Academic Review I/o Psych

Front 1

Personnel Psychology

Back 1

Theories and applications related to evaluating, selecting, & training workers

Front 2

Job Analysis

Back 2

used to develop job description, identifying training needs
(Methods: interviews, Questionnaires (PAQ), observation, work diary)

Front 3

Job-Oriented Techniques

Back 3

Focus on task requirements of the job i.e. lifting, repairing, installing

Front 4

Worker-Oriented Techniques

Back 4

Identifying the knowledge, skills, abilities, & personal characteristics (ex: HS education, 20/20 vision)

Front 5

Performance Evaluation

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Evaluate employee performance. Usually done to see if they deserve raise/bonus;
Criterion measures objective or subjective

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Objective vs Subjective measures

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quantitative measures vs reliance on judgment of a rater
Pros: subjective assessing complex, less concrete aspects (Motivation)
Cons: objective measures do not measure important facets and limited to situation factors/Subjective: raters not motivated to provide accurate ratings or don't understand scales

Front 7

Subjective Rating Technique

Back 7

Personnel Comparison System, Critical Incidents, Behaviorally Anchored Rating Scale (BARS), Behavioral Observation Scales (BOS), Forced-Choice Checklists (FCCL)

Front 8

Personnel Comparison Systems (PCS)

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Rating employee by comparing to other employees; Pro-Reduces effects of certain rater biases

Front 9

Critical Incidents

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Bxs associated with good/bad performance "is late to work at least 2x a week"

Front 10

Behaviorally Anchored Rating Scale (BARS)

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Rated on several dimensions of job performance
Pro: Gives employee feedback
Con: Time consuming
Critical incident on each dimension

Front 11

Behavioral Observation Scales (BOS)

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Similar to BARS but rater indicates ho often the employee performs each critical incident (Always, sometimes, never)

Front 12

Forced-Choice Checklists (FCCL)

Back 12

series of statements helps reduce social desirability & other rater biases

Front 13

Rater Biases

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Halo Effect, Central Tendency, Leniency, Strictness Biases, Contrast Effect

Front 14

Halo Effect

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tendency to judge all aspects of a person's bx on the basis of a single attribute or characteristic; Boss mad that you show up late for work but your productivity is off the charts, still he rates your productivity negative

Front 15

Central Tendency

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assign average rating to all ratees

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Leniency

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give ratees positive ratings

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Strictness Biases

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assign all ratees negative bias

Front 18

Contrast Effect

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Give ratings based on comparisons to other ratees; prior + then next even though good they are mediocre compared to prior

Front 19

Best way to alleviate bias in employee rating

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TRAIN RATER; focus on accuracy not errors

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Selection Procedures

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techniques/predictors--predict job performance and facilitate hiring decisions

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General Mental Ability

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(Cognitive ability/General Intelligence); most valid predictors of job performance; validity increasing as complexity of job increases

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Work Samples

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Measure a sample of work be in standardized job-like conditions (realistic job preview)

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Interviews

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moderately accurate in predicting job performance (structured best)

Front 24

Biographical Information (BIODATA)

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highly predictive of job success (useful for predicting turnover)

Front 25

Assessment centers

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Used for selection, promotion, and training of administration and managerial level employees

Front 26

Personality Tests

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may not be best predictor of job performance

Front 27

interest test

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low validity for predicting occupational success (STRONG/KUDER); useful for counseling, predicting job satisfaction, persistence, & choice

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integrity tests

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used to select people with reduced issues such as drinking, stealing, drugs, fighting, etc.

Front 29

Adverse Impact

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selective procedure produces a substantially different rate of selection for different groups that are defined on the basis of gender, race/ethnicity, age etc.

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80% 4/5ths rule

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can be determined mathematically rate for a minority group is less than 80%
Ex: if 60% of selection rate is male (.80 x .60=.48) 48% female must be hired if not than adverse impact is occurring; may occur when valid

Front 31

Causes of Adverse Impact

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differential validity, unfairness

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Differential validity

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occurs when a selection procedure is a valid predictor of job performance for one group and is either less valid or not valid for another group

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Unfairness

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occurs when one group scores lower than another on a selection test but both groups perform equally well on the job

Front 34

Score adjustments

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separate cut off, within group norming, and banding (range)

Front 35

Incremental Validity

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usefulness of a selection test in terms of decision making accuracy (+Hit rate-Base Rate=Incremental validity)
maximized when its validity coefficient is large; you want a moderate base rate because the new predictor is good

Front 36

Utility Analysis

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assess the cost-effectiveness of a selection procedure

Front 37

Multiple Regression

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Used to estimate an applicants score on a criterion on the basis of their scores on 2 or more predictors (this is a compensatory technique; low on 1 can make up on another measure)

Front 38

Multiple Cutoff

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must score above a min cut off on each predictor

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Multiple Hurdle

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noncompensatory; presented 1 at a time (save $ and time)

Front 40

Needs Analysis & its 4 components (OTPD)

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determine if and what kind of training is necessary; 4 components
1. organization analysis--will training solve it?
2. task analysis--similar to job analysis)
3. person analysis--people's deficits
4. demographic analysis--training needs of demographic

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Program Design

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*most similar to the job greater transfer of training
On the job, Vestibule, Classroom Training, Programmed Instruction

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On-the-Job training

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trainee perform job under guidance of experienced individual;
poor prediction rates, accident rates high, workers may not be the best trainers

Front 43

Vestibule Training

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on/off job training advantages "mock" ex. flight simulator

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Classroom Training

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Simulated work environment Separate training facility

Front 45

Programmed Instruction

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paper-pencil to computer instruction; not useful with complex skills, good for teaching content knowledge (rote memory) and you can go at your own pace

Front 46

Program Evaluation

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3 dimensions
1. Formative Evaluations--identify necessary changes to program while in progress
2. Summative Evaluations--done to assess effectiveness of program (after program complete)
3. Cost Effectiveness

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Kirk Patrick's 4 level of criteria

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1) Reaction Criteria
2) Learning Criteria
3) Behavior Criteria
4) Results Criteria
(Phillips added a 5th)--Return on Investment (ROI)

Front 48

Career Counseling Tests

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aptitude, achievement, and interest

Front 49

Aptitude test

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assess person's potential for learning/performance

Front 50

Achievement Tests

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how well a person has mastered specific domain (basic reading/math)--ability tests

Front 51

Holland

Back 51

all bx are fxn of personality & social environment (6 personality types)
1. Realistic: machinery/tools
2. Investigative: Analytical
3. Artistic: Expressive
4. Social: Enjoys others avoids order
5. Enterprising: Activities manipulate others to attain goals
6. Conventional: Enjoys systematic manipulation of data (secretary)

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Congruence

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fit between personality type and occupational environment

Front 53

Roe's Fields & Levels Theory

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Children's experiences with their parents to their later occupational choice & the level they achieve within occupation
3 parenting orientations: Over protective, avoidant, acceptant

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Super Career & Life Developmental Theory

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can be described in terms of a predictable sequence of stages & task of stage must be mastered

self-concept, life-span, career maturing, life-space, life-career rainbow (9 major roles)

Achieve job satisfaction; express self & develop self-concept through work roles

5 developmental stages
Growth 0-15 yrs--career relation bx occur
Exploration 15-24 yrs--role tryouts
establishment 25-44 establish
maintenance 45-64 continue establish pattern
decline 65+ decline in work output