IO PSYCH 1
問題一覧
1
A SYSTEMATIC PROCESS OF COLLECTING, ANALYZING, AND ORGANIZING INFORMATION ABOUT THE TASKS, RESPONSIBILITIES, SKILLS, AND KNOWLEDGE REQUIRED FOR A PARTICULAR JOB.
JOB ANALYSIS
2
THE IMPORTANCE OF JOB ANALYSIS WHERE IT HELPS CREATE ACCURATE JOB DESCRIPTIONS THAT OUTLINE THE ESSENTIAL DUTIES, RESPONSIBILITIES, AND QUALIFICATIONS NEEDED FOR THE POSITION, AIDING BOTH EMPLOYEES AND EMPLOYERS.
CLEAR JOB DESCRIPTIONS
3
THE IMPORTANCE OF JOB ANALYSIS BY CLEARLY DEFINING JOB REQUIREMENTS ORGANIZATIONS CAN REDUCE THE RISK OF LEGAL CHALLENGES RELATED TO EMPLOYMENT DISCRIMINATION AND ENSURE COMPLIANCE WITH LABOR LAWS.
LEGAL COMPLIANCE
4
THE IMPORTANCE OF JOB ANALYSIS THAT INFORMS PERFORMANCE APPRAISAL SYSTEMS BY ESTABLISHING PERFORMANCE CRITERIA BASED ON THE SPECIFIC TASKS AND RESPONSIBILITIES OF THE JOB.
PERFORMANCE MANAGEMENT
5
THE IMPORTANCE OF JOB ANALYSIS IS TO BE ABLE TO UNDERSTAND JOB REQUIREMENTS AND HELP IN IDENTIFYING TRAINING NEEDS AND DESIGNING EFFECTIVE TRAINING PROGRAMS TO ENHANCE EMPLOYEE PERFORMANCE.
TRAINING AND DEVELOPMENT
6
THE IMPORTANCE OF JOB ANALYSIS WHERE IT ASSISTS IN WORKFORCE PLANNING BY IDENTIFYING SKILLS GAPS AND DETERMINING FUTURE STAFFING NEEDS.
WORKFORCE PLANNING
7
CONDUCTING STRUCTURED OR UNSTRUCTURED INTERVIEWS WITH CURRENT EMPLOYEES AND SUPERVISORS TO GATHER DETAILED INFORMATION ABOUT JOB RESPONSIBILITIES AND REQUIREMENTS.
INTERVIEWS
8
1. DISTRIBUTING STANDARDIZED QUESTIONNAIRES TO EMPLOYEES TO COLLECT DATA ON JOB TASKS, REQUIRED SKILLS, AND WORK CONDITIONS. EXAMPLES INCLUDE THE POSITION ANALYSIS QUESTIONNAIRE (PAQ) AND THE JOB DIAGNOSTIC SURVEY (JDS).
QUESTIONNAIRES AND SURVEYS
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OBSERVING EMPLOYEES WHILE THEY PERFORM THEIR JOBS TO GAIN FIRSTHAND INSIGHT INTO JOB TASKS, WORKING CONDITIONS, AND INTERACTIONS.
OBSERVATION
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ASKING EMPLOYEES TO MAINTAIN LOGS OF THEIR DAILY ACTIVITIES AND TASKS OVER A SPECIFIC PERIOD TO IDENTIFY JOB RESPONSIBILITIES AND TIME ALLOCATION.
WORK DIARIES/LOGS
11
COLLECTING EXAMPLES OF PARTICULARLY EFFECTIVE OR INEFFECTIVE JOB PERFORMANCE TO UNDERSTAND THE BEHAVIORS AND SKILLS THAT LEAD TO SUCCESS OR FAILURE IN THE ROLE.
CRITICAL INCIDENT TECHNIQUE
12
APPLICATION OF JOB ANALYSIS
SELECTION, TRAINING, AND PERFORMANCE APPRAISAL
13
IT HELPS IDENTIFY THE QUALIFICATIONS, SKILLS, AND ATTRIBUTES REQUIRED FOR CANDIDATES, GUIDING RECRUITMENT STRATEGIES.
RECRUITMENT
14
IT INFORMS THE DEVELOPMENT OF SELECTION CRITERIA AND ASSESSMENT TOOLS, ENSURING THEY ALIGNED WITH JOB REQUIREMENTS.
SELECTION CRITERIA
15
TO BE ABLE TO IDENTIFY SKILL GAPS AND PERFORMANCE DEFICIENCIES, JOB ANALYSIS INFORMS THE DESIGN OF TRAINING PROGRAMS TAILORED TO SPECIFIC JOB REQUIREMENTS. SO TRAINING MUST HAVE A_______________
TRAINING NEEDS ASSESSMENT
16
IT HELPS IN DEVELOPING RELEVANT TRAINING MATERIALS AND PROGRAMS THAT ADDRESS THE SKILLS AND KNOWLEDGE NEEDED FOR THE JOB.
CURRICULUM DEVELOPMENT
17
IT ESTABLISHES PERFORMANCE STANDARDS AND BENCHMARKS AGAINST WHICH EMPLOYEE PERFORMANCE CAN BE EVALUATED.
PERFORMANCE STANDARDS
18
IT PROVIDES A BASIS FOR CONSTRUCTIVE FEEDBACK AND DEVELOPMENT PLANS, HELPING EMPLOYEES UNDERSTAND AREAS FOR IMPROVEMENT.
FEEDBACK MECHANISMS
19
THE APPLICATION OF JOB ANALYSIS
SELECTION, TRAINING, AND PERFORMANCE APPRAISAL
20
A CRITICAL PROCESS IN HUMAN RESOURCE MANAGEMENT THAT INVOLVES IDENTIFYING AND HIRING THE MOST SUITABLE CANDIDATES FOR JOB OPENINGS. THIS PROCESS NOT ONLY AFFECTS THE QUALITY OF THE WORKFORCE BUT ALSO IMPACTS ORGANIZATIONAL PERFORMANCE, CULTURE, AND OVERALL EFFECTIVENESS.
EMPLOYEE SELECTION
21
IN EMPLOYEE SELECTION, WE MUST UNDERSTAND THE REQUIREMENTS AND RESPONSIBILITIES OF THE POSITION TO DETERMINE THE SELECTION CRITERIA.
JOB ANALYSIS
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ATTRACTING POTENTIAL CANDIDATES THROUGH VARIOUS METHODS, INCLUDING JOB POSTINGS, RECRUITMENT AGENCIES, AND SOCIAL MEDIA PLATFORMS.
SOURCING CANDIDATES
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IT REVIEWS RESUMES AND APPLICATIONS TO SHORTLIST CANDIDATES WHO MEET THE MINIMUM QUALIFICATIONS.
SCREENING APPLICATIONS
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UTILIZING VARIOUS ASSESSMENT TECHNIQUES TO EVALUATE CANDIDATES' SKILLS, KNOWLEDGE, AND FIT FOR THE ORGANIZATION.
SELECTION METHODS
25
COMMON SELECTION METHODS INCLUDE:
INTERVIEW, PSYCHOMETRIC TESTING, WORK SAMPLES, AND ASSESSMENT CENTERS
26
STRUCTURED, UNSTRUCTURED, OR BEHAVIORAL INTERVIEWS TO ASSESS CANDIDATES' EXPERIENCES AND COMPETENCIES.
INTERVIEWS
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TESTS TO MEASURE COGNITIVE ABILITIES, PERSONALITY TRAITS, AND OTHER RELEVANT ATTRIBUTES.
PSYCHOMETRIC TESTING
28
SIMULATED TASKS THAT REFLECT THE ACTUAL JOB DUTIES TO EVALUATE CANDIDATES' PRACTICAL SKILLS.
WORK SAMPLES
29
A SERIES OF EXERCISES AND EVALUATIONS TO ASSESS CANDIDATES' ABILITIES IN REALISTIC SCENARIOS.
ASSESSMENT CENTERS
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MAKING HIRING DECISIONS BASED ON THE COLLECTED DATA, USUALLY INVOLVING INPUT FROM MULTIPLE STAKEHOLDERS (E.G., HR, HIRING MANAGERS).
FINAL DECISION
31
EXTENDING AN OFFER TO THE SELECTED CANDIDATE AND PREPARING FOR THEIR INTEGRATION INTO THE ORGANIZATION.
JOB OFFER AND ONBOARDING
32
CRUCIAL COMPONENTS OF THE SELECTION PROCESS. THEY HELP ORGANIZATIONS GAIN INSIGHTS INTO CANDIDATES' COGNITIVE ABILITIES, PERSONALITY TRAITS, AND POTENTIAL JOB PERFORMANCE. COMMON METHODS INCLUDE:
PSYCHOLOGICAL TESTING AND ASSESSMENTS
33
MEASURE GENERAL INTELLIGENCE AND SPECIFIC COGNITIVE SKILLS SUCH AS REASONING, PROBLEM-SOLVING, AND CRITICAL THINKING. EXAMPLES INCLUDE THE WONDERLIC PERSONNEL TEST AND THE COGNITIVE ABILITY TEST (CAT).
COGNITIVE ABILITY TESTS
34
EVALUATE TRAITS AND BEHAVIORS THAT MAY INFLUENCE WORK PERFORMANCE. COMMON TOOLS INCLUDE THE MYERS-BRIGGS TYPE INDICATOR (MBTI), THE BIG FIVE PERSONALITY TEST, AND THE MINNESOTA MULTIPHASIC PERSONALITY INVENTORY (MMPI).
PERSONALITY ASSESSMENTS
35
ASSESS CANDIDATES' ABILITY TO RECOGNIZE, UNDERSTAND, AND MANAGE EMOTIONS IN THEMSELVES AND OTHERS, WHICH IS CRITICAL FOR EFFECTIVE INTERPERSONAL INTERACTIONS.
EMOTIONAL INTELLIGENCE (EI) TESTS
36
MEASURE CANDIDATES' HONESTY, RELIABILITY, AND ETHICAL JUDGMENT TO PREDICT POTENTIAL COUNTERPRODUCTIVE WORK BEHAVIORS.
INTEGRITY TESTS
37
PRESENT HYPOTHETICAL, JOB-RELATED SITUATIONS TO CANDIDATES AND ASK THEM TO SELECT THE BEST COURSE OF ACTION, HELPING TO ASSESS THEIR DECISION-MAKING AND PROBLEM-SOLVING ABILITIES.
SITUATIONAL JUDGMENT TESTS (SJTS)
38
IT ENSURE FAIRNESS AND PROTECT BOTH CANDIDATES AND ORGANIZATIONS. KEY CONSIDERATIONS INCLUDE:
LEGAL AND ETHICAL CONSIDERATIONS
39
EMPLOYERS MUST COMPLY WITH THIS TO ENSURE THAT SELECTION PRACTICES DO NOT DISCRIMINATE BASED ON RACE, COLOR, RELIGION, SEX, NATIONAL ORIGIN, AGE, DISABILITY, OR GENETIC INFORMATION. THIS ALSO PROVIDES GUIDELINES TO HELP ORGANIZATIONS NAVIGATE THESE LAWS.
EQUAL EMPLOYMENT OPPORTUNITY (EEO)
40
TO ENSURE THAT THEY ACCURATELY PREDICT JOB PERFORMANCE AND DO NOT DISPROPORTIONATELY EXCLUDE CANDIDATES FROM PROTECTED GROUPS. VALIDATION STUDIES DEMONSTRATE THAT THE SELECTION CRITERIA ARE JOB-RELATED AND NECESSARY FOR SUCCESSFUL PERFORMANCE.
VALIDATION OF SELECTION TOOLS
41
ORGANIZATIONS MUST RESPECT CANDIDATES' PRIVACY BY SAFEGUARDING THEIR PERSONAL INFORMATION AND USING IT ONLY FOR LEGITIMATE PURPOSES RELATED TO THE SELECTION PROCESS.
PRIVACY AND CONFIDENTIALITY
42
CANDIDATES SHOULD BE INFORMED ABOUT THE PURPOSE AND NATURE OF ANY PSYCHOLOGICAL TESTS OR ASSESSMENTS, AND CONSENT SHOULD BE OBTAINED BEFORE ADMINISTERING THESE TOOLS.
INFORMED CONSENT
43
ORGANIZATIONS SHOULD STRIVE TO MAKE THE SELECTION PROCESS AS FAIR AND TRANSPARENT AS POSSIBLE, PROVIDING CANDIDATES WITH CLEAR INFORMATION ABOUT SELECTION CRITERIA, PROCESSES, AND FEEDBACK.
FAIRNESS AND TRANSPARENCY
44
A CRITICAL COMPONENT OF HUMAN RESOURCE MANAGEMENT, FOCUSING ON ENHANCING EMPLOYEES' SKILLS, KNOWLEDGE, AND COMPETENCIES TO IMPROVE THEIR PERFORMANCE AND CONTRIBUTE TO ORGANIZATIONAL SUCCESS.
TRAINING AND DEVELOPMENT
45
THEORIES OF EMPLOYEE TRAINING
BEHAVIORISM, COGNTIVISM, CONSTRUCTIVISM, AND ADULT LEARNING THEORY (ANDRAGOGY)
46
THIS THEORY EMPHASIZES OBSERVABLE BEHAVIORS AND THE ROLE OF REINFORCEMENT IN LEARNING. IN TRAINING, IT SUGGESTS THAT THIS CAN BE SHAPED THROUGH REWARDS AND CONSEQUENCES (SKINNER, 1953).
BEHAVIORISM
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IT FOCUSES ON MENTAL PROCESSES INVOLVED IN LEARNING, SUCH AS PERCEPTION, MEMORY, AND PROBLEM-SOLVING. THIS APPROACH ENCOURAGES ACTIVE PARTICIPATION AND REFLECTION DURING TRAINING (PIAGET, 1952).
COGNITIVISM
48
THIS THEORY POSITS THAT LEARNERS CONSTRUCT THEIR UNDERSTANDING AND KNOWLEDGE THROUGH EXPERIENCES. IN TRAINING, IT EMPHASIZES EXPERIENTIAL LEARNING AND THE IMPORTANCE OF SOCIAL INTERACTION (VYGOTSKY, 1978).
CONSTRUCTIVISM
49
PROPOSED BY KNOWLES (1980), THIS THEORY OUTLINES THE UNIQUE CHARACTERISTICS OF ADULT LEARNERS, INCLUDING THEIR SELF-DIRECTEDNESS, LIFE EXPERIENCES, AND READINESS TO LEARN. IT EMPHASIZES THE NEED FOR TRAINING PROGRAMS TO BE RELEVANT AND PRACTICAL.
ADULT LEARNING THEORY (ANDRAGOGY)
50
A METHOD OF EMPLOYEE TRAINING WHERE EMPLOYEES LEARN BY DOING THE ACTUAL WORK UNDER THE GUIDANCE OF A SUPERVISOR OR EXPERIENCED COWORKER. THIS METHOD IS PRACTICAL AND ALLOWS IMMEDIATE APPLICATION OF SKILLS.
ON-THE-JOB TRAINING (OJT)
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TRADITIONAL INSTRUCTOR-LED TRAINING WHERE EMPLOYEES LEARN THROUGH LECTURES, DISCUSSIONS, AND PRESENTATIONS. IT IS EFFECTIVE FOR CONVEYING THEORETICAL KNOWLEDGE.
CLASSROOM TRAINING
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ONLINE TRAINING PROGRAMS THAT ALLOW EMPLOYEES TO LEARN AT THEIR OWN PACE. THIS METHOD INCLUDES WEBINARS, INTERACTIVE MODULES, AND VIDEO TUTORIALS, PROVIDING FLEXIBILITY AND ACCESSIBILITY.
E-LEARNING
53
EMPLOYEES PRACTICE SKILLS IN A CONTROLLED ENVIRONMENT THAT MIMICS REAL-LIFE SITUATIONS. THIS METHOD IS OFTEN USED IN FIELDS LIKE AVIATION AND HEALTHCARE TO ENHANCE PRACTICAL SKILLS WITHOUT RISKS.
SIMULATION TRAINING
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PAIRING EMPLOYEES WITH EXPERIENCED MENTORS OR COACHES WHO PROVIDE GUIDANCE, SUPPORT, AND FEEDBACK, FOSTERING PERSONAL AND PROFESSIONAL GROWTH.
MENTORING AND COACHING
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SHORT, FOCUSED TRAINING SESSIONS ON SPECIFIC TOPICS THAT ENCOURAGE INTERACTION AND HANDS-ON PRACTICE.
WORKSHOPS AND SEMINARS
56
A SYSTEMATIC PROCESS OF IDENTIFYING THE TRAINING REQUIREMENTS OF EMPLOYEES TO ADDRESS GAPS IN KNOWLEDGE, SKILLS, AND ABILITIES.
TRAINING NEEDS ASSESSMENT
57
ASSESSING THE ORGANIZATION'S GOALS, OBJECTIVES, AND CURRENT PERFORMANCE LEVELS TO IDENTIFY AREAS WHERE TRAINING CAN ENHANCE EFFECTIVENESS.
ORGANIZATIONAL ANALYSIS
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ANALYZING SPECIFIC JOB TASKS AND RESPONSIBILITIES TO DETERMINE THE SKILLS AND KNOWLEDGE REQUIRED FOR SUCCESSFUL PERFORMANCE. THIS OFTEN INVOLVES JOB ANALYSIS METHODS TO IDENTIFY KEY COMPETENCIES.
TASK ANALYSIS
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EVALUATING INDIVIDUAL EMPLOYEES' SKILLS, COMPETENCIES, AND PERFORMANCE TO IDENTIFY SPECIFIC TRAINING NEEDS. THIS CAN INCLUDE PERFORMANCE REVIEWS, SELF-ASSESSMENTS, AND FEEDBACK FROM SUPERVISORS.
PERSON ANALYSIS
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COMPARING THE CURRENT SKILLS AND COMPETENCIES OF EMPLOYEES WITH THE DESIRED SKILLS NEEDED FOR EFFECTIVE JOB PERFORMANCE TO IDENTIFY SPECIFIC TRAINING NEEDS.
GAP ANALYSIS
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AN ESSENTIAL PROGRAM TO DETERMINE THEIR EFFECTIVENESS AND ENSURE THAT THEY MEET ORGANIZATIONAL AND EMPLOYEE NEEDS.
EVALUATING TRAINING PROGRAMS
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KIRKPATRICK FOUR LEVEL TRAINING EVALUATION MODEL
REACTION, LEARNING, BEHAVIOR, AND RESULT
63
ACCORDING TO KIRKPATRICK FOUR-LEVEL TRAINING EVALUATION PROGRAM, THIS CAN ASSESS PARTICIPANTS' IMMEDIATE REACTIONS TO THE TRAINING (E.G., SATISFACTION, ENGAGEMENT) THROUGH SURVEYS OR FEEDBACK FORMS.
REACTION
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ACCORDING TO KIRKPATRICK FOUR-LEVEL TRAINING EVALUATION PROGRAM, THIS CAN EVALUATE THE KNOWLEDGE AND SKILLS GAINED DURING TRAINING USING TESTS, QUIZZES, OR ASSESSMENTS BEFORE AND AFTER TRAINING.
LEARNING
65
ACCORDING TO KIRKPATRICK FOUR-LEVEL TRAINING EVALUATION PROGRAM, THIS CAN MEASURE IN ON-THE-JOB BEHAVIOR AND PERFORMANCE AS A RESULT OF TRAINING, TYPICALLY THROUGH OBSERVATIONS OR PERFORMANCE APPRAISALS.
BEHAVIOR
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FOUNDATION FOR HR ACTIVITIES THE IMPORTANCE OF JOB ANALYSIS WHERE IT PROVIDES ESSENTIAL DATA FOR VARIOUS HR FUNCTIONS, ENSURING THAT THESE ACTIVITIES ARE BASED ON OBJECTIVE AND RELEVANT INFORMATION.
JOB ANALYSIS
67
ACCORDING TO KIRKPATRICK FOUR-LEVEL TRAINING EVALUATION PROGRAM, THIS CAN IMPACT THE TRAINING ON ORGANIZATIONAL OUTCOMES, SUCH AS PRODUCTIVITY, QUALITY, OR EMPLOYEE RETENTION, THROUGH KEY PERFORMANCE INDICATORS (KPIS) AND BUSINESS METRICS.
RESULTS
68
CALCULATING THE FINANCIAL RETURN ON INVESTMENT FOR TRAINING PROGRAMS BY COMPARING THE COSTS OF TRAINING WITH THE FINANCIAL BENEFITS GAINED FROM IMPROVED EMPLOYEE PERFORMANCE.
RETURN ON INVESTMENT (ROI)
69
GATHERING ONGOING FEEDBACK FROM PARTICIPANTS AND STAKEHOLDERS TO IDENTIFY AREAS FOR IMPROVEMENT AND ENHANCE FUTURE TRAINING INITIATIVES.
CONTINUOUS FEEDBACK AND IMPROVEMENT
70
A SYSTEMATIC EVALUATION OF EMPLOYEE
PERFORMANCE APPRAISAL
71
IT IDENTIFIES STRENGTHS AND AREAS FOR IMPROVEMENT TO GUIDE PROFESSIONAL DEVELOPMENT.
EMPLOYEE DEVELOPMENT
72
IT INFORMS DECISIONS ON PROMOTIONS, SALARY INCREASES, AND OTHER EMPLOYMENT-RELATED ACTIONS.
PERFORMANCE MANAGEMENT
73
IT PROVIDES CONSTRUCTIVE FEEDBACK TO EMPLOYEES, FOSTERING OPEN COMMUNICATION.
FEEDBACK MECHANISM
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IT ENSURES EMPLOYEE OBJECTIVES ALIGN WITH ORGANIZATIONAL GOALS.
GOAL ALIGNMENT
75
METHODS OF PERFORMANCE APPRAISAL
SELF ASSESSMENT, PEER REVIEW, AND SUBORDINATE FEEDBACK
76
EMPLOYEES EVALUATE THEIR PERFORMANCE, PROMOTING SELF-REFLECTION AND ACCOUNTABILITY.
SELF-ASSESSMENT
77
MANAGERS ASSESS EMPLOYEE PERFORMANCE, OFTEN USING RATING SCALES OR CHECKLISTS.
SUPERVISOR RATINGS
78
COLLEAGUES PROVIDE FEEDBACK ON PERFORMANCE, WHICH CAN OFFER INSIGHTS INTO TEAM DYNAMICS.
PEER REVIEWS
79
EMPLOYEES EVALUATE THEIR SUPERVISORS' PERFORMANCE, FOSTERING A 360-DEGREE FEEDBACK CULTURE.
SUBORDINATE FEEDBACK
80
COLLECTS PERFORMANCE DATA FROM MULTIPLE SOURCES, INCLUDING SUPERVISORS, PEERS, SUBORDINATES, AND EVEN CLIENTS, TO PROVIDE A COMPREHENSIVE VIEW OF EMPLOYEE PERFORMANCE (LONDON & SMITHER, 1999).
360-DEGREE FEEDBACK
81
USE NUMERICAL SCALES TO EVALUATE SPECIFIC TRAITS OR BEHAVIORS, OFTEN FOCUSING ON COMPETENCIES AND JOB-RELATED SKILLS (AAMODT, 2021).
RATING SCALES
82
ISSUES IN PERFORMANCE APPRAISAL
BIAS, FAIRNESS, AND LEGAL CONSIDERATION
83
SUBJECTIVE EVALUATIONS CAN LEAD TO_______BASED ON PERSONAL PREFERENCES, LEADING TO UNFAIR ASSESSMENTS.
BIAS
84
PERCEIVED_________OF THE APPRAISAL PROCESS AFFECTS EMPLOYEE MORALE AND MOTIVATION. ENSURING TRANSPARENCY AND CONSISTENCY IS CRUCIAL (LANDY & FARR, 1980).
FAIRNESS
85
APPRAISALS MUST COMPLY WITH EMPLOYMENT LAWS TO AVOID DISCRIMINATION AND ENSURE FAIRNESS.
LEGAL CONSIDERATION
86
PROPOSES THAT INDIVIDUALS ARE MOTIVATED BY A SERIES OF HIERARCHICAL NEEDS, FROM PHYSIOLOGICAL NEEDS TO SELF-ACTUALIZATION (MASLOW, 1943). ONCE LOWER-LEVEL NEEDS ARE SATISFIED, HIGHER- LEVEL NEEDS DRIVE MOTIVATION.
MASLOW'S HIERARCHY OF NEEDS
87
DIFFERENTIATES BETWEEN HYGIENE FACTORS (E.G., SALARY, WORKING CONDITIONS) THAT PREVENT DISSATISFACTION AND MOTIVATORS (E.G., ACHIEVEMENT, RECOGNITION) THAT ENHANCE SATISFACTION AND MOTIVATION (HERZBERG, 1966).
HERZBERG'S TWO-FACTOR THEORY
88
SUGGESTS THAT MOTIVATION IS BASED ON THE BELIEF THAT EFFORT WILL LEAD TO PERFORMANCE, PERFORMANCE WILL LEAD TO OUTCOMES, AND THOSE OUTCOMES WILL BE VALUED (VROOM, 1964).
EXPECTANCY THEORY
89
FOCUSES ON INTRINSIC AND EXTRINSIC MOTIVATIONS, EMPHASIZING THE IMPORTANCE OF AUTONOMY, COMPETENCE, AND RELATEDNESS (DECI & RYAN, 1985).
SELF-DETERMINATION THEORY
90
FACTORS INFLUENCING JOB SATISFACTION AND PERFORMANCE
WORK ENVIRONMENT, JOB CHARACTERISTICS, AND MANAGEMENT PRACTICES
91
A POSITIVE AND SUPPORTIVE WORK ENVIRONMENT ENHANCES JOB SATISFACTION.
WORK ENVIRONMENT
92
FACTORS LIKE AUTONOMY, TASK VARIETY, AND FEEDBACK CAN INFLUENCE SATISFACTION AND MOTIVATION.
JOB CHARACTERISTICS
93
LEADERSHIP STYLE AND MANAGERIAL SUPPORT IMPACT EMPLOYEE MORALE AND ENGAGEMENT.
MANAGEMENT PRACTICES
94
STRATEGIES FOR ENHANCING MOTIVATION AND SATISFACTION
RECOGNITION PROGRAMS, CAREER DEVELOPMENT, AND WORK-LIFE BALANCE INITIATIVES
95
IMPLEMENTING EMPLOYEE RECOGNITION INITIATIVES TO ACKNOWLEDGE ACHIEVEMENTS CAN BOOST MOTIVATION.
RECOGNITION PROGRAMS
96
PROVIDING OPPORTUNITIES FOR TRAINING AND ADVANCEMENT FOSTERS JOB SATISFACTION AND RETENTION.
CAREER DEVELOPMENT
97
SUPPORTING WORK-LIFE BALANCE ENHANCES EMPLOYEE WELL-BEING AND SATISFACTION.
WORK-LIFE BALANCE INITIATIVES
98
REFERS TO VOLUNTARY BEHAVIORS THAT EXCEED JOB REQUIREMENTS, CONTRIBUTING TO ORGANIZATIONAL EFFECTIVENESS (ORGAN, 1988). EXAMPLES INCLUDE HELPING COLLEAGUES AND BEING INVOLVED IN ORGANIZATIONAL INITIATIVES.
ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB)
99
REFERS TO ACTIONS THAT HARM THE ORGANIZATION OR ITS MEMBERS, SUCH AS ABSENTEEISM, THEFT, OR WORKPLACE BULLYING (SPECTOR & FOX, 2002).
COUNTERPRODUCTIVE WORK BEHAVIOR (CWB)
100
AGGRESSION CAN MANIFEST AS VERBAL ABUSE, PHYSICAL THREATS, OR ACTUAL VIOLENCE. ORGANIZATIONS MUST IMPLEMENT PREVENTIVE MEASURES AND SUPPORT SYSTEMS TO ADDRESS THESE ISSUES (BARON & NEUMAN, 1996).
WORKPLACE AGGRESSION AND VIOLENCE
PSYCHOLOGICAL ASSESSMENT PRELIM EXAM
PSYCHOLOGICAL ASSESSMENT PRELIM EXAM
GIAN CARLO FIESTA · 60問 · 2年前PSYCHOLOGICAL ASSESSMENT PRELIM EXAM
PSYCHOLOGICAL ASSESSMENT PRELIM EXAM
60問 • 2年前ABNORMAL PSYCHOLOGY PRELIM EXAM
ABNORMAL PSYCHOLOGY PRELIM EXAM
GIAN CARLO FIESTA · 75問 · 2年前ABNORMAL PSYCHOLOGY PRELIM EXAM
ABNORMAL PSYCHOLOGY PRELIM EXAM
75問 • 2年前PSYCHOLOGICAL ASSESSMENT MIDTERM REVIEWER
PSYCHOLOGICAL ASSESSMENT MIDTERM REVIEWER
GIAN CARLO FIESTA · 88問 · 2年前PSYCHOLOGICAL ASSESSMENT MIDTERM REVIEWER
PSYCHOLOGICAL ASSESSMENT MIDTERM REVIEWER
88問 • 2年前EXAM
EXAM
GIAN CARLO FIESTA · 34問 · 1年前EXAM
EXAM
34問 • 1年前DEV PSYCH 1
DEV PSYCH 1
GIAN CARLO FIESTA · 30問 · 1年前DEV PSYCH 1
DEV PSYCH 1
30問 • 1年前AB PSYCH 1
AB PSYCH 1
GIAN CARLO FIESTA · 62問 · 1年前AB PSYCH 1
AB PSYCH 1
62問 • 1年前PSYCH ASSESSMENT 1
PSYCH ASSESSMENT 1
GIAN CARLO FIESTA · 100問 · 1年前PSYCH ASSESSMENT 1
PSYCH ASSESSMENT 1
100問 • 1年前PSYCH ASSESSMENT 2
PSYCH ASSESSMENT 2
GIAN CARLO FIESTA · 87問 · 1年前PSYCH ASSESSMENT 2
PSYCH ASSESSMENT 2
87問 • 1年前IO PSYCH 2
IO PSYCH 2
GIAN CARLO FIESTA · 75問 · 1年前IO PSYCH 2
IO PSYCH 2
75問 • 1年前問題一覧
1
A SYSTEMATIC PROCESS OF COLLECTING, ANALYZING, AND ORGANIZING INFORMATION ABOUT THE TASKS, RESPONSIBILITIES, SKILLS, AND KNOWLEDGE REQUIRED FOR A PARTICULAR JOB.
JOB ANALYSIS
2
THE IMPORTANCE OF JOB ANALYSIS WHERE IT HELPS CREATE ACCURATE JOB DESCRIPTIONS THAT OUTLINE THE ESSENTIAL DUTIES, RESPONSIBILITIES, AND QUALIFICATIONS NEEDED FOR THE POSITION, AIDING BOTH EMPLOYEES AND EMPLOYERS.
CLEAR JOB DESCRIPTIONS
3
THE IMPORTANCE OF JOB ANALYSIS BY CLEARLY DEFINING JOB REQUIREMENTS ORGANIZATIONS CAN REDUCE THE RISK OF LEGAL CHALLENGES RELATED TO EMPLOYMENT DISCRIMINATION AND ENSURE COMPLIANCE WITH LABOR LAWS.
LEGAL COMPLIANCE
4
THE IMPORTANCE OF JOB ANALYSIS THAT INFORMS PERFORMANCE APPRAISAL SYSTEMS BY ESTABLISHING PERFORMANCE CRITERIA BASED ON THE SPECIFIC TASKS AND RESPONSIBILITIES OF THE JOB.
PERFORMANCE MANAGEMENT
5
THE IMPORTANCE OF JOB ANALYSIS IS TO BE ABLE TO UNDERSTAND JOB REQUIREMENTS AND HELP IN IDENTIFYING TRAINING NEEDS AND DESIGNING EFFECTIVE TRAINING PROGRAMS TO ENHANCE EMPLOYEE PERFORMANCE.
TRAINING AND DEVELOPMENT
6
THE IMPORTANCE OF JOB ANALYSIS WHERE IT ASSISTS IN WORKFORCE PLANNING BY IDENTIFYING SKILLS GAPS AND DETERMINING FUTURE STAFFING NEEDS.
WORKFORCE PLANNING
7
CONDUCTING STRUCTURED OR UNSTRUCTURED INTERVIEWS WITH CURRENT EMPLOYEES AND SUPERVISORS TO GATHER DETAILED INFORMATION ABOUT JOB RESPONSIBILITIES AND REQUIREMENTS.
INTERVIEWS
8
1. DISTRIBUTING STANDARDIZED QUESTIONNAIRES TO EMPLOYEES TO COLLECT DATA ON JOB TASKS, REQUIRED SKILLS, AND WORK CONDITIONS. EXAMPLES INCLUDE THE POSITION ANALYSIS QUESTIONNAIRE (PAQ) AND THE JOB DIAGNOSTIC SURVEY (JDS).
QUESTIONNAIRES AND SURVEYS
9
OBSERVING EMPLOYEES WHILE THEY PERFORM THEIR JOBS TO GAIN FIRSTHAND INSIGHT INTO JOB TASKS, WORKING CONDITIONS, AND INTERACTIONS.
OBSERVATION
10
ASKING EMPLOYEES TO MAINTAIN LOGS OF THEIR DAILY ACTIVITIES AND TASKS OVER A SPECIFIC PERIOD TO IDENTIFY JOB RESPONSIBILITIES AND TIME ALLOCATION.
WORK DIARIES/LOGS
11
COLLECTING EXAMPLES OF PARTICULARLY EFFECTIVE OR INEFFECTIVE JOB PERFORMANCE TO UNDERSTAND THE BEHAVIORS AND SKILLS THAT LEAD TO SUCCESS OR FAILURE IN THE ROLE.
CRITICAL INCIDENT TECHNIQUE
12
APPLICATION OF JOB ANALYSIS
SELECTION, TRAINING, AND PERFORMANCE APPRAISAL
13
IT HELPS IDENTIFY THE QUALIFICATIONS, SKILLS, AND ATTRIBUTES REQUIRED FOR CANDIDATES, GUIDING RECRUITMENT STRATEGIES.
RECRUITMENT
14
IT INFORMS THE DEVELOPMENT OF SELECTION CRITERIA AND ASSESSMENT TOOLS, ENSURING THEY ALIGNED WITH JOB REQUIREMENTS.
SELECTION CRITERIA
15
TO BE ABLE TO IDENTIFY SKILL GAPS AND PERFORMANCE DEFICIENCIES, JOB ANALYSIS INFORMS THE DESIGN OF TRAINING PROGRAMS TAILORED TO SPECIFIC JOB REQUIREMENTS. SO TRAINING MUST HAVE A_______________
TRAINING NEEDS ASSESSMENT
16
IT HELPS IN DEVELOPING RELEVANT TRAINING MATERIALS AND PROGRAMS THAT ADDRESS THE SKILLS AND KNOWLEDGE NEEDED FOR THE JOB.
CURRICULUM DEVELOPMENT
17
IT ESTABLISHES PERFORMANCE STANDARDS AND BENCHMARKS AGAINST WHICH EMPLOYEE PERFORMANCE CAN BE EVALUATED.
PERFORMANCE STANDARDS
18
IT PROVIDES A BASIS FOR CONSTRUCTIVE FEEDBACK AND DEVELOPMENT PLANS, HELPING EMPLOYEES UNDERSTAND AREAS FOR IMPROVEMENT.
FEEDBACK MECHANISMS
19
THE APPLICATION OF JOB ANALYSIS
SELECTION, TRAINING, AND PERFORMANCE APPRAISAL
20
A CRITICAL PROCESS IN HUMAN RESOURCE MANAGEMENT THAT INVOLVES IDENTIFYING AND HIRING THE MOST SUITABLE CANDIDATES FOR JOB OPENINGS. THIS PROCESS NOT ONLY AFFECTS THE QUALITY OF THE WORKFORCE BUT ALSO IMPACTS ORGANIZATIONAL PERFORMANCE, CULTURE, AND OVERALL EFFECTIVENESS.
EMPLOYEE SELECTION
21
IN EMPLOYEE SELECTION, WE MUST UNDERSTAND THE REQUIREMENTS AND RESPONSIBILITIES OF THE POSITION TO DETERMINE THE SELECTION CRITERIA.
JOB ANALYSIS
22
ATTRACTING POTENTIAL CANDIDATES THROUGH VARIOUS METHODS, INCLUDING JOB POSTINGS, RECRUITMENT AGENCIES, AND SOCIAL MEDIA PLATFORMS.
SOURCING CANDIDATES
23
IT REVIEWS RESUMES AND APPLICATIONS TO SHORTLIST CANDIDATES WHO MEET THE MINIMUM QUALIFICATIONS.
SCREENING APPLICATIONS
24
UTILIZING VARIOUS ASSESSMENT TECHNIQUES TO EVALUATE CANDIDATES' SKILLS, KNOWLEDGE, AND FIT FOR THE ORGANIZATION.
SELECTION METHODS
25
COMMON SELECTION METHODS INCLUDE:
INTERVIEW, PSYCHOMETRIC TESTING, WORK SAMPLES, AND ASSESSMENT CENTERS
26
STRUCTURED, UNSTRUCTURED, OR BEHAVIORAL INTERVIEWS TO ASSESS CANDIDATES' EXPERIENCES AND COMPETENCIES.
INTERVIEWS
27
TESTS TO MEASURE COGNITIVE ABILITIES, PERSONALITY TRAITS, AND OTHER RELEVANT ATTRIBUTES.
PSYCHOMETRIC TESTING
28
SIMULATED TASKS THAT REFLECT THE ACTUAL JOB DUTIES TO EVALUATE CANDIDATES' PRACTICAL SKILLS.
WORK SAMPLES
29
A SERIES OF EXERCISES AND EVALUATIONS TO ASSESS CANDIDATES' ABILITIES IN REALISTIC SCENARIOS.
ASSESSMENT CENTERS
30
MAKING HIRING DECISIONS BASED ON THE COLLECTED DATA, USUALLY INVOLVING INPUT FROM MULTIPLE STAKEHOLDERS (E.G., HR, HIRING MANAGERS).
FINAL DECISION
31
EXTENDING AN OFFER TO THE SELECTED CANDIDATE AND PREPARING FOR THEIR INTEGRATION INTO THE ORGANIZATION.
JOB OFFER AND ONBOARDING
32
CRUCIAL COMPONENTS OF THE SELECTION PROCESS. THEY HELP ORGANIZATIONS GAIN INSIGHTS INTO CANDIDATES' COGNITIVE ABILITIES, PERSONALITY TRAITS, AND POTENTIAL JOB PERFORMANCE. COMMON METHODS INCLUDE:
PSYCHOLOGICAL TESTING AND ASSESSMENTS
33
MEASURE GENERAL INTELLIGENCE AND SPECIFIC COGNITIVE SKILLS SUCH AS REASONING, PROBLEM-SOLVING, AND CRITICAL THINKING. EXAMPLES INCLUDE THE WONDERLIC PERSONNEL TEST AND THE COGNITIVE ABILITY TEST (CAT).
COGNITIVE ABILITY TESTS
34
EVALUATE TRAITS AND BEHAVIORS THAT MAY INFLUENCE WORK PERFORMANCE. COMMON TOOLS INCLUDE THE MYERS-BRIGGS TYPE INDICATOR (MBTI), THE BIG FIVE PERSONALITY TEST, AND THE MINNESOTA MULTIPHASIC PERSONALITY INVENTORY (MMPI).
PERSONALITY ASSESSMENTS
35
ASSESS CANDIDATES' ABILITY TO RECOGNIZE, UNDERSTAND, AND MANAGE EMOTIONS IN THEMSELVES AND OTHERS, WHICH IS CRITICAL FOR EFFECTIVE INTERPERSONAL INTERACTIONS.
EMOTIONAL INTELLIGENCE (EI) TESTS
36
MEASURE CANDIDATES' HONESTY, RELIABILITY, AND ETHICAL JUDGMENT TO PREDICT POTENTIAL COUNTERPRODUCTIVE WORK BEHAVIORS.
INTEGRITY TESTS
37
PRESENT HYPOTHETICAL, JOB-RELATED SITUATIONS TO CANDIDATES AND ASK THEM TO SELECT THE BEST COURSE OF ACTION, HELPING TO ASSESS THEIR DECISION-MAKING AND PROBLEM-SOLVING ABILITIES.
SITUATIONAL JUDGMENT TESTS (SJTS)
38
IT ENSURE FAIRNESS AND PROTECT BOTH CANDIDATES AND ORGANIZATIONS. KEY CONSIDERATIONS INCLUDE:
LEGAL AND ETHICAL CONSIDERATIONS
39
EMPLOYERS MUST COMPLY WITH THIS TO ENSURE THAT SELECTION PRACTICES DO NOT DISCRIMINATE BASED ON RACE, COLOR, RELIGION, SEX, NATIONAL ORIGIN, AGE, DISABILITY, OR GENETIC INFORMATION. THIS ALSO PROVIDES GUIDELINES TO HELP ORGANIZATIONS NAVIGATE THESE LAWS.
EQUAL EMPLOYMENT OPPORTUNITY (EEO)
40
TO ENSURE THAT THEY ACCURATELY PREDICT JOB PERFORMANCE AND DO NOT DISPROPORTIONATELY EXCLUDE CANDIDATES FROM PROTECTED GROUPS. VALIDATION STUDIES DEMONSTRATE THAT THE SELECTION CRITERIA ARE JOB-RELATED AND NECESSARY FOR SUCCESSFUL PERFORMANCE.
VALIDATION OF SELECTION TOOLS
41
ORGANIZATIONS MUST RESPECT CANDIDATES' PRIVACY BY SAFEGUARDING THEIR PERSONAL INFORMATION AND USING IT ONLY FOR LEGITIMATE PURPOSES RELATED TO THE SELECTION PROCESS.
PRIVACY AND CONFIDENTIALITY
42
CANDIDATES SHOULD BE INFORMED ABOUT THE PURPOSE AND NATURE OF ANY PSYCHOLOGICAL TESTS OR ASSESSMENTS, AND CONSENT SHOULD BE OBTAINED BEFORE ADMINISTERING THESE TOOLS.
INFORMED CONSENT
43
ORGANIZATIONS SHOULD STRIVE TO MAKE THE SELECTION PROCESS AS FAIR AND TRANSPARENT AS POSSIBLE, PROVIDING CANDIDATES WITH CLEAR INFORMATION ABOUT SELECTION CRITERIA, PROCESSES, AND FEEDBACK.
FAIRNESS AND TRANSPARENCY
44
A CRITICAL COMPONENT OF HUMAN RESOURCE MANAGEMENT, FOCUSING ON ENHANCING EMPLOYEES' SKILLS, KNOWLEDGE, AND COMPETENCIES TO IMPROVE THEIR PERFORMANCE AND CONTRIBUTE TO ORGANIZATIONAL SUCCESS.
TRAINING AND DEVELOPMENT
45
THEORIES OF EMPLOYEE TRAINING
BEHAVIORISM, COGNTIVISM, CONSTRUCTIVISM, AND ADULT LEARNING THEORY (ANDRAGOGY)
46
THIS THEORY EMPHASIZES OBSERVABLE BEHAVIORS AND THE ROLE OF REINFORCEMENT IN LEARNING. IN TRAINING, IT SUGGESTS THAT THIS CAN BE SHAPED THROUGH REWARDS AND CONSEQUENCES (SKINNER, 1953).
BEHAVIORISM
47
IT FOCUSES ON MENTAL PROCESSES INVOLVED IN LEARNING, SUCH AS PERCEPTION, MEMORY, AND PROBLEM-SOLVING. THIS APPROACH ENCOURAGES ACTIVE PARTICIPATION AND REFLECTION DURING TRAINING (PIAGET, 1952).
COGNITIVISM
48
THIS THEORY POSITS THAT LEARNERS CONSTRUCT THEIR UNDERSTANDING AND KNOWLEDGE THROUGH EXPERIENCES. IN TRAINING, IT EMPHASIZES EXPERIENTIAL LEARNING AND THE IMPORTANCE OF SOCIAL INTERACTION (VYGOTSKY, 1978).
CONSTRUCTIVISM
49
PROPOSED BY KNOWLES (1980), THIS THEORY OUTLINES THE UNIQUE CHARACTERISTICS OF ADULT LEARNERS, INCLUDING THEIR SELF-DIRECTEDNESS, LIFE EXPERIENCES, AND READINESS TO LEARN. IT EMPHASIZES THE NEED FOR TRAINING PROGRAMS TO BE RELEVANT AND PRACTICAL.
ADULT LEARNING THEORY (ANDRAGOGY)
50
A METHOD OF EMPLOYEE TRAINING WHERE EMPLOYEES LEARN BY DOING THE ACTUAL WORK UNDER THE GUIDANCE OF A SUPERVISOR OR EXPERIENCED COWORKER. THIS METHOD IS PRACTICAL AND ALLOWS IMMEDIATE APPLICATION OF SKILLS.
ON-THE-JOB TRAINING (OJT)
51
TRADITIONAL INSTRUCTOR-LED TRAINING WHERE EMPLOYEES LEARN THROUGH LECTURES, DISCUSSIONS, AND PRESENTATIONS. IT IS EFFECTIVE FOR CONVEYING THEORETICAL KNOWLEDGE.
CLASSROOM TRAINING
52
ONLINE TRAINING PROGRAMS THAT ALLOW EMPLOYEES TO LEARN AT THEIR OWN PACE. THIS METHOD INCLUDES WEBINARS, INTERACTIVE MODULES, AND VIDEO TUTORIALS, PROVIDING FLEXIBILITY AND ACCESSIBILITY.
E-LEARNING
53
EMPLOYEES PRACTICE SKILLS IN A CONTROLLED ENVIRONMENT THAT MIMICS REAL-LIFE SITUATIONS. THIS METHOD IS OFTEN USED IN FIELDS LIKE AVIATION AND HEALTHCARE TO ENHANCE PRACTICAL SKILLS WITHOUT RISKS.
SIMULATION TRAINING
54
PAIRING EMPLOYEES WITH EXPERIENCED MENTORS OR COACHES WHO PROVIDE GUIDANCE, SUPPORT, AND FEEDBACK, FOSTERING PERSONAL AND PROFESSIONAL GROWTH.
MENTORING AND COACHING
55
SHORT, FOCUSED TRAINING SESSIONS ON SPECIFIC TOPICS THAT ENCOURAGE INTERACTION AND HANDS-ON PRACTICE.
WORKSHOPS AND SEMINARS
56
A SYSTEMATIC PROCESS OF IDENTIFYING THE TRAINING REQUIREMENTS OF EMPLOYEES TO ADDRESS GAPS IN KNOWLEDGE, SKILLS, AND ABILITIES.
TRAINING NEEDS ASSESSMENT
57
ASSESSING THE ORGANIZATION'S GOALS, OBJECTIVES, AND CURRENT PERFORMANCE LEVELS TO IDENTIFY AREAS WHERE TRAINING CAN ENHANCE EFFECTIVENESS.
ORGANIZATIONAL ANALYSIS
58
ANALYZING SPECIFIC JOB TASKS AND RESPONSIBILITIES TO DETERMINE THE SKILLS AND KNOWLEDGE REQUIRED FOR SUCCESSFUL PERFORMANCE. THIS OFTEN INVOLVES JOB ANALYSIS METHODS TO IDENTIFY KEY COMPETENCIES.
TASK ANALYSIS
59
EVALUATING INDIVIDUAL EMPLOYEES' SKILLS, COMPETENCIES, AND PERFORMANCE TO IDENTIFY SPECIFIC TRAINING NEEDS. THIS CAN INCLUDE PERFORMANCE REVIEWS, SELF-ASSESSMENTS, AND FEEDBACK FROM SUPERVISORS.
PERSON ANALYSIS
60
COMPARING THE CURRENT SKILLS AND COMPETENCIES OF EMPLOYEES WITH THE DESIRED SKILLS NEEDED FOR EFFECTIVE JOB PERFORMANCE TO IDENTIFY SPECIFIC TRAINING NEEDS.
GAP ANALYSIS
61
AN ESSENTIAL PROGRAM TO DETERMINE THEIR EFFECTIVENESS AND ENSURE THAT THEY MEET ORGANIZATIONAL AND EMPLOYEE NEEDS.
EVALUATING TRAINING PROGRAMS
62
KIRKPATRICK FOUR LEVEL TRAINING EVALUATION MODEL
REACTION, LEARNING, BEHAVIOR, AND RESULT
63
ACCORDING TO KIRKPATRICK FOUR-LEVEL TRAINING EVALUATION PROGRAM, THIS CAN ASSESS PARTICIPANTS' IMMEDIATE REACTIONS TO THE TRAINING (E.G., SATISFACTION, ENGAGEMENT) THROUGH SURVEYS OR FEEDBACK FORMS.
REACTION
64
ACCORDING TO KIRKPATRICK FOUR-LEVEL TRAINING EVALUATION PROGRAM, THIS CAN EVALUATE THE KNOWLEDGE AND SKILLS GAINED DURING TRAINING USING TESTS, QUIZZES, OR ASSESSMENTS BEFORE AND AFTER TRAINING.
LEARNING
65
ACCORDING TO KIRKPATRICK FOUR-LEVEL TRAINING EVALUATION PROGRAM, THIS CAN MEASURE IN ON-THE-JOB BEHAVIOR AND PERFORMANCE AS A RESULT OF TRAINING, TYPICALLY THROUGH OBSERVATIONS OR PERFORMANCE APPRAISALS.
BEHAVIOR
66
FOUNDATION FOR HR ACTIVITIES THE IMPORTANCE OF JOB ANALYSIS WHERE IT PROVIDES ESSENTIAL DATA FOR VARIOUS HR FUNCTIONS, ENSURING THAT THESE ACTIVITIES ARE BASED ON OBJECTIVE AND RELEVANT INFORMATION.
JOB ANALYSIS
67
ACCORDING TO KIRKPATRICK FOUR-LEVEL TRAINING EVALUATION PROGRAM, THIS CAN IMPACT THE TRAINING ON ORGANIZATIONAL OUTCOMES, SUCH AS PRODUCTIVITY, QUALITY, OR EMPLOYEE RETENTION, THROUGH KEY PERFORMANCE INDICATORS (KPIS) AND BUSINESS METRICS.
RESULTS
68
CALCULATING THE FINANCIAL RETURN ON INVESTMENT FOR TRAINING PROGRAMS BY COMPARING THE COSTS OF TRAINING WITH THE FINANCIAL BENEFITS GAINED FROM IMPROVED EMPLOYEE PERFORMANCE.
RETURN ON INVESTMENT (ROI)
69
GATHERING ONGOING FEEDBACK FROM PARTICIPANTS AND STAKEHOLDERS TO IDENTIFY AREAS FOR IMPROVEMENT AND ENHANCE FUTURE TRAINING INITIATIVES.
CONTINUOUS FEEDBACK AND IMPROVEMENT
70
A SYSTEMATIC EVALUATION OF EMPLOYEE
PERFORMANCE APPRAISAL
71
IT IDENTIFIES STRENGTHS AND AREAS FOR IMPROVEMENT TO GUIDE PROFESSIONAL DEVELOPMENT.
EMPLOYEE DEVELOPMENT
72
IT INFORMS DECISIONS ON PROMOTIONS, SALARY INCREASES, AND OTHER EMPLOYMENT-RELATED ACTIONS.
PERFORMANCE MANAGEMENT
73
IT PROVIDES CONSTRUCTIVE FEEDBACK TO EMPLOYEES, FOSTERING OPEN COMMUNICATION.
FEEDBACK MECHANISM
74
IT ENSURES EMPLOYEE OBJECTIVES ALIGN WITH ORGANIZATIONAL GOALS.
GOAL ALIGNMENT
75
METHODS OF PERFORMANCE APPRAISAL
SELF ASSESSMENT, PEER REVIEW, AND SUBORDINATE FEEDBACK
76
EMPLOYEES EVALUATE THEIR PERFORMANCE, PROMOTING SELF-REFLECTION AND ACCOUNTABILITY.
SELF-ASSESSMENT
77
MANAGERS ASSESS EMPLOYEE PERFORMANCE, OFTEN USING RATING SCALES OR CHECKLISTS.
SUPERVISOR RATINGS
78
COLLEAGUES PROVIDE FEEDBACK ON PERFORMANCE, WHICH CAN OFFER INSIGHTS INTO TEAM DYNAMICS.
PEER REVIEWS
79
EMPLOYEES EVALUATE THEIR SUPERVISORS' PERFORMANCE, FOSTERING A 360-DEGREE FEEDBACK CULTURE.
SUBORDINATE FEEDBACK
80
COLLECTS PERFORMANCE DATA FROM MULTIPLE SOURCES, INCLUDING SUPERVISORS, PEERS, SUBORDINATES, AND EVEN CLIENTS, TO PROVIDE A COMPREHENSIVE VIEW OF EMPLOYEE PERFORMANCE (LONDON & SMITHER, 1999).
360-DEGREE FEEDBACK
81
USE NUMERICAL SCALES TO EVALUATE SPECIFIC TRAITS OR BEHAVIORS, OFTEN FOCUSING ON COMPETENCIES AND JOB-RELATED SKILLS (AAMODT, 2021).
RATING SCALES
82
ISSUES IN PERFORMANCE APPRAISAL
BIAS, FAIRNESS, AND LEGAL CONSIDERATION
83
SUBJECTIVE EVALUATIONS CAN LEAD TO_______BASED ON PERSONAL PREFERENCES, LEADING TO UNFAIR ASSESSMENTS.
BIAS
84
PERCEIVED_________OF THE APPRAISAL PROCESS AFFECTS EMPLOYEE MORALE AND MOTIVATION. ENSURING TRANSPARENCY AND CONSISTENCY IS CRUCIAL (LANDY & FARR, 1980).
FAIRNESS
85
APPRAISALS MUST COMPLY WITH EMPLOYMENT LAWS TO AVOID DISCRIMINATION AND ENSURE FAIRNESS.
LEGAL CONSIDERATION
86
PROPOSES THAT INDIVIDUALS ARE MOTIVATED BY A SERIES OF HIERARCHICAL NEEDS, FROM PHYSIOLOGICAL NEEDS TO SELF-ACTUALIZATION (MASLOW, 1943). ONCE LOWER-LEVEL NEEDS ARE SATISFIED, HIGHER- LEVEL NEEDS DRIVE MOTIVATION.
MASLOW'S HIERARCHY OF NEEDS
87
DIFFERENTIATES BETWEEN HYGIENE FACTORS (E.G., SALARY, WORKING CONDITIONS) THAT PREVENT DISSATISFACTION AND MOTIVATORS (E.G., ACHIEVEMENT, RECOGNITION) THAT ENHANCE SATISFACTION AND MOTIVATION (HERZBERG, 1966).
HERZBERG'S TWO-FACTOR THEORY
88
SUGGESTS THAT MOTIVATION IS BASED ON THE BELIEF THAT EFFORT WILL LEAD TO PERFORMANCE, PERFORMANCE WILL LEAD TO OUTCOMES, AND THOSE OUTCOMES WILL BE VALUED (VROOM, 1964).
EXPECTANCY THEORY
89
FOCUSES ON INTRINSIC AND EXTRINSIC MOTIVATIONS, EMPHASIZING THE IMPORTANCE OF AUTONOMY, COMPETENCE, AND RELATEDNESS (DECI & RYAN, 1985).
SELF-DETERMINATION THEORY
90
FACTORS INFLUENCING JOB SATISFACTION AND PERFORMANCE
WORK ENVIRONMENT, JOB CHARACTERISTICS, AND MANAGEMENT PRACTICES
91
A POSITIVE AND SUPPORTIVE WORK ENVIRONMENT ENHANCES JOB SATISFACTION.
WORK ENVIRONMENT
92
FACTORS LIKE AUTONOMY, TASK VARIETY, AND FEEDBACK CAN INFLUENCE SATISFACTION AND MOTIVATION.
JOB CHARACTERISTICS
93
LEADERSHIP STYLE AND MANAGERIAL SUPPORT IMPACT EMPLOYEE MORALE AND ENGAGEMENT.
MANAGEMENT PRACTICES
94
STRATEGIES FOR ENHANCING MOTIVATION AND SATISFACTION
RECOGNITION PROGRAMS, CAREER DEVELOPMENT, AND WORK-LIFE BALANCE INITIATIVES
95
IMPLEMENTING EMPLOYEE RECOGNITION INITIATIVES TO ACKNOWLEDGE ACHIEVEMENTS CAN BOOST MOTIVATION.
RECOGNITION PROGRAMS
96
PROVIDING OPPORTUNITIES FOR TRAINING AND ADVANCEMENT FOSTERS JOB SATISFACTION AND RETENTION.
CAREER DEVELOPMENT
97
SUPPORTING WORK-LIFE BALANCE ENHANCES EMPLOYEE WELL-BEING AND SATISFACTION.
WORK-LIFE BALANCE INITIATIVES
98
REFERS TO VOLUNTARY BEHAVIORS THAT EXCEED JOB REQUIREMENTS, CONTRIBUTING TO ORGANIZATIONAL EFFECTIVENESS (ORGAN, 1988). EXAMPLES INCLUDE HELPING COLLEAGUES AND BEING INVOLVED IN ORGANIZATIONAL INITIATIVES.
ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB)
99
REFERS TO ACTIONS THAT HARM THE ORGANIZATION OR ITS MEMBERS, SUCH AS ABSENTEEISM, THEFT, OR WORKPLACE BULLYING (SPECTOR & FOX, 2002).
COUNTERPRODUCTIVE WORK BEHAVIOR (CWB)
100
AGGRESSION CAN MANIFEST AS VERBAL ABUSE, PHYSICAL THREATS, OR ACTUAL VIOLENCE. ORGANIZATIONS MUST IMPLEMENT PREVENTIVE MEASURES AND SUPPORT SYSTEMS TO ADDRESS THESE ISSUES (BARON & NEUMAN, 1996).
WORKPLACE AGGRESSION AND VIOLENCE