I/O Psychology Flashcards
3 problems that can result in discrimination
- adverse impact
- unfairness
- differential validity
adverse impact
80% or 4/5ths rule: % of minorities selected must be at least 80% of the non-minorities selected
multiply the selection rate for non-minorities by 0.8 to assess
unfairness
when minorities and non-minorities score differently on a predictor test (e.g., MCAT) but perform similarly on the criterion (e.g., med school)
differential validity
significantly different criterion-related validity coefs. for different groups on the same test
ex. the test is more valid for predicting men’s performance than women’s performance
rarely occurs - previous lit. on this largely due to low sample size
job analysis
-describes the nature of the tasks of a job
-gives info re: the job description (tasks), job specifications (requirements), and necessary data for selection procedures, determining wages, training needs, etc.
-data obtained through interviews and critical incident technique
job description
describes tasks of the job
job specifications
requirements for the job
job evaluation
determining wages/worth of the job
biodata
biographical info, an option for job selection
includes:
1) the standard application
2) the weighted application blank (assigns weights to certain variables on the standard app)
3) biographical inventory (aka BIB)
biographical inventory (aka BIB biographical information blank)
covers applicant’s life in more detail, Qs correlated w/ desirable/undesirable work bxs, validated against specific criterion
-very good predictor of job success
-good predictor of turnover
-time-consuming to develop, potentially costly
tests of cognitive ability and aptitude
-good predictors of job success
-may result in discrimination
Griggs vs. Duke Power Co.
issue of testing in the workplace
ruled that tests measuring broad abilities had racial bias embedded and were unfair to used for hiring and promotion decisions
established that tests measure skills necessary for a particular job
interest tests (e.g., Holland’s self-directed search)
-correlate w/ job satisfaction
-poor prediction of job success
work samples
-high content and criterion validity
-tend to be more valid for minorities compared to other types of testing
test batteries
used w/ upper management
good predictor of job performance
assessment centers/situational testing
simulated job situation, very good criterion-related validity
1) in-basket technique: presented w/ problems/Qs managers would expect to find when they return from vacation
2) leaderless group discussion
multiple regression approach to selection
-compensatory
-low scores on one predictor (e.g., low GPA) can be compensated for by high scores on another (e.g., high SAT, good interview)
-involves computing multiple regression equation
multiple cutoff
-noncompensatory
-only applicants who meet/exceed the cutoff on EACH of the predictors will be considered
multiple hurdle
-noncompensatory
-predictors applied in a particular order, must pass the cutoff on the first in order to continue in selection process
-efficient
BARS (behaviorally anchored rating scales)
-subjective method of performance appraisal
-bx anchors based on critical incidents, and employees are rated on these anchors (e.g., bxs associated w/ successful job performance)
-scale development can be expensive and time-consuming
MBO (management by objectives)
form of performance appraisal, mutual agreement b/w employees and supervisors on goals to be achieved in a given time, employees thus involved in own evaluations
- goal setting phase
- performance review
effective in increasing motivation and productivity
Holland’s Personality-Job Fit Theory
-says that individuals and job traits can be matched, and that close matches will correlate w/ job success and satisfaction
Holland’s typology (RIASEC):
-Realistic: physical activities requiring skill, strength, coordination (e.g., mechanic, drill press operator, farmer)
-Investigative: thinking, organizing, understanding (e.g., biologist, economist, reporter)
-Artistic: ambiguous, expressive (e.g., painter, musician)
-Social: helping (e.g., SW, psychologist, teacher)
-Enterprising: opp to influence others, obtain power (e.g., lawyer, RE agent, business manager)
-Conventional: rules, orderly (e.g., accountant, bank teller)
adjacent themes (when arranged in hexagon) more closely related, while those opposite each other are most different
Super’s Life/Career Rainbow
-career DEVELOPMENT theory: careers involve a range of changes and decisions from entry to retirement
-5 STAGES growth, exploration, establishment, maintenance, decline/disengagement
-CAREER MATURITY: effectively mastering the tasks of 1 stage in order to move onto the next
-career patterns determined by SES, individual abilities and personality, opportunities one is exposed to
-we express our SELF-CONCEPT through career
Krumboltz’s Social Learning Theory
-developmental theory of career decision-making
-basically: ppl chose careers based on what they have learned through modeling and RF
Schein’s Career Anchor Theory
a person’s self-concept is an anchor for making occupational decisions
self-concepts, or “career anchors,” revolve around 1 of 8 categories (e.g., autonomy, stability/security, creativity, challenge, service, lifestyle)
scientific management (as a management approach)
-focus on increasing productivity
-workers seen as extensions of machines
-workers considered lazy, dishonest
human relations approach to management
-dominant view today; attention on workers
-people find satisfaction in their work; control and punishment not necessary to bring about good performance
-psychological factors more important to productivity than physical aspects of the work environment (Hawthorne studies)
-importance of informal work groups; workers adhere to group norms
Theory X and Y
X: scientific management
Y: people find satisfaction in their work; control and punishment not necessary to bring about good performance; people seek challenges and responsibility and fx best under a participative leadership style
Theory Z
from Japanese management strategies:
1. lifelong employment, emphasis on loyalty
2. slow promotion, emphasis on non-specialized career paths
3. high levels of group decision-making
Fiedler’s Contingency (LPC) Theory
-states that there is not one best style of leadership; rather, the most effective leadership style for any given situation is one that aligns with the situation at hand
-The more positively you rate your least preferred coworker (LPC) on a variety of different criteria, the more relationship-oriented you are. The less favorably you rate them, the more task-oriented you are.
-high LPC leaders (relationship-oriented) do best in moderately favorable situations
-low LPC leaders (task-oriented) do best in either highly favorable OR highly unfavorable (extremes)
House’s Path-Goal Theory
-recommends that the leader increase personal payoffs for workers and make the paths to payoffs easier
-focus on finding out what each worker finds rewarding, assessing their strengths and weaknesses, and helping them achieve their goals
Hersey and Blanchard’s Situational Leadership
-looks @ employee readiness to perform
-if not ready, leader should be directive
-if more ready, leader should be less directive
Rational-Economic Model of decision-making
-aka the “classical approach”
-clear def. of problem, know all possible choices, and then choose the optimal solution
Administrative Approach to decision-making
-aka the behavioral approach, or the satisficing style
-when problems are ambiguous and/or only partial knowledge available –> first satisfactory option is chosen
-in contrast w/ rational-economic approach
satisficing = first SATISfactory answer will sufFICE
distributive vs. integrative/principled negotiation
distributive: parties claim part of the pie
integrative/principled: attempting to enlarge the pie
Maslow’s Hierarchy of Needs
physiological > safety > belonging and love (social) > esteem > self-actualization
little research support
Herzberg’s Two-Factor Theory
-aka Motivator-Hygiene Theory, extension of Maslow’s work
-lower-level needs (hygiene factors/dissatisfiers): job context factors (e.g., pay, working conditions), lead to dissatisfaction if not met
-upper-level needs (motivators/satisfiers): job content factors (e.g., achievement, responsibility, opportunity), increase satisfaction and motivation if met
job enrichment
-expanding jobs (vertical) to give employees more role in planning and performing their work
-increase autonomy, authority, freedom, challenge
leads to increased satisfaction and performance; decreased turnover, absenteeism
job enlargement
-expands the variety of the tasks the employee performs (horizontal) w/o increasing responsibility or autonomy
increases satisfaction
McClelland’s Acquired Needs Theory
significant work-related needs:
1) need for achievement (nACH) - desire to improve, solve problems, master tasks
2) need for affiliation (nAFF) - desire to est. and maintain friendly relations
3) need for power (nPOWER) - desire to control, influence, be responsible for others
-these needs are acquired over time
-people can be trained to think more like nACH people
-high nACH assoc w/ company success
-high nACH characteristics: setting moderate and attainable goals, needing recognition and feedback
General Expectancy Theory/Vroom’s VIE Theory
-Valence-Instrumentality-Expectancy
-people bx in ways based on:
1) Expectancy - expectancy that they will succeed on a task
2) Instrumentality - anticipation of rewards/RF for the task
3) Valence - value that the reward holds for that employee
Equity Theory (Adams)
social comparison: inequity is a motivating state, and we adjust our performance accordingly (based on things appearing fair or unfair)
Locke’s Goal-Setting Approach
think of smart goals…
- goals should be specific
- intermediate-high level difficulty
- workers must receive feedback
- self-efficacy will increase performance
- employees must accept the goals
job satisfaction and other variables…
-up to 30-40% may be linked to genetics
-satisfaction increases w/ age and higher occupational level
-whites more satisfied than minorities; diffs most sig. among managers
-job DISsatisfaction correlated w/ poorer physical and MH
-weak positive correlation b/w satisfaction and productivity
-moderate negative correlation w/ absenteeism and turnover
-positive correlation w/ pay
associations with turnover…
negative correlations with…
-tenure and expressed interest to stay
-pay
-opp for promotion
-positive correlation w/ routine work
-NO correlation w/ productivity
human factors approach
concerned w/ physical aspects of the job; maximizing speed and minimizing wasted movement
stages of group development
-forming
-storming (incl. conflicts over leadership)
-norming (initial integration)
-performing (total integration)
-adjourning
disjunctive vs. conjunctive tasks
disjunctive: outcome affected by the MOST effective group member’s performance
conjunctive: outcome affected by the LEAST effective group member’s performance
effects of compressed work week
decreased: anxiety, turnover
increased: satisfaction
mixed findings: productivity
flextime
decreased: lateness, absenteeism, turnover
increased: morale
mixed findings: productivity, satisfaction
