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eppp > I/O > Flashcards

I/O Flashcards

1
Q

Discrimination can impact

A

hiring, evaluation, promotion

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2
Q

Griggs vs duke power company

A

unfair to use broad general testing for hiring, tests should measure necessary skills for the job

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3
Q

adverse impact

A

% of minorities selected = 80% of non-minorities selected

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4
Q

Unfairness

A

score diff on predictor, same on criterion. 2 parallel regression lines

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5
Q

Differential validity

A

sig. diff validity coefficients for diff groups on same test. Tests more predictive of criterion success for some groups than others. Research says it’s actually rare, mostly due to low sample size

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6
Q

Job analysis

A

describes nature of component tasks performed by workers in particular job. (e.g., wages, tools, education required, operations, safety hazards).. Provides data for determining wages, validating selection procedures
Data from interview, critical incidents,

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7
Q

job description

A

info re job tasks

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8
Q

job specification

A

info re job requirements

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9
Q

job evaluation

A

financial worth of job to org

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10
Q

Equal Employment Opportunity Commission

A

Uniform Guidelines of employment selection (using tests that adversely impact hiring/eval is discrimination, but can use if validated, has utility, and no alternatives available).
all employment procedures should be based on “job-related” criteria (informed by job analysis)

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11
Q

Biodata

A

3 kinds: standard application blank, weighted application blank (assigns weights), bio inventory (good predictors of job success)

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12
Q

interviews

A

worst criterion valudity, better when trained, multiple interviews.
Unstructured = high disagreement among interviewers
Difficulties with predictive validity

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13
Q

interviewer biases

A

first impression
negative information
contrast effect
interviewer prejudices
halo effect

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14
Q

personality tests

A

poor predictors of job performance

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15
Q

cog and aptitude tests

A

e.g., wonderlic personnel, typing tests
good predictors of job performance, might result in discrimination

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16
Q

interest tests

A

poor predictors of job performance, but can predict job satisfaction

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17
Q

test batteries

A

good predictor of job performance, almost always for upper management

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18
Q

work sample

A

content and criterion validity, more valid for minorities

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19
Q

assessment centre/situational testing

A

selection method where promotion candidates are placed in simulated work environments to observe/evaluate their responses to stress
can include work samples
6-12 people, interviews, exercises
v good criterion validity

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20
Q

in-basket technique

A

present with problem likely to happen when return from vacation, process info and make/justify decision

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21
Q

leaderless group discussion

A

discuss business problem, interactions observed for leadership quality and communication style

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22
Q

Multiple regression approach

A

compensatory approach

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23
Q

multiple cutoff

A

noncompensatory

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24
Q

multiple hurdle

A

noncompensatory. predictors applied in specific order, have to pass one to get to other one

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25
Q

Performance

A

ability, motivation, opportunity

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26
Q

ability

A

innate capacity and individual attribute. no gender diff, but women have lower expectations of ability

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27
Q

motivation

A

measured by work effort

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28
Q

opportunity

A

organizational support and other envionmental factors

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29
Q

Performance evaluation

A

objective - observable/quantifiable
subjective- ratings by others/self (straight rankings)

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30
Q

Comparative evaluation methods

A

straight ranking
forced distribution
paired comparison (everyone compared to each other in pairs)

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31
Q

Individual evaluation methods

A

graphic rating scales
behaviorally anchored rating scales (BARS) - based on critical incidents. problem: expensive and slow to develop, more hypothetical than everyday
Behavior observation scale (BOS) - extent to which they engage in every behavior
Forced choice - controls for halo, leniency/strictness effects
Behavior checklist - all adjectives apply

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32
Q

Management By Objectives (MBO)

A

mutual agreement on goals within certain time.
2 stages: goal setting, performance review
effective in increasing productivity and motivation

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33
Q

rater errors in evaluation

A

more serious than instrument errors
task-based rater biases (strictness set, leniency set, central tendency set)
ratee-based biases (halo error, personal biases)

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34
Q

recency bias

A

most influenced by recent behaviors

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35
Q

attribution error

A

poor performance attributed internally for workers I don’t like, externally for workers I do like

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36
Q

supervisors tend to rate employees higher when they

A

participated in the hiring decision

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37
Q

instrument errors

A

deficiency errors - excluding important aspects of jobs from evaluations
contamination errors - rating employee on non-important part of job

38
Q

Improve ratings by

A

training raters with instrument, use multiple raters, do ongoing ratings throughout the year instead of annually, base performance on clear standards through job analysis

39
Q

Frame of Reference training

A

train raters on clear criteria for good performance, common understanding of acceptable vs unacceptable performance

40
Q

Non-participative training

A

passive.
programmed instruction, computer assisted instruction, simulation/vestibule training, job rotation,

41
Q

transfer of training

A

overlearning (useful for infrequent/under stress tasks), identical elements between training vs work situation

42
Q

Holland’s personality job-fit theory

A

better the fit, better satisfaction/success. Know self and work
RIASEC (realistic, investigative, artistic, social, enterprising, conventional)
everyone can get upto 3, 1st one is dominant personality type
Congruence, Consistency (prop. to stability in workplace), Differentiation (distinct/defined by one), environmental identity, vocational identity

43
Q

Super’s life/career rainbow

A

Growth
Exploration (14-25)
Establishment (26-44)
maintenance (45-66)
Disengagement

career maturity
patterns determined by SES, opportunities, abilities
Explore self-concepts through vocation
career = combo of 8 life roles: son/daughter, learner, worker, spouse, friend, homemaker, parent, leisurite, citizen

44
Q

Krumboltz learning theory

A

career choice based on genetics, social learning, environment, learning. Ppl choose careers based on learning through modeling and reinforcement

45
Q

Tiedeman and Ohara career development theory

A

Differentiation, integration, self-awareness.
Decisions drive career choice
Anticipation, then Implementation/Adjustment

46
Q

Schein’s career anchor theory

A

self-concept is anchor for future job decisions. 8 factors: autonomy/independence, security/stability, technical/functional competence, general managerial competence, entrepreneurial creativity, service to a cause, pure challenge, lifestyle.

47
Q

scientific management leadership

A

workers are machines, increase productivity

48
Q

Human relations leadership

A

Hawthorne studies on workers - psych factors more important than physical factors for productivity
Hawthorne effect - being watched increases productivity

49
Q

Theory X, Y, Z

A

X - workers are lazy, need to be coerced
Y - workers find satisfaction in work, punishment unnecessary
Z - do what the Japanese do, lifelong employment, slow promotion and non-specialization, high levels of group decision making

50
Q

Trait theories of leadership

A

universal traits for leadership - inconsistently supported by research.
Drive, leader motivation, honesty, confidence, emotional stability, high cog, knowledge of company and industry
authoritarian, democratic (best) and laissez-faire (worst) leaders

51
Q

Fiedler contingency theory (LPC theory)

A

Least Preferred Colleague (LPC) - if rated high, leader is relationship-oriented. poor rating, task-oriented.

Situational control - how likely is task to be accomplished

High LPC leader - good in moderately good times
Low LPC leader - good in extremely good or bad times

52
Q

Cognitive resource theory

A

whether directive vs non-directive leadership style would be effective depending on cog resources (ability of employees, stress levels, support for leader)

53
Q

Vroom and Yetton’s Normative model

A

Decision-making for leaders - five styles of leadership, effectiveness of each depends on importance of decision, acceptability, and time required to make decision.

54
Q

House’s path-goal theory

A

leader increase payoffs for employees, make paths to payoff clear/reduce barriers
4 types of leadership: directive, supportive, achievement-oriented, participative

55
Q

Hershey and Blanchard’s situational leadership

A

readiness to perform. 4 types of leadership: telling, selling, participating, and delegating

56
Q

Bass

A

Transactional vs transformative leadership

57
Q

5 types of power for willingness to comply with employer requests

A

position (reward, coercive, legitimate), personal (referent, expert)

58
Q

Decision making

A

Rational-economic/classical vs. administrative/satisficing (Herbert Simon, use for ambiguous problems)

59
Q

Theories of motivation

A

Maslow (low research support)
Herzberg’s two-factor/Motivator-Hygiene theory (upper needs/satisfiers, lower needs/dissatisfiers/hygiene factors)

60
Q

Job enrichment vs. enlargement

A

Enrich by building more satisfiers in (responsibility over planning), enlarge by adding variety of tasks w/o responsibility or autonomy

61
Q

Alderfer’s ERG theory

A

needs for existence, relations, and growth. when frustrated, move toward previously met need. more research support than maslow’s

62
Q

Mclelland’s acquired needs theory

A

Thematic Apperception Test
nACH - achievement
nAFF - affiliation
nPOWER

Needs acquired over time

63
Q

General Expectancy Theory (Vroom’s VIE)

A

valence - value of reward
instrumentality - anticipation of reward
expectancy - expectation of success

64
Q

Adam’s equity theory

A

social comparison theory, inequity is motivating, we adjut our beh based on things appearing fair

65
Q

Locke’s goal-setting

A

Goals should be: specific, intermediate-high difficulty, get feedback, self-efficacy will increase performance, employees must accept goals

66
Q

Reinforcement model

A

performance-contingent awards correlated with performance and satisfaction. Non-performance-contingent ones not linked.

67
Q

Job satisfaction

A

feelings/attitudes we hold about job, pos and neg. 30-40% of it due to genetic factors

68
Q

Pay and satisfaction

A

Maslow - pay meets safety needs, maybe also esteem needs
McClelland - diff functions for diff people, feedback for ppl with high nAch, source of control for high nPower, source of affiliation for high nAff.
Herzberg - good salary meets lower needs, merit pay meet upper needs and increase satisfaction
pos correlation, esp. fairness of pay

69
Q

age and satisfaction

A

goes up with age

70
Q

productivity and satisfaction

A

weak pos correlation

71
Q

absenteeism

A

women have higher levels of absenteeism
less in small companies
older have more unavoidable absences, fewer avoidable absences

72
Q

human factors approach

A

time and motion studies, operator-machine system

73
Q

psychological approach

A

satisfaction and self-actualization - job enlargement/horizontal loading (increase satisfaction, not performance), job enrichment/vertical loading (increase both, decrease absenteeism/turnover)

74
Q

Organizational structures

A

Traditional, project (grouped by specific products), team (grouped by reporting structure), multidimensional

75
Q

Participative organizational style

A

people want to participate, workers are valuable resources because they have knowledge, people can develop knowledge and skills for decision-making

76
Q

Quality of Work Life program

A

participative programs for improving QoWL. Teams meet weekly, improves satisfaction but not performance

77
Q

Quality Control Circles

A

ways to improve product and production. may increase satisfaction but goal is production.

Workers must be given greater responsibility for work. Only affects organizational unit.

78
Q

Organizational Development

A

focuses on total system changes and how to make it happen

79
Q

Organization culture

A

beliefs, values, customs, behaviors of organization

80
Q

Communication networks

A

Centralized (faster, good for simple proglems, one person in middle gets everything vs. de-centralized (greater satisfaction, slower)

81
Q

Informal groups

A

sets norms/attitudes, social loafing/Ringelmann effect
forming, storming, norming, performing, adjourning

82
Q

group tasks

A

additive, disjunctive (one good person’s perf effects outcome), conjunctive (one bad person’s perf limits outcome)

83
Q

group effectiveness

A

group better at decision making than individual when problem has parts susceptible to division of labor, common goals more important than individual goals. 5-7 members ideal, even numbers for deliberation (eg.., juries)

84
Q

Risky shift

A

groups make riskier decisions than individuals

85
Q

response polarization

A

people in groups get more extreme in their views

86
Q

groupthink

A

highly cohesive groups, lose critical evaluative functions

87
Q

Temperature and humidity

A

when increase, production decrease

88
Q

schedules

A

longer workday/workweek - lower productivity, even for the highly motivated

89
Q

Compressed work weeks, flextime

A

mixed results

90
Q

rest breaks

A

max effect at 4th hour and 8th hour of work, increase morale and productivity

91
Q

shift work

A

decreased output and increased error at night

92
Q

safety education

A

require practice, feedback, and reinforcement. safety incentive programs reduce occupational acccidents

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