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EPPP > I/O Psychology > Flashcards

I/O Psychology Flashcards

1
Q

Job Analysis

A

way of collecting the info needed to describe job requirements (skills, knowledge, & attitudes)

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2
Q

Job Evaluation

A

determines job worth to set salaries;
establishes comparable worth

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3
Q

objective measures

A

direct;
quantitative measures of production & certain types of personnel data

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4
Q

subjective measures

A

rely on judgment of rater;
absolute or relative

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5
Q

relative measures

A

compare employees to each other;

includes: paired comparison, forced distribution

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6
Q

absolute measures

A

rate an employee without considering the performance of other employees

Includes: forced-choice rating scale, graphic rating scale, BARS, critical incident

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7
Q

paired comparison

A

rater compares each rater w/ every other rate in pairs

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8
Q

forced distribution

A

assign ratee to limited categories based on predefined normal distribution

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9
Q

forced-choice rating scale

A

there’s 2-4 alternatives & rater selects the alternative that best/least describes the ratee

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10
Q

graphic rating scale

A

rater uses a Likert-type scale to rate people using critical incidents as anchors

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11
Q

Behaviorally Anchored Rating Scale (BARS)

A

supervisors identify dimensions of job, critical incidents for each dimension, & rank each incident in each dimension;

con: requires raters to indicate the kinds of behaviors they would expect of ratees rather than the behaviors that they have actually observed

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12
Q

critical-incident technique

A

supervisor observes employee & composes a checklist of critical incidents then rater marks the items that apply to the rater;

*may not reflect what people typically do

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13
Q

ultimate criterion

A

accurate & complete measure of performance;
measure of performance that is theoretical & cannot actually be measured

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14
Q

actual criterion

A

the way that performance is actually measured

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15
Q

relevance

A

degree to which it measures ultimate criterion

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16
Q

deficiency

A

degree to which actual criterion doesn’t measure all aspects of the ultimate criterion

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17
Q

contamination

A

when actual criterion assesses factors other than the ones designed to measure

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18
Q

leniency/strictness bias

A

scoring everyone as either really high or really low

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19
Q

central tendency bias

A

using only middle range of scales

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20
Q

halo bias

A

when rating on one dimension affects other non-related dimensions;
can be + or -

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21
Q

Frame of Reference Training

A

provides raters with a common undressing of job & rate people;
provides training to increase rating accuracy

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22
Q

adverse impact

A

occurs when the use of an employment procedure results in a substantially different selection, placement, or promotion rate for members of different groups

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23
Q

80% rule

A

helps identify if adverse impact has occured;

hiring rate or majority X (.8)= lowest possible hiring rate for minority

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24
Q

differential validity

A

occurs when a predictor has different validity coefficients for different groups;

fix this by using a predictor that’s equally valid for both groups

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25
Q

unfairness

A

members of one group obtain lower scores than members of another group;

fix this by using different predictor cutoff scores

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26
Q

Incremental Validity

A

associated with selection ratio & base rate

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27
Q

selection ratio

A

job openings: applicants
*low selection ratio preferred

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28
Q

base rate

A

% of employees performing satisfactorily [0,1]

about .5 = greatest incremental validity

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29
Q

Taylor-Russel tables

A

used to estimate the 5 of new hires that will be successful;
uses incremental validity (low-moderate), selection ratio (low), and base rate (.5)

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30
Q

multiples regression

A

predictor scores are weighted & summed to yield an estimated criterion (average)

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31
Q

multiple cutoff

A

there’s a minimum score on each predictor the most be achieved to be selected

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32
Q

multiple hurdles

A

must achieve required score before being given the next predictor

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33
Q

Predictors used

A

general mental ability tests;
job knowledge tests;
personality tests;
interest inventories;
biodata;
interviews;
work samples;
ASMT centers

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34
Q

General Mental Ability Tests

A

best predictor of job performance

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35
Q

Personality Tests

A

OCEAN

*Conscientiousness is the best predictor of job performance
*most –> least stable (EAOCN)

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36
Q

Biographical Information

A

valid predictor;
lacks face v validity

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37
Q

work samples

A

required individual to perform tasks similar to those that will be performed;

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38
Q

Interviews

A

most commonly used;
low validity (can be improved by using structured interviews)

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39
Q

ASMT Centers

A

used to select, promote, & train managerial level of employees;

includes: in basket test & leaderless group discussion

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40
Q

in-basket test

A

requires individual to take action on memos, phone calls & reports

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41
Q

leaderless group discussion

A

assign a group of candidates a problem or issue to discuss

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42
Q

Training begins with ______

A

Needs Assessment

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43
Q

Needs Assessment

A

used to identify objectives, content, & format of training programs;

3 components: organizational analysis, job analysis, person analysis

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44
Q

organizational analysis

A

used to clarify organizational goals and determine if training is needed to meet those goals

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45
Q

person analysis

A

conducted to determine which employees would benefit from training

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46
Q

Principles of Effective Training

A

provide feedback (immediate & ongoing)
foster overloading
provide opp. for active practice
provide opp. for distributed practice
select appropriate learning focus
promote transfer of training

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47
Q

overloading

A

developing skill beyond mastery;
promotes automaticity

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48
Q

overtraining

A

excessive training –> negative consequences

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49
Q

on-the-job training

A

has obvious job relevance and maximizes transfer-of-training

ex. cross training & job rotation

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50
Q

cross training

A

teaching tasks that are performed in several jobs

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51
Q

job rotation

A

trainees perform several jobs over time

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52
Q

off-the-job training

A

provides opportunities to practice specific aspects of the job and can tolerate training errors and accidents

ex. behavioral modeling, vestibule training

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53
Q

behavioral modeling

A

involves having trainees observe a skilled worker perform the job and practice what they’ve observed

*based on Bandura’s Social-Cognitive Theory of Learning which involves guided mastery

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54
Q

guided mastery

A
  1. modeling
  2. role-playing
  3. self-directed
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55
Q

vestibule training

A

simulation of work environment

*useful when on-the-job training would be too expensive or dangerous

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56
Q

Kirkpatrick’s Model of Summative Evaluation

A

• reaction criteria: evaluate trainees’ satisfaction with the program
• learning criteria: assess how much trainees learned from the program
• behavioral criteria: evaluate transfer-of-training
• results criteria: provide information on the extent to which the program contributed to achievement of organizational goal

Rea Learned to Behave Respectfully

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57
Q

utility analysis

A

using equation to estimate the gain/loss

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58
Q

formative evaluation

A

conducted while the program is being developed & results are used to make modifications

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59
Q

summative evaluation

A

conducted after implementation to assess its outcomes

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60
Q

Super’s Theory of Career Development

A

proposes that the ideal situation is for a person to choose an occupation that is consistent with his or her self-concept
career development occurs over life-span; career maturity;
life space

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61
Q

self-concept

A

product of inherited aptitudes, physical makeup, & social learning experiences

*according to Super, job satisfaction depends on how job matches self-concept

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62
Q

lifespans stages (Super)

A

[0, 14y] growth
[14, 25] exploration
[25, 45] establishment
[45, 65] maintenance
[65+] disengagement

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63
Q

career maturity

A

person’s ability to cope with developmental tasks of current life stage

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64
Q

life space

A

various social roles a person adopts throughout life;

ex. student, spouse

*Life Career Rainboq

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65
Q

Holland’s Theory of Career Development

A

emphasize the importance of matching individual’s personality to characteristics of work environment;
RIASEC model;

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66
Q

RIASEC

A

Realistic, Investigative, Artistic, Social, Enterprising, Conventional;

personality-match-environment: most accurate predictor If there was a high degree of differentiation

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67
Q

Roe’s Theory of Career Development

A

person’s occupational choice relates to basic needs & personality;
parent-cild interactions;
*based on Maslow’s hierarchy of needs

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68
Q

parent-child interactions

A

determine orientation “towards other people” or “NOT towards other people”

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69
Q

Tiedman & O’Hara’s Career Decision-Making Model

A

vocational identify development is ongoing & tied to ego identity development;
*based on Erikson’s

Two phases: anticipation, & implementation & adjustment phase

process can be simultaneous & reversible

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70
Q

anticipation phase

A

involves exploration, crystallization, choice;

individual attempts to achieve a balance between integration & differentiation

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71
Q

implementation & adjustment phase

A

involves induction, reformation, integration

*individual becomes established

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72
Q

Krumboltz Social Learning Theory

A

individuals need to be exposed to wide range of learning experiences in order to maximize career development;

*focus on promoting continual learning & self-development

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73
Q

Brousseau & Driver’s Theory of Career Development

A

emphasizes a person; career concept that vary in terms of frequency of job changes, direction of change, & type of change

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74
Q

career concept

A

a person’s career decisions & motives

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75
Q

linear career concept

A

career involves progressive upward movement

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76
Q

expert career concept

A

career involves lifelong commitment to specialty & developing skills

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77
Q

spinal career concept

A

career has periodic moves across occupational specialties

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78
Q

transitory career concept

A

ideal career is frequent job changes

79
Q

Davis & Lofquist Theory of Work Adjustment

A

describes satisfaction, tenure as result of worker/work environment interaction

involves worker’s satisfaction & workers satisfactoriness

80
Q

worker’s satisfaction

A

degree to which job corresponds to worker’s needs
& values

81
Q

worker’s satisfactoriness

A

degree to which the worker’sskiuls correspond to the skill demands of job

82
Q

problem-focused coping strategy

A

managing problem causing stress;

ex. developing new skills, moving to new location
*associated with greater re-employement

83
Q

symptom-focused coping strategy

A

regulate one’s emotional response

ex. seeking financial assistance, getting emotional support

84
Q

Downsizing

A

when organizations reduce cost by decreasing work force

85
Q

survivor syndrome

A

involves depression, anxiety, guilt, decreased job satisfaction

86
Q

Scientific Management

A

(Taylor);
a. analyze jobs into component parts & standardizing
b. scientifically selecting, training people for those jobs
c. fostering cooperation b/w supervisors & workers
d. having people assume responsibility

*money= main motivator

87
Q

Hawthorne Effect

A

improvement in job performance resulting from psycho/social factors related to participation in research study

88
Q

Theory X

A

managers believe employees dislike work & avoid it so they must be directed & controlled

89
Q

Theory Y

A

employees are capable of self-control & self-direction

90
Q

Performance

A

=f(ability + motivation + environment)

91
Q

Need-Hierarchy Theory

A

Maslow;
motivation results from physiological, safety, social, esteem, & self-actualization in a hierarchy

92
Q

ERG Theory

A

Alderfer;
Three needs: existence, relatedness, growth
*people can be motivated by more than one need at a time

93
Q

Need Theory

A

three different needs;
Need for achievement: goal & task oriented
Need for power (socialized & personalized)
Need for affiliation: establishing relationships with others

94
Q

Two-Factor Theory

A

Herzberg;

lower level needs lead to dissatisfaction if unfulfilled
Job context factors (pay, benefits, job security)
-Hygiene factors

higher level needs increase job satisfaction
job content factors (autonomy ahicrvement, recognition)
-motivator factors

dev. Job enrichment

95
Q

job enrichment

A

combining several jobs into larger job so the person has increased responsibility, freedom, control

vertical job loading!!

96
Q

job enlargement

A

involves increasing the number & variety of tasks

horizontal loading (BAD)

97
Q

Goal Setting Theory

A

Locke & Latham;

employees are motivated to achieve goals they have consciously accepted & are committed to;

specific & moderate difficult goals have increased productivity

98
Q

Equity Theory

A

Adams;
employees compare ratio of their own inputs: outputs to the ratio of others

similar ratios –> satisfaction
inequity –> altering input/output

99
Q

Expectancy Theory

A

Porter & Lawler;

person will work hard if there is:
high expectancy (effort –> successful task performance)
high rewards (instrumentality)
& rewards are desirable (positive valence)

100
Q

Social Cognitive Theory

A

Bandura;
emphasizes self-regulation & involves: goal setting, self observation, self evaluation, & self-reaction

101
Q

Contingency Theory

A

Fieldler;
leadership effectiveness results from interaction b/w leaders style & situational favorableness

102
Q

leadership style (contingency theory)

A

relationship oriented & task-oriented

103
Q

relationship oriented leadership style

A

high LPC;
most effective in moderate situations

104
Q

task-oriented leadership style

A

low LPC;
effective in low or high situations

105
Q

situational favorableness

A

amount of influence/power a leader has & it’s determined by relationships, tasks, position power

106
Q

Cognitive Resource Theory

A

impact of a leader’s intelligence/ experience on performance is moderated by stressfulness of situation

low stress: intelligence better predictor
high stress: experience better predictor

107
Q

Path Goal Theory

A

House;
motivation, satisfaction, and performance are maximized when employees believe the leader is helping them achieve their own personal goals;

4 leadership styles: instrumental, supportive, participative, & achievement-oriented leaders
*leadership style can change depending the situation & the characteristics of the worker

*optimal leadership style depends on certain characteristic of the worker & the work situation

108
Q

instrumental leaders

A

provides specific guidelines & establishes clear rules & procedures

109
Q

supporting leaders

A

focus on establishing good relationships with workers and satisfying their needs

110
Q

participative leaders

A

include subordinates in decision-making

111
Q

achievement-oriented leaders

A

set challenging goals for
workers and encourage high levels of performance

112
Q

Situational Leadership

A

Hersey & Blanchard;
4 leadership styles (telling leader, selling leader, participating, delegating) based on the worker’s job maturity

113
Q

telling leaders

A

high task, low relationship orientation;

suited for employees who have low ability & low willingness

114
Q

selling leader

A

high task & high relationship orientation

employees: low ability & high willingness

115
Q

participating leaders

A

low task, high relationship orientation

employees: high ability, low willingness

116
Q

delegating leaders

A

low task, low relationship orientation

employees: high ability & high willingness

117
Q

Normative (decision-making) Model

A

Vroom, Yetton, & Jago’s decision tree
5 decision-making styles, AI, AII, CI, CII, G
*optimal style depends on characteristics of the situation

118
Q

Transformational Leaders

A

recognize the need for change; communicate a vision for change; and then effectively accomplish change

use framing!

119
Q

Transactional Leaders

A

focus on stability, maintaining status quo, & rely on wards & punishments to motivate subordinates

120
Q

idiosyncrasy credits

A

credits a member of a group builds up that allows them to violate the norms

121
Q

Group Cohesiveness

A

similar SES, interests, attitudes, personalities;
increases when members participate in setting goals & norms
associated with communication

122
Q

Additive Group Tasks

A

individuals contribution are added together

123
Q

compensatory group tasks

A

input of group member averaged out to create one product

124
Q

disjunctive group tasks

A

members select solutions offered by one member

125
Q

conjunctive group tasks

A

groups performance limited by worst-performing member

126
Q

discretionary group tasks

A

group members decide how to add/combine contributions

127
Q

social loafing

A

when one person exerts less effort in a group than they would have alone

128
Q

social facilitation

A

presence of others increases ask performance when task is simple/well-learned

129
Q

social inhibition

A

presence of others decreases performance on tasks that are complex/new

130
Q

Stages of Group Development

A
  1. forming: establish rules
  2. storming: conflict arise
  3. norming: relationships grow
  4. performing: get the job done
  5. adjourning: group ends
131
Q

Centralized Network

A

all communication passes through central person

132
Q

decentralized network

A

info flows freely without a central person;
better for complex tasks;
higher satisfaction for all participants

133
Q

Individual Decision-Making Model

A

Simon;
rational-economic model
bounded rationality model

134
Q

rational-economic model

A

decision maker maximizes benefits by looking at all alternatives

135
Q

bounded rationality model

A

individual considers solutions as they become available & select first option

136
Q

groupthink

A

suspension of critical thinking that may occur when the group is highly cohesive and the group leader is very directive

137
Q

group polarization

A

endency for groups to make decisions that are either riskier or more conservative than individual members would make alone

138
Q

risky shift

A

tendency for groups to make riskier decisions than each member would have made alone

139
Q

methods for resolving conflict

A

bargaining, mediation, arbitration

140
Q

mediation

A

neutral 3rd party facilitates voluntary agreement b/w disputants by introducing new ideas for reaching an agreement

141
Q

arbitration

A

more control than a mediator

142
Q

binding arbitration

A

two sides agree in advance to accept settlements

143
Q

voluntary arbitration

A

parties agree only to arbitration process

144
Q

conventional arbitration

A

arbitrator free to choose any solution

145
Q

final offer arbitration

A

arbitration must elect one offer made

146
Q

Force Field analysis of planned change

A

Lewin;
driving forces= promote change;
restraining forces = resist

unfreezing, changing, freezing

147
Q

System’s Model

A

Nadler;

effective organization change addresses: informal organization elements, employees, managers, & tasks

*change in one will change the others

148
Q

Total Quality Management

A

focus on customer satisfaction, employee involvement;

*if it fails to live up to potential, its due to employees not being involved in decision making enough

149
Q

quality of workalike programs

A

emphasis on employee empowerment

150
Q

quality circles

A

small voluntary groups

151
Q

self-managed work teams

A

autonomous work groups that consist of individuals who make decisions related to hiring, budgeting, and other organizational functions

152
Q

Strategies to overcome resistance to change

A

Chin & Berine;
rational empirical strategy
normative re deductive strategy
power-coercive strategy

153
Q

rational-empirical strategy

A

providing people with info that will benefit them (self-interest)

154
Q

normative-redeductive strategy

A

based on peer pressure/ social norms

155
Q

power-coercive strategy

A

using power to force employees to comply

156
Q

organizational justice

A

3 types: distributive, procedural, interactional
*employees influenced by the PERCEPTION of justice

157
Q

distributive justice

A

perceptions about the fairness of decision outcomes

158
Q

procedural justice

A

perceptions about the fairness of the procedures & policies used to make decisions

159
Q

interactional justice

A

perceptions about how employers and managers carry out the decisions they’ve made

160
Q

person-organization fit

A

extent to which individuals values match organizational culture
*achieved through selection & socialization

161
Q

Yerkes-Dodson Law

A

performance depends on level of aorusal
moderate levels of arousal –> highest levels of performance & learning
higher optimal level for easy tasks

162
Q

Demand-control (job strain) model

A

Karasek;
based on job demand & job control;
high job demand & low job control —> dissatisfaction

163
Q

Job burnout

A

accumulated stress due to overwork

164
Q

work-family conflict

A

when roles are incompatible because they interfere with each other

165
Q

compressed workweek

A

less day, more hours per day;
associated with higher employee attitudes, rating, job satisfaction, satisfaction with schedule

166
Q

Zeigamik Effect

A

tendency to remember unfinished tasks better than finished tasks

167
Q

process consultation

A

focus on behaviors;
designed to assist member by increasing ability to understand their interactions with others & how processes interfere with achieving goals
behavior change precedes attitude change
*communication, conflict-resolution, decision-making

168
Q

Group Based program evaluation

A

extent to which program achieves objectives

169
Q

process based approach

A

evaluate effectiveness of system that guide program’s success

170
Q

outcomes based approach

A

evaluate the benefits received by client participation in program

171
Q

self-assessment

A

assessment used when the objective is organizational development;

implementation of findings is more successful when stakeholders of the organization are included in the discovery process

172
Q

Americans with Disabilities Act

A

protects the rights of people with physical and mental disabilities;
permits only post-offer, pre-employment medical exams
*drug testing is not prohibited at any time during pre-employment or employment

173
Q

hygiene factors

A

contribute to dissatisfaction when they are inadequate

ex. job security, pay and benefits, relationships with co-workers, working conditions, and company policies

174
Q

motivator factors

A

do not contribute to dissatisfaction but contribute to satisfaction and motivation when they’re adequate

ex. nature of the work itself and opportunities for responsibility, achievement, and promotion

175
Q

Incentive/ Reward Theory

A

Making jobs interesting, attractive, and satisfying

176
Q

Gender & Leadership

A

Although male and female leaders differ in terms of decision-making style (W= democratic, M= autocratic.directive), their leadership styles do not differ

177
Q

job performance & job satisfaction

A

positive correlation;
coefficients are low

178
Q

Informal Organizational elements

A

implicit beliefs, values, & behaviors

part of Nadler’s systems model of planned change

179
Q

formal organizational elements

A

includes organization’s structures, processes, & methods;

Nadler’s system’s model of planned change

180
Q

Herbert Simon

A

known for individual decision-making model & Artificial Intelligence

181
Q

women & working

A

combining work & family roles is most associated with enhanced self-esteem

182
Q

structured interviews

A

predictive validity as predictors of performance is increased when the interview is used in combination with a measure of general mental ability

183
Q

brainstorm

A

individual> group

184
Q

work shift research

A

night shift associated with the most detrimental impact on health;

night shift & swing shift may have about the same negative effects on the social life of workers

185
Q

Ohio State University Leadership Studies

A

leaders can be desired in 2 terms:
-initiating structure: task-oriented
-consideration: person-oriented

*dimensions are independent
*high levels of both dimension = best outcomes

186
Q

Intelligence & Leadership

A

low correlations

187
Q

4-step Organization ASMT

A
  1. determine the purpose of evaluation, time, budget
  2. create questions about the organization’s performance, environment, capacity, motivation
  3. collection of qualitative & quantitative data
  4. analyze findings
188
Q

3 Approaches to Program Evaluation

A

process-based, outcomes-based, goals-based

189
Q

career concept (Brousseau & Driver)

A

a person’s career decisions & motives

190
Q

Job satisfaction & stability

A

relatively stable over time and across jobs

191
Q

Hofstede’s five cultural dimensions

A

power distance, uncertainty avoidance, individualism, masculinity, & long-term orientation

192
Q

heron-organization fit

A

match between the employee’s values, needs, preferences, etc. and the culture of the organization

*achieved through selection & socialization

193
Q

______ function as cognitive defense mechanism

A

assumptions underlying the organizations culture

194
Q

Position Analysis Questionnaire

A

used to obtain information about the attribute needed to perform a job

*obtain the information needed to complete a job analysis

EPPP (11 decks)

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