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I/O Psych Flashcards

1
Q

Title VII 1964 (EEO)

A

Equal Employment Act

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2
Q

Uniform Guideline on Employment Selection (EEOC)

A

any test that adversely affects hire, promotion, etc. is discrimination.

Can use if validated, has utility, and no alternatives available

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3
Q

ADA

A

can’t discriminate if completed or in the midst of drug rehab and isn’t using

No stance on drug testing

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4
Q

Griggs vs. Duke Power

A

tests must measure skills necessary for a particular job. Broad and biased not okay

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5
Q

Job Analysis

A

describes job description and job specifications/requirements

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6
Q

Job Evaluation

A

determines financial worth of a job to an organization

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7
Q

Critical Incident Technique

A

what actions lead to good vs. bad outcomes on the job

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8
Q

Testing as predictors of success

A

Good:

  • cognitive and aptitude
  • work samples
  • test batteries

Poor:

  • personality
  • interest tests (good for job satisfaction)
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9
Q

Holland’s Personality-Job Fit Theory

A

individual and job traits can be matched to correlate with success and satisfaction

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10
Q

Holland’s Typology

A 
RIASEC:
Realistic (physical activities)
Investigative (thinking)
Artistic (creative)
Social (helping)
Enterprising (influence/power)
Conventional (rule-based)

adjacent = similar
across = dissimilar
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11
Q

Holland’s Concepts

A

Congruence - degree of match b/w personality and job (longevity at job)

Consistency - how close codes are (stability in work hx)

Differentiation - distinctness of profile

Environmental Identity - work has clear and stable system of goals and rewards

Vocational Identity - clarity and stability of own goals and interests (make decisions easily and with confidence)

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12
Q

Super’s Life/Career Rainbow

A 
5 Stages of Career Development:
Growth (0-14)
Exploratory (15-24)
Establishment (25-44)
Maintenance (45-64)
Decline/Disengagement (65+)

career maturity (ability to master stage)

career is combo of 8 life roles

express self-concept through vocation

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13
Q

Krumboltz’s Social Learning Theory

A

People choose careers based on social learning and operant conditioning

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14
Q

Tiedeman and O’Hara’s Theory of Career Development

A

Differentiation - distinctions a/b different aspect of self and environment

Integration - unifying these aspects (better decisions, refined goals, useful plans

Decision making - anticipation and implementation and adjustment

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15
Q

Schein’s Career Anchor Theory

A

self-concept acts as an anchor in determining future work decisions

8 categories
Autonomy/independence
Security/stability 
Technical/functional competence
General managerial competence
Entrepreneurial creativity
Service/dedication to a cause
Pure challenge
Lifestyle
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16
Q

Scientific Management (Leadership Theory)

A

Theory X
views workers as extensions of machines;
workers are lazy, dishonest and stupid;
goal is it force an increase in productivity

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17
Q

Human Relations Approach (Leadership Theory)

A

Theory Y
focus on workers rather than production

psych factors more important than environmental factors

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18
Q

Hawthorne Effect

A

increase because of observation

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19
Q

Theory Z

A

Japanese Management

  1. lifelong employment and loyalty
  2. slow promotion and non-specialized path
  3. group decision making
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20
Q

Trait Theories (Leadership)

A

traits more important than situation

limited and inconsistent support

  1. drive
  2. leader motivation
  3. honesty and integrity
  4. self-confidence
  5. emotional stability
  6. intelligence
  7. knowledge of company and industry

democratic - satisfaction

democratic and authoritarian better than laissez faire

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21
Q

Reward and Punishment Theories (Leadership)

A
  1. performance-contingent rewards - performance and satisfaction
  2. non-performance contingent rewards and punishment not linked to performance or satisfaction
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22
Q

Situational or Contingency Theories (Leadership)

A

effectiveness is contingent on the situation

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23
Q

Fiedler’s Contingency (LPC) Theory

A
  1. task-oriented (Low LPC) vs. relationship-oriented (High LPC)
  2. Situational control/favorableness (likelihood of success)
  3. High LPC - mod favorable
    Low LPC - at extremes
24
Q

Cognitive Resource Theory

A

directive vs. non-directive leadership based on ability of employees, stress levels, leader experience, and group support for leader

25
Vroom and Yetton's Normative Model
``` Decision Making and level of involvement of workers 5 Styles: 1. autocratic 2. consultive 3. group decision making with leader 4. group w/out leader 5. autocratic w/ info ``` best depends on importance of decision, degree workers accept, time to make decision decision making tree
26
House's Path-Goal Theory
increase personal payoffs and make path easier by clarifying and reducing roadblocks what is rewarding to the employee assess strengths and weaknesses help achieve goals 4 Styles: Directive; Supportive; Achievement Oriented, and Participative
27
Hersey and Blanchard's Situational Leadership
employees' readiness to perform 4 Styles: Telling, Selling, Participating, and Delegating
28
Transactional Leaders
more traditional; daily emotionless exchanges; | rewards, management by objectives, conventional means
29
Transformational Leaders
broaden and elevate goals; | charisma, inspiration, intellectual stimulation, individualized consideration
30
Reward Power
based on ability to provide rewards
31
Coercive Power
based on ability to punish (negatively correlated with satisfaction)
32
Legitimate Power
based on hierarchy of the organization
33
Referent Power
based on identifying with, admiring, or liking the person
34
Expert Power
based on having expertise and skills in the relevant area
35
Incremental Power
combo of expert and referent - most important reason to comply with manager's request
36
Rational-Economic Model (Decision Making) | Simon
Classical Approach - clear definition of problem, know all possible alternative and consequences, choose optimum
37
``` Administrative Approach (Problem Solving) Simon ```
Satisficing Style - ambiguous problems, partial knowledge available, first satisfactory alternative chosen
38
Conflict
1. Intrapersonal 2. Interpersonal 3. Intergroup 4. Interorganization Lose-Lose - compromise Win-Lose - competition or authority Win-Win - collaborative and problem-solving
39
Negotiation
Two-party, group, intergroup, constituencies Distributive Negotiation - divvy up pie Integrative/Principled Negotiation - enlarge pie Arbitration - 3rd party acts as judge with binding decision
40
Maslow's Need Hierarchy (Motivation Theory)
``` PSL ES Physiological Safety Love/Belonging (Social) Esteem Self-Actualization ``` Little research support low validity and applicability in the workplace
41
Herzberg's Two-Factor Theory (Motivation Theory)
Motivator-Hygiene Theory Lower Level Needs vs. Upper Level Needs Satisfaction vs. Dissatisfaction Enrichment vs. Enlargement
42
Lower Level Needs
Hygiene Factors or Dissatisfiers Job context (not job itself) - pay, conditions, supervision not met = dissatisfaction
43
Upper Level Needs
Motivators or Satisfiers Job Content - achievement, responsibility, opportunity met = satisfaction and motivation
44
Job Enrichment
Vertical Loading expands role and helps build satisfiers increase autonomy, authority, and freedom, take on new challenging tasks Increases satisfaction and performance, decrease turnover, decrease absenteeism
45
Job Enlargement
Horizontal Loading expands variety of tasks w/out increasing responsibility or autonomy increase satisfaction, slightly affects job performance
46
Alderfers ERG Theory (Motivation Theory)
Existence Relatedness Growth no hierarchy frustration-regression - if frustrated move toward previously met need satisfying may increase need AA - greater Existence Educated Parents - kids greater Growth needs Women - lower Existence and greater Relatedness needs
47
McClelland's Acquired Need Theory (Motivation Theory)
3 Work Needs: 1. nACH - Achievement 2. nAFF - Affiliation 3. n Power - control, influence, responsible for others needs acquired over time trained to think like High nACH - (success of company) - problem solving, moderate attainable goals, recognition and feedback about progress
48
General Expectancy Theory (Motivation Theory)
Vroom's Valence-Instrumentality- Expectancy (VIE) Theory V - value the rewards have I - expectancy of rewards E - expectancy of success
49
Adams's Equity Theory (Motivation Theory)
self inputs/self outcomes vs. others inputs/outcomes Social Comparison Theory adjust based on perception of fair/unfair
50
Locke's Goal Setting Approach (Motivation Theory)
5 Principles: 1. specific 2. intermediate to high difficulty 3. feedback 4. self-efficacy increases performance 5. accept the goals participating in goal setting may be better than when assigned, but often equal either way
51
Reinforcement Model (Motivation Theory)
1. do what is rewarding 2. avoid punishment 3. stop things that have neither
52
Quality-Of-Work-Life Programs (OWL)
- participative program - teams meet weekly to discuss problems in their area (intrinsic and extrinsic factors) - greater effect on satisfaction
53
Quality Control Circles (QCC)
- focus on improving finished product and level of production (improve quantity and quality of production) - increased production and satisfaction, decreased absenteeism and turnover - 7-10 volunteers from same department - affect organizational unit only
54
Additive Tasks
group members' separate performances are added to produce a combined effect
55
Disjunctive Tasks
outcome is affected by the performance of the most effective member
56
Conjunctive Tasks
accomplishment is limited by the performance of the least effective member
57
Work Schedules
increased hours on job decreases productivity Compressed Work Week - decrease anxiety and turnover, increase satisfaction Flextime - decreases lateness, absenteeism, and turnorver Rest Breaks - increase morale and productivity, reduce fatigue and boredom (4th and 8th hour) Shift Work - prefer day, more errors and less output at night, less stress on day, more health issues at night, rotating shifts most health issues

EPPP (17 decks)

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