
Q

Resourcing can..

A

create the culture/brand

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5
Q

Advanced selection processes:

A

Ability testing, personality testing, assessment centres, strengths based resourcing

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6
Q

Costs of selection:

A

workload on others, training, low morale

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7
Q

Drivers of diversity:

A

globalisation, changing populations, longer life expectancy, changing legislation, increased awareness

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8
Q

Who is involved in embedding diversity:

A

HR, Marketing, CEO, Employees, Line managers, Policy makers, job analysis - everyone

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9
Q

Why do we need job analysis/ person spec?

A

For advertising material, training and provides a criteria for recruitment and selection

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10
Q

Needs-supplies fit

A

environment provides resources/opportunities demanded by the individual

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11
Q

Person-organisation fit

A

A match between an applicant and the broader organisational attributes, supplementary fit: similar fundamental characteristics with others

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12
Q

Demands-abilities fit

A

A match between the abilities of a person and the job itself (used in large orgs, Wright and Storey 1994)

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13
Q

Extrinsic vs. Intrinsic:

A

Separable outcome vs. Inherent satisfaction

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14
Q

Content theory (need to be fulfilled) criticism

A

People have different needs and are at different stages in their lives - fulfil outside of work?

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15
Q

Maslows hierarchy of needs: (vs Alderfer)

A

Psychological needs, safety and security, love and belonging, self-esteem, self-actualisation

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16
Q

Herzberg two-factor theory (1959)

A

Hydegine factors (working conditions, base wage- can cause dissatisfaction) vs. Motivation factors (responsibility, achievements - can cause satisfcation)

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17
Q

McGregor’s Theory X and Y (1960)

A

X- authoritarian leadership (dislike work), Y- participatory leadership

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18
Q

Adams Equity Theory (1963, 65)

A

Balance between inputs and outputs, based on perceived market norms/others, demotivated= reduce inputs/ seek change BUT various on tolerance/needs.

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19
Q

Locke and Lantham’s Goal Setting Theory (1968) (links to PM)

A

Clear goals and feedback can motivate, 5 principles to improve our chances of success: Clarity, Challenge, Complexity, Commitment, Feedback

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20
Q

Vroom (1964)

A

Expectancy x Instrumentality x Valence = Motivation, however hard to correlate the variables and measure properly - do we make decisions this way?

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21
Q

Self-determination theory (Ryan and Deci, 2000)

A

Intrinsic motivation just as common, conditions supporting the individuals basic human needs: Competence, Autonomy (control our lives), Relatedness.

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22
Q

Dan Pink (2009)

A

Incentives do not always cause people to perform better, The candle problem - makes people think narrow minded, unless extremely simple

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23
Q

Hackman and Oldham model

A

Motivation related to 3 psych states: 1. Meaningfulness, 2. Responsibility, 3. Knowledge of outcomes, link this to job characteristics model, so = Skill variety, Task Identity/ significance, Autonomy, Feedback. Fulfils the needs when designing jobs.

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24
Q

Job enlargement

A

Increasing the number/variety of tasks of a job. BUT- overloading

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25
Job enrichment
Increasing the degree to which the employee controls work activities (e.g. whole process). BUT- need new skills-scope?
26
Job rotation
Periodic shifting of an employee from one task to another, BUT- overloaded
27
Perfromance management should be..
strategic, integrated, effectives, allow development of ability/engagement, help identify talent/needs, communicate a vision, not just on an individual but large scale, forward looking, differs between individuals
28
Performance Management Cycle:
Performance agreement > Carry out role > Manage throughout the year > Review (appraisal)
29
Performance appraisal:
Feedback interview, two-way process where you also say what helped or hindered your performance
30
West et al. 2002
May be link between performance appraisal and mortality rate in acute hospitals
31
How to use performance management:
Living document, formal and informal appraisal regularly to show requirements, link to pay?, express targets in measurable outputs, qualitative and quantitative, 360 degree
32
Control theory and social cognitive thoery (What people believe they can and can't do- Bandura, 1986)
Feedback shapes/controls beehives by: appreciating the discrepancy between what they are doing and expected- this will activate self-evaluative reactions to improve.
33
Self-efficacy (Bandura 1977) -experience -psych arousal -learning
Setting challenging goals, verbal persuasion, feedback, coaching techniques to help people know they can succeed/ support them
34
Knowledge Management
systematic co-ordination of an organisations people, tech, processes and structure in order to add value through reuse and innovation (Dalkir, 2011), need it to save, create new knowledge.
35
Explicit vs. Tacit Knowledge
formal/theoretical vs. practical/experience
36
Difference between learning and development
acquire and develop knowledge vs. ongoing acquisition of KSA's
37
Organisational learning..
Institutionalisation through changes in routines, systems etc, also through social situations.
38
Learning and development..
Only is ROI is justified, for provision of opportunities, to create a culture which is accepting of change, to attract and retain the best employees, improve KSA's = ADDS VALUE/reduce risk to human capital, through the rapidly changing external environment
39
What are the KSA's:
Knowledge, skills and abilities.
40
Inclusive approach:
Everyone should be developed/ have the opportunity
41
Exclusive approach:
Only those who work hard/ have potential should be developed - equality monitoring required
42
Learning Needs Analysis (Bodyell and Leary 1996)
3 levels of performance to aim towards: 1. Implementing (gap between present and desired performance), 2.Improving, 3.Innovating
43
Learning Needs Analysis through:
Build development plan: observation, interviews, questionnaires, desk research, performance appraisal, gaps= find KSA's required
44
Types of LNA:
Organisational (line strategy), Task (information) and Person analysis
45
Person analysis:
necessary skills? tailored to each individual, Social Learning Theory, time and resources, relationship analysis. transparent
46
Klob's experimental theory and styles..
People learn from experience, Reflective, Abstract, Active, Concrete
47
Honey and Mumford's 4 learning styles:
Activist, Theorist, Pragmatist (see how to put learning into practice in the real world), Reflector
48
Reinforcement theory
behaviours can be strengthened by positive feedback
49
Types of conflict:
Relationship, Task, Process, low levels can be good
50
Causes and impacts of conflict:
poor management, absence, clash of values, unclear roles, pay, causes: loss of trust, legal disputes, time, damaged relationships
51
Good conflict:
idea exchange, more innovation, listened to, energy
52
Engaged employees report they feel
fulfilled, satisfied, secure, recognised, have good working relationships
53
OPP Ltd White Paper financial consequences:
no. of employees effected X ac. no. of hours of reduced effort X av. hourly wage X av.no of weeks it lasts
54
Alternative Dispute Resolution:
Adjudication, Mediation, Disciplinary, Grievance
55
How leaders might respond to conflict..
Knowledge/Behaviour change (self-assessment)
56
Social Exchange Theory (George Homans 1950/60s)
Society as a series of interactions based on estimates of rewards and punishments.
57
Norm of Reciprocity (Gouldner, 1960)
Recipient of positive actions feels indebtedness, this can be reduced by repaying the other = overall benefit
58
(Social exchange theory) Engagement can cause people to express themselves..
Cognitively, Emotionally, Physically
59
Rousseau 1990-
Psychological contract is promissory and reciprocal in nature
60
Psychological contract usually has two parts..
Transactional (specific) and Relational expectations
61
Break down of the psych contract..
Usually via conflict, or broken trust/promises made during rescuing and selection, DIFFICULT to fix
62
Guest model of HR:
Policy > HR outcomes > Organisational Outcomes
63
HR is now..
Since 1980s, more 'unitary' not 'pluralistic' viewpoint, everyone benefits - who does engagement ultimately favour?
64
Briner, 2014..
employee engagement is ill-defined and lacks valid research - it is self-seeking of managers?
65
Kirkpatrick Model (1950s)
For analysing and evaluating the results of training and educational programs by: reaction > learning > behaviour change > organisational performance
66
Transactional Analysis:
Studying interactions between individuals: 3 ego states: Parent, Child, Adult and Transactions: Complementary, Crossed/Blocked, Ulterior= about the activations of our ego states in transactions.
67
Congurence is..
the state of agreement- specific emotion, behaviour, need, request.

HRM (6 decks)

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