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I/O Flashcards

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1
Q

Discrimination can impact

A

hiring, evaluation, promotion

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2
Q

Griggs vs duke power company

A

unfair to use broad general testing for hiring, tests should measure necessary skills for the job

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3
Q

adverse impact

A

% of minorities selected = 80% of non-minorities selected

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4
Q

Unfairness

A

score diff on predictor, same on criterion. 2 parallel regression lines

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5
Q

Differential validity

A

sig. diff validity coefficients for diff groups on same test. Tests more predictive of criterion success for some groups than others. Research says it’s actually rare, mostly due to low sample size

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6
Q

Job analysis

A

describes nature of component tasks performed by workers in particular job. (e.g., wages, tools, education required, operations, safety hazards).. Provides data for determining wages, validating selection procedures
Data from interview, critical incidents,

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7
Q

job description

A

info re job tasks

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8
Q

job specification

A

info re job requirements

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9
Q

job evaluation

A

financial worth of job to org

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10
Q

Equal Employment Opportunity Commission

A

Uniform Guidelines of employment selection (using tests that adversely impact hiring/eval is discrimination, but can use if validated, has utility, and no alternatives available).
all employment procedures should be based on “job-related” criteria (informed by job analysis)

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11
Q

Biodata

A

3 kinds: standard application blank, weighted application blank (assigns weights), bio inventory (good predictors of job success)

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12
Q

interviews

A

worst criterion valudity, better when trained, multiple interviews.
Unstructured = high disagreement among interviewers
Difficulties with predictive validity

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13
Q

interviewer biases

A

first impression
negative information
contrast effect
interviewer prejudices
halo effect

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14
Q

personality tests

A

poor predictors of job performance

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15
Q

cog and aptitude tests

A

e.g., wonderlic personnel, typing tests
good predictors of job performance, might result in discrimination

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16
Q

interest tests

A

poor predictors of job performance, but can predict job satisfaction

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17
Q

test batteries

A

good predictor of job performance, almost always for upper management

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18
Q

work sample

A

content and criterion validity, more valid for minorities

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19
Q

assessment centre/situational testing

A

selection method where promotion candidates are placed in simulated work environments to observe/evaluate their responses to stress
can include work samples
6-12 people, interviews, exercises
v good criterion validity

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20
Q

in-basket technique

A

present with problem likely to happen when return from vacation, process info and make/justify decision

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21
Q

leaderless group discussion

A

discuss business problem, interactions observed for leadership quality and communication style

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22
Q

Multiple regression approach

A

compensatory approach

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23
Q

multiple cutoff

A

noncompensatory

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24
Q

multiple hurdle

A

noncompensatory. predictors applied in specific order, have to pass one to get to other one

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25
Performance
ability, motivation, opportunity
26
ability
innate capacity and individual attribute. no gender diff, but women have lower expectations of ability
27
motivation
measured by work effort
28
opportunity
organizational support and other envionmental factors
29
Performance evaluation
objective - observable/quantifiable subjective- ratings by others/self (straight rankings)
30
Comparative evaluation methods
straight ranking forced distribution paired comparison (everyone compared to each other in pairs)
31
Individual evaluation methods
graphic rating scales behaviorally anchored rating scales (BARS) - based on critical incidents. problem: expensive and slow to develop, more hypothetical than everyday Behavior observation scale (BOS) - extent to which they engage in every behavior Forced choice - controls for halo, leniency/strictness effects Behavior checklist - all adjectives apply
32
Management By Objectives (MBO)
mutual agreement on goals within certain time. 2 stages: goal setting, performance review effective in increasing productivity and motivation
33
rater errors in evaluation
more serious than instrument errors task-based rater biases (strictness set, leniency set, central tendency set) ratee-based biases (halo error, personal biases)
34
recency bias
most influenced by recent behaviors
35
attribution error
poor performance attributed internally for workers I don't like, externally for workers I do like
36
supervisors tend to rate employees higher when they
participated in the hiring decision
37
instrument errors
deficiency errors - excluding important aspects of jobs from evaluations contamination errors - rating employee on non-important part of job
38
Improve ratings by
training raters with instrument, use multiple raters, do ongoing ratings throughout the year instead of annually, base performance on clear standards through job analysis
39
Frame of Reference training
train raters on clear criteria for good performance, common understanding of acceptable vs unacceptable performance
40
Non-participative training
passive. programmed instruction, computer assisted instruction, simulation/vestibule training, job rotation,
41
transfer of training
overlearning (useful for infrequent/under stress tasks), identical elements between training vs work situation
42
Holland's personality job-fit theory
better the fit, better satisfaction/success. Know self and work RIASEC (realistic, investigative, artistic, social, enterprising, conventional) everyone can get upto 3, 1st one is dominant personality type Congruence, Consistency (prop. to stability in workplace), Differentiation (distinct/defined by one), environmental identity, vocational identity
43
Super's life/career rainbow
Growth Exploration (14-25) Establishment (26-44) maintenance (45-66) Disengagement career maturity patterns determined by SES, opportunities, abilities Explore self-concepts through vocation career = combo of 8 life roles: son/daughter, learner, worker, spouse, friend, homemaker, parent, leisurite, citizen
44
Krumboltz learning theory
career choice based on genetics, social learning, environment, learning. Ppl choose careers based on learning through modeling and reinforcement
45
Tiedeman and Ohara career development theory
Differentiation, integration, self-awareness. Decisions drive career choice Anticipation, then Implementation/Adjustment
46
Schein's career anchor theory
self-concept is anchor for future job decisions. 8 factors: autonomy/independence, security/stability, technical/functional competence, general managerial competence, entrepreneurial creativity, service to a cause, pure challenge, lifestyle.
47
scientific management leadership
workers are machines, increase productivity
48
Human relations leadership
Hawthorne studies on workers - psych factors more important than physical factors for productivity Hawthorne effect - being watched increases productivity
49
Theory X, Y, Z
X - workers are lazy, need to be coerced Y - workers find satisfaction in work, punishment unnecessary Z - do what the Japanese do, lifelong employment, slow promotion and non-specialization, high levels of group decision making
50
Trait theories of leadership
universal traits for leadership - inconsistently supported by research. Drive, leader motivation, honesty, confidence, emotional stability, high cog, knowledge of company and industry authoritarian, democratic (best) and laissez-faire (worst) leaders
51
Fiedler contingency theory (LPC theory)
Least Preferred Colleague (LPC) - if rated high, leader is relationship-oriented. poor rating, task-oriented. Situational control - how likely is task to be accomplished High LPC leader - good in moderately good times Low LPC leader - good in extremely good or bad times
52
Cognitive resource theory
whether directive vs non-directive leadership style would be effective depending on cog resources (ability of employees, stress levels, support for leader)
53
Vroom and Yetton's Normative model
Decision-making for leaders - five styles of leadership, effectiveness of each depends on importance of decision, acceptability, and time required to make decision.
54
House's path-goal theory
leader increase payoffs for employees, make paths to payoff clear/reduce barriers 4 types of leadership: directive, supportive, achievement-oriented, participative
55
Hershey and Blanchard's situational leadership
readiness to perform. 4 types of leadership: telling, selling, participating, and delegating
56
Bass
Transactional vs transformative leadership
57
5 types of power for willingness to comply with employer requests
position (reward, coercive, legitimate), personal (referent, expert)
58
Decision making
Rational-economic/classical vs. administrative/satisficing (Herbert Simon, use for ambiguous problems)
59
Theories of motivation
Maslow (low research support) Herzberg's two-factor/Motivator-Hygiene theory (upper needs/satisfiers, lower needs/dissatisfiers/hygiene factors)
60
Job enrichment vs. enlargement
Enrich by building more satisfiers in (responsibility over planning), enlarge by adding variety of tasks w/o responsibility or autonomy
61
Alderfer's ERG theory
needs for existence, relations, and growth. when frustrated, move toward previously met need. more research support than maslow's
62
Mclelland's acquired needs theory
Thematic Apperception Test nACH - achievement nAFF - affiliation nPOWER Needs acquired over time
63
General Expectancy Theory (Vroom's VIE)
valence - value of reward instrumentality - anticipation of reward expectancy - expectation of success
64
Adam's equity theory
social comparison theory, inequity is motivating, we adjut our beh based on things appearing fair
65
Locke's goal-setting
Goals should be: specific, intermediate-high difficulty, get feedback, self-efficacy will increase performance, employees must accept goals
66
Reinforcement model
performance-contingent awards correlated with performance and satisfaction. Non-performance-contingent ones not linked.
67
Job satisfaction
feelings/attitudes we hold about job, pos and neg. 30-40% of it due to genetic factors
68
Pay and satisfaction
Maslow - pay meets safety needs, maybe also esteem needs McClelland - diff functions for diff people, feedback for ppl with high nAch, source of control for high nPower, source of affiliation for high nAff. Herzberg - good salary meets lower needs, merit pay meet upper needs and increase satisfaction pos correlation, esp. fairness of pay
69
age and satisfaction
goes up with age
70
productivity and satisfaction
weak pos correlation
71
absenteeism
women have higher levels of absenteeism less in small companies older have more unavoidable absences, fewer avoidable absences
72
human factors approach
time and motion studies, operator-machine system
73
psychological approach
satisfaction and self-actualization - job enlargement/horizontal loading (increase satisfaction, not performance), job enrichment/vertical loading (increase both, decrease absenteeism/turnover)
74
Organizational structures
Traditional, project (grouped by specific products), team (grouped by reporting structure), multidimensional
75
Participative organizational style
people want to participate, workers are valuable resources because they have knowledge, people can develop knowledge and skills for decision-making
76
Quality of Work Life program
participative programs for improving QoWL. Teams meet weekly, improves satisfaction but not performance
77
Quality Control Circles
ways to improve product and production. may increase satisfaction but goal is production. Workers must be given greater responsibility for work. Only affects organizational unit.
78
Organizational Development
focuses on total system changes and how to make it happen
79
Organization culture
beliefs, values, customs, behaviors of organization
80
Communication networks
Centralized (faster, good for simple proglems, one person in middle gets everything vs. de-centralized (greater satisfaction, slower)
81
Informal groups
sets norms/attitudes, social loafing/Ringelmann effect forming, storming, norming, performing, adjourning
82
group tasks
additive, disjunctive (one good person's perf effects outcome), conjunctive (one bad person's perf limits outcome)
83
group effectiveness
group better at decision making than individual when problem has parts susceptible to division of labor, common goals more important than individual goals. 5-7 members ideal, even numbers for deliberation (eg.., juries)
84
Risky shift
groups make riskier decisions than individuals
85
response polarization
people in groups get more extreme in their views
86
groupthink
highly cohesive groups, lose critical evaluative functions
87
Temperature and humidity
when increase, production decrease
88
schedules
longer workday/workweek - lower productivity, even for the highly motivated
89
Compressed work weeks, flextime
mixed results
90
rest breaks
max effect at 4th hour and 8th hour of work, increase morale and productivity
91
shift work
decreased output and increased error at night
92
safety education
require practice, feedback, and reinforcement. safety incentive programs reduce occupational acccidents

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