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EPPP > Industrial Organizational Psychology > Flashcards

Industrial Organizational Psychology Flashcards

1
Q

Title VII of the Civil Rights Act of 1964

A

original Equal Employment Opportunity (EEO) Act

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2
Q

Uniform Guidelines on Employee Selection

A

created in 1978; use of any test that adversely affects hiring, promotion, or other selection procedures constitutes discrimination; use of test acceptable if test is validated, has utility, and no alternatives are available

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3
Q

Americans with Disabilities Act

A

1990; bans discrimination in employment, transportation, access to buildings, and discrimination in other settings; requires companies make reasonable accommodations

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4
Q

ADA discrimination

A

using standards, employment tests or other selection criteria that screen out an individual with a disability or class of individuals with disabilities, unless the test or criteria is shown to be job-related and consistent with business necessity

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5
Q

ADA on substance abuse

A

prohibits discrimination against someone who has successfully completed or is currently participating in a drug rehabilitation program and is no longer using drugs

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6
Q

GRIGGS VERSUS DUKE POWER COMPANY (1971)

A

tests that measured broad abilities, in which minority group members passed at much lower rates than Whites, were unfair to use to make decisions of hiring and promotion; requirement was established that tests measure skills necessary for a particular job

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7
Q

Three major problems that result in discrimination

A

adverse impact, unfairness, differential validity

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8
Q

Adverse impact

A

one major problem that results in discrimination; based on the 80% or 4/5ths rule, which basically states that the percentage of minorities selected must be at least 4/5ths of the percentage of non-minorities selected

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9
Q

Unfairness

A

one major problem that results in discrimination; occurs when minorities and non-minorities score differently on the predictor test yet perform similarly on the criterion

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10
Q

Differential validity

A

one major problem that results in discrimination; occurs when there are significantly different criterion-related validity coefficients for different groups on the same test; test is more valid for predicting performance of one group than for predicting performance of another

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11
Q

Development of human resources

A

techniques for employee selection, use of psychological tests, performance appraisals, training and development, and career development theories

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12
Q

Job analysis

A

describes in specific terms the nature of the component tasks performed by workers on a particular job; information about the tools or equipment used, the operations performed, education and training required, wages paid, and any unique aspect of the job such as safety hazards; important for complying with EEO guidelines regarding fair employment

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13
Q

Job description

A

job tasks

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14
Q

Job specifications

A

job requirements

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15
Q

Job evaluation

A

a formal process that determines the financial worth of a specific job to an organization

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16
Q

How data for job analysis is obtained

A

open-ended or structured interviews; critical incident technique

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17
Q

Critical incident technique

A

ascertaining the specific actions that lead to desirable (successful) or undesirable (unsuccessful) consequences on the job

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18
Q

Employee selection and screening options

A

biodata, interviews, tests, assessment centers, and references and letters of recommendation

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19
Q

Biodata

A

biographical information

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20
Q

Biographical information techniques

A

standard application blank, the weighted application blank and the biographical inventory

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21
Q

Standard application blank

A

technique for collecting biographical information; asks for personal data, including education, employment history, etc.

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22
Q

Weighted application blank

A

technique for collecting biographical information; similar to the standard application in form and content however it assigns weights to certain variables (e.g. college versus non college graduates) that then affect the hiring process)

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23
Q

Biographical inventory blank

A

technique for collecting biographical information; covers the applicants life in greater detail; questions correlated with desirable and undesirable work behaviors, validated against specific criterion; very good predictors of job performance; not often used because development can be time consuming and costly

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24
Q

Interviews

A

have worst criterion-related validity of employee screening and selection options; better if structured, multiple interviewers, interviewers trained

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25
Q

Interviewer biases

A

first impression, negative information, the contrast effect, interviewer prejudices, halo effect

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26
Q

Halo effect

A

generalizing from one characteristic to the entire candidate in either a positive or negative direction; common example is attractiveness

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27
Q

Cognitive ability tests

A

tests of cognitive ability (e.g., Wonderlic Personnel Test) and aptitude (e.g., typing test) are common and tend to be good predictors of job success; however, may result in discrimination

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28
Q

Personality tests

A

poor predictors of job performance

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29
Q

Interest tests

A

poor predictors of job success; do correlate with job satisfaction

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30
Q

Work sample tests

A

candidate demonstrates sample work behavior; high content and criterion-related validity; tend to be more valid for minorities compared to other types of tests

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31
Q

Test batteries

A

used almost exclusively in upper management; good predictors of job performance

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32
Q

Assessment Center

A

method of selection that places new job applicants and candidates for promotion in a simulated job situation so that their behaviors under stress can be observed or evaluated; situational testing; first used in German army in 1920s; good criterion-related validity; usually 6-12 candidates at a time, over several days

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33
Q

Major assessment center techniques

A

in-basket technique, leaderless group discussion

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34
Q

References and letters of recommendation

A

often misleading

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35
Q

Employee selection procedures

A

multiple regression approach; multiple cutoff; multiple hurdle

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36
Q

Multiple cutoff

A

noncompensatory approach; only applicants who meet or exceed cutoff on each predictor considered

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37
Q

Multiple hurdle

A

noncompensatory approach; predictors applied in particular order, must pass cutoff score on first predictor to continue in selection process; efficient technique

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38
Q

Performance is a function of

A

ability, motivation, opportunity

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39
Q

Types of performance appraisals

A

objective, subjective, focused on results rather than merits

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40
Q

Objective methods of performance evaluation

A

easily observable and quantifiable categories (e.g., quantity of output, number of errors, accidents, absenteeism)

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41
Q

Subjective methods of performance evaluations

A

ratings that can be comparative or individual/absolute

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42
Q

Straight rankings

A

comparative method of performance evaluation in which workers listed from best to worst

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43
Q

Forced distribution

A

comparative method of performance evaluation in which people are ranked to fit a distribution

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44
Q

Paired comparison

A

comparative method of performance evaluation in which each employee is compared to every other employee in pairs

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45
Q

Graphic rating scales

A

individual/absolute method of performance evaluation which involves ratings on several aspects of a job

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46
Q

BARS (behaviorally anchored rating scales)

A

individual/absolute method of performance evaluation in which behavioral anchors are based on critical incidents; scale development is expensive and time consuming; does not tend to measure actual day-to-day activities, rather hypothetical situations

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47
Q

BOS (behavioral observation scale)

A

individual/absolute method of performance evaluation which rates extent to which person engages in every behavior

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48
Q

Management by objectives

A

mutual agreement between employees and supervisors on goals to be achieved in given time; actively involves employees in own evaluation; two phases: goal-setting and performance review; effective in increasing motivation and productivity

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49
Q

Instrument errors in evaluation

A

deficiency errors, contamination errors

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50
Q

Deficiency errors

A

instrument error in evaluation that involves excluding important aspects of job from evaluation

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51
Q

Contamination errors

A

instrument error in evaluation that involves rating an employee on non-important aspects of job

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52
Q

Rater errors in evaluation

A

task-based rater biases and ratee-based biases

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53
Q

Task-based rater biases

A

errors that occur when rater adopts evaluative set based on task (e.g., strictness set, leniency set, tendency set)

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54
Q

Strictness set

A

task-based rater bias in evaluation; rater is overly strict and gives everyone low rating

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55
Q

Leniency set

A

task-based rater bias in evaluation; rater is overly lenient and gives everyone high ratings

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56
Q

Central tendency set

A

task-based rater bias in evaluation; rater tends to rate everyone as about average

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57
Q

Ratee-based biases

A

halo error and personal biases in evaluation

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58
Q

Recency biases

A

tendency of evaluator to be most influenced by employee’s recent behaviors

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59
Q

Attribution errors

A

tendency of supervisors to attribute poor performance to internal factors for workers they don’t like and to external factors for workers they do like

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60
Q

Hiring decision evaluation error

A

supervisors tend to rate employees higher when supervisor participated in hiring decision

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61
Q

Strategies to improve employee ratings

A

training raters with the instruments to be used, using multiple raters, having raters rate on an ongoing basis rather than once or twice a year, and basing performance on clear and specific performance standards obtained through a job analysis

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62
Q

Frame of reference (FOR) training

A

raters are provided with clear and specific criteria (i.e., references) for what constitutes the different levels of performance (e.g., outstanding, good, average, etc.); successful strategy for reducing rater error

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63
Q

Types of training

A

non-participative training, individual participative training, group participative training

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64
Q

Programmed instruction

A

individual participative training; makes use of booklets, interactive videotapes, and complex computer software; involves graduated presentation of material with feedback at each step; commonly involves self-instruction; often for training large number of trainees in short period of time

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65
Q

Computer assisted instruction (CAI)

A

individual participative training; also called computer based training; derivative of programmed instruction that is computer based

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66
Q

Group participative training

A

discussion, role-playing, business games, sensitivity training, in-basket training, and behavioral modeling

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67
Q

Psychological factors affecting training

A

individual differences, pre-training expectations; motivation; active versus passive practice; massed versus distributed (spaced) practice; whole and part learning; transfer of training; feedback; reinforcement

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68
Q

Individual differences in training

A

can be predicted through cognitive tests, biographical data, attitude measures, and work samples; training does not always equalizes differences in ability, may magnify

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69
Q

Pre-training expectations

A

individuals with low sense of self-efficacy are less receptive than those with high sense of self-efficacy

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70
Q

Motivation in training

A

can be increased by involving trainees in decisions about training program, allowing them to participate in needs assessment, giving choice of training courses; motivation affected by sense of job involvement and locus of control

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71
Q

Whole and part learning

A

slow learners may be better able to learn new material when presented in smaller units

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72
Q

Transfer of training

A

application of training material to work setting; two strategies include overlearning and identical elements

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73
Q

Overlearning

A

develop very thorough knowledge of a task; helps with transfer of training; useful for tasks infrequently performed or performed under conditions of stress

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74
Q

Identical elements

A

similarity between training situation and actual work situation; helps with transfer of training

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75
Q

Feedback in training

A

people learn best with feedback; should be offered early and often

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76
Q

Reinforcement in training

A

affects speed of learning; greater the reward, more rapidly behavior is learned; initially continuous, later thinned

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77
Q

Structural career development theories

A

focus on individual traits and occupational tasks (e.g., Holland’s theory)

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78
Q

Developmental career development theories

A

focus on development across the life span (e.g., Super’s theory)

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79
Q

Holland’s theory

A

Holland’s personality-job fit theory; individuals and job traits can be matched, close matches will correlate with job success and satisfaction; formula for successful career planning: knowing oneself and having information about world of work

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80
Q

Holland’s typology

A

personality and work environments classified into six types: realistic investigative artistic social enterprising and conventional (RIASEC); can receive up to three codes, first most dominant; can be organized in hexagon with adjacent themes most similar

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81
Q

Realistic (Holland’s typology)

A

prefer physical activities that require skill, strength, coordination

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82
Q

Investigative (Holland’s typology)

A

prefer activities that involve thinking, organizing, and understanding

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83
Q

Artistic (Holland’s typology)

A

prefer ambiguous and unsystematic activities that allow creative expression

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84
Q

Social (Holland’s typology)

A

prefer activities that involve helping and developing others

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85
Q

Enterprising (Holland’s typology)

A

prefer activities with opportunity to influence others and obtain power

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86
Q

Conventional (Holland’s typology)

A

prefers rule-regulated, orderly, and unambiguous activities

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87
Q

Congruence (Holland’s theory)

A

degree of match between personality type and work environment; correlates with longevity at job

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88
Q

Consistency (Holland’s theory)

A

how closely an individual’s first two letters are on hexagon; correlated with stability in work

89
Q

Differentiation (Holland’s theory)

A

distinctness of a profile; more an individual is represented by one personality type, more distinct profile is; correlates with predictability of behavior

90
Q

Environmental identity (Holland’s theory)

A

individual’s view that work environment has clear and stable system of goals and rewards

91
Q

Vocational identity (Holland’s theory)

A

clarity and stability of individual’s own goals and interests; correlates with making decisions more easily and with greater confidence

92
Q

Super’s theory

A

life/career rainbow; posits that career decision-making involves range of changes and decisions from career entry to retirement; five major stages of career development; concept of career maturity; career decisions determined by socioeconomic factors, individual abilities, personal characteristics, opportunities to which persons are exposed; career viewed as combination of eight life roles

93
Q

Super’s five major stages of career development

A

growth (to age 14), exploratory (15 - 24), establishment (25 - 44), maintenance (45 - 64), and decline or disengagement (65+)

94
Q

Career maturity

A

based in Super’s theory; individual’s ability to effectively master the tasks of a given stage in preparation for moving to the next stage

95
Q

Life roles (Super’s theory)

A

son/daughter, learner, worker, spouse/friend, homemaker, parent/grandparent, leisurite, and citizen

96
Q

Self-concepts (Super)

A

proposed individuals express their self-concepts through choice of vocation

97
Q

Kumboltz’s theory

A

social learning theory; developmental theory of career decision making; career development based on social learning, environmental conditions and events, genetic influences and learning experiences; people choose careers based on what they have learned through modeling and reinforcement

98
Q

Tiedman & O’hara’s Theory

A

theory of career development that focuses on processes of differentiation and integration; self-awareness key variable in this theory; focuses on critical role decision-making plays; two stages to every decision: anticipation and implementation/adjustment

99
Q

Differentiation (Tiedman & O’Hara’s theory)

A

making distinctions about different aspects of oneself (e.g. characteristics) and the environment (e.g., seeing various aspects of a particular job instead of just one factor)

100
Q

Integration (Tiedman & O’Hara’s theory)

A

unifying different aspects of oneself and the environment, results in making better decisions, setting more refined goals, developing more useful plans

101
Q

Schein’s theory

A

Career Anchor Theory; person’s self-concept acts as anchor, determining future occupational decisions; self-concepts or “career anchors” revolve around eight categories

102
Q

Schein’s career anchors

A

eight categories: autonomy/independence, security/stability, technical/ functional competence, general managerial competence , entrepreneurial creativity, service/dedication to a cause, pure challenge, and lifestyle

103
Q

Scientific management

A

predominant philosophy in early 20th century; espoused by Frederick Taylor; views workers as extensions of machines with goal of increasing productivity; little consideration to employees as human beings with needs, abilities, or interests; workers considered lazy and dishonest, low intelligence

104
Q

Human relations management approach

A

predominant today; arose in 1920s and 1930s under impact of Hawthorne studies which focused on worker rather than production

105
Q

Hawthorne studies

A

set out to study effects of environmental factors on productivity; leaders allowed workers to set production pace, form social groups, and talk on job; workers’ views solicited; found psychological factors more important in increasing productivity than physical aspects of work environment; importance of informal work groups, workers considered adhering to group’s norms more important than extra pay for company standards

106
Q

Hawthorne effect

A

productivity increased simply because workers are observed

107
Q

Theory X

A

McGregor (1960) name for scientific management approach; assumes workers are lazy and must be coerced and directed since they have no ambition and no sense of responsibility; underlies typical bureaucracies

108
Q

Theory Y

A

McGregor (1960) name for human relations approach; assumes that people find satisfaction with their work, and that control and punishment are not necessary to bring about good performance; people are industrious and creative, seeking challenge and responsibility; function best under participative leadership style

109
Q

Theory Z

A

described in Ouchi’s 1981 book; highlights three critical Japanese management strategies: lifelong employment with an emphasis on loyalty, slow promotion with an emphasis on non-specialized career paths, and high levels of group decision making

110
Q

Trait theories of leadership

A

initial approach when studying leadership; based on the assumption that there is a universal set of traits that can always distinguish good leaders from poor leaders, regardless of the situation; research provides limited and inconsistent support; meta-analyses indicate important characteristics are drive, leader motivation, honesty and integrity, self-confidence and emotional stability, high cognitive ability, and knowledge of industry and company; compare authoritarian, democratic, and laissez faire leaders

111
Q

Situational theories of leadership

A

effectiveness of leadership is contingent upon organization; contingency theories of leadership

112
Q

Fielder’s Contingency Theory

A

LPC Theory (1967); situational theory of leadership; involves three steps: whether leader is task- or relationship- oriented using least preferred co-worker (LPC), situational control/favorableness assessed, predicts low LPCS most effective in highly favorable or unfavorable situations and high LPCs most effective in moderately favorable situations

113
Q

High LPC

A

Fielder’s Contingency Theory; if leader rates least preferred coworker with high rating, leader is termed high LPC leader and considered to be relationship oriented

114
Q

Low LPC

A

Fielder’s Contingency Theory; if leader rates least preferred coworker with a poor rating, considered low LPC leader and thought to be task-oriented

115
Q

Situational control

A

Fielder’s Contingency Theory; also called favorableness; how likely it is that task will be accomplished; affected by how easy or difficult the task is, how powerful the leader is, and the relationship between the leader and the subordinates

116
Q

Cognitive resource theory

A

Fielder & Garcia (1987); situational/contingency theory of leadership; developed in response to criticism to the LPC theory; whether directive versus non-directive leadership style more effective depending on cognitive resources (ability) of employees plus stress levels, experience of the leader, and group support for the leader

117
Q

Vroom and Yetton’s Normative Model

A

1973; situational/contingency theory of leadership; focuses on decision-making and degree to which leader allows subordinates to participate; five leadership styles; most effective depends on importance of the decision, the degree to which subordinates accept it, and the time required to make the decision

118
Q

Vroom and Yetton’s five leadership styles

A

autocratic, consultative, group decision making with the leader, group decision making without the leader, and autocratic with information

119
Q

House’s Path-Goal Theory

A

1971; situational/contingency theory of leadership; recommends that the leader increase personal payoffs for subordinates and make the paths to the payoffs easier by clarifying and reducing roadblocks; finding out what each employee finds rewarding, assessing the employee’s strengths and weaknesses, and helping the employee to achieve his or her goals

120
Q

Path-Goal Theory leadership styles

A

directive, supportive, achievement oriented, and participative

121
Q

Hersey and Blanchard’s Situational Leadership

A

situational/contingency theory of leadership; employee’s readiness to perform; if not ready, leader should tell them what to do; if are more ready, need less task orientation from leader

122
Q

Hersey and Blanchard’s Situational Leadership styles

A

(corresponding to degrees of readiness) telling, selling, participating, delegating

123
Q

Bernard Bass

A

distinguished between transactional and transformational leaders

124
Q

Transactional leader

A

more traditional leader who influences subordinates through daily, fairly emotionless exchanges; aims to secure the agreed upon level of performance from the subordinates and may make use of rewards, management by objectives, and other conventional means.

125
Q

Transformational leaders

A

aims to broaden and elevate the goals of the subordinates; utilize charisma, inspiration, intellectual stimulation, and individualized consideration

126
Q

Five types of power in willingness to comply with leader’s request

A

reward power, coercive power, legitimate power, referent power, expert power; presence of combination of expert and referent power (sometimes called incremental power) is most important for complying with requests; coercive most negatively correlated with satisfaction

127
Q

Reward power

A

based on position power; based on ability to provide rewards

128
Q

Coercive power

A

based on position power; based on ability to punish

129
Q

Coercive power

A

based on position power; based on ability to punish

130
Q

Legitimate power

A

based on position power; based on hierarchy of organization

131
Q

Referent power

A

based on personal power; based on identifying with, admiring, or liking the person in the leadership position

132
Q

Expert power

A

based on personal power; comes from expertise and skills in relevant area

133
Q

Rational-economic model

A

also called classical approach; model of decision making involving basing decisions on clear definition of problem, knowing all choices and consequences, and choosing optimal solution

134
Q

Administrative approach

A

model of decision making; also called satisficing style; Herbert Simon; used when problems are ambiguous, only partial knowledge is available, and the first satisfactory alternative is chosen

135
Q

Herbert Simon

A

administrative approach/satisficing style

136
Q

Types of conflict

A

intrapersonal, interpersonal, intergroup, interorganization

137
Q

Conflict resolution types

A

lose-lose approach typical with compromise, a win-lose approach common with competition or authority, or a win-win approach typical in collaborative and problem-solving situations

138
Q

Types of negotiation

A

two-party, group, intergroup, or among constituencies (e.g., management versus labor)

139
Q

Distributive negotiation

A

parties claiming part of the pie

140
Q

Integrative/principled negotiation

A

attempting to enlarge the pie (rather than claiming parts)

141
Q

Arbitration

A

third party who acts as “ judge” and issues a binding decision after listening to both parties

142
Q

Types of theories of motivation

A

need or content theories, cognitive or process theories, and the reinforcement model

143
Q

Maslow’s need hierarchy

A

need theory of motivation; needs arranged in hierarchy of importance; little research support and is judged to have low scientific validity and applicability in the workplace

144
Q

Levels of Maslow’s hierarchy

A

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

145
Q

Herzberg’s two-factor theory

A

need theory of motivation; also known as Motivator-Hygiene theory (1966); extends Maslow; different factors account for job satisfaction and dissatisfaction; divides needs into upper and lower level needs; lead to concepts of job enrichment and job enlargement

146
Q

Lower level needs (Herzberg’s theory)

A

also called hygiene factors or dissatisfiers; relate to job context, such as pay, working conditions, supervision, etc; not meeting them can cause dissatisfaction, but meeting them does not produce satisfaction

147
Q

Upper level needs (Herzberg’s theory)

A

also called motivators or satisfiers; relate to job content and include needs for achievement, responsibility, and opportunity; meeting them produces satisfaction, but not meeting them does not cause dissatisfaction

148
Q

Job enrichment

A

expanding jobs to give employees a greater role in planning, and performing their work, thus providing an opportunity to build satisfiers into job content; increased satisfaction and performance, decreased turnover and decreased absenteeism; also called “vertical loading”; individual preferences, those in favor of it tending to be high in growth-need strength, knowledge and skill, and tending to be most satisfied by job content factors

149
Q

Vertical loading

A

Another name for job enrichment

150
Q

Job enlargement

A

expands the variety of tasks the employee performs without increasing responsibility or autonomy; increases satisfaction but only slightly affects job performance; also known as “horizontal loading”

151
Q

Horizontal loading

A

another name for job enlargement

152
Q

Alderfer’s ERG Theory

A

need theory of motivation; based on Maslow; needs based on existence, relatedness, and growth; needs not hierarchical, all may influence person at same time; principle of frustration-regression; satisfying a need may make need even stronger; greater empirical support; people with educated parents have higher growth needs, women have lower existence needs and higher relatedness needs compared to men

153
Q

Frustration-regression principle

A

if a person is frustrated, he or she will move towards previously met need

154
Q

McClelland’s Acquired Needs Theory

A

need theory of motivation; 1950s; resulted from experimenting with TAT; three significant work related needs are nACH, nAFF, nPOWER; needs acquired over time

155
Q

nACH

A

McClellan’s Acquired Needs Theory; need for achievement, desire to do something better, solve problems, master tasks; can be trained and correlates with success of company; favor environment where they can assume responsibility for problem solving, setting moderate attainable goals, and needing recognition and feedback about their progress.

156
Q

nAFF

A

McClellan’s Acquired Needs Theory; need for affiliation, desire to establish and maintain friendly relations

157
Q

nPOWER

A

McClellan’s Acquired Needs Theory; desire to control, influence, and be responsible for others

158
Q

General Expectancy Theory

A

cognitive theory of motivation; also called Vroom’s Valence-Instrumentality-Expectancy (VIE) Theory; people behave based on perceived expectancy that rewards will follow; in workplace employees perform at level that results in greatest payoff; three facets are expectancy, instrumentality, and valence

159
Q

Valence-Instrumentality-Expectancy (VIE) Theory

A

General Expectancy Theory; cognitive theory of motivation; people behave based on perceived expectancy that rewards will follow; in workplace employees perform at level that results in greatest payoff; three facets are expectancy, instrumentality, and valence

160
Q

Expectancy

A

expectancy of success on task (how likely efforts will result in desired achievement); General Expectancy/VIE Theory

161
Q

Instrumentality

A

anticipation of rewards; employees consider probability that rewards will follow accomplishment or performance; General Expectancy/VIE Theory

162
Q

Valence

A

value rewards have for employees; employees determine how much they value offered rewards; General Expectancy/VIE Theory

163
Q

Adam’s Equity Theory

A

cognitive theory of motivation; 1965; ratio of self-inputs/self outcomes versus others’ inputs/outcomes; based on social comparison theory; inequity is motivating state, adjust performance based on things appearing fair or unfair

164
Q

Locke’s Goal Setting Approach

A

cognitive theory of motivation; 1968; based on five principles: goals should be specific, goals she be intermediate to high difficulty, workers must receive feedback, sense of self-efficacy will increase performance, employees must accept goals

165
Q

Reinforcement model of motivation

A

set of principles according to which people perform actions that have rewarding outcomes, avoid actions that have punishing outcomes, and stop performing actions that have neither rewarding nor punishing outcomes; performance-contingent rewards strongly correlated with performance and satisfaction; non-performance contingent rewards and punishment not strongly linked with reward and satisfaction

166
Q

Job satisfaction & genetic factors

A

up to 30-40% of job satisfaction may be linked to genetic factors

167
Q

Age and job satisfaction

A

satisfaction increases with age

168
Q

Gender and job satisfaction

A

no clear relationship

169
Q

Race and job satisfaction

A

Whites report more job satisfaction, differences most significant among managers

170
Q

Occupational level and job satisfaction

A

higher occupational level associated with higher job satisfaction

171
Q

Health and job satisfaction

A

job dissatisfaction associated with physical and mental health

172
Q

Productivity and job satisfaction

A

weak positive correlation

173
Q

Absenteeism/turnover and job satisfaction

A

moderate negative correlation

174
Q

Pay and job satisfaction

A

positive correlation, especially with fairness of pay

175
Q

Sex and absenteeism

A

higher among females, strongest correlation

176
Q

Company size and absenteeism

A

less in smaller companies

177
Q

Age and absenteeism

A

older works have more unavoidable absences but fewer avoidable absences and decreased turnover

178
Q

Tenure and turnover

A

tenure and expressed interest to stay are most strongly correlated with turnover (negative)

179
Q

Pay/opportunity for promotion and turnover

A

negative correlation

180
Q

Routine work and turnover

A

positive association

181
Q

Productivity and turnover

A

no association

182
Q

Job-related factors

A

job-related factors such as approach company takes also affect motivation and satisfaction

183
Q

Human factors approach (job design)

A

concerned with physical aspects of job; Time and motion studies address ways to maximize speed and minimize wasted movement; focus on “operator-machine system,” how humans and machines work together to accomplish a job

184
Q

Psychological approach (job design)

A

assumes that efficiency and effectiveness are correlated with satisfaction, and that satisfaction allows people to meet self-actualization needs; includes job enlargement and job enrichment

185
Q

Common organizational structures

A

traditional, project, team, multidimensional; trend is moving away from traditional toward multidimensional, sharing authority and decision-making

186
Q

Project organizational structure

A

centered on specific products or services (e.g., focused on emergency medicine/surgery/education rather than disciplines of physicians/nurses/support staff)

187
Q

Team organizational structure

A

centered on work teams or groups that report to upper level managers

188
Q

Multidimensional organizational structure

A

more than one type of structure (e.g., both traditional and team)

189
Q

Participative organizational style

A

Lawler 1986; three assumptions of human relations (people want to participate), human resources (people are valuable resource because have knowledge and ideas), and high involvement (people can be trusted to develop knowledge and skills to make important decisions about management and their work )

190
Q

Quality-of-Work-Life Programs (QWL)

A

participative programs intended to improve the quality of working life; Workers involved in teams that meet weekly to discuss problems in their areas of responsibility; greater effect on satisfaction than performance

191
Q

Quality Control Circles (QCC)

A

not concerned with quality of work life but with specific ways to improve finished product and level of production; may enhance satisfaction, but goal is improved quantity and quality of production; key principle: workers must be given greater responsibility for their work and must be allowed to participate in decisions affecting the nature of the work and the way it is performed; 7-10 employees from same department; membership voluntary; increases production and satisfaction, decreases absenteeism and turnover

192
Q

Organizational development

A

focuses on total organizational change and systematic ways to bring about planned change; goal is to assist organization to adapt to changing work environment, improve ability to respond to future changes, and to help employees develop new sense of purpose for organization; takes systems approach; outside consultants; implementation begins with top management; process goals of communication, interaction, decision-making; outcome goal to increase task performance; difficult to evaluate empirically

193
Q

Centralized communication networks

A

one person in middle gets all information; best for simple tasks, result in rapid communication

194
Q

Decentralized communication networks

A

all members can communicate with one another; best for problem-solving and communication; result in slower communication; satisfaction greatest in less centralized networks (individual satisfaction associated with centrality of one’s position)

195
Q

Social loafing

A

also called Ringelmann effect, people don’t work as hard in a group as on their own

196
Q

Ringelmann effect

A

social loafing

197
Q

Informal groups

A

do not receive “official” designation to serve specific purpose; can shape employee attitudes, behavior, and productivity; can work for or against company; social loafing; tend to attract and retain people with similar personalities; greater group cohesiveness, greater power over members and pressure to conform; being part of group can increase job satisfaction, decrease turnover, absenteeism, strain

198
Q

Factors that affect group cohesiveness

A

group size (smaller more cohesive), outside pressures and threats (increase cohesiveness), diversity (decreases cohesiveness), team rewards (increases), difficulty to join (increases), and frequent interactions (increases)

199
Q

Stages of group development

A

forming, storming (conflicts over leadership), norming (initial integration), performing (total integration) and adjourning

200
Q

Types of group tasks

A

additive, disjunctive, conjunctive

201
Q

Additive tasks

A

group members’ separate performances are added to produce a combined effect

202
Q

Disjunctive tasks

A

outcome affected by performance of most effective group members

203
Q

Conjunctive tasks

A

group’s accomplishment limited by least effective member

204
Q

Group effectiveness and group decision making

A

groups make better decisions than individuals when problem has multiple parts susceptible to division of labor; heterogenous groups make better decisions but may have cohesion problems; ideal size is 5-7; in situations requiring deliberation, even number more effective; work best when common goals are more important to members than individual goals

205
Q

Brainstorming

A

technique for improving group decision-making; superior to open group discussion when goals involve creative thinking; better solutions when brainstorm alone

206
Q

Risky shift

A

tendency for people in groups to make riskier decisions than if deciding as individual; as a result, groups can be more creative and innovative

207
Q

Response polarization

A

also known as group polarization; tendency of people in groups to become more extreme in their views

208
Q

Groupthink

A

occurs in highly cohesive groups when group members seek concurrence, consensus, and unanimity more than they seek the best possible alternative

209
Q

Temperature/humidity and job performance

A

performance declines as temperature increases and as humidity increases; affects quantity and quality of production

210
Q

Illumination (job environment)

A

inadequate lighting source of distress; optimal levels vary based on task; most people feel better with several lamps rather than one overhead light

211
Q

Noise (job environment)

A

prolonged exposures to over 85 dB can result in some hearing loss; exposures to over 120 dB can cause temporary deafness; and even brief exposures to over 130 dB can cause permanent deafness; Most people can adapt to constant or continuous noises, but intermittent noise is more distracting; perception of ability to control noise more important than actual ability

212
Q

Color (job environment)

A

affect emotions; Blues and greens (cool colors) are soothing; red causes excitement; yellow and orange (warm colors) cause alertness; and gray is depressing

213
Q

Music (job environment)

A

music increase production slightly for assembly line jobs that are repetitive and simple; no evidence for more demanding work

214
Q

Relation between nominal and actual working hours

A

when nominal hours (hours at job) increase, working hours (hours spent getting work done) decrease

215
Q

Compressed work weeks

A

e.g., four ten-hour workdays; used by about 20% of workforce; decreased anxiety, decreased turnover, increased satisfaction; drawbacks are fatigue and possible customer complaints due to unavailable personnel; effect on productivity mixed (initially positive, wear off over time)

216
Q

Flextime

A

utilized by about 40% of workforce; mixed findings: may increase morale and productivity and decrease lateness, absenteeism, and turnover, or no differences in productivity or satisfaction

217
Q

Rest break

A

increase morale and productivity, reduce fatigue and boredom; maximum effect in fourth and eight hour

218
Q

Shift work

A

preference for day work; increased error and decreased output at night; night shifts and rotating shifts detrimental to health

219
Q

OSHA

A

1970, regulates health and safety; 6,000,000 work-related accidents per year, 10,000-14,000 deaths; safety incentive programs work best; Safety education and training programs are most effective when there is practice, feedback, and reinforcement

EPPP (8 decks)

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