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IO Psychology EPPP > Personnel psychology > Flashcards

Personnel psychology Flashcards

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1
Q

Purposes of job analysis

A 
Develop/validate selection instruments
Identify measures of job performance
Develop new programs
Identify task requirements of job
Identify knowledge, skills, abilities, and characteristics of successful employees
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2
Q

Methods of job analysis

A

Interviews
Questionnaires
Direct observation
Work diaries

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3
Q

Subjective rating techniques for performance evaluation

A 
Personnel Comparison System (PCS)
Critical incidents
Behaviorally Anchored Rating Scales (BARS)
Behavioral-Observations Scales (BOS)
Forced-Choice Checklists (FCCL)
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4
Q

Personnel Comparison Systems (PCS)

A

Rating employee by comparing to other employees

Ranked order system, Paired comparison system, Forced distribution system

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5
Q

Ranked order system in PCS

A

Ranks employees from best to worst

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6
Q

Paired comparison system in PCS

A

Each employee compared w/ every other employee on each job bx (larger # employees = more impractical)

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7
Q

Forced distribution system in PCS

A

Rater characterizes employees into predetermined distribution (advan = reduce effects of rater biases)

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8
Q

Critical Incidents

A

Subjective rating technique

Descriptions of specific job bx that are associated with v good or v bad performance (Likert-type rating)

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9
Q

Behaviorally Anchored Rating Scales (BARS)

A

Rated on several dimensions of job performance
Each dimens. has set of “bx anchors”
Likert scale
Diff workers/supervisors create dimensions/crit incidents
(+) = produce useful info for
employee feedback; may improve rater
accuracy)
(-) = time consuming; specific to certain job

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10
Q

Behavioral-Observations Scales (BOS)

A

Similar to BARS, but rater indicates how often employee performs each critical incident
(+) = produce useful info for
employee feedback; may improve rater
accuracy)
(-) = time consuming; specific to certain job

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11
Q

Forced-Choice Checklists (FCCL)

A

Series of statements that have been grouped so that statements in each grp are similar in terms of social desirability and ability to distinguish btw successful and unsuccessful job performance
-Helps reduce social desirability & rater bias

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12
Q

Types of rater biases

A

Halo effect
Central tendency, leniency, strictness biases
Contract effect

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13
Q

Halo effect

A

Tendency to judge all aspects of person bx on basis of single attribute or characteristic

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14
Q

Central tendency, leniency, & strictness bias

A 
Central = tend to assign average ratings to all ratees
Leniency = give all positive ratings
Strictness = give all negative ratings
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15
Q

Contract effect

A

Tendency to give ratings on basis of comparison to other ratees

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16
Q

What is best way to reduce bias of raters?

A

TRAINING
Most effect when focus less on rating errors and more on accuracy
Frame of reference training = recognize multidimensional nature of job performance & make sure raters all have similar understanding

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17
Q

Most valid predictor of job performance across jobs and settings is ___________

A

Cognitive ability tests

-validity increases as complexity of job increases

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18
Q

Types of personnel selection procedures

A 
Cognitive Ability Tests
Job Knowledge Tests
Work Samples
Interviews
Biographical Information (Biodata)
Assessment Centers
Personality Tests
Interest Tests
Integrity Tests
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19
Q

Job Knowledge Tests

A

job specific; often used when ind has previous experience/training
good predictor of performance; validity increases as job complexity and job-test similarity increase

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20
Q

Work samples

A

sample of work bx in standardized, job-like conditions
good predic. of performance
less likely than other methods to unfairly discriminate
realistic job preview

21
Q

Interviews

A

tend to be only moderately accurate in predict job performance
structured interviews have higher predictive validity

22
Q

Biographical Information (Biodata)

A

ask for info about applicant’s work hx, ed, interests, and skills

  • highly predictive of job success when empirically validated
  • useful for predicting turnover
  • disadvan - specific to job; lacks face validity
23
Q

Assessment Centers

A

use for selection, promotion, and training of administrative and managerial level employees

  • groups, multiple methods of assess., in-basket test, eval by team
  • disadvan = expensive & criterion contamination
24
Q

Personality tests

A

Big 5; measure personality dimensions

better predictor of contextual performance

25
Q

Interest tests

A

Low validity for predicting success; useful for counseling and for predicting satisfaction, persistence, and choice

26
Q

Integrity Tests

A

validity lower in terms of predicting performance;

used to select employees w reduced prob of counterproductive job bx

27
Q

Equal Employment Opportunity Commission (EEOC) - Uniform Guidelines on Employee Selection Procedures

A

Provide standards for tests and procedures used as basis for employment decisions

28
Q

Adverse impact

A

produces substantially diff rate of selection for diff grps that are defined on basis of gender/race/age

80% rule = adverse impact occurs when selection rate for minority grp is less than 80% of selection rate of majority grp

29
Q

Differential validity

A

Selection procedure is valid predictor of performance for 1 grp and is either less valid or not valid for another grp

30
Q

Unfairness

A

occurs when 1 grp consistently scores lower than another grp on selection test, but both grps perform equally well on job

31
Q

How to compensate when women and minorities score lower on a selection measure

A
  1. separate cutoffs
  2. Within grp norming
  3. Banding - treat scores within a given range as equivalent
32
Q

Americans with Disabilities Act (1990)

A

Prohibits employers from discriminating against disability

Excludes those currently engaging in illegal drug use

33
Q

Incremental Validity

A

Usefulness of selection test in terms of decision-making capacity

Inc validity = Positive hit rate - Base rate

Maximized when validity coeff large, base rate is moderate, and selection ratio is low

34
Q

Utility Analysis

A

Assess cost-effectiveness of selection procedure (i.e., $ gain in job performance when using selection procedure)

35
Q

Combining Predictors

A

Multiple predictors provide more info about applicant than one

  1. Multiple regression - score estimated on basis of 2 or more predictors
  2. Multiple cutoff - must score above minimum on each predictor to be hired
  3. Multiple hurdle - must meet minimum level on predictor to move to next predictor
36
Q

Needs Analysis (includes 4 components)

A

Determine if/what kind of training is necessary

  1. Organization analysis - is training what org needs to solve problem?
  2. Task analysis - determining knowledge, skills, and abilities are required to perform job
  3. Person analysis - do employees have deficits in areas identified by task analysis
  4. Demographic analysis - determine training needs of employees from diff groups
37
Q

Three basic steps in training program development

A
  1. Needs analysis
  2. Program design
  3. Program evaluation
38
Q

Program design

A

Selection of training program format is based on consideration of cost factors, material to be taught, and characteristics of trainees

On-the-job training, Vestibule training, Classroom training, and Programmed Instruction

39
Q

On-the-job training

A

Trainee performs under guidance of experienced employee

Advant = economic, no need to make separate training facility
Disadvant = carelessly planned and can be poorly implemented
40
Q

Vestibule training

A

Combined advantage of off-the-job and on-the-job (train in physical replication or simulation)

Useful when consequences of errors are too serious for on-job training

41
Q

Classroom training

A

Simulated work environment is set up in separate training facility

More personalized attention; dont have to worry about making costly errors

42
Q

Programmed instruction

A

Info that has been broken down into logical, organized sequences

Like a manual; allows trainees to progress at own pace and useful for teaching content knowledge

43
Q

Program Evaluation (3 dimensions)

A
  1. Formative evaluation - assess variables internal to program, identify necessary changes that can be made while program in progress
  2. Summative evaluation - assess effectiveness of program after complete
  3. Training program is evaluated for cost-effectiveness
44
Q

Kirkpatrick’s framework of 4 levels of criteria

A

Part of program eval - used to assess effectiveness of training program

Lev 1 - rxn criteria, ps response to training
Lev 2 - learning criteria, what has been learned?
Lev 3 - bx critiera, impact on ind bx or job performance
Lev 4 - results criteria, impact on broader org goals
*Phillips added Lev 5 - calculate return on investment

45
Q

Tests used in career counseling

A

Aptitude tests
Achievement tests
Interest tests

46
Q

Roe’s Fields and Levels Theory

A

Links children experiences w parents to their later occupational choice and level they acheive

3 parenting orientations: Overprotective, Avoidant, and Acceptant

Parenting style affects needs and personality which influence occupational outcomes

47
Q

Miller-Tiedman and Tiedman’s Decision Making Model

A

In order for ind to enhance career development, must be aware of 2 kinds of reality:

Personal reality - thought, act, direction, bx that ind feels right for self
Common reality - what “they” say you should do

48
Q

Gottfredson’s Theory of Circumscription and Compromise

A

Gender and prestige influence/limit career choice

3 y/o - mid adolescence - expression of occupational aspirations emerges as process of elimination or is outcome of competing process of circumscription (progressive elimination of least preferred options) and compromise (expansion of preferences)

49
Q

Krumboltz’s Social Learning Theory of Career Decision Making (SLTCDM)

A

Career transitions result from learned experiences from planned and unplanned encounters with people and environment

Results in ind forming worldviews and beliefs about self that affect occ aspirations

IO Psychology EPPP (4 decks)

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