I/O Psychology Flashcards
(68 cards)
1
Q
Job Analysis
A
Systematic method for collecting the information needed to develop a job description and appropriate criterion (job performance) measures
2
Q
Job Evaluation
A
Conducted to set wages & salaries
3
Q
Relative Techniques
A
- Paired Comparison
- Forced Distribution
- Ranking
4
Q
Paired Comparison
A
Time consuming when there are many ratees
5
Q
Forced Distribution
A
Resembles grading on a curve
6
Q
Absolute Techniques
A
- Critical Incident
- Behaviorally
- Anchored Rating Scale (BARS)
7
Q
Types of Tater Biases
A
- central tendency
- halo bias
- leniency bias
- contrast effect
8
Q
Frame of reference training
A
Provides raters with a common conception of what constitutes effective and ineffective job performance
9
Q
Forced Choice Technique
A
Useful for overall rating of performance and is difficult to develop
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
11
Q
Differential Validity
A
Predictor’s validity coefficient is substantially different for different groups
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
13
Q
Predictor cut off scores
A
Of two groups determine whether there is unfairness
14
Q
Slope of the Regression Line
A
Indictes the degree of correlation between the predictor and the criterion
15
Q
- Incremental Validity
- Discriminant (divergent) Validity
- Convergent Validity
A
- Benefits the use of the test provides with regards to decision making accuracy
- Test has low correlations with tests that measure different traits, xteristics or abilities
- Test correlates highly with tests that measure the same trait (provides evidence of construct validity)
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)
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)
18
Q
Predictor has a positive effect
A
When the selection ratio is low and base rate is moderate
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
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)
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)
22
Q
Compensatory Techniques
A
Like MR - a low score on one test can be offset (compensated) by a hgih score on another test
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)
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
25
Biographical Information Blanks (BIBs)
- Empirically derived biodata form
- Consists of multiple choice items linked to job performance
26
Assessment Centers
- 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
27
Needs Assessment or a Needs Analysis
- To id training needs
Three components:
- Organization analysis
- Job analysis
- Person analysis
28
Organization Analysis
Conducted to identify the organization's goals
29
Person Analysis
- Used to determine which employee requires training
- What knowledge, skills and abilities (KSAs) they need to acquire to perform job effectively
30
Demographic Analysis
Used to identify training needs
31
Bandura's Behavioral Modeling
| (People Learn by Watching Others)
Useful Training Startegy that involves:
- Modeling
- Skill Mastery
- Self-Derected Application
32
Evaluation of Training Programs
Kirkpatrick (Four Elements):
- Reaction criteria
- Learning criteria
Behavioral criteria
- Results criteria
33
1. Reaction Criteria
- Assess participant's subjective reactions to training program
- Provides least useful information
34
2. Learning Criteria (LC)
3. Behavioral Criteria (BC)
4. Results Criteria (RCii)
2. LC - measures how much trainees have learned
3. BC - assess participants' change in performance once they return to the job
4. RCii - assess the value of the training program in terms of org. goals
35
Donald Super's Theory of Career Development
(2 Main Concepts - match individual life role to life stage)
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
Super's Life Career Rainbow
Five Life Stages:
1. Growth
2. Exploration
3. Establishment
4. Maintenance
5. Disengagement
37
Holland's RIASEC model
Match personality to work environment:
Realistic
Investigative
Artistic
Social
Enterprising
38
Roe's Fields and Levels Theory of Career Development
Stresses the importance of personality and basic needs for occupational choice
39
Tiedeman and O'Hara
Cognitive Development Theory of Career Development
- Consistent with Erickon, Piaget, Bruner & Allport
- Career development is an aspect of ego id development
- Continues througout the lifespan
40
Krumboltz's Social Learning Theory of Career Development
Four Factors (based on what we learn from interactions with others):
- Genetic Endowment
- Environmental Conditions
- Learning Experiences
- Task Approach Skills
41
Brousseau and Driver
Four Career Concepts:
1. Steady
2. Linear
3. Spiral
4. Transitory
42
Davis and Lofquist's 1984 Theory of Work Adjustment (TWA)
Describes the relationship of the individual to his or her work environment.
Satisfaction
Satisfactoriness
43
Herzberger's Two-Factor Theory
People have two basic needs:
1. Hygiene (job context)
2. Motivator (job content)
44
Hygiene Factors
1. Job security
2. Pay
3. Benefits
4. Relationships with coworkers
5. Working conditions
6. Company policies
45
Motivator Factors
- Opportunities for responsibility
- Promotion and advancement
- Recongition
- Achievement
- Challenge
- Autonomy
46
Expectancy (VIE) Theory
Motivation is a multiplicative function of
- expectancy
- valence
- instrumentality
47
1. Valence
2. Instrumentality
3. Expectancy
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
Ohio State University
Leader Behavior (2 Dimensions)
Initiating
Consideration
49
Fiedler's LPC Leadership Theory
High LPC
Low LPC
50
Low LPC
- Task-Oriented
- Effective in extreme situations
- Very high or very low in favorableness
- Mostly interested in successful task performance
51
High LPC
- Person-Oriented
- Most effective in moderate situations
- Concerned with mainatining good interpersonal relationships
52
Cognitive Resource Theory
| (Fiedler and Garcia)
Impact of leader's experience and intelligence on leader's performance is moderated by the leader's level of stress
53
Path-Goal Theory
| (Contingency Theory)
Best leadership style depends on the nature of the situation
54
Path-Goal Theory Leadership Styles (Four)
Directive
Supportive
Participative
Achievement-Oriented
55
Hersey & Blachard Situational Leadership Model
Choice of an effective leader depends on the employee's level of job maturity (ability & willigness to assume responsibility)
56
Hersey & Blachard Leadership Styles
TSPD
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
Group Cohesiveness
1. Maximized when group members are relatively homogeneous in personality, abilities & characteristics
2. When members participate in defining group goals and norms
58
Types of Group Tasks
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
Stages of Group Development
Forming - establishing groun rules
Storming - Power struggles and conflicts
Norming - Agreement, unity and commitment
Performing - Getting the job done
Adjourning
60
Communication Networks
Centralized - Most effective for simple tasks
Decentralized - Most effective for complex tasks & has greater overall satisfaction
61
Rational-Economic Model
Decision-makers consider all altrnatives and then choose the optimal ones
62
Bounded-Rationality Model
Decision-makers satisfice rather than optimize by choosing the first alternstive that meets minimum acceptable criteria
63
Lewin's Force Field Analysis (1951)
Organizational Change and Development
Unfreezing
Changing
Refreezing
64
Holftede (1993)
National Culture
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
Schein's Levels of Organization Culture
| (Three)
- 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
Yerkes-Dodson Law
**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
Social Readjustment Rating Scale (SRRS)
Holmes & Rahe (1967)
**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
Karasek (1979)
High job demand & low job control produces highest level of stress
- Include machine-paced jobs & service jobs
