I/O Flashcards
Developing criterion measures to evaluate
Want it not affected by
Most important validity is
For subjective criterion measures there are known issues
Biases: halo leniency central tendency and strictness
criterion contamination (when reater knows performance on predicter effects how rate on the criterion) – this then can inflate the predicters criterion related validity coefficient
Construct validity
Halo: judge all based in one attribute
Frame of reference
How to overcome reater biases
Personnel Psychology
Personnel specification
Evaluation selection of employees
Who can best do a job given the job description given the job analysis
Best way to test criterion and predictor
Critical incidents
Specific behaviors to rate employees on that reflect job performance
Personnel comparison systems
Rank ordered
Paired comparison system
Forced distribution
Advantages
Best to worst
Each compares to every other worker in pairs (somewhat impractical)
Ech worker in a limited number of categories based on normal distribution (10, 20, 40, 20, 10)
Reduce central tendency biases, strict, leniency
Name one Absolute rating measures
And one subjective measure
Critical incident technique
Subjective measure: behaviorally anchored rating scale or BARS
BARS behaviorally anchored rating scale
How does it compare to Lickart scale?
Disadvantage?
Develop several independent measures of job behavior ( knowledge, relationships with coworkers)
ID anchors or critical incedents
Rank behaviors from most to least important
Not choosing a number but rather a specific behavior - less subject to raters biases - disadvantage is takes time to develop and is very specific only to job developed for
Incremental validity or functional utility
Important coefficient is —?
Selection ratio
Base rate
Selection of workers
Increase in decision making ability by using predicter (if previous success rate is 50% and new predicter goes up to 70%, count as .20)
Validity coefficient
Selection ratio - openings to applicants - want LOW (many applicants per opening)
Base rate - % performing well without predicter (best incremental when close to 50% otherwise already selecting very well or very poorly)
Predictors
Validity for predicting success
Bio data - among best predictors However, depends on what?
Depends on the items included on application so need to use an empirical approach or other approach to select bio data of interest
Trainability test
Situational tests
Work sample when applicant does not have experience per se bit want to see if would benefit from tarainimg - great validity for some jobs if sample can be well defined
Situational = role play
In basket test
Realistic job preview
Documents similar to real - rates on productivity and skill
To prevent unrealistic views of the job to guard against turnover
Assessment centers are different how?
Incorporate many different predictors including everything talked about previously
Research shows very good predictor BUT some question criterion contamination
Also expensive to run
Job nterviews
Most used but generally poor predicter of success
- superficial
- impressions occur very early and are hard to change
- contrast effect
Training helps as do panel interviews esp when Rach individually evaluate and discuss after
Also structured interview better esp when based on job analysis
Wonderlich and Otis
Employment intelligence tests
Cognitive tests are the most valid across job settings
Validity increases as complexity of job increases
Mmpi -2 TAT 16PF epps coo
Contextual performance
Personality tests OK when measure specific traits that have been linked to job demands
Consciousness is highly important
Effort, enthusiasm
Strong Campbell inventory
Cooter survey
Idea is that if interests match those of successful job holders than good fit
NOT TRUE - lowest validity coefficient
Does predict job choice and satisfaction and persistent
Multiple regression
Multiple cutoff method
Multiple hurdles
Scores weighted and added to create a criterion score
Non compensatory
One at a time hurdles
Uniform guidelines and adverse impact
Bfoq
Employment no discriminatory for all process for selecting promoting or placing
Use of a selection technique and subgroup
80% or 4/5 role - can still use IF can show there is good reason - bonified occupational qualification
Differential validity
Criterion is valid for one group but not valid or less valid for other group
Validity coefficient differs
This is quite rare and affects the majority about as often as the minority
Unfairness
Members of one group consistently score less well but job reforms de is equal
Different cutoff scores can fix
Needs analysis or assessment Designing program -identical elements Evaluating -formitive (internal opinion real time) -summative (after for effectiveness) -cost effectiveness
Training programs development
Needs - organizational analysis -do we need raining? Operations analysis what needs to be done to perform the job
Person analysis - what knowledge skills need to acquire
Holland and Super
Creed coubseling
Holland - personality (realistic, investigative, artistic, social, enterprising, conventional)
RIASEC
Super - stages in vocational development
Self concept; stages( growth, exploration, establishment, maintainable, disengagement)
Life cycle rainbow
Scientific mqnagement Frederick Taylor
turn of the century
Workers value money most
Best to use a piecemeal system
Human relations model
20s and 30s
Informal work group norms override organizational goals in productivity
Need for supervisors and relationships
Hawthorne
Research on human relations model
Environmental changes - any change increases productivity due to attention and novelty
Social reinforcers and work environment not just pay important
McGregor 1960s
Theory x and theory Y
Managers
X similar to scientific management (workers hate work and will avoid it, control and coerce)
Y human relations (conditions that encourage self direction and personal goals, workers do seek responsibility, ego needs are mat important) - higher productivity
Self fulfilling prophesy
Ochoa and Jagger
Theory a and theory j and theory z
American versus Japanese and then best of both
Z: (a) individual responsibility
(J) consensual decision making, slow promotion, and holistic knowledge of the company
(Middle ground) long term w/company and moderately specialized path
Total quality management TQM
Changes is culture and job character - Japanese
Advocating teamwork and reduced ratio of managers to non managers
Cooperation
Cross train workers, work on whole product for big picture
Feeders contingency lpc
Situational theory
Structure and routine = directive leadership
Less structure with flex - flexible leadership
Best depend on the situational
lPC relationship important when task permits leader input
Situational-Maturity of workers
Transformational leaders
Transactional leaders
Change and motivation - higher ideals
Maintaining stability with reward and punishment
Autocratic
Democratic
Liaise fair
As expected
Democratic subordinate we most motivated and creative and work more when leader is absent
Autocratic aubordinares have higher productivity when routine and leader is present
Organizational development OD
Whole organization Systems approach Humanistic philosophy Supper of management Relationships Change catalyst Long term process
Quality of work life (qwl)
Quality circles (form of qwl)
Process consultation
Humanize the job
Worker satisfaction and motivation esp lower level
Qc small group discussions
Observe and change dynamics - observer shares observations to improve worker behaviors like communication conflict and roles
Job motivation
Maslow
Hirsbergs 2 factor theory - job enrichment
5 basic needs
After a need is satisfied, no longer motivates behavior - no research support in this context
Motivators and hygiene factors - research supports
Recognition (self esteem and self realization)
Vrs extrinsic (salary and coworkers)
Poor hygiene = job dissatisfaction but presence does not lead to satisfaction
Vice versa
Job enlargement
Loches goal setting theory - management by objectives MBO
Meaningfulness depends on number of tasks
But does not have a meaningful effect on job satisfaction and motivation
If sets and accepts goal = motivator
Specificity, moderately challenging, accept, feedback
Good research but works best with low education and low need for achievement
Job satisfaction Age Occupational level Skill use Pay (fairness) equity
Age - satisfaction increases
Level - s goes up
Skill use s up
Pay and s is complex other factors blur and sence of fairness - related to performance and what we think others are making
Correlates of job satisfaction
Moderate and negatively with absenteeism and turn over
Positive but weak correlation with performance
Physical and mental health
Engineering psych and work schedules
Compressed work week
Shift work
Flextime
Compressed 40 hrs in 4 days, etc
- low absentism up satisfaction but productivity the same or lower if fatigue
Shifts - night is less productive and up accidents - but rotating is the worst
