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My EPPP Flashcards > I/O Psychology > Flashcards

I/O Psychology Flashcards

1
Q

Job Analysis

A

Systematic method for collecting the information needed to develop a job description and appropriate criterion (job performance) measures

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2
Q

Job Evaluation

A

Conducted to set wages & salaries

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3
Q

Relative Techniques

A
  • Paired Comparison
  • Forced Distribution
  • Ranking
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4
Q

Paired Comparison

A

Time consuming when there are many ratees

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5
Q

Forced Distribution

A

Resembles grading on a curve

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6
Q

Absolute Techniques

A
  • Critical Incident
  • Behaviorally
  • Anchored Rating Scale (BARS)
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7
Q

Types of Tater Biases

A
  • central tendency
  • halo bias
  • leniency bias
  • contrast effect
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8
Q

Frame of reference training

A

Provides raters with a common conception of what constitutes effective and ineffective job performance

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9
Q

Forced Choice Technique

A

Useful for overall rating of performance and is difficult to develop

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10
Q

Adverse Impact (80% rule)

A

Occurs when the hiring rate for minority group is less than 80% of hiring rate of majority group

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11
Q

Differential Validity

A

Predictor’s validity coefficient is substantially different for different groups

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12
Q

Unfairness

A

When validity coefficients and criterion performance for two groups are similar but members of one group score consistently lower on the predictor

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13
Q

Predictor cut off scores

A

Of two groups determine whether there is unfairness

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14
Q

Slope of the Regression Line

A

Indictes the degree of correlation between the predictor and the criterion

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15
Q
  1. Incremental Validity
  2. Discriminant (divergent) Validity
  3. Convergent Validity
A
  1. Benefits the use of the test provides with regards to decision making accuracy
  2. Test has low correlations with tests that measure different traits, xteristics or abilities
  3. Test correlates highly with tests that measure the same trait (provides evidence of construct validity)
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16
Q

Base Rate

A

Proportion of correct decisions without the new technique

(Moderate base rate means there is room for improvement and is optimal)

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17
Q

Selection Ratio

A

Ratio of job applicants to job openings

(optimal when seletion ratio is low because you have many applicants to choose from)

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18
Q

Predictor has a positive effect

A

When the selection ratio is low and base rate is moderate

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19
Q

Low Base Rate (other problems)

A

Means something else other than selection is the problem

e.g. employees need more training or

standards of success are too high

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20
Q

Taylor-Russell Tables

A

Used to estimate the percent of new employees who will be successful on the job

  • provides info. on test/predictor’s incremental validity (decision-making accuracy)
  • selection ratio low (1:50) and base rate moderate (near .50)
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21
Q

To increase decision-making Accuracy

A
  • Multiple Regression (is compensatory - combine predictor scores)
  • Mutiple Cutoff (when compensation is unacceptable)
  • Multiple Hurdles (when compensation is unacceptable)
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22
Q

Compensatory Techniques

A

Like MR - a low score on one test can be offset (compensated) by a hgih score on another test

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23
Q

Multiple Hurdles Technique (non-compensatory)

A
  • Involves administering predictors one at a time
  • Must be in logical order (easiest to hardest, least expensive to most etc)
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24
Q

General Mental Ability (GMA) Tests

(a.k.a. Cognitive Ability Tests)

A
  • Most consistently valid predictors across different jobs and job settings
  • Outperform most other predictors across jobs and organizations
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25
Q

Biographical Information Blanks (BIBs)

A
  • Empirically derived biodata form
  • Consists of multiple choice items linked to job performance
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26
Q

Assessment Centers

A
  • Originally used in WWII to select OSS agents
  • Now used for evaluating and predicting managerial-level employees
  • Used for selection, training and promotion
  • Simulate actual tasks a manager performs on the job
  • Situational (work sample) tests like in-basket test and leaderless group discussion
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27
Q

Needs Assessment or a Needs Analysis

  • To id training needs
A

Three components:

  • Organization analysis
  • Job analysis
  • Person analysis
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28
Q

Organization Analysis

A

Conducted to identify the organization’s goals

29
Q

Person Analysis

A
  • Used to determine which employee requires training
  • What knowledge, skills and abilities (KSAs) they need to acquire to perform job effectively
30
Q

Demographic Analysis

A

Used to identify training needs

31
Q

Bandura’s Behavioral Modeling

(People Learn by Watching Others)

A

Useful Training Startegy that involves:

  • Modeling
  • Skill Mastery
  • Self-Derected Application
32
Q

Evaluation of Training Programs

A

Kirkpatrick (Four Elements):

  • Reaction criteria
  • Learning criteria

Behavioral criteria

  • Results criteria
33
Q
  1. Reaction Criteria
A
  • Assess participant’s subjective reactions to training program
  • Provides least useful information
34
Q
  1. Learning Criteria (LC)
  2. Behavioral Criteria (BC)
  3. Results Criteria (RCii)
A
  1. LC - measures how much trainees have learned
  2. BC - assess participants’ change in performance once they return to the job
  3. RCii - assess the value of the training program in terms of org. goals
35
Q

Donald Super’s Theory of Career Development

(2 Main Concepts - match individual life role to life stage)

A
  1. Self-Concept
    - inherited aptitudes, physical makeup & social learning experiences
  2. Career Maturity
    - person’s ability to cope with the developmental tasks of his or her life stage
36
Q

Super’s Life Career Rainbow

A

Five Life Stages:

  1. Growth
  2. Exploration
  3. Establishment
  4. Maintenance
  5. Disengagement
37
Q

Holland’s RIASEC model

A

Match personality to work environment:

Realistic

Investigative

Artistic

Social

Enterprising

38
Q

Roe’s Fields and Levels Theory of Career Development

A

Stresses the importance of personality and basic needs for occupational choice

39
Q

Tiedeman and O’Hara

Cognitive Development Theory of Career Development

A
  • Consistent with Erickon, Piaget, Bruner & Allport
  • Career development is an aspect of ego id development
  • Continues througout the lifespan
40
Q

Krumboltz’s Social Learning Theory of Career Development

A

Four Factors (based on what we learn from interactions with others):

  • Genetic Endowment
  • Environmental Conditions
  • Learning Experiences
  • Task Approach Skills
41
Q

Brousseau and Driver

A

Four Career Concepts:

  1. Steady
  2. Linear
  3. Spiral
  4. Transitory
42
Q

Davis and Lofquist’s 1984 Theory of Work Adjustment (TWA)

A

Describes the relationship of the individual to his or her work environment.

Satisfaction

Satisfactoriness

43
Q

Herzberger’s Two-Factor Theory

A

People have two basic needs:

  1. Hygiene (job context)
  2. Motivator (job content)
44
Q

Hygiene Factors

A
  1. Job security
  2. Pay
  3. Benefits
  4. Relationships with coworkers
  5. Working conditions
  6. Company policies
45
Q

Motivator Factors

A
  • Opportunities for responsibility
  • Promotion and advancement
  • Recongition
  • Achievement
  • Challenge
  • Autonomy
46
Q

Expectancy (VIE) Theory

A

Motivation is a multiplicative function of

  • expectancy
  • valence
  • instrumentality
47
Q
  1. Valence
  2. Instrumentality
  3. Expectancy
A
  1. (V) Desirability - value placed on outcomes for successful performance
  2. (I) Belief that successful perfomance will lead to positive outcomes
  3. (E) Relationship between effort and performance
48
Q

Ohio State University

Leader Behavior (2 Dimensions)

A

Initiating

Consideration

49
Q

Fiedler’s LPC Leadership Theory

A

High LPC

Low LPC

50
Q

Low LPC

A
  • Task-Oriented
  • Effective in extreme situations
  • Very high or very low in favorableness
  • Mostly interested in successful task performance
51
Q

High LPC

A
  • Person-Oriented
  • Most effective in moderate situations
  • Concerned with mainatining good interpersonal relationships
52
Q

Cognitive Resource Theory

(Fiedler and Garcia)

A

Impact of leader’s experience and intelligence on leader’s performance is moderated by the leader’s level of stress

53
Q

Path-Goal Theory

(Contingency Theory)

A

Best leadership style depends on the nature of the situation

54
Q

Path-Goal Theory Leadership Styles (Four)

A

Directive

Supportive

Participative

Achievement-Oriented

55
Q

Hersey & Blachard Situational Leadership Model

A

Choice of an effective leader depends on the employee’s level of job maturity (ability & willigness to assume responsibility)

56
Q

Hersey & Blachard Leadership Styles

TSPD

A
  1. Telling - ‘ee low in ability & maturity (low maturity:unable & unwilling/insecure)
  2. Selling - ‘ee low in ability & high in willingness (moderate maturity: unable but willing/confident)
  3. Participating - ‘ee high in ability & low in willingness (moderate maturity: able but unwilling/insecure)
  4. Delegating - ‘ee high in ability & high in willingness (high maturity: competent & confident)
57
Q

Group Cohesiveness

A
  1. Maximized when group members are relatively homogeneous in personality, abilities & characteristics
  2. When members participate in defining group goals and norms
58
Q

Types of Group Tasks

A
  1. Additive- Final group product represents combination of contributions from each participant
  2. Compensatory - Final product is the average of each individuals contributions
  3. Disjunctive - Members must accept solution offered by one member
  4. Conjuctive - Group success depends ont he ability of each member to perform his/her role effectively
59
Q

Stages of Group Development

A

Forming - establishing groun rules

Storming - Power struggles and conflicts

Norming - Agreement, unity and commitment

Performing - Getting the job done

Adjourning

60
Q

Communication Networks

A

Centralized - Most effective for simple tasks

Decentralized - Most effective for complex tasks & has greater overall satisfaction

61
Q

Rational-Economic Model

A

Decision-makers consider all altrnatives and then choose the optimal ones

62
Q

Bounded-Rationality Model

A

Decision-makers satisfice rather than optimize by choosing the first alternstive that meets minimum acceptable criteria

63
Q

Lewin’s Force Field Analysis (1951)

Organizational Change and Development

A

Unfreezing

Changing

Refreezing

64
Q

Holftede (1993)

National Culture

A

Power Distance (egalitarian or embraces hierarchy)

Uncertanity Avoidance (comfortable with uncertanity or not)

Masculinity (femininity vs masculinity)

Individualism (collectivism vs individualism)

Long Term (LT) Orietnation (traditional ST vs futuristic LT)

65
Q

Schein’s Levels of Organization Culture

(Three)

A
  • Observable Artifacts (an organization’s attitudes, behaviors, and beliefs—what it considers important and meaningful. Examples include: A company’s physical surroundings (the building, interior design, landscape, etc.)
  • Espoused Values & Beliefs (are the things advocated by a company’s leadership and management. These can be defined as: Beliefs upon which the company is built—the company’s code of conduct. Demonstrated traits; managers serve as examples by modeling the values they wish to see in their company.)
  • Basic Underlying assumptions (unconscious beliefs/attitudes/emotions)
66
Q

Yerkes-Dodson Law

A

Predcits a U-shaped (curvilinear) relationship between arousal & learning on performance

  • Moderate levels of arousal = highest levels of learning/performance
  • low level of arousal = boredom
  • high level of arousal = stress/ fatigue
  • rest break every 4th and 8th hours of work
67
Q

Social Readjustment Rating Scale (SRRS)

Holmes & Rahe (1967)

A

Method used to evaluate person’s level of stress

  • Death of a spouse = most stressful
  • Imprisonment = 3rd stressful
  • Losing job = 7th stressful
  • Sexual difficulties = 9th stressful
68
Q

Karasek (1979)

A

High job demand & low job control produces highest level of stress

  • Include machine-paced jobs & service jobs

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