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EPPP > I/O Psychology > Flashcards

I/O Psychology Flashcards

1
Q

3 problems that can result in discrimination

A
  1. adverse impact
  2. unfairness
  3. differential validity
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2
Q

adverse impact

A

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

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3
Q

unfairness

A

when minorities and non-minorities score differently on a predictor test (e.g., MCAT) but perform similarly on the criterion (e.g., med school)

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4
Q

differential validity

A

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

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5
Q

job analysis

A

-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

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6
Q

job description

A

describes tasks of the job

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7
Q

job specifications

A

requirements for the job

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8
Q

job evaluation

A

determining wages/worth of the job

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9
Q

biodata

A

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)

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10
Q

biographical inventory (aka BIB biographical information blank)

A

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

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11
Q

tests of cognitive ability and aptitude

A

-good predictors of job success
-may result in discrimination

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12
Q

Griggs vs. Duke Power Co.

A

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

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13
Q

interest tests (e.g., Holland’s self-directed search)

A

-correlate w/ job satisfaction
-poor prediction of job success

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14
Q

work samples

A

-high content and criterion validity
-tend to be more valid for minorities compared to other types of testing

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15
Q

test batteries

A

used w/ upper management
good predictor of job performance

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16
Q

assessment centers/situational testing

A

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

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17
Q

multiple regression approach to selection

A

-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

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18
Q

multiple cutoff

A

-noncompensatory
-only applicants who meet/exceed the cutoff on EACH of the predictors will be considered

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19
Q

multiple hurdle

A

-noncompensatory
-predictors applied in a particular order, must pass the cutoff on the first in order to continue in selection process
-efficient

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20
Q

BARS (behaviorally anchored rating scales)

A

-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

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21
Q

MBO (management by objectives)

A

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

  1. goal setting phase
  2. performance review

effective in increasing motivation and productivity

22
Q

Holland’s Personality-Job Fit Theory

A

-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

23
Q

Super’s Life/Career Rainbow

A

-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

24
Q

Krumboltz’s Social Learning Theory

A

-developmental theory of career decision-making
-basically: ppl chose careers based on what they have learned through modeling and RF

25
Q

Schein’s Career Anchor Theory

A

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)

26
Q

scientific management (as a management approach)

A

-focus on increasing productivity
-workers seen as extensions of machines
-workers considered lazy, dishonest

27
Q

human relations approach to management

A

-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

28
Q

Theory X and Y

A

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

29
Q

Theory Z

A

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

30
Q

Fiedler’s Contingency (LPC) Theory

A

-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)

31
Q

House’s Path-Goal Theory

A

-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

32
Q

Hersey and Blanchard’s Situational Leadership

A

-looks @ employee readiness to perform
-if not ready, leader should be directive
-if more ready, leader should be less directive

33
Q

Rational-Economic Model of decision-making

A

-aka the “classical approach”
-clear def. of problem, know all possible choices, and then choose the optimal solution

34
Q

Administrative Approach to decision-making

A

-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

35
Q

distributive vs. integrative/principled negotiation

A

distributive: parties claim part of the pie

integrative/principled: attempting to enlarge the pie

36
Q

Maslow’s Hierarchy of Needs

A

physiological > safety > belonging and love (social) > esteem > self-actualization

little research support

37
Q

Herzberg’s Two-Factor Theory

A

-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

38
Q

job enrichment

A

-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

39
Q

job enlargement

A

-expands the variety of the tasks the employee performs (horizontal) w/o increasing responsibility or autonomy

increases satisfaction

40
Q

McClelland’s Acquired Needs Theory

A

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

41
Q

General Expectancy Theory/Vroom’s VIE Theory

A

-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

42
Q

Equity Theory (Adams)

A

social comparison: inequity is a motivating state, and we adjust our performance accordingly (based on things appearing fair or unfair)

43
Q

Locke’s Goal-Setting Approach

A

think of smart goals…

  1. goals should be specific
  2. intermediate-high level difficulty
  3. workers must receive feedback
  4. self-efficacy will increase performance
  5. employees must accept the goals
44
Q

job satisfaction and other variables…

A

-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

45
Q

associations with turnover…

A

negative correlations with…
-tenure and expressed interest to stay
-pay
-opp for promotion

-positive correlation w/ routine work

-NO correlation w/ productivity

46
Q

human factors approach

A

concerned w/ physical aspects of the job; maximizing speed and minimizing wasted movement

47
Q

stages of group development

A

-forming
-storming (incl. conflicts over leadership)
-norming (initial integration)
-performing (total integration)
-adjourning

48
Q

disjunctive vs. conjunctive tasks

A

disjunctive: outcome affected by the MOST effective group member’s performance

conjunctive: outcome affected by the LEAST effective group member’s performance

49
Q

effects of compressed work week

A

decreased: anxiety, turnover

increased: satisfaction

mixed findings: productivity

50
Q

flextime

A

decreased: lateness, absenteeism, turnover

increased: morale

mixed findings: productivity, satisfaction

EPPP (6 decks)

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