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psych of work final > h&m chap 5 > Flashcards

h&m chap 5 Flashcards

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1
Q

Predictor

A

Any variable used to forecast a criterion

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2
Q

Psychometric

A

The measurement (“metric”) of properties of the mind (from the Greek word “psyche”). The standards used to measure the quality of psychological assessments

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3
Q

Reliability

A

A standard for evaluating tests that refers to the consistency, stability, or equivalence of test scores. Often contrasted with validity

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3
Q

Test-Retest Reliability

A

A type of reliability that reveals the stability of test scores upon repeated applications of the test

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4
Q

coefficient of stability

A

reflects the stability of the test over time

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5
Q

On a reliable test, do those with high and low scores stay consistent or bounce around between two trials? What happens on an unreliable test

A

If the test is reliable, those who scored high the first time will also score high the second time, and those who scored low on the first will also score low on the second. If the test is unreliable, the scores will “bounce around” in such a way that there is no similarity in individuals’ scores between the two trials

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6
Q

At what number is a reliability coefficient considered professionally acceptable?

A

0.70 (although 0.80 and above are better)

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7
Q

Equivalent-form reliability

A

A type of reliability that reveals the equivalence of test scores between two versions or forms of the test

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8
Q

coefficient of equivalence

A

reflects the extent to which the two forms are sufficiently comparable measures of the same concept

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9
Q

What is the least popular major type of reliability and why?

A

Of the three major types of reliability, test-retest reliability is the least popular because it is usually challenging to come up with one good test, let alone two

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10
Q

If the resulting coefficient of equivalence between two tests is high, what does that mean for their reliability?

A

If the resulting coefficient of equivalence is high between two tests, the tests are sufficiently comparable and are viewed as reliable measures of the same concept

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11
Q

Internal Consistency Reliability

A

A type of reliability that reveals the homogeneity of the items comprising a test

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12
Q

Split-half reliability

A

a test is given to a group of people, and when it is time to score the test, the researcher divides the items in half

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13
Q

If a test has internal-consistency reliability, what will there be between responses to the two half-tests?

A

If the test has internal-consistency reliability, there will be a high degree of similarity between the responses to the items from the two halves

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14
Q

Inter-rater reliability (aka inter-judge, inter-observer, or concept reliability)

A

A type of reliability that reveals the degree of agreement among the assessments provided by two or more raters

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15
Q

Validity

A

A standard for evaluating tests that refers to the accuracy or appropriateness of drawing inferences from test scores. Often contrasted with reliability

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16
Q

Operationalization

A

The process of determining how a construct will be assessed

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17
Q

Construct Validity

A

The degree to which a test is an accurate and faithful measure of the construct it purports to measure

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18
Q

convergent validity coefficients

A

reflect the degree to which these scores converge (or come together) in assessing a common concept

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19
Q

divergent validity coefficients

A

reflect the degree to which these scores diverge (or are separate) from each other in assessing unrelated concepts

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20
Q

Criterion-related validity

A

The degree to which a test forecasts or is statistically related to a criterion

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21
Q

Concurrent validity

A

used to diagnose the existing status of some criterion, whereas predictive validity is used to forecast future status

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22
Q

What kind of validity focuses on how well a predictor measures the criterion at the same point in time?

A

In measuring concurrent criterion-related validity, we are concerned with how well a predictor can predict a criterion at the same time, or concurrently.

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23
Q

In what kind of validity do we collect predictor information to forecast future criterion performance?

A

In measuring predictive criterion-related validity, we collect predictor information and use it to forecast future criterion performance

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24
Q

Validity Coefficient

A

A statistical index (expressed as a correlation coefficient) that reveals the degree of association between two variables

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25
Q

What does a greater correlation between the predictor and the criterion tell us?

A

Tell us more about the criterion based on the predictor

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26
Q

Content Validity

A

The degree to which subject matter experts agree that the items in a test are a representative sample of the domain of knowledge the test purports to measure

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27
Q

Which form of validity was most relevant in achievement testing?

A

Content

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28
Q

Face Validity

A

The appearance that items in a test are appropriate for the intended use of the test by the individuals who take the test

29
Q

Individuals are more likely to bring legal challenges against companies for using tests that fail to achieve what form of validity?

A

Face

30
Q

Can a test be reliable but not valid? Can a test be valid without being reliable?

A

Yes, a test can be reliable but not valid. However, a test can never be valid without being reliable

31
Q

Academic intelligence

A

represents what intelligence tests typically measure, such as fluency with words and numbers

32
Q

Practical intelligence

A

needed to be competent in the everyday world and is not highly related to academic intelligence

33
Q

Creative intelligence

A

pertains to the ability to produce work that is both novel (i.e., original or unexpected) and appropriate (i.e., useful)

34
Q

Section 106 of the Civil Rights Act

A

states that it is unlawful for employers in connection with the selection or referral of “applicants or candidates for employment or promotion to adjust the scores of, use different cutoffs for, or otherwise alter the results of employment related tests on the basis of race, color, religion, sex, or national origin.”

35
Q

Within-group norming

A

a practice in which individual scores are converted to standard scores or percentile scores within one’s group

36
Q

4 critical physical abilities relevant to work performance

A

1) Static strength: the ability to use muscle force to lift, push, pull, or carry objects; 2) Explosive strength: the ability to use short bursts of muscle force to propel oneself or an object; 3) Gross body coordination: the ability to coordinate the movement of the arms, legs, and torso in activities where the whole body is in motion; 4) Stamina: the ability of the lungs and circulatory (blood) systems of the body to perform efficiently over time

37
Q

Psychomotor ability

A

involves motor skills related to flexibility, balance, and coordination (fine motor skills)

38
Q

Fine motor skills

A

those that involve smaller groups of muscles such as those found in fingers

39
Q

Sensory/perceptual ability

A

able to detect and recognize stimuli within their environment

40
Q

Personality

A

refers to the individual differences that people have that influence how they think, feel, and behave in the world

41
Q

Big 5 Personality Theory

A

A theory that defines personality in terms of five major factors: openness to experience, conscientiousness, extraversion, agreeableness, and emotional stability.

42
Q

Dark Triad

A

A cluster of three dysfunctional personality types associated with counterproductive work behavior: Machiavellianism, narcissism, and psychopathy

43
Q

Machiavellian

A

“the end justifies the means”

44
Q

Narcissists

A

self-promoting and unaffected by criticism, they exude subtle arrogance. They tend to be dismissive of advice, primarily because they don’t view others as competent com-pared to themselves

45
Q

Psychopaths

A

characterized by lacking any concern for others; not inherently violent

46
Q

Faking

A

the behavior of job applicants to falsify or fake their responses to items on personality inventories to create a favorable impression

47
Q

Integrity Test

A

A type of test that pretends to assess a candidate’s honesty or character

48
Q

Overt integrity test

A

the job applicant clearly understands that the intent of the test is to assess integrity

49
Q

Personality-based integrity test

A

makes no reference to theft; these tests contain conventional personality assessment items that have been found to be predictive of theft

50
Q

Situational judgment test

A

A type of test that describes a problem to the test taker and requires the test taker to rate various possible solutions in terms of their feasibility or applicability

51
Q

Biodata inventory

A

A method of assessing individuals in which biographical information pertaining to past activities, interests, and behaviors in their lives is considered

52
Q

Rational keying

A

giving more points to response options that most reflect the constructs they are intended to reflect, as determined by expert judgments

53
Q

Empirical keying

A

giving more points to options that are most predictive of the criterion of interest, such as job performance or turnover

54
Q

Hybrid Keying

A

a combination of rational and empirical keying such that points are given to options that are most predictive of the desirable criteria, but only if they also make conceptual sense

55
Q

Computerized adaptive testing (CAT)

A

A form of assessment using a computer in which the questions have been pre-calibrated in terms of difficulty, and the examinee’s response (right or wrong) to one question determines the selection of the next question

56
Q

Unstructured interview

A

A format for the job interview in which the questions are different across all candidates. Often contrasted with the structured interview

57
Q

Structured interview

A

A format for the job interview in which the questions are consistent across all candidates. Often contrasted with the unstructured interview

58
Q

Which is more superior? Structured or unstructured interviews? Why?

A

Structured due to their high levels in inter-rated reliability and validity

59
Q

What do highly structured interviews focus on?

A

constructs such as job knowledge, interpersonal and social skills, and problem solving

60
Q

What do highly unstructured interviews focus on?

A

general intelligence, education, work experience, and interests

61
Q

Behavior Description Interview

A

A type of job interview in which candidates are asked to provide specific examples from their past to illustrate attributes important for the position

62
Q

Work Samples

A

A type of personnel selection test in which the candidate demonstrates proficiency on a task representative of the work performed in the job

63
Q

Situational Exercise

A

A method of assessment in which examinees are presented with a problem and asked how they would respond to it

64
Q

inbox assessment

A

predictive of the job performance of managers and executives, a traditionally difficult group of employees to select. But a major prob-lem with the test is that, like a work sample, it is an individual test

65
Q

Leadership group discussion (LGD)

A

A group of applicants (normally, two to eight) engage in a job-related discussions in which no spokesperson or group leader has been named

66
Q

Assessment Center

A

A technique for assessing job candidates using a series of structured, group-oriented exercises that are evaluated by raters

67
Q

4 major standards that are useful in organizing all the information we have gathered about predictors

A

1) Validity 2) Fairness 3) Applicability

68
Q

Validity

A

refers to the ability of the predictor to forecast criterion performance accurately

69
Q

Fairness

A

refers to the ability of the predictor to render unbiased predictions of job success across applicants in various subgroups of gender, race, age, and so on

70
Q

Applicability

A

refers to whether the selection method can be applied across the full range of jobs
Cost - of implementation of the method is the final standard

psych of work final (5 decks)

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