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I/O Final Exam > FInal > Flashcards

FInal Flashcards

1
Q

Moderator?

A

Something that influences the strength of the relationship between 2 variable

WHEN

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2
Q

Mediator

A

Explain the relationship between the independent variable and the dependent variable

WHY
EX: persistence is the reason WHY difficult goals lead to higher performances

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3
Q

Internal Validity

A

Extend to which we can draw cause and effect conclusions

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4
Q

External Validity

A

Extent to which research study is representative of ACTUAL setting you want to apply to findings can it be generalized?

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5
Q

What is reliability?

A

Consistency of measuring/ stability over time

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6
Q

Incremental Validity?

A

The adding of validity incrementally by adding more predictors

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7
Q

The Big 5 Traits

A
  1. Openness to experience
  2. Conscientiousness
  3. Extroversion
  4. Agreeableness
  5. Neuroticism
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8
Q

Benefits of using personality tests to select employees:

A

Can predict performance above and beyond cognitive ability; no reliable difference across different ethnicities

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9
Q

Problems with using personality test to select employees?

A

Test scores do not perfectly predict the performance of individuals

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10
Q

Bias?

A

A statistical term used when a test systematically over or under predicts an outcome for a given subgroup

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11
Q

Fairness?

A

A value judgement about actions or decisions based on test scores;
Ex: physical strength predicts job performance for firefighters and no difference amongst genders but still women are denied opportunities

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12
Q

Situational Judgement Test

A

Presents participants with a description of a relatively complex situation and then asks participants to make a decision from a set of options or rank orders the options from best to worst (what would you do in a certain situation type of question)

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13
Q

Assessment Centers?

A

Are based on skills needed to perform the job, multiple assessments, simulations, multiple assessor, assessor training, date integration

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14
Q

Work sample test

A

Measure job skills by taking samples of behavior under realistic job like conditions (ex pilots, phone centers/customer service)

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15
Q

Criterion deficiency

A

When actual criterion is missing information that is part of behavior one is trying to measure

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16
Q

Criterion Contamination

A

When actual criterion includes information unrelated to the behavior one is trying to measure

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17
Q

Campbells model of performance and dimensions it can be broken down to

A

8 specific components
Job specific task proficiency, non job specific task proficiency, written and oral proficiency, demonstrating effort, maintaining personal discipline, facilitating team and peer performance, supervision/ leadership, management/ administration

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18
Q

Direct determinants of performance based on Campbell model?

A

Declarative knowledge: understand what is required to perform a job or task
Procedural knowledge: knowing how to perform a job or task
Motivation: consist of 3 choices; 1. The choice to perform 2. Choice of effort level 3. Choice to persist at a given level or effort over time

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19
Q

How do individual differences influence performance in Campbell model?

A

He suggest that individual differences are indirect determinants of performance, intelligence helps ppl to learn what to do on the job which then helps them to perform better

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20
Q

Which is better trait based or behavior based measures?

A

As long as rating are behavior-based and job-related it doesn’t really matter which rating format you choose
(Ex: acts with integrity, gives clear and lucid presentations)

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21
Q

What is BOS? Behavioral observational scales:

A

Rating format that asks the rather to consider how frequently an employee has been seen to act in a particular way, focuses on what the employee actually did, rating are based on frequency (ex: almost never to almost always type of scale)

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22
Q

What is BARS rating? Behaviorally anchored rating scales

A

Rating format that includes behavioral anchors describing what a worker had done, or might be expected to do in a particular area, job analysis based (1-7; 7 being the best and 1 being the worst)

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23
Q

The characteristics of a good selection system

A

Maximally valid (having predicative validity and criterion validity)
Unbiased (predicts equally across all groups)
Legally defensible ( validates measures, predictive validity, job analysis)
Inexpensive

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24
Q

What is Criterion Related validity

A

Correlation of someone’s test score with a performance measure ( ex: subject scored high on math test so will do better in accounting department)

25
Q

What is validity coefficient?

A

Correlation coefficient between a test score (predictor) and a performance measure (criterion)

26
Q

Adverse treatment? Intentional

A

Employer treated the protected group differently than majority applicants or employees for ex: the employer gave developmental opportunities to younger workers but not older workers

27
Q

Adverse impact? Unintentional

A

Employer may not have intended to discriminate against group but practice had adverse impact on group

28
Q

3 components of motivation

A
  1. Direction: what your going to work on
  2. Intensity: how hard your going to work on it
  3. Persistence: how long you intend to work on it
29
Q

Foundational equation linking performance, motivation and ability?

A

Performance = (motivation x ability) - situational constraints

30
Q

VIE (Expectancy Theory)

A

Theory predicts human behavior is the result of conscious choices made by individual among alternative course of action GOAL= maximize pleasure and minimize pain

31
Q

Valence?

A

The strength of a person preference for a particular outcome
Ex: how much do I want high performance ratings?

32
Q

Instrumentality

A

The perceived relationship between a first order outcome and a second order outcome (perhaps more ultimate)
Ex: if i get high performance ratings, would i get a raise?

33
Q

Expectancy

A

An individuals belief that a particular behavior (Effort, hard work) will lead to a first order outcome (typically higher performance) ex IF i work hard, would i get a high performance rating?

34
Q

Goal setting theory and how it explains motivation

A

Goal as a motivational force, distinction between goal acceptance and goal commitment ; it explains motivation as a function of goal commitment and goal acceptance

35
Q

What does goal theory predict about motivation and performance

A

Motivation predicts performance but the relationship between motivation and performance is moderated by goal specificity and ability

36
Q

What can be done to increase motivation

A

All employees to participate in goal setting give them a voice

37
Q

Job enrichment model

A
  1. Task identity: see work from start to finish
  2. Task significance: how important job is viewed
  3. Skill variety: extent to which allows job variety/ different skills
  4. Autonomy: having control over ones job
  5. Feedback: extend to which one receives feedback on performance
38
Q

Stressors?

A

Physical (noise, cold) or psychological (workload, pace of work) demand to which an individual responds

39
Q

Strain

A

Imbalance between demands placed on individual and the resources available to deal with those demands

40
Q

Emotional labor?

A

Regulation of emotions to meet jobs demands, achieved through Surface acting: faking ones expression/ emotions (Waitress, flight attendants)

41
Q

Deep acting?

A

Actually modifying ones expressions/ feelings achieves a more authentic and effective result long term

42
Q

What moderates relationship between stressor and strain?

A

Person moderators : a/b personality, self esteem, locus of control, hardiness

Situational moderator: social support

43
Q

Primary stress prevention strategy?

A

Work job redesign/ (removes stressors) cognitive restructuring reframing the situation

44
Q

Secondary prevention

A

Response directed (band aid approach)

45
Q

Tertiary prevention strategy

A

Symptom directed focuses on healing the chronically stressed, often through an employee assistance program

46
Q

Distributive injustice

A

Associated with equity theory, mainly concerned with outcomes (pay and promotions)

47
Q

Procedural injustice

A

Concerned with processed and procedures

48
Q

Interactional injustice

A

Concerned with interpersonal treatment

  1. Informational: were they given the right info
  2. Interpersonal: were they treated with respect
49
Q

Behavior dimensions from the OHIO state studies

A

CONSIDERATION: behaviors that indicate mutual trust, respect, warmth, and rapport b/w supervision and the group

INITIATIVE STRUCTURE: behaviors in which the leader organizes and defines the groups activities and his and her relations to the group

50
Q

VROOMS decision styles:

A
  1. AUTOCRATIC: leaders make the decisions on their own
  2. CONSULTATIVE: leaders make decision, leader also consults individuals who posses relevant knowledge
  3. GROUP: Decisions are made by groups
51
Q

Reward Power

A

The potential for a supervisor to mediate or dispense valued rewards

52
Q

Coercive power:

A

The potential of a supervisor to dispense punishment

53
Q

Legitimate power:

A

The right of a supervisor to influence a subordinate and the obligation of the subordinate to accept that influence

54
Q

Referent power:

A

The identification of the subordinate with the supervisor, the desire of the subordinate to be liked and act like the supervisor ; power of EXAMPLE

55
Q

Expert Power

A

The knowledge or expertise that a supervisor has in a special area

56
Q

Transformational leadership strategies

A

Inspirational motivational: appealing vision of the future
Idealized influence: display conviction and emphasizes trust
Intellectual stimulation: questions old ideas and values
Individualized considerations: consider individuals needs and abilities

57
Q

Effects of the charismatic leader on followers

A

Almost hypnotizes followers, compels followers to identify with and emulate their leader, emotional attachment, never question leaders beliefs or actions

58
Q

Personality traits associated with leader effectiveness

A

Big 5, extroversion, openness to experience, neuroticism, agreeableness, conscientiousness

I/O Final Exam (1 decks)

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