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3309 > Ch 4: Job Analysis > Flashcards

Ch 4: Job Analysis Flashcards

1
Q

All of the following are direct determinants of job performance except:

a. motivation.
b. procedural knowledge and skill.
c. personality factors.
d. declarative knowledge.

A

c. personality factors.

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2
Q

According to Campbell, which of the following is a performance component that is essential at some level for every job?

a. Demonstrated effort.
b. Motivation.
c. Personal accountability.
d. General proficiency

A

a. Demonstrated effort.

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3
Q

A help-desk operator’s performance at Chips and Bytes Computer Company is evaluated by assessing the number of calls he takes on any given day. The other aspects of his job (e.g., customer satisfaction) are not included. The resulting performance measure would be considered a(n)

a. Actual criterion
b. Ultimate criterion
c. Contaminated criterion
d. Deficient criterion

A

d. Deficient criterion

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4
Q

John works at Lunar Company as an administrative assistant. He often volunteers to do additional tasks to help others and consistently puts in extra effort in completing his own tasks. This is an example of

a. organizational citizenship behavior.
b. task performance.
c. adaptive performance.
d. overall performance.

A

a. organizational citizenship behavior.

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5
Q

All of the following are aspects of organizational citizenship behavior except:

a. Altruism toward individuals in the organization
b. Responsibility
c. Generalized compliance
d. Altruism toward groups within the organization

A

b. Responsibility

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6
Q

All of the following are circumstances of today’s workplace that seem to require adaptive performance except:

a. Reliance on the status quo
b. Globalization
c. Changing technologies
d. Corporate restructuring

A

a. Reliance on the status quo

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7
Q

Sheryl is frustrated with her job and, in recent weeks, has been sabotaging the projects of her coworkers. This is an example of

a. revenge
b. performance monitoring
c. hostile action
d. counterproductive behavior

A

d. counterproductive behavior

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8
Q

All of the following are purposes of a job analysis except:

a. To determine the necessary human attributes.
b. To determine how tasks are carried out.
c. To decide who to hire for a position.
d. To understand the important tasks of a job.

A

c. To decide who to hire for a position.

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9
Q

All of the following may be potential distorting influences in job analysis data collection except:

a. The desire to make one’s own job look more difficult.
b. Objective reporting by the SME.
c. The desire of the SME to conform to what others report.
d. Mere carelessness

A

b. Objective reporting by the SME.

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10
Q

What is cognitive task analysis?

a. A method of distilling job performance into measurable units.
b. A precursor to the think-aloud protocol.
c. A job analysis method that focuses on specific tasks.
d. A technique used to quantify job analysis information.

A

a. A method of distilling job performance into measurable units.

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11
Q

Actions or behaviors relevant to the organization’s goals; measured in terms of each individual’s proficiency.

A

Performance

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12
Q

Evaluation of the results of performance; often controlled by factors beyond the actions of an individual.

A

Effectiveness

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13
Q

Ratio of effectiveness (output) to the cost of achieving that level of effectiveness (input).

A

Productivity

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14
Q

Understanding what is required to perform a task; knowing information about a job or task.

A

Declarative knowledge (DK)

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15
Q

Knowing how to perform a job or task; often developed through practice and experience.

A

Procedural knowledge and skill (PKS)

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16
Q

Concerns the conditions responsible for variations in intensity, persistence, quality, and direction of ongoing behavior.

A

Motivation (M)

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17
Q

Determinants of performance

A

Basic building blocks or causes of performance, which are declarative knowledge, procedural knowledge, and motivation.

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18
Q

Components that may appear in different jobs and result from the determinants of performance; John Campbell and colleagues identified eight performance components, some or all of which can be found in every job.

A

Performance components

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19
Q

Campbell’s Eight Performance Components

A 
Job-Specific Task Proficiency
Maintaining Personal Discipline
Demonstrating Effort
Facilitating Peer and Team Performance
Non-Job- Specific Task Proficiency
Communication Task Proficiency
Supervision/Leadership
Management/Administration
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20
Q

Job-specific task proficiency:

A

An individual’s capacity to perform the core substantive or technical tasks central to the job.

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21
Q

Non-job-specific task proficiency:

A

An individual’s capacity to perform tasks or execute performance behaviors that are not specific to his or her particular job.

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22
Q

Written and oral communication task proficiency:

A

An individual’s proficiency in writing and speaking, independent of the correctness of the subject matter.

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23
Q

Demonstrating effort:

A

The consistency of an individual’s effort; the frequency with which people will expend extra effort when required; the willingness to keep working under adverse conditions.

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24
Q

Maintaining personal discipline:

A

The extent to which an individual avoids negative behavior such as excessive absenteeism, alcohol or substance abuse, and law or rules infractions.

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25
Q

Facilitating peer and team performance:

A

The extent to which an individual supports peers, helps peers with problems, helps keep a work group goal directed, and acts as a role model for peers and the work group.

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26
Q

Supervision/leadership:

A

Proficiency at influencing the performance of subordinates through face-to-face interpersonal interaction and influence.

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27
Q

Management/administration:

A

Behavior directed at articulating for the unit, organizing people and resources, monitoring progress, helping to solve problems that might prevent goal accomplishment, controlling expenses, obtaining additional resources, and dealing with other units.

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28
Q

A situation that occurs when an actual criterion is missing information that is part of the behavior one is trying to measure.

A

Criterion deficiency

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29
Q

A situation that occurs when an actual criterion includes information unrelated to the behavior one is trying to measure.

A

Criterion contamination

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30
Q

Ideal measure of all the relevant aspects of job performance.

A

Ultimate criterion

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31
Q

Actual measure of job performance obtained.

A

Actual criterion

32
Q

Behavior that goes beyond what is expected.

A

Organizational citizenship behavior (OCB)

33
Q

Helpful behaviors directed toward individuals or groups within the organization, such as offering to help a co- worker who is up against a deadline.

A

Altruism

34
Q

Behavior that is helpful to the broader organization, such as upholding company rules.

A

Generalized compliance

35
Q

Proficiency with which job incumbents perform activities that are formally recognized as a part of their job.

A

Task performance

36
Q

Voluntary behavior that violates significant organizational norms and threatens the well-being of the organization, its members, or both.

A

Counterproductive work behavior (CWB)

37
Q

Employee theft of goods and theft of time (arriving late, leaving early, taking unnecessary sick days) or dishonest communications with customers, co-workers, or management.

A

Dishonesty

38
Q

Type of counterproductive behavior that involves failure of an employee to report for or remain at work as scheduled.

A

Absenteeism

39
Q

Acts that damage, disrupt, or subvert the organization’s operations for personal purposes of the saboteur by creating unfavorable publicity, damage to property, destruction of working relationships, or harming of employees or customers.

A

Sabotage

40
Q

Act of sabotage named after a General Motors plant plagued with acts of sabotage.

A

Lordstown syndrome

41
Q

Performance component that includes flexibility and the ability to adapt to changing circumstances.

A

Adaptive performance

42
Q

Handling emergencies or crisis situations:

A

Reacting with appropriate urgency in life-threatening, dangerous, or emergency situations; quick analysis and decision making in emergency situations; maintaining emotional control and objectivity.

43
Q

Handling work stress:

A

Remaining calm in spite of demanding workload or schedule; managing frustration with constructive solutions instead of blaming others; acting as a calming and settling influence on others.

44
Q

Solving problems creatively:

A

Uses unique types of problem analysis; generates new and innovative ideas in complex areas; considers a wide range of possibilities; thinks outside of the box.

45
Q

Dealing with uncertain and unpredictable work situations:

A

Taking effective action without having all the facts or information; easily changes gears; adjusts plans, goals, and schedules to match a changing situation; provides focus for self and others when situation is changing rapidly.

46
Q

Learning work tasks, technologies, and procedures:

A

Enthusiastic about learning new approaches and technologies; keeps knowledge and skill up to date; seeks out and participates in training that will prepare for changes in work demands.

47
Q

Demonstrating interpersonal adaptability:

A

Flexible and open-minded in dealing with others; considers others’ viewpoints and opinions and alters own opinion when appropriate; works well with a wide diversity of people; accepts negative feedback without defensiveness.

48
Q

Demonstrating cultural adaptability:

A

Seeks to understand the culture of others; adapts easily to other cultures and behavior patterns; shows respect for others’ values and customs; understands the implications of own behavior for maintaining positive relationships with other groups, organizations, or cultures.

49
Q

Demonstrating physically oriented adaptability:

A

Adjusts to challenging physical environments and extremes of temperature, noise, dirt, etc.; pushes self to complete physically demanding tasks; improves physical condition to meet job demands.

50
Q

Performance exhibited by those who have been practicing for at least 10 years and have spent an average of four hours per day in deliberate practice.

A

Expert performance

51
Q

Evaluation made of the effectiveness of an individual’s work behavior; judgment most often made by supervisors in the context of a performance evaluation.

A

Judgmental measure

52
Q

Measure typically kept in a personnel file, including absences, accidents, tardiness, rate of advancement, disciplinary actions, and commendations of meritorious behavior.

A

Personnel measure

53
Q

Usually a quantitative count of the results of work, such as sales volume, complaint letters, and output.

A

Objective performance measure

54
Q

Process that determines the important tasks of a job and the human attributes necessary to successfully perform those tasks.

A

Job analysis

55
Q

Cluster of positions that are similar in terms of the human attributes needed to be successful in those positions or in terms of the tasks that are carried out.

A

Job ladder or job family

56
Q

Approach that begins with a statement of the actual tasks as well as what is accomplished by those tasks.

A

Task-oriented job analysis

57
Q

Approach that focuses on the attributes of the worker necessary to accomplish the tasks.

A

Worker-oriented job analysis

58
Q

Individual attributes of knowledge, skills, abilities, and other characteristics that are required to successfully perform job tasks.

A

KSAOs

59
Q

Employee (incumbent) who provides information about a job in a job analysis interview or survey.

A

Subject matter expert (SME)

60
Q

Approach in which subject matter experts are asked to identify critical aspects of behavior or performance in a particular job that led to success or failure.

A

Critical incident technique

61
Q

Job analysis approach that requires workers and/or supervisors to keep a log of their activities over a prescribed period of time.

A

Work diary

62
Q

Monitoring work processes with electronic devices; can be very cost effective and has the potential for providing detailed and accurate work logs.

A

Electronic performance monitoring

63
Q

A process that consists of methods for decomposing job and task performance into discrete, measurable units, with special emphasis on eliciting mental processes and knowledge content.

A

Cognitive task analysis

64
Q

Approach used by cognitive psychologists to investigate the thought processes of experts who achieve high levels of performance; an expert performer describes in words the thought process that he or she uses to accomplish a task.

A

Think-aloud protocol

65
Q

Job analysis instrument devoted to identifying personality predictors of job performance.

A

Personality-Related Position Requirements Form (PPRF)

66
Q

Document that includes job analysis and occupational information used to match applicants with job openings; a major purpose of the DOT was, and still is, for use in occupational counseling.

A

Dictionary of Occupational Titles (DOT)

67
Q

Collection of electronic databases, based on well-developed taxonomies, that has updated and replaced the Dictionary of Occupational Titles (DOT ).

A

Occupational Information Network (O*NET)

68
Q

Process that identifies the characteristics desired across all individuals and jobs within an organization; these characteristics should predict behavior across a wide variety of tasks and settings, and provide the organization with a set of core characteristics that distinguish it from other organizations.

A

Competency modeling

69
Q

Method for making internal pay decisions by comparing job titles to one another and determining their relative merit by way of these comparisons.

A

Job evaluation

70
Q

Factors in a job evaluation system that are given points that are later linked to compensation for various jobs within the organization; factors usually include skills, responsibility, effort, and working conditions.

A

Compensable factors

71
Q

Notion that people who are performing jobs of comparable worth to the organization should receive comparable pay.

A

Comparable worth

72
Q

Conducting a Job Analysis:

A

Step 1: Identify tasks performed
Step 2: Write task statements
Step 3: Determine essential KSAOs

73
Q

KSAOs (Define each)

A

Knowledge: A body of information needed to perform a task
Skill: The proficiency to perform a certain task
Ability: A basic capacity for performing a wide range of different tasks, acquiring knowledge, or developing a skill
Other characteristics: Personal factors such as personality, willingness, interest, and motivation and such tangible factors as licenses, degrees, and years of experience

74
Q

Mental Workload Assessment

A 
Mental resources available to the person vs. mental workload demanded by the situation.
Methods
1. Primary task method
2. Secondary task method
3. Subjective ratings
4. Physiological
75
Q

Competency Profiling

A

Competencies: behaviours needed to be able to carry out a specific task successfully.
Competency profiling: Identifying the competencies required.

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