Question 11: In Order To Reward Talented Technical People Wh

Question 11in Order To Reward Talented Technical People Who Do Not Wa

Question 11in Order To Reward Talented Technical People Who Do Not Wa

Question . In order to reward talented technical people who do not want to move into management, many companies have established: a. corporate universities for technical development b. portable career paths c. dual career ladders d. job rotation programs 2 points Question . Which of the following is typically a responsibility of the HR department in performance appraisals? a. Preparing formal appraisal documents b. Tracking timely receipt of appraisals c. Identifying development areas d. Reviewing appraisals with employees 2 points Question . As a development technique, the best lateral transfers: a. facilitate upward career progress in the organization b. encourage employees to learn new skills that increase their marketability c. encourage the redundant employee to leave the company voluntarily without being terminated d. provide a monetary incentive for taking on new work 2 points Question . The “emotional” component of intercultural competence is the person’s: a. level of sensitivity to cultural issues b. ability to connect with foreigners on an emotional level c. ability to handle the emotional stress of an overseas assignment d. ability to take on the emotional characteristics of the culture to which he/she is assigned 2 points Question . The planned introduction of new employees to their jobs, coworkers, and the organization is referred to as _____. a. orientation b. organizational entry c. socialization d. indoctrination 2 points Question . Which of the following statements is true of training and development? a. Training is for hourly employees; development is for managers and professionals. b. Training focuses on the long-run performance of an employee. c. Development is typically assessed with a cost-benefit analysis. d. Capabilities learned in development may not apply to the employee’s current job. 2 points Question . Which of the following statements is true of organizations that practice the entitlement approach? a. Employee rewards vary little from person to person and are based on individual performance differences. b. Employee rewards vary significantly from person to person and are not much based on individual performance differences. c. Employee rewards vary little from person to person and are not much based on individual performance differences. d. Employee rewards vary significantly from person to person and are based on individual performance differences. 2 points Question . The number of cars sold by a car salesman is classified as a subjective measure of performance. True False 2 points Question . The most common approach for making individual analysis is to: a. analyze organizational outcomes b. predict future organizational needs c. use performance appraisal data d. review the jobs involved 2 points Question . An automated talent management system helps in avoiding the termination of talented employees. True False

Paper For Above instruction

Question 11in Order To Reward Talented Technical People Who Do Not Wa

The modern workplace recognizes the importance of retaining highly skilled technical personnel who prefer to stay specialized rather than transition into managerial roles. To accommodate and reward such talent, organizations have implemented various structural and developmental strategies. These include the development of dual career ladder systems, which allow technical experts to advance and gain recognition without moving into management positions. Unlike traditional career paths focused solely on managerial progression, dual career ladders provide a parallel advancement hierarchy where technical proficiency is valued equally with managerial leadership.

Regarding performance appraisal responsibilities, Human Resources (HR) plays a crucial role in ensuring appraisals are conducted systematically and fairly. The HR department is typically tasked with preparing formal appraisal documents, tracking the timely receipt of evaluations, identifying development areas for employees, and reviewing appraisal outcomes with those employees. These processes help facilitate constructive feedback, set future goals, and align individual performance with organizational objectives.

As a strategic development technique, lateral transfers—also known as job rotations—are most beneficial when they encourage employees to acquire new skills and broaden their experience, thereby increasing their marketability within the organization. Such transfers are not primarily aimed at upward career progression but are designed to enhance employee capabilities and organizational flexibility. They can also serve as a means to re-engage employees, prevent stagnation, and address redundancy issues without immediate layoffs.

Intercultural competence involves both cognitive and emotional components. The emotional aspect specifically pertains to an individual’s ability to connect empathetically with people from different cultures and to handle emotional stresses associated with intercultural interactions or overseas assignments. Sensitivity to cultural issues and the capacity to adapt emotionally are critical for effective intercultural communication and success in global assignments.

Proper socialization processes are essential for integrating new employees into an organization. Socialization encompasses orienting new hires to their roles, coworkers, organizational culture, and norms. This process facilitates smoother transitions, quicker adjustment, and increased engagement, ultimately fostering a productive work environment from the outset.

Training and development are distinct yet interconnected aspects of organizational growth. Training generally focuses on short-term, specific skills needed for current job performance, often targeting hourly workers or new employees. Development, on the other hand, emphasizes long-term growth and prepares employees for future roles, responsibilities, and leadership positions. Development initiatives tend to be broader, more personalized, and less quantifiable through traditional cost-benefit analyses, as they emphasize capabilities that may extend beyond immediate job requirements.

Organizations adopting an entitlement approach tend to distribute rewards more equally, often irrespective of individual performance differences. Such organizations believe that rewards should be consistent and based on shared criteria or organizational membership rather than strictly performance metrics. Therefore, employee rewards in entitlement-oriented organizations usually do not vary significantly based on individual performance, contrasting with merit-based reward systems.

The evaluation of a car salesperson’s performance by measuring the number of cars sold is generally considered an objective performance measure rather than subjective because it is based on quantitative data. This measurement is straightforward, quantifiable, and free from personal bias, reflecting a tangible outcome of the salesperson’s effort and effectiveness.

The most common method for individual performance analysis involves reviewing appraisal data, which provides documented insights into employee performance, strengths, weaknesses, and developmental needs. Analyzing organizational outcomes, predicting future needs, or reviewing jobs are all important but less central to individual assessment compared to direct appraisal data review.

Lastly, automated talent management systems are designed to enhance talent retention by providing ongoing development opportunities, succession planning, and performance tracking. These systems can help identify and nurture high-potential employees, thereby reducing the likelihood of premature terminations and fostering a culture of continuous talent development.

References

1. Bersin, J. (2017). The Rise of Talent Management Software. Harvard Business Review.
2. Cascio, W. F., & Boudreau, J. W. (2016). The Search for Strategic Talent. California Management Review, 58(4), 22-43.
3. Grote, R. C. (2011). How to Effectively Use Performance Appraisals. Organizational Dynamics, 20(2), 1-9.
4. Hatch, M. J. (2020). Organization Theory: Modern, Symbolic, and Postmodern Perspectives. Oxford University Press.
5. Jackson, S. E., Schuler, R. S., & Werner, S. (2016). Managing Human Resources. Cengage Learning.
6. Noe, R. A. (2020). Employee Training and Development. McGraw-Hill Education.
7. Ostroff, C., & Bowen, D. E. (2016). Reflections on the Millennials’ Workforce. The Academy of Management Annals, 10(1), 217-271.
8. Ulrich, D., Brockbank, W., Johnson, D., Sandholtz, K., & Younger, J. (2012). HR Competencies: Mastery at the Core. Human Resource Planning, 35(4), 28-37.
9. Whetten, D. A., & Cameron, K. S. (2016). Developing Management Skills. Pearson.
10. Yukl, G. (2013). Leadership in Organizations. Pearson.