I/O Flashcards
Job analysis vs job eVALUation
Analysis –> describes job REQUIREMENTS
* job-oriented methods = info re: tasks
*worker-oriented methods = info re: worker (“KSAOs”)
Evaluation –> establishes COMPARABLE WORTH thru compensable factors (skills, education, degree of responsibility, consequences of errors)
KSAOs
Knowledge
Skills
Abilities
Other characteristics
Types of criterion mesures
Objective: quantitative; often inadequate, may be biased due to situational factors; often unavailable to managerial/admin/prof jobs
Subjective: most frequently used; reflect judge of rater
Subjective raters
self: most lenient, less halo effect
supervisor: most reliable
peer: predicts training success and promotions
subordinate, peer and supervisor: agree more with each other than with self
characteristics of criterion measures
ultimate - vs- actual criterion
relevance –> construct validity
deficiency –> degree actual criterion DOES NOT measure all aspects
contamination
subjective criterion measures can be ____ or ___
relative or absolute
relative vs absolute criterion measures
relative--> compares 2 or more employees helps reduce rater biases forces rater to rate high or low prohibited for most federal jobs ** raters/ratees dislike them low employee feedback on performance
absolute–> only rates one employee’s performance
Types of relative subjective criterion measures
Paired comparison
forced distribution ("grading on the curve")Types of absolute subjective criterion measures
critical incident technique
forced choice
graphic rating scale
BARS
predictor vs criterion
predictor = selection criterion = ON the job
reliability vs validity
reliability = unaffected by measurement error validity = measures what its designed to assess
what type of validity is most important in IO?
criterion-related validity
steps of criterion-related validity
1) job analysis
2) select/develop predictor
3) administer predictor (to applicants) and criterion (to current employees)
4) correlate predictor and criterion scores (criterion-related validity coefficient)
5) check for adverse impact ***
6) evaluate incremental validity
7) cross-validate (redo steps 3-6 w/new sample)
80% Rule
majority group hire rate X .80 = minimum hire rate of minority
what is shrinkage?
when cross-validation coefficient is smaller because chance factors from 1st sample are not present
Causes of adverse impact
differential validity (valid for one group, not other) unfairness (diff groups get diff scores on predictor, but similar scores on criterion)
selection ratio
job openings: applicants
LOW ratio preferred (one job, many applicants)
Can RAISE predictor cutoff to reduce hiring a false +
(raise predictor, lower criterion)
Base rate
% of employees performing satisfactory without using proposed predictor (from 0 - 1.0)
best base rate for incremental validity?
Moderate: (close to .5)
Taylor-Russell tables
Best:
- -low validity coefficient (.30)
- -low selection ration (1:100)
- -Moderate base rate (.45)
multiple predictors (3)
Multiple regression–>”compensatory” - exceptional performance in one area can compensate for poor areas
multiple cutoff–> need minimum score on each predictor
multiple hurdles–>need min score in order to advance to next predictor (saves time and $)
Common predictors of job performance (8)
1) general ability (cognitive) tests
2) job knowledge tests
3) personality tests
4) interest tests
5) biota
6) interviews
7) work (job) samples
8) assessment centers
“big 5” personality
Conscientiousness ** (best predictor) neuroticism extraversion openness agreeableness
common predictors with highest validity coefficients are ____ and ____.
general ability tests (highest)
job knowledge tests (job-specific)
predictor that is susceptible to faking and more predictive of job choice, not job success is ______.
interest tests
bio data lacks _____ validity
face (don’t want to answer - perceived as private info)
_____ are low in reliability but very common
interviews
______ interviews are more valid than _____ interviews
behavior description (past experience) more valid than situational (hypothetical)
Realistic Job Preview (RJP)
description of job, video, discussion, etc.
trainability tests are used when _____
no prior experience, provides period of learning and evaluation
assessment centers are used for ____ or ____
determining promotion from lower to higher positions
identifying manager’s needs for training
parts of a needs assessment (4)
1) organization analysis
2) task (job) analysis
3) person analysis
4) demographic analysis
elements of effective training (6)
1) provides feedback
2) over learning
3) frequent opportunities for ACTIVE practice
4) frequent opportunities for DISTRIBUTIVE practice
5) choose appropriate learning focus (whole or part learning)
6) promotes transfer of training
whole learning vs part learning
whole –> low complexity; high organization
part –> high complexity; low organization
transfer of training (4)
“identical elements”
general rules AND specific skills
variety of examples
skills are reinforced on the job
on-the-job vs off-the-job training
ON:
- -job rotation - perform several jobs over time (train managers)
- -cross training - teaching tasks performed in similar jobs (train workers)
OFF:
- -vestibule training - replication or simulation of work environment
- -behavior modeling - based on Bandura social learning
- modeling by trainer
- guided skill mastery (role-play)
- slef-directed application of new skill on job
4 levels of evaluation criteria for training programs
reaction criteria
learning criteria
behavioral criteria
results criteria
utility analysis
U=T x N x d x SD - N x C T=# years N = # people d = effect size C= per person cost of training
formative vs summative evaluation
formative–> performed WHILE being developed
results used to modify training BEFORE implemented
summative–>AFTER program is implemented
assesses outcomes
how much trainees learned; cost effectiveness
theories of career development and choice (7)
Super life space/life span theory
Holland RIASEC
Roe (basic needs and personality)
Tiedeman & O’Hara career decision-making model
Krumboltz social learning theory
Brousseau & Driver decision dynamics career model
Davis & Lofquist theory of work adjustment (TWA)
Super’s life space/lifespan theory
- self-concept–> changes, more stable as older
- life span–>5 stages
- career maturity–> ability to cope with developmental tasks of life stage (Career Developmental Inventory)
- life space–>social roles at different points in life (Life Career Rainbow)
Super’s life span stages
Growth (0 - 14 yo) Exploration (14-25 yo) Establishment (25-45) Maintenance (45-65) Disengagement (65+)
Holland RIASEC
matches personality to characteristics of job environment Realistic Investigative Artistic Social Enterprising Conventional
Roe’s theory of career development/choice
choice linked to basic needs + personality (genetic factors + early childhood experiences)
3 types of parent-child relationships impacting career choice (Roe)
emotional concentration–>overprotective/overdemanding
avoidance–> neglect/rejection
acceptance–> loving, casual
(type determines orientation toward people or not toward people)
Roe’s 8 Fields of work
service business contract organization technology outdoor science general cultural arts/entertainment
Tiedman & O’Hara career decision making model
ongoing; tied to ego identity development (Erickson); differentiation and integration
2 phases of Tiedman & O’Hara’s model
1) Anticipation
- -exploration
- -crystalization
- -choice
- -specification
2) Implementation & Adjustment
- -induction
- -reformation
- -integration
Krumboltz Social Learning Theory
(based on reinforcement theory by Bandura)
- -genetic endowment/special abilities
- -environment conditions/events
- -learning experiences (instrumental and associative learning)
- -task approach skills
- **Focus on continual learning and self development
Career Belief Inventory
identifies irrational, illogical beliefs that affect career decisions
Brousseau & Driver decision dynamics career model
“career concept”
- linear
- expert
- spiral
- transitory
Davis & Lofquist Theory of Work Adjustment (TWA)
satisfaction –> characteristics of job = needs and values
satisfactoriness –> skills = skill demands of job
Work Values Assessment
Work Values Assessment
identifies jobs that fit needs and values (6 values):
- -achievement
- -independence
- -recognition
- -relationships
- -support
- -working conditions
2 coping strategies of unemployment
problem-focused strategies–> job search, additional training, moving
symptom-focused strategies–> regulating emotional response
Scientific management
$$$ is motivator
Theory X managers: employees dislike work, must be redirected and controlled
Theory Y managers: work is “as natural as play”; capable of self-control and self-direction
**Workers’ motivation directly related to manager’s beliefs
performance is a function of: ____ + ____ + ______
ability, motivation, environment
Maslow’s hierarchy of needs
self-actualization esteem social (belonging/love) safety physiiological
ERG theory (alternative to Maslow)
Existence
Relatedness
Growth
Need Theory of motivation in organizations
based on TAT
*need for achievement (nAch)
—high nAch = choose moderately difficult/risky tasks
assume personal responsibility (NOT good managers)
high entrepreneurial success
*need for power (nPOW)
–personal power benefits self
–socialized power benefits others (effective leaders are high in socialized power)
*need for affiliation (nAff)
–work best in teams
Two-Factor Theory
lower level needs (hygiene)
- -job contEXT factors
- -eg: pay, benefits, supervision, job security, work conditions
higher level needs (motivator)
- -job conTENT factors
e. g.: opps for responsibility, advancement, recognition, achievement
job enrichment -vs- job enlargement
job enrichment --"vertical" load --grater responsibility, freedom, control job enlargement --"horizontal" load --greater # of tasks --reduces boredom --does NOT impact satisfaction/motivation
Goal-Setting theory
more apt to achieve goals that are consciously accepted/committed to
–participation in goal setting not necessary UNLESS not likely to accept assigned goals
specific and moderately difficult goals
50% chance = higher productivity than easy, general or ambiguous goals
feedback is critical
independent vs group work
independent = indep goals better
group = group goals better
group + ind = no more effective
Equity Theory
social comparison
own input/output ratio to others’ ratios
Expectancy Theory (VIE)
Valence—> rewards are desirable
Instrumentality—> successful performance = rewards
Expectancy—> high effort = successful task performance
E—->I—->V
expect effort leads to task performance –>rewards—> rewards are desirable
Social-Cognitive Theory (Bandura)
goal-setting
self-observation
self-evaluation
self-reaction
job satisfaction depends on ____ and _____
worker characteristics
job factors
job factors
job security opportunities to sue skills/abilities organization's financial stability relationship with immediate supervisor compensation/salary (equitable pay)
worker characteristics
disposition: enduring trait
age: U-shaped relationship
race/ethnicity: lower satisfaction compared to Whites
gender: women less satisfaction (exploited, lower level jobs, paid less than men)
occupation level
life satisfaction
effects of job satisfaction
performance – .30 correlation
turnover, absenteeism, tardiness – turnover .40
physical/mental health
organizational commitment
affective – correlated to turnover, absenteeism, org. behavior, job performance, personal stress
continuance – social and $$ costs of leaving
normative – sense of obligation
leadership characteristics
behavior
–high in consideration = person-oriented
–high initiating structure = task-oriented
gender
–females more likely to be democratic/participative decision-making style
personality traits
–drive, honesty/integrity, leadership motivation, self-confidence, high cog ability, knowledge of business, flexibility, creativity
–EXTRAVERSION: strongest of Big 5 for effective leadership
intelligence
–.27 correlation
–only somewhat more intelligent than subordinates
–too large of discrepancy creates problems in commitment and trust
Fiedler’s contingency model of leadership
HIGH LPC
–relationship-oriented
–concerned with maintaining relationships
**Best perform very unfavorable and very favorable situations
LOW LPC
–task-oriented
–goal achievement
**Best in moderately favorable situations
situational favorableness depends on:
- -relationships with subordinates
- -nature of task
- -leader’s position power
Cognitive Resource Theory
(extension of Fiedler)
high stress = experience more predictive of performance
low stress = IQ more predictive
Path-Goal Theory
a) clarify goals and paths leading to achievement
b) provide rewards to subordinate: support/attend to their needs
leadership styles according to Path-Goal theory
directive
supportive
participative
achievement-oriented
Situational Leadership styles
TELLING–> high task, low relationship
–employee: low ability, low willingness
SELLING–> high task, high relationship
–employee: low ability, high willingness
PARTICIPATING–> low task, high relationship
–employee: high ability, low willingness
DELEGATING–> low task, low relationship
–employee: high ability, high willingness
Normative Decision-Making Model
degree of employee participation in decision-making
- AI (autocratic): no participation; leader decides alone
- AII (autocratic): leader seeks input, but makes final decision alone
- CI (consultative): explains problem 1:1, then decides
- CII (consultative): explains problem as a group, then decides
- G (group): explains to group, then group decides
optimal grow size for cohesiveness
5-10 members
also homogeneity, group goals
types of group tasks
additive–> individual contributions added up
compensatory–>contributions are averaged together
disjunctive–>select solution of one member
conjunctive–> limited by worst-performing member
discretionary–> group decides
group performance
homogeneous vs heterogenous
homogeneous: more cohesive, higher performance on simple tasks, cooperation tasks, quick action
heterogenous: complex tasks, creativity, complimentary skills
stages of group development
forming–> get acquainted, “ground rules”
storming–> conflict, resist group leader
norming–> accept group, develop close relationships, begin work to achieve group goals
performing–> focus on “getting job done”
adjourning–> disbands
centralized vs decentralized communication networks
centralized
–efficient for simple tasks
decentralized
–better for complex tasks
individual decision making
rational-economic --> consider all possible alternatives bounded rationality (admin)--> restraints force "less than rational" decisions (aka "satisficing")
Lewin’s Force Field Analysis
driving forces –> promote change
restraining forces–> resist change
Nadler’s systems model
informal organization elements
formal organization elements
characteristics of tasks
***changes in one will cause changes in the others
Orgnaization Development Interventions
1) QWL - quality of work life
2) QCs - quality circles (makes suggestions)
3) SMWTs - self-managed work teams (actually make hiring, budget decisions usually made by managers)
4) process consultation (focus on behaviors, not attitudes)
5) survey feedback (data collection, data feedback, action planning)
6) TQM - total quality management (focus on customer satisfaction)
resistance to change strategies
rational-empirical
normative-reeducative
power-coercive
demand-control (job strain) model
demand = job demands/requirements
control=job control, autonomy, discretionary skill use, “decision latitude”
**HIGH job demand + LOW job control = highest stress
early sign of job burnout
sudden increase in work effort without increase in productivity
