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Madsen Triad EPPP > I/O > Flashcards

I/O Flashcards

1
Q

I/O Assessing Employee Performance

job analsyis

A
  • it is the first step in the development of a predictor or criterion and is used for other purposes including
  • identifying training needs and
  • determining the causes of accidents.
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2
Q

I/O Assessing Employee Performance

job evaluation

A

Job analysis must not be confused with job evaluation, which may begin with a job analysis but is conducted for the purpose of setting wages and salaries.

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3
Q

I/O Assessing Employee Performance

job oriented method

A

info about the tasks performed on the job

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4
Q

I/O Assessing Employee Performance

worker oriented method

questionnaire

A
  • PAQ- position analysis questionnaire
  • good at helping develop training, deriving criterion measures
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5
Q

I/O Assessing Employee Performance

comparable worth

also known as

A

Comparable worth is also known as pay equity and refers to the principle that jobs that require the same education, experience, skills, and other qualifications should pay the same wage/salary regardless of the employee’s age, gender, race/ethnicity, etc.

Job evaluations used to establish comparable worth

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6
Q

I/O Assessing Employee Performance

objective (direct) measure

of performance

A
  • things like units produced, sold, rejected, etc
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7
Q

I/O Assessing Employee Performance

subjective measures

A
  • ultimate vs actual- ultimate is conceptual, actual is reality based
  • relevance- construct validity
  • deficiency the extent to which a criterion does not measure all aspects of ultimate criterion
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8
Q

I/O Assessing Employee Performance

Criterion Contamination

A

Criterion contamination occurs when a criterion measure assesses factors other than those it was designed to measure

For example, contamination is occurring when a rater’s knowledge of a ratee’s performance on a predictor affects how the rater rates the ratee on the criterion. It can artificially inflate the criterion-related validity coefficient.

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9
Q

I/O Assessing Employee Performance

relative techniques

A

Relative techniques are subjective measures of job performance that compare an employee’s performance to that of other employees.

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10
Q

I/O Assessing Employee Performance

paired comparison

A

When using the paired comparison technique, the rater compares each ratee with every other ratee in pairs on one or more dimensions of job performance.

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11
Q

I/O Assessing Employee Performance

forced distribution

A

When using the forced distribution technique, the rater assigns ratees to a limited number of categories based on a predefined normal distribution on one or more dimensions of job performance.

“grading on a curve”

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12
Q

I/O Assessing Employee Performance

self ratings are most [ ] but less susceptible to [ ]

A

lenient; halo bias

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13
Q

I/O Assessing Employee Performance

supervisor ratings are most [ ]

A

reliable

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14
Q

I/O Assessing Employee Performance

peer ratings are good for [ ] and [ ]

A

predicting training success and subsequent promotions

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15
Q

I/O Assessing Employee Performance

subordinate, peer, and supervisor ratings usually [ ] more than self ratings

A

agree with each other

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16
Q

I/O Assessing Employee Performance

Absolute Techniques

A
  • Critical Incident
  • Forced Choice Rating
  • Graphic Rating Scale
  • BARS
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17
Q

I/O Assessing Employee Performance

Critical Incident Technique

A
  • requires close supervision
  • only addresses critical (extreme) job behaviors, not typical ones
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18
Q

I/O Assessing Employee Performance

Forced Choice Rating Scale

A
  • each item has 2-4 alternatives that are considered equal in desirability
  • time consuming, disliked by raters
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19
Q

I/O Assessing Employee Performance

Graphic Rating Scale

A
  • likert scale of performance on one or several dimensions
  • susceptible to rater biases
  • accuracy improved when anchored
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20
Q

I/O Assessing Employee Performance

BARS

A
  • behaviorally anchored rating scale
  • better inter-rater reliability
  • time-taking
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21
Q

I/O Assessing Employee Performance

leniency/strictness bias

A

avoiding the middle of a range

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22
Q

I/O Assessing Employee Performance

central tendency

A

tendency to over-prefer the middle of a scale

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23
Q

I/O Assessing Employee Performance

halo bias

A

evaluation on one area affecting other areas, can be positive or negative

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24
Q

I/O Assessing Employee Performance

Frame of Reference training

A

a way to decrease rater bias by discussing the multidimensional elements of any job

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25
Q

I/O Predicting Employee Performance

Adverse Impact

A

Adverse impact occurs when use of a selection test or other employment procedure results in substantially higher rejection rates for members of a legally protected (minority) group than for the majority group.

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26
Q

I/O Predicting Employee Performance

80% rule

A

The 80% rule can be used to determine if adverse impact is occurring. When using this rule, the hiring rate for the majority group is multiplied by 80% to determine the minimum hiring rate for the minority group.

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27
Q

I/O Predicting Employee Performance

differential validity

A

Differential validity exists when the validity coefficient of a predictor is significantly different for one subgroup than for another subgroup (e.g., lower for African American job applicants than for White applicants).

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28
Q

I/O Predicting Employee Performance

unfairness

A

Unfairness occurs when members of the minority group consistently score lower on a predictor but perform approximately the same on the criterion as members of the majority group. Differential validity and unfairness are potential causes of adverse impact.

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29
Q

I/O Predicting Employee Performance

business necessity and bonafide occupational qualification

A

responses to claims of adverse impact

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30
Q

I/O Predicting Employee Performance

incremental validity

A

Incremental validity refers to the increase in decision-making accuracy resulting from the use of a new predictor.

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31
Q

I/O Predicting Employee Performance

maximizing incremental validity

validity coefficient/selection ratio/base rate

A
  • validity coefficient is high
  • the selection ratio is low
  • base rate is moderate

(The selection ratio is the ratio of number of jobs to job applicants; the base rate is the proportion of successful decisions without the new predictor.)

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32
Q

I/O Predicting Employee Performance

selection ratio

A

ratio of jop openings to job applicants

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33
Q

I/O Predicting Employee Performance

with a low selection ratio,

A

the employer can raise the predictor cutoff and reduce risk of hiring false positives

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34
Q

I/O Predicting Employee Performance

base rate

A

ranges from 0 to 1.0

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35
Q

I/O Predicting Employee Performance

Taylor-Russell tables

A

The Taylor-Russell tables are used to estimate a predictor’s incremental validity when the criterion-related validity coefficient, selection ratio, and base rate are known.

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36
Q

I/O Predicting Employee Performance

multiple regression

A

Multiple regression and multiple cutoff are methods for using multiple predictor scores.

Multiple regression is a compensatory (method, while multiple cutoff is noncompensatory.

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37
Q

I/O Predicting Employee Performance

compensatory

A

multiple regression is compensatory, which means a high score on one predictor will compensate for a low score on another

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38
Q

I/O Predicting Employee Performance

non compensatory

A

multiple cutoff is noncompensatory meaning that a high score on one predictor will not compensate for a low score on another

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39
Q

I/O Predicting Employee Performance

Multiple Hurdles

A

this cuts applicants off if they fail sequential cut-offs, saving time and money

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40
Q

I/O Predicting Employee Performance

GMA

A

general mental ability exams- highest validity coefficients

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41
Q

I/O Predicting Employee Performance

job knowledge tests

A

good predictors, only relevant when the applicant has previous job training

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42
Q

I/O Predicting Employee Performance

personality tests

A

neuroticism, extraversion, oppeness to experience, agreeableness, conscientiousness

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43
Q

I/O Predicting Employee Performance

interest inventories

A

based on the idea that a good candidate is similar to current employees, limited validity, susceptible to faking

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44
Q

I/O Predicting Employee Performance

biodata- BIB

A

lots of family information, lacking face validity, invasion of privacy

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45
Q

I/O Predicting Employee Performance

interviews

A
  • low rates of reliability and validity than other techniques
  • most reliable when a structural interview is used
  • best when done by a single interviewer
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46
Q

I/O Predicting Employee Performance

work samples/realistic job preview

A

asked to perform tasks similar to those actually performed, discussion of actual job culture, experience, in order to reduce turnover

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47
Q

I/O Predicting Employee Performance

Assessment Centers

A

centers used to evaluate managerial level personnel for promotion
- leaderless group discussion
- in-basket test (group of managerial items to manage

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48
Q

I/O Training

needs assessment

A
  • determine org goals, whether training is needed
  • task analysis (each individual job)
  • person analysis, who is right for each job
  • demographic analysis
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49
Q

I/O Training

overlearning

A

trains automaticity, practicing beyond the point of mastery

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50
Q

I/O Training

identical elements

A

necessary for positive transfer (actual improvement in on-the-job performance)

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51
Q

I/O Training

job rotation

A
  • having trainees perform several jobs over time
  • used to train managers
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52
Q

I/O Training

vestibule training

A

an “off-the-job” technique, makes a physical replication or simulation of the work environment, best when on-the-job would be too costly or dangerous

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53
Q

I/O Training

behavioral modeling

A

based on Bandura’s social cognitive theory- learning is facilitated when a person observes a skilled worker perform the behavior, given opportunity to practice

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54
Q

I/O Training

evaluation criteria

Kirkpatrick

A
  • reaction criteria
  • learning criteria
  • behavioral criteria
  • results criteria
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55
Q

I/O Training

reaction criteria

Kirkpatrick

A

evaluates participants reaction to criteria

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56
Q

I/O Training

learning criteria

Kirkpatrick

A

evaluate how much they actually learned from the training

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57
Q

I/O Training

behavioral criteria

Kirkpatrick

A

assess participants change in performance after the training

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58
Q

I/O Training

results criteria

Kirkpatrick

A

assess value of training in change of results vis a vis the organization’s goals

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59
Q

I/O Training

Utility Analysis

A

uses a mathematical equation to derive an estimate of institutional gains or losses, in financial terms

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60
Q

I/O Training

formative evaluation

A

conducted while a training program is being developed

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61
Q

I/O Training

summative evaluation

A

conducted after a program has been implemented to assess its impact

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62
Q

I/O Career Counseling

Self-Concept

Super

A

According to Super’s life-space, life-span theory, the selection of a job involves finding a job that matches one’s self-concept (which reflects one’s values, personality, interests, etc.).

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63
Q

I/O Career Counseling

career maturity

Super

A

The theory also emphasizes the importance of career maturity, which is the ability to cope with the developmental tasks of one’s life stage.

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64
Q

I/O Career Counseling

Life-Career Rainbow

Super

A

The Life-Career Rainbow relates an individual’s major life roles to five life stages and is useful for helping a career counselee recognize the impact of current and future roles and stages on career planning.

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65
Q

I/O Career Counseling

RIASEC categories

Holland

A

Holland’s career theory emphasizes the importance of a good personality/work environment match and distinguishes between six personality and environment types (“RIASEC”) - realistic, investigative, artistic, social, enterprising, and conventional.

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66
Q

I/O Career Counseling

RIASEC “differentiation”

Holland

A

A personality-environment match is most accurate as a predictor of job outcomes when the individual exhibits a high degree of differentiation - i.e., has clear interests as evidenced by a high score on one of Holland’s six types and low scores on all others.

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67
Q

I/O Career Counseling

career decision-making model

Tiedeman and O’Hara

A

Tiedeman and O’Hara’s career decision-making model describes vocational identity development as an ongoing process that is tied to ego identity development (described like Erikson)

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68
Q

I/O Career Counseling

anticipation phase

Tiedeman and O’Hara

A

exploration, crystallization, choice, specification- exploring to end up making a choice

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69
Q

I/O Career Counseling

implementation phase

Tiedeman and O’Hara

A

induction, reformation, and integration

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70
Q

I/O Career Counseling

social learning theory

Krumboltz (Bandura)

A

career decisions influenced by:
1. genetics & special abilities
2. environmental conditions
3. instrumental & associative learning
4. task-approach skills

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71
Q

I/O Career Counseling

Career Belief Inventory

Krumboltz (Bandura)

A

used to identify irrational, illogical beliefs

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72
Q

I/O Career Counseling

career concepts

Brousseau and Driver

A

linear, expert, spiral, transitory

73
Q

I/O Career Counseling

linear, expert

Brousseau and Driver

A
  • linear views his career as involving progressive upward movement
  • expert views his career as involving a lifelong committment to occupational specialty
74
Q

I/O Career Counseling

spiral, transitory

Brousseau and Driver

A
  • spiral views career has involving periodic moves across occupational specialities or disciplines
  • transitory views the ideal career as having many changes
75
Q

I/O Career Counseling

satifaction and satisfactoriness

Dawis and Lofquist

A

The theory of work adjustment describes satisfaction, tenure, and other job outcomes as the result of the correspondence between the worker and his/her work environment on two dimensions - satisfaction and satisfactoriness: A worker’s satisfaction with the job depends on the degree to which the characteristics of the job correspond to his or her needs and values, while the worker’s satisfactoriness depends on the extent to which the worker’s skills correspond to the skill demands of the job.

theory of work adjustment

76
Q

I/O Historical Background

scientific management

Taylor

A
  • scientifically analyzing jobs into their component parts and then standardizing those parts
  • scientifically selecting, training, and placing workers in jobs for which they are mentally and physically suited
  • fostering cooperation between supervisors and workers to minimize deviation from scientific methods of work;
  • having managers and workers assume responsibility for their own share of their work.
77
Q

I/O Historical Background

Hawthorne Effect

Elton Mayo

A

improvement in performance as a result of being observed/part of a study

78
Q

I/O Historical Background

Theory X vs Y

McGregor

A

X- believes that employees dislike work, must be directed and controlled
Y- views work as “natural as play” and assumes employees are capable of self control and direction

79
Q

I/O Career Counseling

coping strategies with job loss

Lazarus & Folkman

A

problem focused strategies vs symptom focused strategies

80
Q

I/O Career Counseling

Downsizing/Survivor Syndrom

A

negative effects for both those who are fired and those who are not fired, anxiety, guilt, stress-related illness, organizational committment

81
Q

I/O Motivation

Need-Hierarchy Model

Maslow

A

Maslow’s need hierarchy theory proposes that people have five basic needs that are arranged in a hierarchical order such that a need higher in the hierarchy doesn’t serve as a source of motivation until all lower needs have been fulfilled.

These needs, in order, are physiological, safety, social, esteem, and self-actualization. The research has not been very supportive of Maslow’s theory.

82
Q

I/O Motivation

ERG

Alderfer

A
  • alternative to Maslow
  • existence, relatedness and growth
  • no progression from one level to another
83
Q

I/O Motivation

Need for Achievement

McClelland

A

need for affiliation
need for power
need for achievement

Employees with high need for achievement (nACH) usually choose tasks of moderate difficulty and risk, apparently because success on these tasks depends more on effort than on uncontrollable factors.

They also prefer frequent, concrete feedback, and, although their motivation does not depend on money, they view monetary rewards as a source of feedback and recognition.

84
Q

I/O Motivation

Two-Factor Theory

Herzberg

A
  • Herzberg’s two-factor theory is a theory of both motivation and satisfaction that places satisfaction and dissatisfaction on two separate continua.
  • Motivator factors (increased autonomy, responsibility, control, etc.) contribute to satisfaction and motivation when they are present
  • hygiene factors (pay, pleasant working conditions) contribute to dissatisfaction when they are absent.
85
Q

I/O Motivation

Job Enrichment

Herzberg

A

combining several jobs into a larger job

in order to increase job motivation and satisfaction.

86
Q

I/O Motivation

job enlargement

Herzberg

A

It must not be confused with job enlargement, which involves increasing the number and variety of tasks included in a job without increasing the worker’s autonomy, responsibility

87
Q

I/O Motivation

Goal-setting theory

Latham

A

Goal-setting theory proposes that employees will be more motivated to achieve goals when they have explicitly accepted those goals and are committed to them. It also proposes that assigning specific, moderately difficult goals and providing employees with feedback about their progress toward achieving goals increases productivity.

88
Q

I/O Motivation

Equity Theory

Adams

A

Equity theory proposes that an employee’s motivation is related to the employee’s comparison of his/her input/outcome ratio to the input/outcome ratios of others performing the same or similar jobs.

89
Q

I/O Motivation

Perception of Inequity

Adams

A

leads to attempts to restore equity, with the perception of underpayment inequity (the belief that one is putting more into the job than one is getting from it) leading to more adverse outcomes than overpayment inequity does (the belief that one is putting less into the job than one is getting from it).

90
Q

I/O Motivation

Expectancy Theory

Porter & Lawler

A

expectancy, instrumentality, valence

91
Q

I/O Motivation

expectancy

Porter & Lawler

A

belief that high effort → successful task performance

Expectancy Theory

92
Q

I/O Motivation

instrumentality

Porter & Lawler

A

belief that successful performance → reward

Expectancy Theory

93
Q

I/O Motivation

valence

Porter & Lawler

A

views the rewards as desirable

Expectancy Theory

94
Q

I/O Motivation

Social Cognitive Theory

Bandura

A

emphasizes the self-regulation of behavior and proposes that self-regulation involves four processes -
* goal-setting
* self-observation
* self-evaluation
* self-reaction

95
Q

I/O Job Satisfaction

Disposition

A

job satisfaction is an enduring disposition- remains stable, 30% genetic

96
Q

I/O Job Satisfaction

age

A

u-shaped relationship, higher when younger, lower in the middle years, higher again at the end of career

97
Q

I/O Job Satisfaction

race

A

minority/ethnic groups report lower levels of job satisfaction

98
Q

I/O Job Satisfaction

gender

A
  • not definitive
  • women have lower job satisfaction when they feel exploited, are in lower-level jobs, or are being paid less
99
Q

I/O Job Satisfaction

occupational level

A

higher the job position, more satisfied you are

100
Q

I/O Job Satisfaction

life satisfaction

A
  • high correlation between life/job satisfaction
  • correlates- job security, opportunities to use skills, financial stability of org, relationship w/supervisor, compensation/pay
101
Q

I/O Job Satisfaction

Pay

A
  • pay is key determinant for both blue and white collar workers
  • secondarily important to feel like they’re being treated fairly and equitably
102
Q

I/O Job Satisfaction

relationship between job satisfaction and performance

Vroom

A

positive but weak

103
Q

I/O Job Satisfaction

relationship between turnover and satisfaction

Locke

A

strongest relationship, -.40

104
Q

I/O Job Satisfaction

organizational commitment

Meyer & Allen

A
  • affective commitment (emotional) (most consistently correlated)
  • continuance commitment (cost of leaving)
  • normative commitment (need to stay because it is the “right thing to do”
105
Q

I/O Leadership

consideration vs initiating

A
  • consideration- warmth, concern, rapport, support, person-oriented
  • initiating- defines, directs structures his role and the roles of subordinates, task oriented
106
Q

I/O Leadership

consideration vs initiating task type

A
  • initiating best for when tasks are ambiguous
  • consideration and initiation both needed for effective leadership
107
Q

I/O Leadership

gender differences in leadership

Eagly and Johnson

A
  • male and female leaders do not consistently differ in terms of consideration or initiating structure.
  • female leaders are more likely than male leaders to rely on a democratic (participative) decision-making style.
108
Q

I/O Leadership

Contingency Theory

Fiedler

A

leader’s effectiveness is related to an interaction between the leader’s style and the nature (favorableness) of the situation.

109
Q

I/O Leadership

Contingency Theory (LPC)

Fiedler

A

Low LPC leaders (leaders who describe their least preferred coworker in negative terms) are most effective in very unfavorable or very favorable situations; while high LPC leaders (leaders who describe their least preferred coworker in positive terms) are better in moderately favorable situations.

110
Q

I/O Leadership

Cognitive Resource Theory
intelligence + leadership

Fiedler

A
  • no strong relationship between leaders intellectual ability and effectiveness
  • under low levels of stress a leader’s intelligence is more predictive of performance than experience
  • under high levels of stress a leaders experience is more predictive of performance than intelligence
111
Q

I/O Leadership

Path-Goal Theory

House

A
  • an effective leader is one who can help carve a path for subordinates that allows them to fulfill personal goals through the achievement of group and organizational goals.
  • It proposes that the best leadership style (directive, supportive, participative, or achievement-oriented) depends on certain characteristics of the worker and the work.
112
Q

I/O Leadership

Situational Leadership

Hersey and Blanchard

A
  • telling
  • selling
  • participating
  • delegating

appropriate style depends on job maturity

113
Q

I/O Leadership

telling

Hersey and Blanchard

A
  • high task, low relationship
  • best for employees who are low in ability and willingness
114
Q

I/O Leadership

selling

Hersey and Blanchard

A
  • high task, high relationship
  • best for employees who are low in ability and high in willingness
115
Q

I/O Leadership

participating

Hersey and Blanchard

A
  • low task, high relationship
  • best for employees who are high in ability and low in willingness
116
Q

I/O Leadership

delegating

Hersey and Blanchard

A
  • low task, low relationship
  • best for employees who are high in ability and high in willingness
117
Q

I/O Leadership

normative decision making model

Vroom-Yetton-Jago Normative Decision-Making Model

A
  • distinguishes between 11 factors and 5 decision making styles
  • guided to correct strategy by a decision tree
118
Q

I/O Leadership

AI, AII

Vroom-Yetton-Jago Normative Decision-Making Model

A
  • AI- leader makes decisions alone
  • AII- leader seeks input from employees but makes decision himself

autocratic

119
Q

I/O Leadership

CI, CII, G

Vroom-Yetton-Jago Normative Decision-Making Model

A
  • CI- leader explains the problem to each employee one on one, decision may or may not reflect input from employees
  • CII- leader explains to them as a group, may or may not reflect their suggestions
  • G- explains the decision as a group, their input makes the final decision

Consultative, Group

120
Q

I/O Leadership

Transformational

A

Transformational leaders are characterized by their ability to recognize the need for change, create a vision for change (including using “framing” to describe the need for change in a way that is meaningful to followers), and effectively executing the change.

121
Q

I/O Leadership

Transactional

A

tend to maintain the status quo and rely on rewards and punishments to motivate behavior.

122
Q

I/O Groups

idiosyncrasy credits

Hollander

A

A person accumulates idiosyncrasy credits when he/she has a history of conforming to norms, has contributed in some special way to the group, or has served as the group leader.

123
Q

I/O Groups

conformity to group norms greater in

A
  • ambiguous situations
  • highly complex situations
  • problem with no solution
124
Q

I/O Groups

conformity increases when

A
  • consensus increases
  • even a single dissenter can lower conformity
  • highly supervised
  • group members are seen as highly credible and trustworthy
125
Q

I/O Groups

group members defining norms leads to

A
  • better understanding
  • higher ego-involvement with them
  • higher perception of norms as equitable
126
Q

I/O Groups

group size sweet spot

A

between 5-10 members, groups are most cohesive and effective

127
Q

I/O Groups

groups are more cohesive when

A

they are homogenous

128
Q

I/O Groups

high cohesiveness leads to

A
  • greater productivity
  • more frequent communication
129
Q

I/O Groups

additive task

Steiner

A

individual contributions of group members are added together to form the group product

group performance > individual when additive or compensatory used

130
Q

I/O Groups

compensatory task

Steiner

A

inputs of group members are averaged to create a single product

group performance > individual when additive or compensatory used

131
Q

I/O Groups

disjunctive task

Steiner

A

group members must select a solution or decision offered by one of the group members

132
Q

I/O Groups

conjunctive task

Steiner

A

group is limited by worst-performing member

133
Q

I/O Groups

discretionary task

Steiner

A

group members decide how to combine the contributions of individual members

134
Q

I/O Groups

heterogenous groups works best on

A

complex tasks/tasks that require creativity

135
Q

I/O Groups

Social Loafing

A

Social loafing is the tendency of an individual to exert less effort when acting as a member of a team than when working alone.

It can be alleviated by ensuring that the individual’s contribution is identified and rewarded. (additive)

136
Q

I/O Groups

social facilitation/inhibition

A
  • when the presence of others increases/decreases performance
  • facilitation more likely when task is simple, inhibition when task is complex
137
Q

I/O Groups

stages of group development

A

forming, storming, norming, performing, adjourning

138
Q

I/O Groups

forming, storming,

A
  • forming- members become acquainted and establish ground rules
  • storming- members resist the control of group leaders
139
Q

I/O Groups

norming, performing, adjourning

A
  • norming- members accept the group, establish ground rules, develop close relationships
  • performing- focused on getting the job done
  • adjourning- group disbands b/c job done
140
Q

I/O Groups

centralized vs decentralized networks

A
  • centralized- everything must pass through one person, best for simple tasks
  • decentralized- information flows between members without going through a central person, best for complex tasks
141
Q

I/O Decisions/Conflicts

rational economic

Simon

A

decision makers attempt to maximize benefits by systematically searching for the best decision or solution

142
Q

I/O Decisions/Conflicts

bounded rationality

Simon

A

rational decision-making is limited by internal and external constraints so that decision makers often satisfice rather than optimize (i.e., they consider decisions or solutions until a fairly good one is encountered and then stop searching due to limited time and resources).

143
Q

I/O Decisions/Conflicts

groupthink

Janis

A
  • Groupthink occurs when the desire of group members for unanimity and cohesiveness overrides their ability to realistically appraise or determine alternative courses of action.
  • It can be alleviated when the group leader encourages dissent, has someone play devil’s advocate, and refrains from stating his/her decision or solution too quickly.
144
Q

I/O Decisions/Conflicts

group polarization

A

Group polarization is the tendency of groups to make more extreme decisions (either more conservative or more risky) than individual members would have made alone.

145
Q

I/O Decisions/Conflicts

risky shift

A

group polarization when they go the risk direction

146
Q

I/O Decisions/Conflicts

brainstorming

A
  • no judgment
  • poor evidence for brainstorming to be effective
  • better when group members are heterogenous in skills, comfortable with each other
147
Q

I/O Decisions/Conflicts

functional vs dysfunctional conflict

A

functional improves productivity, dysfunctional interferes with communication and performance

148
Q

I/O Decisions/Conflicts

bargaining/negotiation

A
  • must be seen as a “win-win” by both parties
149
Q

I/O Decisions/Conflicts

Mediation

A
  • if bargaining deadlocks
  • mediator has no formal power, cannot impose a settlement
  • goal is to clarify and communicate
150
Q

I/O Decisions/Conflicts

arbitration

A
  • binding - two sides agree to accept settlement
  • voluntary- they agree to the process, not necessarily the outcome
  • conventional- arbitrator chooses a solution
  • final offer- arbitrator must select a final offer made by a disputant
151
Q

I/O Change & Development

force-field analysis

Lewin

A
  • unfreezing
  • changing
  • refreezing
152
Q

I/O Change & Development

QWL

Quality of Work Life

A
  • employee empowerment
  • set their own goals, make their own decisions
  • focused on lower-level employees
153
Q

I/O Change & Development

QC

quality circles

A

A quality circle consists of a small voluntary group of employees who work together on a particular job and meet regularly to discuss job-related problems and solutions.

Representatives of the quality circle then present their solutions to management.

improves employee attitude, no effect on job performance

154
Q

I/O Change & Development

SMWT

self managed work teams

A
  • trained in team think
  • making hiring, budget decisions that were previously made by managers
155
Q

I/O Change & Development

Process consultation

A

Process consultation is an organizational development intervention in which a consultant helps members of the organization perceive, understand, and identify ways of improving the processes that are undermining their interactions and the organization’s effectiveness.

focuses on behaviors instead of attitudes

156
Q

I/O Change & Development

survey feedback

data collection, feedback, action planning

A
  • collection- interviews all employees to identify issues
  • survey results discussed in small groups, led by a group member- to pinpoint specific problems
  • plan for overcoming identified issues
157
Q

I/O Change & Development

TQM

total quality management

A
  • focused on customer satisfaction, employee involvement, continuous improvement
  • often not implemented effectively, employees allowed to suggest things to management, but not to actually make decisions
158
Q

I/O Change & Development

internal change agent/external change agent

A
  • internal knows culture, norms, power structure, but is too close to view things objectively
  • external is able to see things more objectively, but is less familiar
159
Q

I/O Change & Development

rational empirical strategy

Chin & Benne

A
  • people are rational
  • they will not resist change when they realize they can benefit
160
Q

I/O Change & Development

normative-re-educative strategy

Chin & Benne

A

peer pressure and sociocultural norms are potent forces of change

161
Q

I/O Change & Development

power-coercive strategy

Chin & Benne

A

using power and legitimate authority to coerce employees to comply

162
Q

I/O Change & Development

organizational justice

A

procedural, distributive, interactional

163
Q

I/O Change & Development

procedural justice

A

fairness in execution of procedure and policy

164
Q

I/O Change & Development

distributive justice

A

fairness in outcome of procedure and policy

NOT $$

165
Q

I/O Change & Development

interactional justice

A

how people feel about the quality and content of person-to-person interactions

166
Q

I/O Change & Development

personnel assessments

A

collect individual data

167
Q

I/O Org Culture

National Culture

Hofstede

A

Power Distance, uncertainty avoidance, individualism, masculinity, long-term orientation

168
Q

I/O Org Culture

Power Distance, uncertainty avoidance, [ ], masculinity, long-term orientation

Hofstede

A

individualism

169
Q

I/O Org Culture

org culture levels

Schein

A
  • observable artifacts
  • espoused beliefs and values
  • basic underlying assumptions
170
Q

I/O Org Culture

basic underlying assumptions can become

Schein

A

cognitive defense mechanisms

171
Q

I/O Org Culture

P-O fit

A
  • Good fit only has small impact on productivity
  • achieved through a selection and socialization process
172
Q

I/O Human Factors

Yerkes Dodson

A

relationship between arousal and performance is an inverted U

173
Q

I/O Human Factors

demand-control model

Karasek

A

job demand and job control are the primary contributors to job stress. Jobs associated with the highest levels of stress are characterized by a combination of high job demand and low job control and include machine-paced jobs and service jobs.

174
Q

I/O Human Factors

work-family conflict

A
  • more stressful for women than men
  • some women find work improves both- “work-family enrichment/enhancement” “positive spillover”
175
Q

I/O Human Factors

person-machine fit

A

issues with work used to be attributed to a person not “fitting” with the machine they work on

176
Q

I/O Human Factors

ADA

A
  • pre-employment procedures must be directly related to job requirements
  • reasonable accomodations must be made
  • medical exam can be requested only if job related
  • drug testing is allowed both before and after hiring
177
Q

I/O Human Factors

compressed workweek

A
  • fewer days, more hours
  • does not have an impact on job performance/absenteeism
178
Q

I/O Human Factors

flextime

A
  • gives people a choice when to work
  • does have a positive effect on productivity, job satisfaction
179
Q

I/O Human Factors

Shifts

A
  • grave shift is worst fixed shift for errors/accidents
  • swing shift is worst shift for family roles, social activities
  • grave shift is okay if people choose it

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