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Industrial Psychology > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

Most training is _____________.

A

informal

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2
Q

___________ training constitutes only about 10% of organizational learning.

A

Formal

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3
Q

__________ training requires motivated and adaptable individuals.

A

Informal training

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4
Q

the process by which change in knowledge or skills is acquired through education or experience

A

Learning

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5
Q

the whole body of knowledge acquired as a result of learning

A

knowledge compilation

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6
Q

a body of knowledge about how to use info to address issues and solve problems (type of knowledge that involves knowing how to actually do things)

A

procedural

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7
Q

What are the 3 major abilities that regulate our acquisition of knowledge?

A

cognitive, perceptual, and psychomotor abilities

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8
Q

What are the 3 major differences between experts and Novices?

A
  1. Automaticity
  2. Mental Models
  3. Meta-cognition
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9
Q

the process through which the knowledge and skills of employees are enhanced

A

training

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10
Q

a body of knowledge about acts and things

A

declarative knowledge

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11
Q

a method of training that utilizes computer technology to enhance the acquisition of knowledge and skills

A

computer-based training

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12
Q

the most basic computer-based training that provides for self-paced learning

A

programmed instruction

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13
Q

a sophisticated type of computer-based training that uses artificial intelligence to customize learning to the individual

A

intelligent tutoring systems

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14
Q

a type of computer-based training that combines visual and auditory information to create a realistic but nonthreatening environment

A

interactive multimedia training

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15
Q

a type of computer-based training that uses three-dimensional computer-generated imagery

A

virtual reality training

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16
Q

a method of training that simulates a business environment with specific objectives to achieve and rules for trainees to follow

A

business games

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17
Q

a training method directed primarily at enhancing interpersonal skills in which training participates adopt various roles in a group exercise

A

role playing

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18
Q

a method of training that makes use of imitative learning and reinforcement to modify human behavior

A

behavior modeling

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19
Q

a system of training in which employees are encouraged to make errors, and then learn from their mistakes

A

error management training

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20
Q

the process by which individuals serving in management or leadership positions are trained to better perform the job

A

management development

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21
Q

a conception behind facilitating relationships among people of different cultures based on them relinquishing their individual cultural identities to form a new, unified culture as a means of coexisting

A

melting pot conception

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22
Q

a concept behind facilitating relationships among people of different cultures based on them retaining their individual cultural identities as a means of coexisting

A

multicultural conception

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23
Q

a method of training directed at improving interpersonal sensitivity and awareness of cultural differences among employees

A

cultural diversity training

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24
Q

a person native to one country who serves a period of employment in another

A

expatriate

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25
Q

unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of sexual nature that creates an intimidating, hostile, or offensive work environment

A

sexual harassment

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26
Q

a legal classification of harassment in which specified organizational rewards are offered in exchange for sexual favors

A

Quid pro quo sexual harassment

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27
Q

a legal classification of sexual harassment in which individuals regard conditions in the workplace (such as unwanted touching or off-color jokes) as offensive

A

hostile environment sexual harassment

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28
Q

typically an older and more experienced person who helps to professionally develop a less experienced person

A

mentor

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29
Q

typically a younger and less experienced person who is helped and developed in job training by a more experienced person

A

protege

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30
Q

an individual developmental process for business leaders provided by a trained professional (the coach)

A

executive coaching

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31
Q

the degree of generalizability of the behaviors learned in training to those behaviors evidenced on the job that enhance performance

A

transfer of training

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32
Q

a standard for judging the effectiveness of training that refers to the reactions or feeling individuals about the training they received

A

reaction criteria

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33
Q

a standard for judging the effectiveness of training that refers to the amount of new knowledge and skills acquired through training

A

learning criteria

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34
Q

a standard for judging the effectiveness of training that refers to changes in performance that are exhibited on the job as a result of training

A

behavioral criteria

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35
Q

a standard for judging the effectiveness of training that refers to the economic value that accrues to the organization as a function of the new behavior exhibited on the job

A

results criteria

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36
Q

_______ ________ is the process by which employees as well as the entire organization acquire new skills to better adapt to the rapidly changing work world.

A

Organizational learning

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37
Q

_________ __________ is the process by which individuals acquire declarative and procedural knowledge

A

Skill acquisition

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38
Q

What are the two steps in evaluation a training program?

A
  1. Evaluating the content that was trained

2. Evaluating the success of the training

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39
Q

What are the four levels of training evaluation?

A

Reactions, learning, behavior, and results

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40
Q

Four Levels of Training Evaluations:

A
  1. Reactions: Do you like the program?
  2. Learning: Did you learn what you were supposed to?
  3. Behavior: Will this alter your behavior in the future?
  4. Results:Will this produce the desired organizational results?
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41
Q

What are the four levels of validity of a training program?

A
  1. Training Validity: Did the training cover what it was supposed to? (Learning/behavior)
  2. Transfer Validity: Do the knowledge and skills transfer to the job setting? (Behavior)
  3. Intra-organizational validity:Do we see the results we are looking for? (Results)
  4. Inter-Organizational Validity: Will it work for other organizations with the same challenge?
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42
Q

self-paced learning through a series of activities on a computer

A

programmed instruction

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43
Q

programmed instruction that identifies areas of concern and emphasizes help in those areas

A

intelligent tutoring systems

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44
Q

synthetic learning environments (similar to a game) you can make decisions and explore options with videos, pictures, and sound clips

A

interactive multimedia training

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45
Q

simulates an environment in a 3-D context; provides sensory effects (visual, auditory) to enhance learning

A

virtual reality training

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46
Q

training through a simulated business environment; common for MBA students; simulated problem and a solution must be generated

A

business games

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47
Q

enhancing interpersonal skills through adopting a new role; customer service, negotiations, and other instances where understanding the opposite view in important

A

role playing

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48
Q

imitative learning to reinforce and modify behaviors; a very natural way for us to learn

A

behavior modeling

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49
Q

a system of training in which employees are encouraged to make errors, and then learn from their mistakes

A

error management training

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50
Q

the process by which individuals serving in management or leadership positions are training to better perform the job

A

management development

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51
Q

Increased _______ should reduce discrimination lawsuits, increase creativity and problem solving capabilities

A

diversity

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52
Q

type of training that aims to improve interpersonal sensitivity and awareness of cultural differences among employees

A

cultural diversity training

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53
Q

focuses on awareness of similarities and differences in cultural diversity training

A

attitude change

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54
Q

change policies that limit productivity and focus on helping a diverse workforce to succeed in cultural diversity training

A

behavior change

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55
Q

3 conditions in which an action is sexual harassment:

A
  1. if it affects an individual’s employment
  2. If it interferes with an individual’s work performance
  3. If it creates an intimidating, hostile, or offensive work environment
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56
Q

What 3 behaviors are considered sexual harassment if they result in one of the 3 conditions?

A
  1. unwelcome sexual advances
  2. requests for sexual favors
  3. other verbal or physical conduct of a sexual nature
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57
Q

“You do this for me, I do that for you” sexual harassment

A

quid pro quo

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58
Q

a legal classification of harassment in which specified organizational rewards are offered in exchange for sexual favors

A

quid pro quo sexual harassment

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59
Q

when the conditions of a workplace are offensive sexual harassment

A

hostile-environment harassment

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60
Q

a legal classification of sexual harassment in which individuals regard conditions in the workplace (such as unwanted touching or off-color jokes) as offensive

A

hostile environment sexual harassment

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61
Q

a person who serves on an assignment in another country (generally for an extended period of time)

A

expatriate

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62
Q

older more successful individuals who help to advise proteges

A

mentors

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63
Q

a younger person who is paired with a mentor

A

protege

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64
Q

As a result of mentoring, _______ have higher rates of promotion, higher motivation, and more positive interpersonal relations

A

proteges

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65
Q

What are the 4 stages of mentoring?

A
  1. Initiation Phase: When the pairing is first made. The mentor must see the younger individual as a protege.
  2. Protege phase: When the apprentice’s work is recognized as a byproduct of the mentoring
  3. Breakup stage: the protege goes off on his or her own
  4. Lasting-friendship stage: If the mentoring was successful, after the breakup a peer relationship can develop
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66
Q

What are the two primary types of mentoring?

A
  1. psychosocial: support, role modeling, acceptance, and friendship
  2. task-related: career related help such as exposure, coaching, and sponsorship
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67
Q

What are the three important aspects of mentoring?

A
  1. Frequency: how much time is spent together
  2. Scope: breadth of experience that are shared
  3. Strength of influence: How strongly the protege is influenced
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68
Q

_____ attempt to enhance skills such as:

  • interpersonal
  • communication
  • leadership
  • cognitive
  • self management
A

coaches

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69
Q

What are the three stages of executive coaching?

A
  1. Contract: determine what the relationship will consist of and for how long
  2. Coaching: similar to counseling, one on one sessions working on specific goals of the executive
  3. Action plan: decide how to implement the new skills and evaluate their effectiveness on the job
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70
Q

Executive coaching often begins with what type of assessment?

A

360 degree assessment

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71
Q

no obvious culture (makes one neutral culture)

A

melting pot

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72
Q

celebrates all different cultures

A

multicultural

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73
Q

T/F: In sexual harassment it doesn’t matter what the intentions of the action were, just the outcomes of that action

A

true

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74
Q

Mentor are _______; coaches are _______.

A

internal; external

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75
Q

the degree of generalizability of the behaviors learned in training to those behaviors evidenced on the job that enhance performance

A

transfer of training

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76
Q

Transfer problems

A
  1. Lack of opportunity to apply what you learned
  2. Lack of organizational support:
    - new skills are developed, but then not adopted across organization
    - lack of management support
    - lack of necessary info
    - untrained employees promote “the old way”
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77
Q

Ways to aid transfer:

A
  1. Positive organizational culture: foster a culture of learning where new ideas are accepted and encouraged; high organizational (and personal) consequences for success or failure of training
  2. High levels of managerial support
  3. Resources/opportunities given to enhance training success
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78
Q

Commonly Used Training Criteria (Kirkpatrick’s Taxonomy):

A
  1. Reaction criteria: the reactions or feelings of individuals about the training they received
  2. Learning criteria: the amount of new knowledge and skills acquired through training
  3. Behavior criteria: changes in performance that are exhibited on the job as a result of training
  4. Results criteria: the economic value that accrues to the organization as a function of the new behaviors exhibited on the job
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79
Q

What is the easiest measure to collect of the training criteria?

A

reaction

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80
Q

the reactions or feelings of individuals about the training they received (training criteria)

A

reaction criteria

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81
Q

the amount of new knowledge and skills acquired through training (training criteria)

A

learning criteria

82
Q

3 ways to assess learning criteria:

A
  1. Immediate knowledge: knowledge at conclusion of training
  2. Knowledge retention: knowledge assessed at a later time
  3. Behavior/skills demonstration: demonstrating a behavior manifestation of the knowledge gained
83
Q

actual change in performance that ar exhibited on the job as a result of training criteria

A

behavior criteria

84
Q

the level of training transfer we are most concerned with

A

behavioral criteria

85
Q

the economic value that accrues to the organization as a function of the new behaviors exhibited on the job criteria

A

results criteria

86
Q

What is the hardest and most time consuming level of training transfer to collect?

A

results criteria

87
Q

the use of game mechanics in non-game situations

A

gamification

88
Q

the way that a set of tasks, or an entire job is organized in order to promote positive organizational and employee related outcomes

A

job design

89
Q

Who is one of the creators of Job Design that wrote The Wealth of Nations which discussed the division of labor?

A

Adam Smith

90
Q

Who is one of the creators of Job Design that wrote On the Economy of Machinery and Manufactures (built first computer-“Difference Engine”)

A

Charles Babbage

91
Q

Who wrote The Priniciples of Scientific Management?

A

Frederick Taylor and Lillian Gilbreth

92
Q

___________ __________ reduced work to basic functions to increase efficiency; it also made work boring, repetitive, and tedious

A

scientific management

93
Q

________ came up with a theory called the Motivator-Hygiene Theory

A

Herzberg

94
Q

this theory said some aspects of work are satifying and motivating and are called motivators, other aspects of work are necessary but not satisfying and if absent are dissatisfying and they are called Hygiene Factors

A

Herzberg’s Motivator-Hygiene Theory

95
Q

In Motivator-Hygiene theory, ________ factors are necessary, but only _____ factors increase satisfaction and performance

A

hygiene, motivator

96
Q

Job Characteristics Theory was created by

A

Hackman and Oldham

97
Q

What are the five characteristics that produce positive work outcomes in Job Characteristics Theory?

A
  1. Skill variety
  2. Task identity
  3. Task Signigicance
  4. Autonomy
  5. Feedback
98
Q

What does “task identity” mean in Job Characteristics Theory?

A

responsibililty for one part of the job

99
Q

What does “task significance” mean in Job Characteristics Theory?

A

understanding how your work impacts the organization

100
Q

What does autonomy mean in Job Characteristics Theory?

A

freedom and independence in how to carry out one’s job

101
Q

What does “feedback” mean in JC Theory?

A

receiving knowledge about the results of our actions (from the job)

102
Q

The 5 Job Characteristics in JC Theory lead to what 3 critical psychological states?

A
  1. Skill variety, task identity, and task significance lead to meaningfulness of work
  2. Autonomy lead to an experience of responsibility
  3. Feedback leads to knowledge of results
103
Q

In JC Theory, experience of the 3 psychological states (meaningfulness, responsibility, and feedback) result in increased:

A

motivation, performance, satisfaction, and attendance

104
Q

variable that affects relationship between two other variables

A

moderator

105
Q

In JC Theory, the need for personal accomplishment

A

Growth Need Strength (GNS)

106
Q

People with high _____ are more satisfied with high scope (job characteristics) jobs

A

GNS (Growth Need Strength)

107
Q

People low on _____ are not more satisfied with high scope jobs

A

GNS (Growth Need Strength)

108
Q

theory that views organizations as the interplay of people and technology

A

sociotechnical systems theory

109
Q

individuals may use the social environment to take cues about how they should weigh various dimensions of work; our attitudes may shift depending upon the social context in which we find ourselves

A

Social Information Processing Perspective

110
Q

While _________ _______ affects attitudes, ______ __________ affect attitudes and behaviors

A

social characteristics; task characteristics

111
Q

______ is when a variable is the route by which one cariable influences another

A

mediation

112
Q

Are subjective or objective perceptions of the characteristics greater predictors of job attitudes and outcomes?

A

subjective perceptions

113
Q

Which theory of job design said there was “one best way to do job”?

A

scientific method

114
Q

What theory in job design was also called Two-Factor Theory?

A

Motivator-Hygiene Theory

115
Q

Which theory in job design emphasizes joint optimization?

A

sociotechnical systems theory

116
Q

Who wrote Mental Health of the Industrial Worker?

A

Arthur Kornhauser

117
Q

What are the four major areas of OHP?

A

accidents, psychological wellbeing, work family conflict, and stress and health

118
Q

Estimated cost of work accidents in the U.S. is how much annually?

A

$140 billion

119
Q

What type of accident is the most common?

A

motor vehicle accidents (43%)

120
Q

What two areas of work are the most dangerous in the U.S.?

A

agriculture and mining

121
Q

What are four accident causes in the workplace?

A

employee stress, employee personality, inadequate safety training, and poor safety climate

122
Q

What are four ways to prevent accidents in the workplace?

A

goal setting, incentive systems for safe behavior, management support for safe behavior, and training in safety procedures

123
Q

the study of the factors and conditions in life that lead to pleasurable and satisfying outcomes for individuals

A

positive psychology

124
Q

the dilemma of trying to balance the conflicting demands of work and family responsibilities

A

work/family conflict

125
Q

What are the 3 approaches to WFC?

A
  1. the effect of work on family
  2. the effect of family on work
  3. the family-work interaction
126
Q

What are the 3 models for coping with WFC?

A
  1. Spillover: attitudes at work caryy over to affect home life or vice versa
  2. Compensation: inverse relationships between work and family; satisfaction in one makes up for problems in the other
  3. Segmentation: family is for intimacy and empathy while work is impersonal; they are separate and provide separate needs
127
Q

Example of way of coping with WFC when you have a really bad day and come home and take it out on your family

A

Spillover

128
Q

Example of coping with WFC if you’re not happy at job but you think “at least I have my family”

A

compensation

129
Q

Example of coping with WFC when you think “family time is for family; work time is for work”

A

Segmentation

130
Q

Who experiences more negative effects from WFC: women or men?

A

women

131
Q

Who experiences more negative effects from WFC?

A
  1. women more than men
  2. individual with children more than individuals without
  3. individuals who have to interact with others to perform their job more than individuals who don’t
132
Q

condition at work requiring an adaptive response (can be objective or perceived)

A

job stressor

133
Q

negative response to stressor

A

job strain

134
Q

3 types of job strain:

A
  1. psychological: anger, anxiety, and frustration
  2. physical: increased blood pressure
  3. behavioral: absence, accidents, smoking
135
Q

when a machine determines how fast one works (can lead to stress)

A

machine pacing

136
Q

Low ____ with high ____ lead to strain

A

control; demand

137
Q

distressed psychological state in response to occupational stressors

A

burnout

138
Q

3 components of burnout

A
  1. emotional exhaustion
  2. depersonalization
  3. reduced personal accomplishment
139
Q

Effects of burnout:

A

intention to quit
increased risk for cardiovascular disease
health symptoms
poor performance

140
Q

the science of understanding interactions between humans and other elements of a system in order to influence design in a way that optimizes human well-being and system performance

A

human factors/ergonomics

141
Q

Human factors draws its past from both psychology and ______

A

engineering

142
Q

While I/O takes a ____ focus looking at organizational characteristics and industrial systems; human factors takes a _____ perspective focusing on technology design and human application

A

macro; micro

143
Q

While I/O largely took off after WWII, Human Factors took off:

A

during WWII

144
Q

Human Factors influences the workplace through 4 major routes:

A
  1. system design
  2. consulting
  3. public policy
  4. research
145
Q

in human factors when design, testing, and evaluation of a new product all occur at the same time

A

concurrent engineering

146
Q

Major areas of research in human factors are:

A

attention processes, cognitive engineering

147
Q

Area of research of attention processes in human factors that says attention requires sensation and cognition and focuses on ways to enhance both elements

A

Theory of Signal Detection (TSD)

148
Q

the process of how an organization manages and aligns all of its resources to achieve high performance

A

performance management

149
Q

a theory that asserts how we evaluate other people in various contexts is related to how we acquire, process, and categorize information

A

person perception

150
Q

a type of rating error in which the rater assesses a disproportionately large number of ratees as performing well (positive leniency) or poorly (negative leniency) in contrast to their true level of performance

A

leniency error

151
Q

a type of rating error in which the rater assesses a disproportionately large number of ratees as performing in the middle or central part of a distribution of rated performance in contrast to their true level of performance

A

central-tendency error

152
Q

a standard by which you can judge the performance of someone

A

criterion

153
Q

criteria that can be measured using simple counts

A

objective criteria

154
Q

criteria measures that employ various rating scales to determine the sufficiency of ratings as a matter of perceptions

A

subjective criteria

155
Q

the most common forms of performance appraisals are

A

subjective performance ratings

156
Q

when individuals assess the behavior of their peers or coworkers

A

peer assessments

157
Q

peer assessment where peers nominate the single best peer for a given criteria

A

peer nominations

158
Q

peer assessment where peers rate peers on given dimensions of behavior

A

peer ratings

159
Q

peer assessment where peers rank coworkers along a given criteria

A

peer rankings

160
Q

a method of performance management whereby employees are graded on their overall contribution to the organization, and each year the bottom 10% of the employees are dismissed

A

top-grading

161
Q

Model of the rating process

A
  1. Observe performance
  2. store info about performance
  3. retrieve info about performance from memory
  4. Translate retrieved info into ratings
162
Q

employee comparison method where employees are ordered from best to worst

A

rank order method

163
Q

employee comparison method where you compare every person against every other person to force a rank ordering

A

paired comparison method

164
Q

employee comparison method that forces a normal distribution of employees on a given dimension

A

forced-distribution method

165
Q

rater error where rater sees one good or bad trait and assumes all other traits are the same

A

halo error

166
Q

type of rater error where “everyone is pretty good” so everyone gets the same high rating or vice versa

A

leniency error

167
Q

rater error where the rater doesn’t use the top of the scale because “there’s always room for improvement”

A

severity error

168
Q

how past ratings of performance influence current ratings of performance

A

context effects

169
Q

2 types of context effects:

A
  1. assimilation: “You did well before, so you’ll probably do well again”
  2. contrast: when you compare a really good performance with a really bad performance or vice versa
170
Q

What is another name for top-grading?

A

rank and yank

171
Q

measure behaviors that are indicative of performance rather than performance directly; involves identifying critical incidents; can be used to keep a tally of specific good or bad behaviors

A

behavioral checklists and scales

172
Q

a cognitive approach to processing info that results in making sense of events and actions that in turn influence how decisions are made on the basis of that info

A

schema

173
Q

a type of rating error in which the rater assesses the ratee as performing well on a variety of performance dimensions, despite having credible knowledge of only a limited number of performance dimensions

A

halo error

174
Q

specific behaviors indicative of good or bad job performance

A

critical incidents

175
Q

a type of performance appraisal rating scale in which the scale points are descriptions of behavior

A

behaviorally anchored rating scales (BARS)

176
Q

the process of educating raters to make more accurate assessments of performance typically achieved by reducing the frequency of halo, leniency, and central-tendency errors

A

rater training

177
Q

how realistic and detailed is the training; how accurately did you train the proper behaviors

A

fidelity

178
Q

a concept that refers to organizationally induced pressures that compel raters to evaluate ratees positively

A

rater motivation

179
Q

Four major reasons for rater motivation error:

A
  1. no rewards for accurate ratings, and few sanctions
  2. high ratings are needed for subordinates to achieve goals such as pay raises or promotions
  3. It is a reflection on the supervisor’s job performance
  4. Avoidance of negative reactions and confrontations
180
Q

What is the “prisoner’s dilemma in appraisal politics”?

A

If all supervisors agree to rate fairly. If one person chooses not to do so, they hurt their own employees chances of succeeding.

181
Q

Accurate ratings are most likely to occur in an environment where the following conditions exist:

A

-Good and poor performance are clearly defined
-distinguishing among workers in terms of their levels of performance is widely accepted
-there is a high degree of trust in the system
=low ratings do not automatically result in the loss of valued rewards
-valued rewards are clearly linked to accuracy in performance appraisal

182
Q

behavior exhibited by an employee that contributes to the welfare of the organization but is not a formal component of an employee’s job duties

A

contextual performance

183
Q

a process of evaluating employees from multiple rating sources, usually including supervisor, peer, subordinate, and self

A

360-degree feedback

184
Q

type of context effect that occurs when info from previous performance is assimilated into ratings of current performance

A

assimilation effects

185
Q

type of context effect that occurs when info from previous performance is used as a reference point for measuring current performance

A

contrast effects

186
Q

If two ratees were performing equally well at the time of the second rating, the one which had performed better on previous ratings would again receive higher ratings

A

assimilation effects

187
Q

If two ratees are currently perfoming equally at an average level, the ratee which had previously performed better would appear to have declined and would subsequently receive lower current ratings, while the ratee which previously performed poorly would appear to have increased and would currently receive higher ratings

A

contrast effects

188
Q

What are 3 major performance appraisal problems?

A
  1. Negligence: you have to have reasons
  2. Defamation: when a rater rates someone lower because of something untrue
  3. Misrepresentation: intentionally falsify information
189
Q

Do objective and subjective measures of the performance appraisal correlate? For example sales correlates with customer satisfaction

A

validation

190
Q

Compared to novices, mental models of experts are:

A

more complex

191
Q

Virtual reality training would be most likely used for:

  • teacher
  • professor
  • banker
  • airplane pilot
A

airplane pilot

192
Q

What metaphor describes the melting pot concept?

A

a homogenous single color like a milkshake

193
Q

Primary result (award) received for being a good mentor in an organization is:

A

intrinsic satisfaction

194
Q

What is alignment in performance management?

A

the relationship between the goals of the organization and the goals of the individual

195
Q

Not recommended for the content of performance appraisal?

A

appraisals based on global assessments

196
Q

Top-grading (rank and yank) is based on what method of performance appraisal?

A

ranking

197
Q

Research on how fair employees think their performance evaluations were and accept them do not include:

A

when ratings are used to make salary/promotion decisions

198
Q

Scientific management principles were developed by::

A

Lillian Gilbreth and Frederick Taylor

199
Q

Theory that suggests aspects of the job create a positive psychological state that leads to increased satisfaction, performance, and commitment

A

Job Characteristic Theory

200
Q

Which theory suggests texting and driving is bad?

A

Resource Theories of Divided Attention

201
Q

Belief that there is no relationship between work and non work spheres of our lives

A

segmentation

202
Q

Positive psych is directed towards what outcome?

A

studying what leads to pleasurable outcomes

Industrial Psychology (3 decks)

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