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| An organization that supports lifelong learning by enabling all employees to acquire and share knowledge. |
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| The right combination of people, technology, and organizational structure that makes full use of the organization's resources and opportunities in achieving its goals. |
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| High Performance Work System |
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| Each employee's and each group's ongoing efforts to gather information and apply the information to their decisions in a learning organization. |
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| Computer software systems designed to help managers solve problems by showing how results vary when the manager alters assumptions or data. |
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| Computer systems that support decision making by incorporating the decision rules used by people who are considered expertise in a certain area. |
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| A display of a series of HR measures, showing HR goals and objectives and progress towards meeting them. |
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| A formal review of the outcomes of HRM functions, based on identifying key HRM functions and measures of business performance. |
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| Type of assessment of HRM effectiveness that involves determining the impact of, or the financial cost and benefits of, a program or practice. |
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| Stable set of characteristics representing internal properties of an individual, which are reflected in behavioral tendencies across a variety of situations; behavioral tendencies; pattern of relatively enduring ways in which a person thinks, acts, and behaves. |
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| Your ability to accurately appraise and effectively regulate your own emotions and use emotion to motivate, plan, achieve. |
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| Translating principles based on the best available scientific evidence into organization practices and making decisions through conscientious, explicit, judicious "use of evidence", includes various practices. |
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| Evidence Based Management |
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| Social science that attempts to describe, explain, and predict human behavior in an organizational context. |
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| What a person is capable of doing. |
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| Ability to recognize quantitative and verbal patterns quickly and accurately; includes ability to acquire knowledge. |
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| Following what another person does. |
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| Learning of any new behavior is the result of three main factors- the person, the environment, and the behavior. |
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| Examining alternatives until a practical solution with adequate level of acceptability is found, and stopping the search there, instead of looking for the best possible solution. |
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| Tendency to search for, interpret, favor, or recall information in a way that confirms one's beliefs or hypotheses, while giving disproportionately less consideration to alternative possibilities. |
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| Tendency to search for, interpret, favor, or recall information in a way that confirms one's beliefs or hypotheses, while giving disproportionately less consideration to alternative possibilities. |
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| Out tendency to take personal credit with internal traits for success while blaming outside sources for our failures. |
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| Happens when someone continues to dedicate resources, including time and money, to a failing course of action. |
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| Analogy that illustrated just how this process of making inferences occurs. |
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| Error deals with the process of attributing causes to events; people tend to overall attribute behavior to internal rather than external causes. |
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| Fundamental Attribution Error |
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| Clouds our judgment because things are more readily averrable to us. |
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| People ignoring the "base rate" or frequency of which people belong to certain groups/categories; people pay more attention to descriptors they believe to be more representative of the person's career choice than the key base rate information that leads to a better choice. |
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| Represents people's tendency to correct evidence that supports rather than negates our intuition before deciding. |
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| Lead us to believe we possess some unique trait or ability that allows us to defy odds, whereas others simply don't have the trait or ability. |
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| Our brains' limitations constrain our thinking and reasoning ability and thus, it is impossible to consider simultaneously all information relevant to any decision or problem |
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| Anyone who has a stake in the problem or solution. |
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| Assumes our choices are clear and limited to (black and white), when there are really many other choices. |
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| A perceived whole whose elements "hang together" because they continually affect each other over time and operate toward a common purpose. |
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| Prevailing assumptions, beliefs, and values that sustain current systems. |
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| Allows for display of data categories (x-axis) tracked against some important standard (y-axis). |
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| Condition in which different initial conditions lead to similar effects. |
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| Purpose to learn from mistakes and dilute the political atmosphere. |
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| Group of people who are collectively accountable for definable outcomes and have a high degree of interdependence and interaction; group that shares responsibility for producing something. |
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| Unwritten rules or standards of behavior that apply to team members and can be prescriptive (dictating what should be done) or proscriptive (dictating behavior that should be avoided). |
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| When individuals come together in a team, they often make more extreme decisions than they might as individuals. |
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| Extreme state of diffusion of responsibility among people. |
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| Innocent Bystander Effect |
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| Situation where team members will persist with a losing course of action. |
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| Occurs whenever team members choose to limit their involvement with the team's work. |
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| Involves social pressures to conform to the perceived wishes of the group (but end up making poor decisions). |
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| Tendency of members in highly cohesive teams to use their critical evaluative capabilities; keeping team is more important than work itself. |
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| Form of social conformity related to groupthink; hidden pressure toward agreement. |
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| Starting with a defined problem and then generalizing alternatives to solve it; derived to the single best or correct answer to the question. |
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| Involves producing multiple or alternative answers from available information. |
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| Technique for improving creative problem solving; goal is to think outside the box. |
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| People working at remote locations. |
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| Stage in team development where and when they act together as a unit. |
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| Process involves collecting information bout what tasks (actual work) and knowledge, skills, and abilities (KSAs) are required for the job. |
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| When a manager or organization intentionally discriminates by using race, ethnicity, gender, national origin, or religion as a factor in deciding who is selected for a position. |
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| Discrimination that occurs when the use of standard procedure has a discriminating effect on one or more individuals or groups. |
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| Describe the job in great detail to candidates instead of just selling it completely. |
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| The degree to which applicants believe the selection method fairly measures requirements for the job. |
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| How well the method predicts future performance. |
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| Unscripted; interviewer may have some general topics to cover. |
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| Follows an interview script designed specifically to target certain KSAs required for the job. |
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| Include hypothetical scenario questions that ask customers to describe in detail how they would likely behave in a situation. |
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| Tests designed specifically to measure these "hands on" skills. |
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| Samples of the work involved in the performance of a specific job. |
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| Includes questions that ask candidates to recount actual instances from their work or relevant experiences relative to the job at hand. |
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| Motivation and thoughts that are immediate precursors of a person's actual behavior. |
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| Method for evaluating managerial applicants; collection of work samples that mimic "a day in the life" of a manager. |
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| Designed to detect and predict deviant behaviors on the job. |
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| Can be effective in understanding fit with a particular job or organization environment. |
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| Occurs when the separation is based upon an employee's choice to leave for any number of reasons spanning personal and professional issues. |
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| Occurs when separation is initiated by the organization due to poor performance, downsizing, etc. |
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