Human Resources - PSY 4022
Summary
Inhaltsverzeichnis
PROBLEM 0 – THE JOB OF WOP........................................................................................................7
REASONS FOR DOING JOB ANALYSIS................................................................................................7
3 MAJOR TYPES OF DESCRIPTORS...........................................................................................................7
METHODS USED TO COLLECT DATA ON THE DESCRIPTORS............................................................................7
DECIDING ABOUT THE SOURCE OF WORK ANALYSIS INFORMATION.................................................................8
PURPOSE OF WORK ANALYSIS..........................................................................................................9
O*NET............................................................................................................................................9
QUALITY OF WORK ANALYSIS DATA & INFORMATION...............................................................................10
QUALITY OF WA INFERENCES – OBJECTIVITY...........................................................................................11
STEPS THAT SHOULD BE TAKEN TO ENSURE THE QUALITY OF THE INFORMATION GATHERED .....................................12
JOB ANALYSIS IN PRACTICE..................................................................................................................12
COMPETENCY MODELING....................................................................................................................13
PROBLEM 1 – THE RIGHT TOOL, THE RIGHT PERSON.......................................................................17
PSA THEORIES.................................................................................................................................18
WHAT DOES PSA PREDICT?.................................................................................................................18
CHOOSING SELECTION TECHNIQUES.......................................................................................................19
SELECTION TECHNIQUES / METHODS OF ASSESSMENT...............................................................................20
PROCEDURES FOR ASSESSING CONSTRUCTS..............................................................................................22
APPLICANT REACTIONS AND DECISION MAKING IN SELECTION.....................................................................23
LIEVENS (2009) – ASSESSMENT CENTERS...............................................................................................26
TRAIT ACTIVATION THEORY........................................................................................................................27
METHODS - CONFIRMATORY FACTOR ANALYSIS (CFA)....................................................................................28
DESCRIPTION OF PARADIGM SHIFT IN ASSESSMENT CENTERS.............................................................................29
ASSESSMENT CENTERS VS. COGNITIVE ABILITY TESTS (SACKETT ET AL., 2017)................................29
TIPPINS ET AL. (2021) - ARTIFICIAL INTELLIGENCE: SHIFT, LEGAL, AND ETHICAL CONCERNS ABOUT
AI-BASED PERSONNEL TOOLS.........................................................................................................30
“MODULAR APPROACH” TO SELECTION..................................................................................................30
CONCERNS (SCIENTIFIC, ETHICAL, LEGAL) REGARDING NEW FORMS OF EMPLOYMENT TESTING.............................31
CHANGES TO TECHNOLOGICALLY ENHANCED SYSTEMS................................................................................32
1
,LECTURE 2 – ASSESSMENT METHODS (ALICIA WALKOWIAK)..........................................................33
PROBLEM 2 – BIG BUSINESS............................................................................................................40
WOODS, DINH & SALAS (2017); SALAS ET AL. (2012) – LEARNING AND TRAINING ..........................40
TABLE: CHECKLIST OF STEPS TO TAKE BEFORE TRAINING (SALAS ET AL., 2012)................................................41
TABLE: CHECKLIST OF STEPS TO TAKE DURING TRAINING (SALAS ET AL., 2012)................................................42
TABLE: CHECKLIST OF STEPS TO TAKE AFTER TRAINING...............................................................................43
ANALYZING TRAINING NEEDS...............................................................................................................44
EVIDENCE-BASED RECOMMENDATIONS AND BEST PRACTICES FOR MAXIMIZING TRAINING EFFECTIVENESS............46
THE LEARNING CLIMATE - RECOMMENDATIONS.......................................................................................46
DESIGN AND DELIVERY OF TRAINING.....................................................................................................48
TRANSFER.......................................................................................................................................51
EVALUATION....................................................................................................................................51
LANDY (2013) – LEARNING AND MOTIVATIONAL THEORIES APPLIED TO TRAINING .......................52
REINFORCEMENT THEORY...................................................................................................................53
COGNITIVE AND SOCIAL LEARNING THEORIES...........................................................................................53
PRINCIPLES OF LEARNING....................................................................................................................53
ON-SITE TRAINING METHODS...............................................................................................................54
OFF-SITE TRAINING METHODS.............................................................................................................54
INSTRUCTIONAL APPROACHES - DISTANCE LEARNING AND COMPUTER-BASED TRAINING...................................55
EQUAL EMPLOYMENT OPPORTUNITY ISSUES IN TRAINING...........................................................................55
KRAIGER, MCLINDEN & CASPER (2004) – 4 GUIDELINES FOR TRAINING..........................................55
GUIDELINES FOR COLLABORATE PLANNING FOR TRAINING (KRAIGER, MCLINDEN, CASPER, 2004)......................56
HUGHES, ZAJAC, EDUARDOS (2018) – CHECKLIST FOR TRAINING TRANSFER EVALUATION .............57
BEFORE TRAINING.............................................................................................................................57
DURING TRAINING............................................................................................................................58
AFTER TRAINING...............................................................................................................................58
KEITH & WOLFF (2015) – ACTIVE LEARNING....................................................................................59
DIFFERENT CONCEPTIONS ABOUT THE SETTING IN WHICH ACTIVE LEARNING TAKES PLACE...................................59
ACTIVE-LEARNING HYPOTHESIS............................................................................................................59
BASIC DIMENSIONS OF TRAINING DESIGN OF ACTIVE-LEARNING INTERVENTIONS...............................................59
SUPPLEMENTAL COMPONENTS OF ACTIVE-LEARNING INTERVENTIONS.............................................................60
CRITICISM TO ACTIVE LEARNING CONCEPT...............................................................................................61
PROBLEM 3 – MANAGING PERFORMANCE.....................................................................................62
CASCIO & AGUINIS (2018) – PERFORMANCE APPRAISAL AND MANAGEMENT...............................62
2
,PURPOSES OF PERFORMANCE MANAGEMENT SYSTEMS:..............................................................................63
CHALLENGES OF PERFORMANCE MANAGEMENT SYSTEMS...........................................................................63
FUNDAMENTAL REQUIREMENTS OF SUCCESSFUL PERFORMANCE MANAGEMENT SYSTEMS...................................63
BENEFITS FROM IMPLEMENTING A STATE-OF–THE-SCIENCE PERFORMANCE MANAGEMENT SYSTEM.....................64
WHO CAN BE A RATER?......................................................................................................................64
INDIVIDUAL VS. GROUP TASKS.............................................................................................................66
360-DEGREE SYSTEMS.......................................................................................................................66
AGREEMENT AND EQUIVALENCE OF RATINGS...........................................................................................67
JUDGMENTAL BIASES IN RATING...........................................................................................................67
TYPES OF PERFORMANCE MEASURES.....................................................................................................68
RELATIVE VS. ABSOLUTE SUBJECTIVE RATING SYSTEMS..............................................................................68
MAJOR PROBLEM WITH ALL RATING FORMATS:..............................................................................................73
FACTORS AFFECTING SUBJECTIVE APPRAISALS...........................................................................................73
EVALUATING THE PERFORMANCE OF TEAMS.............................................................................................75
RATER TRAINING...............................................................................................................................77
SOCIAL, EMOTIONAL, AND INTERPERSONAL CONTEXT OF PERFORMANCE MANAGEMENT SYSTEMS......................77
APPRAISAL INTERVIEWS AND GOAL-SETTING INTERVIEWS...........................................................................78
EVIDENCE-BASED IMPLICATIONS FOR PRACTICE........................................................................................78
LANDY & CONTE (2013) – CAMPBELL’S MODEL OF JOB PERFORMANCE .........................................79
TYPICAL VS. MAXIMUM PERFORMANCE.................................................................................................81
CRITERION DEFICIENCY AND CONTAMINATION.........................................................................................81
BEAUSAERT, SEGERS & GROHNERT (2015) – PERSONAL DEVELOPMENT PLAN, CAREER
DEVELOPMENT AND TRAINING.......................................................................................................82
WHY ARE PDPS USED?......................................................................................................................84
WHAT ARE THE NECESSARY CONDITIONS TO MAKE THE PDP WORK?.............................................................85
THE PDP PARADOX...........................................................................................................................86
BUDWORTH, LATHAM & MANROOP (2015): FIELD TEST OF THE FEEDFORWARD INTERVIEW FOR
PERFORMANCE MANAGEMENT......................................................................................................87
FEEDFORWARD INTERVIEW (FFI).................................................................................................................87
INEFFECTIVENESS OF TRADITIONAL PERFORMANCE APPRAISAL (PA)..............................................................87
HOW DOES THE FFI IMPROVE EMPLOYEE PERFORMANCE? THEORIES.............................................................87
LECTURE 3 – AC & T CONSULTING (DANNY MULLENDERS)..............................................................88
PROBLEM 4 – CAREERS...................................................................................................................89
HEZLETT & MCCAULEY (2018) – PROCESS MODEL OF WORKPLACE DEVELOPMENT ........................89
DEVELOPMENT FRAMEWORK...............................................................................................................89
TABLE: 3 THEORETICAL VIEWS ON INDIVIDUAL DEVELOPMENT......................................................................91
DEVELOPMENT PRACTICES...................................................................................................................92
FUTURE DIRECTIONS..........................................................................................................................96
3
, SALAS & ROSEN (2010) – PRINCIPLES FOR DEVELOPING EXPERTISE IN ORGANIZATIONS ................97
WHAT IS EXPERTISE?.........................................................................................................................97
DEVELOPING EXPERTISE......................................................................................................................98
WHO IS AN EXPERT?..........................................................................................................................98
A FRAMEWORK OF EXPERTISE..............................................................................................................99
WHAT ARE CHARACTERISTICS OF EXPERTISE?...........................................................................................99
HOW IS EXPERTISE DEVELOPED AND MAINTAINED?..................................................................................102
PRINCIPLES FOR DEVELOPING EXPERTISE AT WORK...................................................................................103
BARUCH (2006) – CAREER DEVELOPMENT IN ORGANIZATIONS AND BEYOND: BALANCING
TRADITIONAL AND CONTEMPORARY VIEWPOINTS......................................................................104
A BALANCED VIEW OF TRADITIONAL AND CONTEMPORARY THEORIES...........................................................104
ORDER VS. CHAOS...........................................................................................................................105
BOUNDARYLESS AND PROTEAN CAREERS VS. TRADITIONAL CAREERS............................................................105
EFFECTIVE MANAGEMENT OF CAREERS: ORGANIZATIONAL VS. INDIVIDUAL-FOCUSED PERSPECTIVE IN THEORY
DEVELOPMENT AND PRACTICAL CONSIDERATIONS....................................................................................106
ORGANIZATIONAL CAREER PLANNING AND MANAGEMENT PRACTICES..........................................................106
MAJOR ISSUES FACING ORGANIZATIONS AND THEIR MANAGEMENT OF CAREERS...........................................107
LECTURE 4 – PERFORMANCE MANAGEMENT & EXPERTISE DEVELOPMENT (MARGJE VAN DE WIEL)
.....................................................................................................................................................107
AN SHRM OUTCOME MODEL............................................................................................................108
THE PERFORMANCE MODEL (CAMPBEL ET AL., LANDY & CONTE, SCHMIDT & HUNTER).................................108
AMO MODEL................................................................................................................................109
STEPS IN PERFORMANCE MANAGEMENT...............................................................................................109
A PROPOSED MODEL OF THE EFFECTS OF PERFORMANCE MANAGEMENT ON FIRM PERFORMANCE (DENISI & SMITH,
2014)..........................................................................................................................................109
APPRAISAL EFFECTIVENESS MODEL......................................................................................................109
TABLE: 4 KEY DIFFERENCES BETWEEN PERFORMANCE REVIEW AND PERFORMANCE MANAGEMENT...................110
EVALUATING THE EFFECTIVENESS OF PERFORMANCE MANAGEMENT: A 30-YEAR INTEGRATIVE CONCEPTUAL VIEW
(SCHLEICHER ET AL., 2019):..............................................................................................................111
EXPERTISE AND EXPERTISE DEVELOPMENT.............................................................................................112
KNOWLEDGE AS THE ORIGIN OF EXPERTISE............................................................................................112
CONDITIONS FOR (INTUITIVE) EXPERTISE...............................................................................................112
PRINCIPLES OF DELIBERATE PRACTICE...................................................................................................113
THE PILLARS OF EXPERTISE................................................................................................................113
SELF-REGULATED LEARNING...............................................................................................................113
FEEDBACK......................................................................................................................................114
PROBLEM 5 – VALUING EVERYONE’S TALENT...............................................................................116
ZHANG & STEWART (2017) – TALENT MANAGEMENT AND RETENTION ........................................116
RETENTION STRATEGIES....................................................................................................................116
THE IMPACT OF MANAGEMENT AND LEADERSHIP STYLE...........................................................................117
THE IMPACT OF FINANCIAL REWARDS..................................................................................................117
4
Summary
Inhaltsverzeichnis
PROBLEM 0 – THE JOB OF WOP........................................................................................................7
REASONS FOR DOING JOB ANALYSIS................................................................................................7
3 MAJOR TYPES OF DESCRIPTORS...........................................................................................................7
METHODS USED TO COLLECT DATA ON THE DESCRIPTORS............................................................................7
DECIDING ABOUT THE SOURCE OF WORK ANALYSIS INFORMATION.................................................................8
PURPOSE OF WORK ANALYSIS..........................................................................................................9
O*NET............................................................................................................................................9
QUALITY OF WORK ANALYSIS DATA & INFORMATION...............................................................................10
QUALITY OF WA INFERENCES – OBJECTIVITY...........................................................................................11
STEPS THAT SHOULD BE TAKEN TO ENSURE THE QUALITY OF THE INFORMATION GATHERED .....................................12
JOB ANALYSIS IN PRACTICE..................................................................................................................12
COMPETENCY MODELING....................................................................................................................13
PROBLEM 1 – THE RIGHT TOOL, THE RIGHT PERSON.......................................................................17
PSA THEORIES.................................................................................................................................18
WHAT DOES PSA PREDICT?.................................................................................................................18
CHOOSING SELECTION TECHNIQUES.......................................................................................................19
SELECTION TECHNIQUES / METHODS OF ASSESSMENT...............................................................................20
PROCEDURES FOR ASSESSING CONSTRUCTS..............................................................................................22
APPLICANT REACTIONS AND DECISION MAKING IN SELECTION.....................................................................23
LIEVENS (2009) – ASSESSMENT CENTERS...............................................................................................26
TRAIT ACTIVATION THEORY........................................................................................................................27
METHODS - CONFIRMATORY FACTOR ANALYSIS (CFA)....................................................................................28
DESCRIPTION OF PARADIGM SHIFT IN ASSESSMENT CENTERS.............................................................................29
ASSESSMENT CENTERS VS. COGNITIVE ABILITY TESTS (SACKETT ET AL., 2017)................................29
TIPPINS ET AL. (2021) - ARTIFICIAL INTELLIGENCE: SHIFT, LEGAL, AND ETHICAL CONCERNS ABOUT
AI-BASED PERSONNEL TOOLS.........................................................................................................30
“MODULAR APPROACH” TO SELECTION..................................................................................................30
CONCERNS (SCIENTIFIC, ETHICAL, LEGAL) REGARDING NEW FORMS OF EMPLOYMENT TESTING.............................31
CHANGES TO TECHNOLOGICALLY ENHANCED SYSTEMS................................................................................32
1
,LECTURE 2 – ASSESSMENT METHODS (ALICIA WALKOWIAK)..........................................................33
PROBLEM 2 – BIG BUSINESS............................................................................................................40
WOODS, DINH & SALAS (2017); SALAS ET AL. (2012) – LEARNING AND TRAINING ..........................40
TABLE: CHECKLIST OF STEPS TO TAKE BEFORE TRAINING (SALAS ET AL., 2012)................................................41
TABLE: CHECKLIST OF STEPS TO TAKE DURING TRAINING (SALAS ET AL., 2012)................................................42
TABLE: CHECKLIST OF STEPS TO TAKE AFTER TRAINING...............................................................................43
ANALYZING TRAINING NEEDS...............................................................................................................44
EVIDENCE-BASED RECOMMENDATIONS AND BEST PRACTICES FOR MAXIMIZING TRAINING EFFECTIVENESS............46
THE LEARNING CLIMATE - RECOMMENDATIONS.......................................................................................46
DESIGN AND DELIVERY OF TRAINING.....................................................................................................48
TRANSFER.......................................................................................................................................51
EVALUATION....................................................................................................................................51
LANDY (2013) – LEARNING AND MOTIVATIONAL THEORIES APPLIED TO TRAINING .......................52
REINFORCEMENT THEORY...................................................................................................................53
COGNITIVE AND SOCIAL LEARNING THEORIES...........................................................................................53
PRINCIPLES OF LEARNING....................................................................................................................53
ON-SITE TRAINING METHODS...............................................................................................................54
OFF-SITE TRAINING METHODS.............................................................................................................54
INSTRUCTIONAL APPROACHES - DISTANCE LEARNING AND COMPUTER-BASED TRAINING...................................55
EQUAL EMPLOYMENT OPPORTUNITY ISSUES IN TRAINING...........................................................................55
KRAIGER, MCLINDEN & CASPER (2004) – 4 GUIDELINES FOR TRAINING..........................................55
GUIDELINES FOR COLLABORATE PLANNING FOR TRAINING (KRAIGER, MCLINDEN, CASPER, 2004)......................56
HUGHES, ZAJAC, EDUARDOS (2018) – CHECKLIST FOR TRAINING TRANSFER EVALUATION .............57
BEFORE TRAINING.............................................................................................................................57
DURING TRAINING............................................................................................................................58
AFTER TRAINING...............................................................................................................................58
KEITH & WOLFF (2015) – ACTIVE LEARNING....................................................................................59
DIFFERENT CONCEPTIONS ABOUT THE SETTING IN WHICH ACTIVE LEARNING TAKES PLACE...................................59
ACTIVE-LEARNING HYPOTHESIS............................................................................................................59
BASIC DIMENSIONS OF TRAINING DESIGN OF ACTIVE-LEARNING INTERVENTIONS...............................................59
SUPPLEMENTAL COMPONENTS OF ACTIVE-LEARNING INTERVENTIONS.............................................................60
CRITICISM TO ACTIVE LEARNING CONCEPT...............................................................................................61
PROBLEM 3 – MANAGING PERFORMANCE.....................................................................................62
CASCIO & AGUINIS (2018) – PERFORMANCE APPRAISAL AND MANAGEMENT...............................62
2
,PURPOSES OF PERFORMANCE MANAGEMENT SYSTEMS:..............................................................................63
CHALLENGES OF PERFORMANCE MANAGEMENT SYSTEMS...........................................................................63
FUNDAMENTAL REQUIREMENTS OF SUCCESSFUL PERFORMANCE MANAGEMENT SYSTEMS...................................63
BENEFITS FROM IMPLEMENTING A STATE-OF–THE-SCIENCE PERFORMANCE MANAGEMENT SYSTEM.....................64
WHO CAN BE A RATER?......................................................................................................................64
INDIVIDUAL VS. GROUP TASKS.............................................................................................................66
360-DEGREE SYSTEMS.......................................................................................................................66
AGREEMENT AND EQUIVALENCE OF RATINGS...........................................................................................67
JUDGMENTAL BIASES IN RATING...........................................................................................................67
TYPES OF PERFORMANCE MEASURES.....................................................................................................68
RELATIVE VS. ABSOLUTE SUBJECTIVE RATING SYSTEMS..............................................................................68
MAJOR PROBLEM WITH ALL RATING FORMATS:..............................................................................................73
FACTORS AFFECTING SUBJECTIVE APPRAISALS...........................................................................................73
EVALUATING THE PERFORMANCE OF TEAMS.............................................................................................75
RATER TRAINING...............................................................................................................................77
SOCIAL, EMOTIONAL, AND INTERPERSONAL CONTEXT OF PERFORMANCE MANAGEMENT SYSTEMS......................77
APPRAISAL INTERVIEWS AND GOAL-SETTING INTERVIEWS...........................................................................78
EVIDENCE-BASED IMPLICATIONS FOR PRACTICE........................................................................................78
LANDY & CONTE (2013) – CAMPBELL’S MODEL OF JOB PERFORMANCE .........................................79
TYPICAL VS. MAXIMUM PERFORMANCE.................................................................................................81
CRITERION DEFICIENCY AND CONTAMINATION.........................................................................................81
BEAUSAERT, SEGERS & GROHNERT (2015) – PERSONAL DEVELOPMENT PLAN, CAREER
DEVELOPMENT AND TRAINING.......................................................................................................82
WHY ARE PDPS USED?......................................................................................................................84
WHAT ARE THE NECESSARY CONDITIONS TO MAKE THE PDP WORK?.............................................................85
THE PDP PARADOX...........................................................................................................................86
BUDWORTH, LATHAM & MANROOP (2015): FIELD TEST OF THE FEEDFORWARD INTERVIEW FOR
PERFORMANCE MANAGEMENT......................................................................................................87
FEEDFORWARD INTERVIEW (FFI).................................................................................................................87
INEFFECTIVENESS OF TRADITIONAL PERFORMANCE APPRAISAL (PA)..............................................................87
HOW DOES THE FFI IMPROVE EMPLOYEE PERFORMANCE? THEORIES.............................................................87
LECTURE 3 – AC & T CONSULTING (DANNY MULLENDERS)..............................................................88
PROBLEM 4 – CAREERS...................................................................................................................89
HEZLETT & MCCAULEY (2018) – PROCESS MODEL OF WORKPLACE DEVELOPMENT ........................89
DEVELOPMENT FRAMEWORK...............................................................................................................89
TABLE: 3 THEORETICAL VIEWS ON INDIVIDUAL DEVELOPMENT......................................................................91
DEVELOPMENT PRACTICES...................................................................................................................92
FUTURE DIRECTIONS..........................................................................................................................96
3
, SALAS & ROSEN (2010) – PRINCIPLES FOR DEVELOPING EXPERTISE IN ORGANIZATIONS ................97
WHAT IS EXPERTISE?.........................................................................................................................97
DEVELOPING EXPERTISE......................................................................................................................98
WHO IS AN EXPERT?..........................................................................................................................98
A FRAMEWORK OF EXPERTISE..............................................................................................................99
WHAT ARE CHARACTERISTICS OF EXPERTISE?...........................................................................................99
HOW IS EXPERTISE DEVELOPED AND MAINTAINED?..................................................................................102
PRINCIPLES FOR DEVELOPING EXPERTISE AT WORK...................................................................................103
BARUCH (2006) – CAREER DEVELOPMENT IN ORGANIZATIONS AND BEYOND: BALANCING
TRADITIONAL AND CONTEMPORARY VIEWPOINTS......................................................................104
A BALANCED VIEW OF TRADITIONAL AND CONTEMPORARY THEORIES...........................................................104
ORDER VS. CHAOS...........................................................................................................................105
BOUNDARYLESS AND PROTEAN CAREERS VS. TRADITIONAL CAREERS............................................................105
EFFECTIVE MANAGEMENT OF CAREERS: ORGANIZATIONAL VS. INDIVIDUAL-FOCUSED PERSPECTIVE IN THEORY
DEVELOPMENT AND PRACTICAL CONSIDERATIONS....................................................................................106
ORGANIZATIONAL CAREER PLANNING AND MANAGEMENT PRACTICES..........................................................106
MAJOR ISSUES FACING ORGANIZATIONS AND THEIR MANAGEMENT OF CAREERS...........................................107
LECTURE 4 – PERFORMANCE MANAGEMENT & EXPERTISE DEVELOPMENT (MARGJE VAN DE WIEL)
.....................................................................................................................................................107
AN SHRM OUTCOME MODEL............................................................................................................108
THE PERFORMANCE MODEL (CAMPBEL ET AL., LANDY & CONTE, SCHMIDT & HUNTER).................................108
AMO MODEL................................................................................................................................109
STEPS IN PERFORMANCE MANAGEMENT...............................................................................................109
A PROPOSED MODEL OF THE EFFECTS OF PERFORMANCE MANAGEMENT ON FIRM PERFORMANCE (DENISI & SMITH,
2014)..........................................................................................................................................109
APPRAISAL EFFECTIVENESS MODEL......................................................................................................109
TABLE: 4 KEY DIFFERENCES BETWEEN PERFORMANCE REVIEW AND PERFORMANCE MANAGEMENT...................110
EVALUATING THE EFFECTIVENESS OF PERFORMANCE MANAGEMENT: A 30-YEAR INTEGRATIVE CONCEPTUAL VIEW
(SCHLEICHER ET AL., 2019):..............................................................................................................111
EXPERTISE AND EXPERTISE DEVELOPMENT.............................................................................................112
KNOWLEDGE AS THE ORIGIN OF EXPERTISE............................................................................................112
CONDITIONS FOR (INTUITIVE) EXPERTISE...............................................................................................112
PRINCIPLES OF DELIBERATE PRACTICE...................................................................................................113
THE PILLARS OF EXPERTISE................................................................................................................113
SELF-REGULATED LEARNING...............................................................................................................113
FEEDBACK......................................................................................................................................114
PROBLEM 5 – VALUING EVERYONE’S TALENT...............................................................................116
ZHANG & STEWART (2017) – TALENT MANAGEMENT AND RETENTION ........................................116
RETENTION STRATEGIES....................................................................................................................116
THE IMPACT OF MANAGEMENT AND LEADERSHIP STYLE...........................................................................117
THE IMPACT OF FINANCIAL REWARDS..................................................................................................117
4
