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EPPP or bust > I/O > Flashcards

I/O Flashcards

1
Q

Five types of power

A

referent
legitimate
coercive
reward
expert

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2
Q

Reference power

A

role model

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3
Q

Legitimate power

A

based on existing power hierarchy/roles

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4
Q

Coercive

A

fear of a bad consequence

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5
Q

Donald Super theory of career development

A

self-concept

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6
Q

Kahneman & Tversky’s loss aversion model

A

people’s decisions are more affected by their desire to avoid losses than to make gains

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7
Q

What is the Zeigarnik effect?

A

Tendency to remember unfinished tasks more vividly than finished tasks

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8
Q

Consultee-centered administrative consultation

A

consultant works with employees to improve implementation of a program and addresses employees’ attitudes to how program is being conducted

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9
Q

Program-centered administrative consultation

A

consultant focuses on the program itself, eg how to develop a program

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10
Q

consultee-centered case consultation

A

consultant focuses on the consultee’s difficulties with patients

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11
Q

client-centered case consultation

A

consultant focuses on helping consultee with a particular patient

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12
Q

What are criterion measures

A

measures of behavior or performance, used as basis for performance appraisals

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13
Q

Halo bias

A

evaluation on one dimension affects how we rate person on other unrelated dimensions. Impacts different employees differently.

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14
Q

Central tendency (rater bias)

A

always uses mid range of rating scale
affects all employees in the same way

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15
Q

Leniency vs strictness bias

A

Leniency – always uses high end of scale
Strict – always use low end of scale
affect all employees the same way

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16
Q

Ways to reduce rater bias

A

use a relative or comparative rating scale
Design rating scale to incorporate critical incident
Behavioral anchored rating scale (BARS)
rater training in observational skills (rather than training on reducing bias)
frame of reference training (make sure all raters agree on what constitutes each aspect of job performance)

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17
Q

relative or comparative rating scale

A

comparing employees to each other, eg rating them in pairs, which of two employees is best/most effective

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18
Q

downsides of comparative rating scales

A

Aren’t used often
raters and ratees don’t like them
cumbersome to use esp when many employees to rate
relative measures don’t provide useful individual feedback

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19
Q

Behavioral anchored rating scale (BARS)

A

involves having raters take part in development,
likert scale anchored with critical incidents,
behaviorally based – help reduce rater bias
difficult to develop and hard to use in jobs that change often

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20
Q

What are predictors used for?

A

facilitate decisions relating to selection, promotion and training

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21
Q

Predictors and criterion should be developed from

A

job analysis

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22
Q

Types of job analysis

A

Interview employees and supervisors,
observe employees while they work,
have employees fill out questionnaire

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23
Q

output of job analysis

A

critical incident list
criterion measures for the job

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24
Q

Job evaluation

A

determines worth of job to determine benefits and salary of job, eg demands of job, previous experience and assigning a wage appropriate for demands

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25
Q

Needs assessment

A

determine whether training is needed to improve employee performance, outccomes tell you how
Includes job analysis, person analysis and organization analysis

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26
Q

Adverse impact

A

occurs when use of a predictor results in different selection promotion or discharge rates for groups protected by law, unfairly discriminates.

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27
Q

EEOC guidelines for determining if predictor is having adverse effect.

A

80% rule

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28
Q

80% rule

A

multiply how many from dominant group multiply by 80% and how many from minority group needs to be higher than this.

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29
Q

differential validity

A

a predictor has differential validity when validity coefficient is different for different groups of people (e.g., test more valid for males than females)

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30
Q

unfairness (predictor variables)

A

predictor is unfair when members of one group consistently score lower than members of another group but job performance is about the same. Validity coefficient is similar for both groups.

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31
Q

How to remedy unfairness (predictor variables)

A

Easier to remedy than differential validity – use different cutoff scores for different groups so selection rates for groups are similar.

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32
Q

Incremental validity

A

whether a new psychometric assessment will increase the predictive ability beyond that provided by an existing method of assessment.

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33
Q

Cognitive abilities test

A

highest validity coefficients across different jobs and different job settings – average reported coefficient is 0.5 or higher

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34
Q

Two common predictors used in organizations

A

cognitive abilities test
work or job sample

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35
Q

work or job sample

A

measures a person’s ability by having him or her perform a sample of the actual job.

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36
Q

limitations of job samples

A

show what a person can do but not what a person will do when actually on job.
Tends to be measures of maximal rather than typical performance.

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37
Q

Donald Super’s theory of career development

A

emphasizes self-concept
Ideal situation is for people to choose a job that allows them to express their self-concept.
Developmental aspect reflected in five life stages involving different career tasks

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38
Q

5 life stages (Super)

A

Growth
Exploration – to crystalize and then implement career choice consistent with self concept
Establishment – stabilization, consolidation, and advancement in chosen vocation
Maintenance
Disengagement

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39
Q

Career maturity (Super)

A

used to describe how a person has completed different stage tasks

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40
Q

Life career rainbow (Super)

A

connecting stages to 9 major life roles (student, parent, worker)

41
Q

John Holland’s career development theory

A

matching an individual’s personality with the characteristics of the work environment.
6 personality types (RIASEC)
higher match leads to higher satisfaction, productivity

42
Q

For Holland, personality/work match is better when

A

higher on one personality type and lower on other five than for person who receives moderate scores across multiple types

43
Q

Similarities and differences in Holland’s personality types

A

RIASEC is arranged in a hexagon, and types closest to each other are more similar and types opposite each other on hexagon are most different

44
Q

Holland’s personality types

A

RIASEC
Realistic
Investigative
Artistic
Social
Enterprising
Conventional

45
Q

Realistic personality type

A

carpenter, truck driver, pilot – requires manual and mechanical competencies and interactions with machines, tools, and objects; require skill, strength, and coordination, such as mechanic, drill press, or farmer

46
Q

Investigative personality type

A

requires analytical, technical, and scientific competencies; prefers activities that involve thinking and organizing, such as research psychologists and journalists

47
Q

Artistic personality type

A

prefer ambiguous and unsystematic activities that allow creative expression, such as painter, musician, or writer

48
Q

Social personality type

A

prefer activities that involve helping and developing others, such as social worker, teacher, and clinical psychologist

49
Q

Enterprising personality type

A

requires good communication and persuasion skills and leadership abilities; enjoys opportunities to influence others and obtain power, such as lawyers and real estate agents

50
Q

Conventional personality type

A

best suited for bank teller, accountant or typist – requires ability to meet precise standards of performance and adhere to clear rules and policies; prefers rule-regulated, orderly, unambiguous activities

51
Q

Theories of employee motivation

A

Maslow’s hierarchy
Alderfer’s ERG Theory
Herzberg two factor theory / motivation/hygiene theory
Goal setting theory
Equity theory
Expectancy theory

52
Q

5 hierarchical needs (Maslow)

A

-physiological
-security
-belongingess
-Esteem
-Self-actualization

53
Q

research evidence against Maslow’s theory

A

People not motivated by one need at a time, and not in order predicted by maslow,
research has not confirmed five distinct needs (better to think of them in two or three categories)

54
Q

Alderfer’s ERG Theory - 3 basic needs

A

Existence
Relatedness
Growth

55
Q

Herzberg two factor theory

A

focus on motivation and satisfaction
Some job factors increase motivation and satisfaction while others only serve to reduce dissatisfaction
Motivation or job content factors
Hygiene or job context factors

56
Q

Motivation or job content factors (Herzberg)

A

intrinsic characteristics of jobs, esp ability to provide workers with opportunities for recognition advancement and responsibility – autonomy, challenge

57
Q

Hygiene or job context factors (Herzberg)

A

relate only to dissatisfaction.
Involve extrinsic factors; pay, work conditions and interpersonal relationships.
Not useful for enhancing motivation and satisfaction.
State of neutrality when it’s sufficient.

58
Q

Satisfaction vs dissatisfaction according to Herzberg

A

two independent factors – can be both at same time.

59
Q

Job enrichment

A

job can be redesigned to include motivation factors

60
Q

Job enlargement

A

adding a wider variety of tasks to a job, reduce boredom, but won’t produce satisfied motivated workers

61
Q

Goal setting theory

A

impact of performance goals on worker motivation,

62
Q

Goal setting theory - considerations for effective goals

A

More effective when specific rather than broad or general
Moderately difficult or challenging – not so difficult to discourage workers, but not so easy to be perceived as demeaning or unchallenging
Most important – goals must be accepted by employees – must understand the goals, approve of them and be committed to exerting effort needed to achieve them. Participation can help increase goal acceptance, but not always necessary.

63
Q

Equity theory

A

-motivation is affected by employee’s perception of his own input/output ratio compared to other employees
-motivation greatest when situation is equitable

64
Q

Equity theory - input vs output

A

-input – amount of time work, effort exerted, experience brought to job
-output – what they get from job, eg pay, benefits and status

65
Q

Two types of inequitable situations (equity theory)

A

Overpayment – worker puts in less and gets out more than other workers
Underpayment – putting in more and getting less; most negative and long lasting consequences, lower productivity, sabotage, absenteeism, turnover

66
Q

Expectancy theory: employees motivation is result of three beliefs

A

Expectancy (that effort will improve performance)
Instrumentality (that good performance leads to rewards)
Valence (whether rewards are desirable)

67
Q

Expectancy beliefs

A

belief that one’s effort will result in attainment of performance goals (e.g., working hard leads to successful performance)

68
Q

Instrumentality beliefs

A

employees beliefs about relationship between performance and outcomes (more motivated when successful performance leads to certain outcomes)

69
Q

Valence of outcomes (expectancy theory)

A

positive valence of outcome increases motivation

70
Q

Interaction between three beliefs in expectancy theory

A

Motivation is a multiplicative function of these three beliefs – if any belief is =0, overall motivation also =0

71
Q

Behaviors that distinguish effective from ineffective leaders (OSU 1950s study)

A

leaders can be described as initiating structure and consideration (discrete factors)

72
Q

Initiating structure (leadership; OSU)

A

degree leaders are task-oriented, concerned with getting job done, goal setting following rules and making roles explicit

73
Q

Consideration (leadership; OSU)

A

degree to which they are person oriented, concerned with establishing and matinining good relationships with their subordinates

74
Q

Fiedler’s contingency theory of leadership

A

Leadership effectiveness is result of interaction between leaders style and favorableness of situations

75
Q

Leader style (Fiedler)

A

score on least preferred coworker (LPC)
high LPC evaluates LPC in favorable ways, is person oriented and concerned with maintaining good relationships with subordinate.
Low LPC is task-oriented and more concerned with achieving work goals
Fiedler assumes leadership style is fixed, will always be the style you are

76
Q

Favorableness of situation (Fiedler)

A

amount of control a leader has.
Affected by task structure, leaders relationship with subordinates and leaders power over subordinates
(favorableness=degree of leaders influence, e.g., situational control)

77
Q

relationship between leader style and favorableness (Fiedler)

A

Curvilinear
Low LPC leaders more effective in extreme situations – when situation is very favorable or unfavorable
High LPC leaders more effective in moderately favorable situation

78
Q

Hersey and Blanchards situational leadership model / 4 styles

A

different combinations of task and relationship orientation
Telling style – high in task orientation low relationship; best for employees low in ability and willingness
Selling – high task, high relationship; best emp low in ability high willingness/motivation
Participating – low task, high relationship
Delegating style – low task, low relationship

79
Q

To maximize employee performance and satisfaction, leadership style must match ____ (Hersey and Blanchards)

A

employee’s maturity level, determined by employees ability level and willingness to accept responsibility

80
Q

Transformational leadership

A

Characterized by ability to recognize need for change, communicate need for change to followers, then effectively make the change by empowering followers and appealing to followers values and ideals

81
Q

Transformational leaders use

A

Framing – giving meaning and purpose to what they are requesting followers to do

82
Q

Transactional leaders

A

Opposite of transformational leaders
more concerned with maintain status quo and rely on rewards and punishments to motivate employees

83
Q

Models of Individual decision-making in organizations

A

rational economic
bounded rationality model

84
Q

Rational economic decision-making model

A

leaders always rational and consider all possible alternatives to make best decision

85
Q

Bounded rationality/administrative decision-making model

A

usually time and resource constraints on decision making that limit decision makers rationality.
Decision makers only consider alternatives until they find one that meets minimal standards of acceptability –
Satisficing (Herbert Simon) – chooses solution that is good enough rather than optimal

86
Q

Negative effects of group decision making

A

Group think
Group polarization
Risky shift
(more research support for polarization vs risky shift)

87
Q

Factors that increase group think

A

Insulation from outsiders,
highly directive leader,
complex or dynamic environment.

88
Q

Group think

A

suspension of critical thinking that occurs in highly cohesive groups

89
Q

Mind guard (group decision making)

A

In group think, strives to maintain groups cohesiveness by protecting group from dissenting views

90
Q

How to reduce risk of group think

A

leader not expressing their own opinion too early in the decision proves,
assigning group members to be devils advocate,
ensuring all alternative solutions to problems are thoroughly considered before decision is made

91
Q

Group polarization

A

group tends to make riskier or more conservative decisions than individual members would make alone

92
Q

Risky shift phenomenon

A

group consistently makes riskier decisions than would as individuals

93
Q

Zeigarnik effect

A

people are more likely to remember uncompleted tasks than completed ones

94
Q

Research on crowding shows

A

Men are more affected by crowding than women
Crowding increases arousal for both positive and negative emotions

95
Q

Affects of alternative work schedules (flexible hours, 4 day work week)

A

Affect morale more than performance (little impact on performances, big impact on morale)

96
Q

What is the Position Analysis Questionnaire used to measure?

A

a structured worker-oriented job analysis questionnaire that addresses six categories of work activity: information input, mental processes, work output, relationships with other people, job context, and other characteristics. Because these activities are general, the PAQ can be used for a variety of jobs, and it allows an employer to compare activities across different jobs.

97
Q

Purpose of critical incident technique

A

identify extreme behaviors (very successful and very unsuccessful behaviors);
can be useful for identifying anchors on BARS

98
Q

What are comparable worth procedures used for?

A

the principle that workers performing different jobs that require the same skills and responsibilities or that are of comparable value to the employer should be paid the same and has been applied primarily to the gender gap in wages.
used to establish pay equity across different jobs that require similar abilities but have traditionally been performed by men or by women.

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