IO Flashcards
Job analysis vs. job evaluation
analysis: used to clarify the requirements of a job
evaluation: determine the worth of a job to set salary
Frame of reference trainin
Can help reduce rate bias and increase accuracy.
provides raters with a common conception of the multidimensional nature of job performance and what constitutes effective and ineffective performance in each dimension
Reliability vs. validity
R: extent to which performance on a measure is unaffected by measurement error
V: extent to which a measure assesses what it is intended to assess
80% rule, adverse impact
used to determine wither a hiring/promotion pattern is discriminatory
Evaluation of training program
Kirkpatrick
evaluation criteria
1. reaction : participant satisfaction
2. learning: how much did they learn
3. behavioral: change in performance when they return to job
4. results: assess value of training program in terms of orgs goals.
Super’s theory on career development
self-concept: satisfaction, success, and stability depend on degree to which job matches person’s self-concept
life span: career maturity in stages - growth, exploration, establishment, maintenance, disengagement.
Life space: life-career rainbow to see impact of life stages and roles on career dev
Holland’s model of career dev
emphasizes person-environment fit. RIASEC (6 personality/work environment types) realistic investigative artistic social enterprising conventional
Krumboltz social learning theory
did not emphasize matching person charcteristics to job characteristics
emphasized learning and self-development
Theory of work adjustment
satisfaction vs. satisfactoriness
satisfaction: degree to which job correspond to their needs and values
satisfactoriness: degree to which workers skills correspond to demands of the job
Theory X and Theory Y managers
X: employees dislike work and avoid it whenever possible, they must be controlled
y: employees are capable of self-control and self-direction. work is as natural as play
Maslow’s hierarchy of needs
each needs acts as a motivator. lower ones must be achieved first. once it has been satisfied it is no longer a motivator
self-actualization esteem social (belongingness and love) safety physiological
Need for achievement
People high in nACH choose tasks of moderate difficulty and risk
prefer frequent and concrete feedback
prefer to assume personal responsibility rather than delegate
do not make good managers, make good entreprenaurs.
Herzbergs two factor theory
on job motivation and satisfaction
job context - little effect on mot and sat but if not present can reduce sat.
job content- motivating and satisfying
Job enrichment: increasing job vertical loading by giving an employee more higher level tasks. can increase satisfaction
job enlargement: increase horizontal loading by increasing number and variety of tasks.
Expectancy (VIE) theory
Valence
instrumentality
expectancy
people will work hard if they expect that it will lead to success, that success will lead to reward, and that the reward is desirable
Role of pay in job satisfaction
perception that they are being treated fairly/equitably is more predictive of job satisfaction than pay
Effects of job satisfaction
performance: + but weak
turnover: dissatsfaction has highest impact on turnover when unemployment rates are low.
mental health: dissatisfaction associated with burnout, lower self-esteem, depression, anxiety
Gender and leadership
women and men dont differ in terms of their structure or level of task orientation. female leaders more likely to be democratic in decision making style
Fiedler’s contingency theory
leadership effectiveness is a combo of leadership style and favorableness of the situation
Least preferred coworker (LPC) scale for leadership style: high LPC describe LPC in positive terms, are relationship oriented. Low LPC refer to LPC in negative terms, are task oriented.
situational favorableness refers to the amount of power and influence a leader has.
House’s path-goal theory
an effective leader is one who can carve a path for supervisees that allows them to fulfill personal goals through the achievement of group and organizational goals.
situational leadership
leader: task/relationship style
employee: ability/willingness
telling: L (+T, -R); E (-A, -W)
selling: L (+T, +R); E (-A, +W)
participating: L (-T, +R); E (+A, -W)
delegating: L (-T, -R); E (+A, +W)
Vroom, Yetton, Jago Normative (decision making) model
five basic decision making strategies that vary interms of degree to which employees participate in decision making
Decision making tree with questions
Autocratic I, II
Consultative I, II
Group
Transformational leader
Recognize the need for change
create a vision to guide change
accomplish change effectively
Transactional leaders in contrast focus on stability rather than change, focus on reward and punishment
5 stages of group development
forming norming storming performing adjourning
brainstorming as a group vs. alone
brainstorming alone produces more and better ideas than as a group
Lewin’s force feild analysis
organizations consistently responsd to forces that promote (driving) or resist (restrain) change.
unfreezing: theres a problem
changing: moving in a new direction
refreezing: supporting the change and reestablish stability
Self managed work teams (SMWT)
make suggestions and hiring and other decisions previously made by managers. Leadership rotates. Trained in “team think” which is opposite of “group think”
compressed workweek
+supervisor ratings of employee performance, employee satisfaction, and employee attitudes.
does not have an impact on job performance or absenteeism
Felxtime
+productivity, satifaction, reduced absenteism.
less stress and decreased work family conflict
