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EPPP > I/O > Flashcards

I/O Flashcards

1
Q

Position Analysis Questioner PAQ

A

Worker Job Analysis Compare worker activities for jobs

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2
Q

Justice DIP

A

Distributive-fairly distributed Interactional - things are communicated Procedural-how fair procedures are being used

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3
Q

Total Quality Management TQM

A

Employee involvement/improvement Survey, data, satisfaction

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4
Q

Aptitude test

A

OK predictor of job performance

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5
Q

Biodata/Biographical

A

Low predictor of job performance low validity turn of applicant

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6
Q

General Mental ability test example positive negative

A

(wonderlick) example risk adverse effect increase most valid job performance scrunity used increase predict job success

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7
Q

Work Samples

A

decrease discrimination good criterion, relliability, validity

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8
Q

Interest test

A

low job prediction/performance of success high prediction job satisfaction/choice

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9
Q

Absolute measures

A

Subjective Measures -​Critical Incidents -Forced Choice -Graphic Rating Scale -BARS

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10
Q

Relative measures

A

Subjective measures -Paired comparison -Forced distribution

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11
Q

Subjective Measures:

A

Rely on judgement of the rater. More useful for eval. complex contributors to job perf. such as motivation, leadership skills & decision making ability. List absolute and relative

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12
Q

Leniency/Strictness/Central Tendency/Biases aka distribution errors

A

Everyone gets high/low/average ratings

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13
Q

Halo Bias (error)

A

positive or negative one thing controls all

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14
Q

Control for Halo Bias

A

-Train raters -Forced Choice -BARS

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15
Q

Contrast bias (Error)

A

Think Compare and Constrast -your rating is affected by the person rating before you ex. he was great so mine will be great

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16
Q

Similarity Bias

A

rate employees higher, the more similar to us ex I love how we are always on the same page

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17
Q

Control for rater bias

A

No comparison of employees -critical inicident technique -BARS (based on critical incidents) type of graphic rating scale -Graphic rating scale -Train raters aka Frame of reference training (everyone is on the same page Compare employees -Forced distribution (preferred for leniency&halo) -Paried comparison technique

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18
Q

Adverse impact aka Disparate Impact

A

4/5s rule 80%

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19
Q

Causes for Adverse impact

A

-differentintial validity-differential validity coeffiecients for different groups (very rare) -test unfairness-similiar validity coefficients between minority and majority groups (parallel regression line occurs)

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20
Q

Interest test examples good/bad

A

examples kuder occupational, holland bad-bad predictor of job success, not good predictor of job performance good-good predictor of job choice/satisfaction

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21
Q

Aptitude test good/bad

A

decent predictor of job performance

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22
Q

Biodata good/bad

A

bad-not good predictor job choice, lacks face validity, applicants are not interested good-good predictor of job success, second best predictor of job performance (after general mental abilities test)

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23
Q

General Mental Abilities Test (cognitive abilities) wonderlic personnel test

A

bad-risk for adverse impact good-Most valid predictor of job performance, most *frequently used, good- predictor of job satisfaction

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24
Q

Letters of recommendations

A

bad can be misleading poor validity

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25
Q

Structured interviews

A
  • bad- first impression-swayed by the initial impression
  • bad-negative information bad-contrast effect (previous candidate shadows next person interview)
  • bad-person prejudices
  • bad-halo effect
  • good-better criterion-related validity if structured vs unstructed interview
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26
Q

Personality Test

Good and Bad

A
  • bad-poor predictor of job performance
  • good-useful as screening tools for stressful jobs
  • BIG 5 OCEAN Conscience has been the best predictor of job performance
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27
Q

Employee Selection Procedures

A

Think MMM Multiple regression-only 1 compensatory low on 1 can compensate for another ex EPPP Multiple Cutoff-non compensatory must meet the minimum or past cutoff will be considered- everyone gets all parts of test ex minimum sat math and reading 600 for ivy college Multiple hurdle-non compensatory make it past first predictor in order to continue to the next hurdle (preferred over multi cutoff) because you do not have to spend money administering it all to everyone

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28
Q

Hollands Personality Job Fit

A
  • RIASEC differentiation=increase on one type and low on all others congruence= how much of a match exists between personality and work environment
  • Realistic-doers-outdoors, vet tech, construction worker
  • Investigative-thinkers-math, science, independent, doctor, historian
  • Artistic-creators-unstructured, imagination, photographer, musician
  • Social-helpers-teach, train, concerned w/welfare of others, therapist, nurse
  • Enterprising-persuaders-lead, manage, outgoing, energetic, lawyer, executive
  • Conventional-organizers-working at desk, careful, carry out in detail, librarian,
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29
Q

Super Career and Life Space

A

Think Super Self-Concept and Life Career Rainbow

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30
Q

Career Maturity

A

Super aka adaptability-person achieves career tasks each stage of lifespan

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31
Q

Super Self Concept

A

how you see yourself in a situation job satisfaction/success when self concept and job align

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32
Q

Life career rainbow

A

super 8 life roles child, student, parent, citizen 5 major life stages growth 0-15 exploration 15-24 establishment 25-44 maintenance 45-64 decline 65+

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33
Q

Career Decision Making Model

A

Tiedeman & O’Hara 2 parts TIED to career decision think about anticipating the tides (tiedeman) and implementing/adjusting before you hit 1)-anticipation-explore careers and choose one 2)-implementation/adjustment -start job become proficient self-awareness is key linked to Erickson-ego identity

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34
Q

Social Learning theory of Career development

A
  • Krumboltz (think crumbled cookie) we will crumble without socialization, modeling and reinforcement
  • GELT
    • Genetics-talents, attributes
    • Environment-social influence
    • Learning-importing learning experiences
    • Task Approach Skill-work habits problem solving
    • -related to Bandura and reinforcement theory
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35
Q

Decision Dynamic Career Model

A

Brousseau & Driver LETS DRIVE Linear-upward movement-does not switch jobs often Expert-Master your job-specialized Transitory-not motivated but will work for $ 2 do hobby Spiral-motivation is continuing learning-lifelong learner change jobs every 5-10 years

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36
Q

Herzberg 2 Factory Theory aka Motivator Hygiene Theory

A

extension of Maslow Hierarchy of Needs Job Content=Upper level-motivators-satisfiers Job enrichment aka vertical loading-RICH-job expansion

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37
Q

Job satisfaction/dissatisfaction (upper)

A

upper level needs are met result in satisfaction and motivation upper level needs not more does not cause dissatisfaction

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38
Q

Job enlargement aka horizontal loading

A

enlarge-gets bigger but no special stuff (icing) -increase variety of tasks (not responsibility) -increase satisfaction (not performance)

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39
Q

Job satisfaction/dissatisfaction (lower)-hygiene

A

lower level needs not meet=disatisfaction lower level needs met does not cause satisfaction

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40
Q

Clinical prediction

A

compensatory subjective decision from people who know the job and think other applicant can do it (-) susceptible to bias

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41
Q

Multiple regression

A

statisical way to combine scores each thing is weighted with prediction and criterion then weighted scores come in

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42
Q

reliability

A

0-1.0 closer to 1 less measurement error increase consistency of scores predictor is reliable when consistency measures consistency

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43
Q

Validity

A

is predictor measuring what is supposed to measure

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44
Q

Content Validity

A

predictor adequately samples knowledge and skills to measure ex job knowledge, work samples

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45
Q

Construct validity

A

predictor measures construct (hypothetical trait) it was designed to measure -correlating scores, ex I.Q.test and personality test need adequate validity

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46
Q

Criterion-related validity

A

-1 to +1 closer to 0 decrease validity -predictor correlates with scores on the criterion -predictor & criterion scores correlated to get validity

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47
Q

Incremental Validity

A

add to already existing increase decision-making accuracy by adding

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48
Q

Selection rate

A

% job applicants plan to hire #2B hired/ # of applicants low selection rate is best

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49
Q

Base rate

A

% applicants hired & considered successful base rate increase, new predictor will not help base rate decrease means another problem like inadequate training

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50
Q

Best time to add to base rate

A

moderate rate (.50) increase inaccuracy

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51
Q

Taylor Russell Table

A

estimate predictors for incremental Validity for combination coefficients, base rates, and selection ratios

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52
Q

Differential validity

A

selection test or procedure has significantly different validity coefficients for members of different groups example coeffencient for men .70 vs women .20

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53
Q

Adverse impact present by court 4 different ways it may apply

A

1)modify procedure to eliminate adverse impact 2) Business necessity (tight rope walker example) 3) Bone fid occupational qualification (BFOQ) ex nun 4) Applies to gender, age, religion, national origin, but not race

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54
Q

Utility analysis

A

economic return on investment #of people highered test validity coefficient SD of job performance in $ cost of testing

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55
Q

Needs analysis aka needs assessment

A

identifies training needs

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56
Q

Organizational analysis

A

identify job goals if employee doesnt perform why? (training, selection (wrong person) or other

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57
Q

Task (job) analysis

A

identify (KSAO’s) to do the job Knowledge Skill Ability Other Characteristics

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58
Q

Person Analysis

A

identify employees who need more training

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59
Q

Demographic Analysis

A

identify training needs for a specific group (younger workers or older workers)

60
Q

Training Methods

A

On the job training-watch and learn Job Rotation-rotate between jobs (mangers) Cross-Training- teach employee how to perform essential tasks of another job (usually union, factory) Off job training- lectures, simulation, behavior modeling

61
Q

Training Methods positive and negative

A

+ less costly, alleviates problems w/ job transfer - potential for error, decrease shadow or disruption of productivity

62
Q

Mentoring

A

a) Career function -mentor states and organizations -mentor mentee w/behaviors for advancement (sponsor) b) Psychosocial Functions -bond between mentor & mentee -engaging in behaviors to promote growth

63
Q

Coaching

A

-encourages employee to be responsible achieve and sustain goals treat as partners

64
Q

Coaching activities

A

a) coaching analysis -identify employee satisfactory/unsatisfactory performance b) coaching discussion -direct communication mentee/coach to max performance

65
Q

Coaching vs Mentoring

A

Coaching Mentoring -task oriented Relationship -decrease performance focus career focus -decrease shorter duration longer -needs of employee/job needs employee only

66
Q

Performance coaching

A

help on all levels of job requirement

67
Q

Executive coaching

A

leadership to achieve short/long term goals

68
Q

Team coaching

A

improve ability of team to achieve goals

69
Q

Factors that affect learning

A

Distributed (speed) Massed -more effective learning all in one session -multiple learning sessions

70
Q

Overlearning

A

learning beyond mastery recalled without thinking important when errors have big consequence

71
Q

Overtrainining

A

symptoms- physical and psychological when athlete over trains include a decrease in performance, tired, continuous muscle pain, soreness, GI issues, apathy (lack of interest) depression, anxiety

72
Q

Factors that affect the transfer of training

A

Identical elements aka physical & psychological fidelity -stimulus variability (variety of stimulus) -support-offer training support

73
Q

Formative Evaluation

A

FORMED-development & improvement -needs assessment, determine needs & how to meet -evaluability assessment, evaluate the effectiveness -process evaluation, how a program is implemented&planned

74
Q

Summative Evaluation

A

SUMMARY-results of program and goals -outcome evaluation, did program achieve its goals -input evaluation, find intended/unintended effects -economic evaluation, cost-effectiveness/benefit of program

75
Q

Confirmative Evaluation

A

CONFIRM- done lonnnnnnnnnnng after training confirm utility of training

76
Q

Meta-Evaluation

A

Ongoing during & after formative and summative & confirmative -purposeful for assessing reliability/validity

77
Q

Job Maturity

A

Hersey & Blanchard-employee “readiness” “think I am ready for a Hershey kiss” willingness & motivation to do the job ex. maturity level how lucy/ethel handled job at hersey factory

78
Q

Situational Leadership Model

A

Hershey & Blanchard Telling-not willing, & not able (LEAST READY) ex you need to be told to screen for suicide Selling-not able but willing (i.e. motivated) ex reminded notes can/b subpoenanaed follow my my way Participating-able but not willing (i.e. not motivated) ex we are good on staff, lets make a flextime plan 4u Delegating-able and willing (i.e. motivated)(MOST READY) ex. boss already knows you stay on top of your tasks and work hard

79
Q

Rational Economic Model of Decision Making

A

AKA Classical/Traditional Approach-AKA Optimizing Style/Principle (Harrison) look at all of the options before choosing “optimal”

80
Q

Bounded Rationality

A

aka Administrative Model of Decision Making aka Behavioral Approach aka Satisficing Style/Principle (SIMON) -Satisficing-first good option TAKE IT -used 4 ambiguous unclear problems “ain’t nobody got time for that”

81
Q

Foundation for Leadership

A

Theories X,Y and Z (McGregor) combines scientific with human relations -Theory X-people r lazy need threats&coercion 2 work -Theory Y-w/right conditions people will work hard and seek increase responsibility and challenge -Theory Z- workers seek ways to participate in management, motivated by teamwork and share responsibility

82
Q

Leadership power (Who) and position, personal, incremental, compliance

A

French and Raven reward, coervice & legitmate are position power referent & expert are personal power referent & expert are incremental power reward & legitimate are compliance

83
Q

5 types of leadership power

A
  • legitimate-formal right to make demands (boss’ boss)
  • referent-worthiness, right2respect (admire)
  • expert-superior knowledge or skill
  • reward-ability to compensate for compliance
  • coercive-ability to punish 4 noncompliance most - associated w/satisfaction
84
Q

Transactional/transformational Leadership

A

-BASS -Transactional=$, reinforcement, rewards/punishment2motivate, stability/not change -Transformational= intellectual/inspirational2motivate, empower employees

85
Q

Goodness of fit

A

Holland -most productive and increase of congruence w/personality & work -personality/work match=most predictive job outcome

86
Q

Differentiation

A

high score on one personality (Holland), low on others

87
Q

Vocation Identity

A

clear and stable goals, interest and tasks well informed, feel more confident after making career choice

88
Q

Leadership Ohio state University

A

Initiating structure-task oriented, increase productivity, Consideration-person oriented, respect/trust, increase motivation/satisfaction

89
Q

Big five Personality

A

Costa& McCrae Openness–correlated to creativity Conscientiousness- job success Extraversion Agreeableness Neuroticism (also least stable over time)

90
Q

Personality traits antisocial

A

antisocial= +neuroticism, - agreeableness and - conscienctiousness

91
Q

Leader effectiveness

A

extraversion and conscientiousness largest correlation

92
Q

Group Tasks in Organizations

A

additive-added to provide combined effect disjunctive-most effective member (dis others) conjunctive-aka pink eye, worst (least eff member) compensatory-inputs are averaged

93
Q

Relationship satisfaction/job performance satisfaction/job longevity alternated work schedule

A

satisfaction/performance=positive and weak satisfaction/longevity=positive and moderate alternate work schedule=increase morale not performance

94
Q

Needs Analysis aka needs assessment

A

-identify training needs organizational Job Demographic person

95
Q

Social facilitation vs Social inhibition

A

Social Facilitation-performs well in presence of others Social Inhibition-challenges performing well presence of others if the task is new or difficult

96
Q

Flextime Rotating shifts Swing shifts

A

Flex-+satisfaction/productivity, decrease absenteeism Rotating-worse, - health, highest rate accidents/injuries Swing Shifts- negative impact on social relationships

97
Q

Assessment centers

A

determine which upper-level management should be promoted ex in basket technique or leaderless group discussion

98
Q

Job burnout

A

feeling exhausted depersonalization-sense of feelings ones behavior/thoughts/feeling feeling inefficacious-unable to produced desired effect

99
Q

Type A Behavior

A

increase heart disease

100
Q

Overlearning

A

know it beyond mastery important for infrequent tasks, decrease errors for big consequences

101
Q

Overtraining

A

physical & psychological too much athlete decreased performance, tired, muscle pain/soreness GI issues, apathy (lack of interest), depression, anxiety

102
Q

General Adaptation Syndrome (GAS) (Selye)

A

think Generals ARE GASsy Alarm-fight or flight (cortisol/ fight/flight) Resistance-stressor persists (cortisol remains elevated) exhaustion-stress no resolve-body is exhausted/body cannot sustain fighting

103
Q

Social Loafing (aka Ringelmann effect)

A

people don’t work as hard in a group ex- people tip less in a group than together

104
Q

Ability/success male and female

A

male success due to ability female on male task due to luck female on female tasks due to ability

105
Q

Groupthink

A

highly cohesive seeking consensus do not want to disagree with the majority dismiss critical thinking

106
Q

Group/Response Polarization

A

tendency people w/similiar views become extreme ex. risky shift-group take more risk than doing alone

107
Q

Quality Control Circles (QCC)

A

Maslow, McClelland and Herzberg increase production/satisfaction, decrease absenteeism/turnover increase responsibility work and participation with the work group

108
Q

Mentoring relationship

A

provides support, guidance for mentees and professional development

109
Q

Two functions of mentoring relationships

A

career function mentor status in organization and influence help mentee w/behaviors 4 advancement/sponsorship Psychological Functions bond mentor/mentee -behaviors promote personal & professional growth

110
Q

Behavior Modeling-Bandura

A

observe and perform task get feedback, reinforcement while practice

111
Q

Stimulation training

A

similar to site done when it maybe too costly ex police/fire training

112
Q

Vestibule training

A

simulate learning through actual tool or materials ex space camp + control environment, increase # peop trained, variety - cost more, skills may not transfer

113
Q

Dessinger-Moseley Full Scope Evaluation

A

Formative Evaluation-development of training/needs Summative Evaluation-after training-assess reactions Confirmation Evaluation-done later-long term effects Meta Evaluation-ongoing-purpose for assessing reliability and validity

114
Q

Kirkpatrick evaluation model

A

Reaction criteria-assess impression (did they like it) Learning Criteria-assess learning of trainee (learning) Behavior Criteria-level job performance improved w/training

115
Q

Taylors Scientific Method

A

Maximize org efficiency & productivity 1) scientific method, find best way to do job 2) workers are scientifically trained & selected 3) Equal division of labor-organize & plan work, implement 4)Cooperate w/workers-support workers get it done right

116
Q

Webers Bureaucracy

A

impersonal & rational way to endure operation are efficient

117
Q

Bureaucratic Organization

A

Division of labor Hierarchy of authority rules of procedures employment decisions written records separation owner management

118
Q

Mays Human Relations

A

Hawthorne Plant of Western Electric Human relations approach-alter work conditions to identity & amblify job productivity Hawthorne Effect-work harder when watched Binging-letting a coworker know production is too high

119
Q

Social Factors vs Physical conditions

A

Social factors are more important than physical conditions for productivity and motivation

120
Q

Katz & Kahn Open System Theory

A

Organizations are open systems A)cycle of events b) maintain homeostates c) avoid negative entropy d) function with equifinality and multifinality

121
Q

Principle of equifinality

A

system achieve same goal multiple ways

122
Q

Principle of multfinality

A

system achieve dissimilar goals for same INITIAL condition

123
Q

Open Systems

A
  • input-throughput-output cycle
  • Input-org take in informations/resources
  • throughput-transform resource to product/service
  • Output-sendout product/services
124
Q

Models of Unplanned Change (Lewin)

3 step model

A

3 step model

  • unfreezing-identify (increase or decrease) status quo
  • changing-implement change to move to equilibrium
  • refreezing-integrate change to org values & traditions
125
Q

General Model of Planned Change (Cummings & Workys)

A

A) entering&contacting-identify problem, ways2fix B)diagnosing-collect data/information provide feedback C)Planning&implementing-org readiness 2 change D) Evaluating&institutionality-evaluate implementation & results, continue, modify, suspend, change

126
Q

Survey Feedback

A

Overseen by consultant 1) data collection-survey/get attitudes 2)provide feedback-take info, share/identify problem 3)Develop action plan-offer recommendations, offer action plan

127
Q

Process Consultation

A

consultant does not provide answers/solutions helps org become self reliant communication

128
Q

Self Managed work team

A

-group has total control of own work -no supervisors -leadership changes over time -person w/expertise at the time leads

129
Q

Technostructural Intervention

A

-focus on change technology or structure to: improve work method improve work content & employee relationship reduce cost

130
Q

Intervention-Business Process Reengineering

A

increase org efficiency radical redsign org financial communication

131
Q

Interventon-Job Enrichment

A

Herzberg -opportunity for responsibility, challenge, advancement -motivator (job content) factors that increase worker satisfaction and motivation

132
Q

Intervention-compressed work week

A

Effects of absenteeism unclear

133
Q

Intervention-flextime

A

increase job satisfaction decrease tardiness decrease absenteeism increase job satisfaction *strongest effect on absenteeism

134
Q

Total Quality Management techiques

A

Quality Circles (QC) small group/identify problems/offer solutions to fix problems Benchmarking- measure product/service against the competition, identify how to improve the organization Six Sigma-quality management provide training stat analysis, project management problem solving to decrease rage of the defective product

135
Q

4 D cycle

A

Discovery-appreciate “what is” Dream-envision “what could be” Design-determine “what should be” Deliver/destiny- sustain “what will be”

136
Q

Leader Intelligence and Personality

A

meta-analysis correlation coefficient .27 between intelligence and effectiveness intelligence better predictor, leader stress level decrease, and leader directive style Big 5 -largest correlation: extraversion & concientiousness

137
Q

Leader Behavior

A

Leaders increase-> initiating structure-task oriented & focus on achieving goals Leaders increase-> consideration are person-oriented focus on fostering trust & respect

138
Q

Leader Gender

A

men and women do not differ in leadership style -are perceived as more effective in traditional roles -style- female- adopt participative (democratic),transformational males-adopt more directive (autocratic) style

139
Q

Favorable of the situation

A

influence over subordinates 1) leader-member relations (good or poor) 2) task structure (structured or unstructured) 3) Position power (strong or weak)

140
Q

Leadership style is:

A

stable, leader will change the situation to fit his style

141
Q

(House) Path-Goal

A

how “ready” employees 2 perform employee and employer pick best PATH -supportive-relationships in & out of work (care) -Achievement oriented-expect employee meet goals -Participative-include employee in decision making -Directive aka instrumental-tell them what you want

142
Q

Decision Making Model aka Normative Model aka Contingency Model aka Vroom Yetton & Jago

A
  • think vroom vroom
  • Decision tree-find best leadership strat w/best decisions
  • Decision Matrices-leader thinks of own expertise Leadership
  • style -autocratic leader makes all 1) w/employee, 2)w/o employee -
  • consultive:leader gets input from individual, group
  • group leader - consults w/employee & collaborate & agree 2 make decision
143
Q

Leader Member exchange

A

leader effectiveness & subordinate outcomes In-group members-more attention from leader and part of decision making given interesting & challenging task Out-group members- formal relationships w/leader given direct orders

144
Q

Vrooms expectancy theory

A

Expectancy-expect effort lead 2 success (i will pass) Instrumentality-believe success->rewards (licensure) Valence-Value value reward

145
Q

Equity Theory (Adams)

A

social comparison theory equal input (contribution)/outputs (pay/reinforcers) (fairness) -more motivated when things are unfair underpayment=more work less pay overpayment=less work more pay

146
Q
A

EPPP (10 decks)

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