Eppp I/o

Front 1

Job Analysis

Back 1

A systematic method for collecting the information needed to identify
1. The nature of the job
2. Knowledge, skills, abilities, and other characteristics ("KSAO's")
3. Measures that evaluate performance.
Shows how jobs differ and is the 1st step in the development of a predictor or criterion.

Front 2

Job Evaluation

Back 2

Performed to determine the relative worth of a job in order to set wages and salaries.

Front 3

Criterion Measures

Back 3

1. Objective - products sold, reports completed, etc. May be biased by situational factors.
2. Subjective - Self-rating (Halo), Peer review, & Supervisor ratings.

Front 4

Comparable Worth

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The notion that jobs should be paid on the basis of their intrinsic worth in order to overcome salary injustices (e.g., diff in pay for "male" vs. "female" jobs).

Front 5

Rater Biases

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1. Central Tendency
2. Leniency/Strictness (severity error) Bias
3. Halo Effect
4. Contrast Effect - if the ratings of one individual is affected by the ratings given to another

The best way to beat bias is to give training that helps them distinguish b/t level diff (e.g., frame-of-reference training).

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Frame-Of-Refrence Training (FOR Training)

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Emphasizes the multidemensional nature of job performance and dist b/t good and bad work-related behaviors.

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Critical Incidents

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Specific behaviors that are associated with outstanding and poor job performance that can reduce biases. Ex: Gives suggestions to subordinates on how to improve vs. publicly insults subordinates.

Front 8

Realitive Techniques for Rating

Back 8

1. Paired Comparison
2. Forced Distribution
Measures that compare employee vs. employee. Helps alleviate central tend and strictness biases, but force the rater to give high or low scores when most ind are average. Prohibited by law for most fed jobs.

Front 9

Absolute Rating Techniques

Back 9

1. Critical Incident
2. BARS
Rating on absolute terms.

Front 10

Paired Comparison

Back 10

Head to head; round robbin compairsons of employee's.

Front 11

Forced Distribution

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"Grading on a curve" Assigning employee's on diff levels of a curve. May not work if performance isn't normally dist.

Front 12

Critical Incident Technique

Back 12

Supervisor makes a checklist of critical incidents by observing employees while they work. Advantage=useful feedback. Disadvantage=requires close supervision and attends to extreme behaviors.

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Forced Choice

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2-4 alt to best describe employee. Time consuming to develop and disliked by raters.

Reduces leniency bias

Inhances reliability of ratings

Front 14

Graphic Design

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Likert-type scale. Susceptible to rater bias, but accurate when pts are anchored w/ critical incidents.

Front 15

Behaviorally-Anchored Rating Scale (BARS)

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1. ID indep dimensions (e.g., job knowledge, motivation, interpersonal relationships)
3. ID behavioral anchors or critical incidents for each demention.
2. Order and # the beh anchors within each dimension.

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Ultimate (Conceptual) Criterion

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Theoretical construct to refer to an accurate and complete measure.

Front 17

Actual Criterion

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The measure used to make ratings which may be obj or subj.

Front 18

Criterion Relevance

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The extent that an actual criterion measures the ultimate criterion.

Front 19

Criterion Deficiency

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An actual criterion is deficient to the degree that it fails to measure all elements of the ultimate criterion.

Front 20

Criterion Contamination

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When a rating of an employee's performance on a criterion is affected by irrelevant factors. Ex: Knowledge of predictor performance.

Front 21

7 Steps of Establishing Criterion-Related Validity

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1. Job Analysis
2. Select or Develop Predictors
3. Administer Predictor (Concurrent or Predictive) and Measure on Criterion
4. Corr Predictor & Criterion Scores
5. Check for Diff Validity & Unfariness
6. Evaluate Incremental Validity
7. Cross-Validate

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Incremental Validity

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The increase in decision-making accuracy an employer will achieve by using the predictor.

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Selection Ratio

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Ratio of jobs:applicants. The smaller the selection ratio (1:100 vs 1:10), the more useful the predictor becomes.

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Base Rate

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% of employees who are performing well w/o predictor. Ranges from 0 to 1.0. .50 is associated with the best incremental validity. In other words, the test will actually tell you something.

Front 25

Taylor-Russell Tables

Back 25

Used to estimate the % of new successful hires given various combinations of validity coefficients, selection ratios, and base rates.

Front 26

Adverse Impact

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The result of discrimination against ind protected by Title VIII and related legislation due to the use of biased employment practice (e.g., selection or placement tests).

Front 27

80% (Four-Fifths) Rule

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When the hiring rate for the minority is less than 80% of the hiring rate for the majority group.

Front 28

Differential Validity

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When the measure is valid for one group, but not for another. Adv Imp Ex.

Front 29

Unfairness

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When a minority group consistently scores lower on a predictor and is used to hire. Adv Imp Ex.

Front 30

Business Necessity

Back 30

The measure is job-related and required for safe and efficient operation of a business.

Front 31

Bona Fide Occupational Qualification (BFOQ)

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When:
1. It is essential (male for male role)
or
2. When it maintains comm standards of morality or propriety (women as women's restroom attendant).

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Americans w/ Disabilities Act (1991)

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Companies w/ 25+ cannot use procedures that discriminate against the disabled and to make "reasonable accommodations" when they can perform essential functions.

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Multiple Regression

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Compensatory combined predictor.

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Multiple Cutoff

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Noncompensatory combined predictor. A min on each predictor must be obtained.

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Multiple (Successive) Hurdles

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Progressive selection using predictors.

Front 36

General Mental Ability (GMA) Test

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Consistently produce the highest validity coefficients across jobs and job settings. Generally .5 or so w/ performance rating, but .75 when w/ performance on a work sample.

Front 37

Job Knowledge Tests

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Also good validity, but only used when applicants have prior job experience in teh specific area.

Front 38

Personality Tests

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The "Big 5" Neuroticism/Conscientiousness has been found to be a good predictor of job performance.

Front 39

Big 5

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Product of FA:
1. Neuroticism
2. Extraversion
3. Openness
4. Agreeableness
5. Conscientiousness

Front 40

Interest Tests

Back 40

Strong-Campbell Interest Inventory (SCII) and Duder Occupational Interest Survey (KOIS). Open to faking, but good for vocational assessment reasons.

Front 41

Biodata (Biographical Data)

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A selection tool that used past biographical info to predict performance. Low face validity. Ex: Biographical Information Blank (BIB).

Highest correlation with turnover

Front 42

Interviews

Back 42

Generally have lower levels of reliability and validity than other techniques. This can be improved by:
1. Training inerviewers to observe interpersonal skills.
2. Structured interview form.
3. Past-Oriented.
4. Single interviewer.

Front 43

Work Samples

Back 43

Performing the task for employer's critique.

Front 44

Realistic Job Preview (RJP)

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Method of providing accurate information about the job and the organization to job applicants' primary goal is to reduce turnover by reducing disillusionment and increasing satisfaction.

Front 45

Assessment Centers

Back 45

Evaluate managerial-level personnel to see if they are fit for promotion. "In-Basket Test" requires them to take action. Their response is critiqued.

Front 46

Needs Assessment

Back 46

Part of training program development.
1. Organizational analysis to see if training is needed.
2. Task analysis to see what makes one successful.
3. Person analysis to see which employee's need trained.
4. Demographic analysis to id needs of diff workers.

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Principles of Effective Training

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1. Provide Feedback
2. Foster Overlearning
3. Provide Frequent Opp for Active Learning/Practice
4. Promote Transfer of Training

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Overlearning

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To study material beyond the pt of mastery. Good for info infrequently recalled or when info is needed under stress.

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Idential Elements

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Method used to increase transfer of training; involves maximizing the similarity b/t the learning and performance environments.

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Transfer of Training

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1. Idential Elements
2. General and specific rules are taught
3. Training includes diverse samples
4. Skills learned are reinforced

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Methods of Training

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1. Job Rotation
2. Behavioral Modeling
3. Vestibule Training

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Job Rotation

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On-the-job. Trainees learn several jobs.

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Cross-training

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On-the-job. Performing diff tasks.

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Behavioral Modeling

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Off-the-job. Based on Bandura's social learning therory. Monkey-see; Monkey-do.

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Vestibule Training

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Off-the-job. Physical replication or simulation of the work environment and is useful when on-the-job training is too expensive or dangerous.

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Kirkpatric (1976) - Four Levels of Criteria to assess effectiveness of training.

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1. Reaction Criteria
2. Learning Criteria
3. Behavioral Criteria
4. Results Criteria

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Formative Evaluation

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Conducted while a training program is being dev and its results are used to make mod to the program.

Front 58

Summative Evaluation

Back 58

Conducted after a program has been implimented in order to assess outcomes.

Front 59

Management Development Training

Back 59

Enhancing managerial achievement, motivation, self-efficacy, problem-solving, decision-making, and leadership.

Front 60

Leaderless Group Discussion

Back 60

Presents participants with a problems to solve. These may increase knowledge, but might not impact job performance.

Front 61

Chronic Mentally Ill

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Social support, social skills training, supported empolyment model, place and then train.

Front 62

Donald Super's Theory

Back 62

Matching a job w/ one's self-concept. Emphasizes career maturity - the ability to cope w/ dev tasks of one's life stage.

Front 63

Self-Concept

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Inherited aptitudes, physical makeup, and social learning. "The picture of the self in some role, situation, or position, performing some set of functions, or in some web of relationships." Becomes more stable w/ age.

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Life Span

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1. Growth (0-14)
2. Exploration (14-25)
3. Establishment (25-45)
4. Maintenance (45-65)
5. Disengagement (65+)

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Career Maturity/Career Adaptability

Back 65

The ability to cope with dev tasks. Ex: Taking this stupid test.

Front 66

Life Space

Back 66

Various social roles - child, student, citizen, worker.

Front 67

Life-Career Rainbow

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Depicts elements of Super's theory. Major life roles and 5 stages and useful for career counselee's to recognize the impact of current and future roles.

Front 68

Holland

Back 68

Matching personality to the characteristics of the work environment. Six Personality/Work Environment Types (RIASEC):
1. Realistic
2. Investigative
3. Artistic
4. Social
5. Enterprising
6. Conventional

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Holland's Differentiation

Back 69

When an ind scores high on one factor and low scores on all others who has clear interests.

Front 70

Roe

Back 70

Links occupational choice to personality and basic needs. Influenced by Maslow. Personality is formed by a family environment that is:
1. Acceptance
2. Avoidance
3. Overprotection
Family environment and genetics produce "toward" or "away" from others. Eight basic occupation types. Jobs change, but stay w/in basic concept.

Front 71

Tiedeman & O'Hara (Ego Identity Development)

Back 71

Described in terms of Erikson's psychosocial stages. Ego Id Dev - 2 repetitive sequential stages and 2 phases. Processes are DIFFERENTATION (keeping self) and INTEGRATION (into work). Phases are ANTICIPATION/PREOCCUPATION (what to do?) and IMPLIMENTATION/ADJUSTMENT (balance work/needs).

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Krumboltz (Social Learning Theory)

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Career path is determined by an interaction b/t genetic endowment, environmental conditions, learning experience, and task approach skills (habits, cog. emot. resp.).

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Brousseau & Driver

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Career concept - Career decisions and motives. 3 CHANGE dimensions:
1. Frequency of job change
2. Direction of change
3. Type of change

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Brousseau & Driver's Career Concepts

Back 74

1. Linear - going up?
2. Expert - specialty
3. Spiral - moves
4. Transitory - frequent changes in unrelated fields

Front 75

Hawthorne Effect

Back 75

Imporvement in job performance resulting from participation in a research study (novelty of the situation, increased attention, etc).

Front 76

Theory X vs. Theory Y (McGregor)

Back 76

Theory X managers believe that employees dislike work and avoid it and must be controlled.
Theory Y managers view work as "natural as play" and view employees as capable of self-control.

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Downsizing

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When an organization attempts to reduce its costs by reducing the work force (most often middle management) and/or by eliminating entire divisions.

Front 78

Survivor Syndrome

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Depression, anxiety, guilt, stress-related illness, and decreased job satisfaction and organizational commitment if they are not downsized.

Front 79

Scientific Management (Taylor)

Back 79

1. Analyzing jobs into their component parts and then standardizing those parts.
2. Selecting, training, and placing workers in jobs that they are mentally and physically suited.
3. Fostering cooperation between supervisiors and workers to min dev from scientific method of work.
4. Having managers and workers assume responsibility for their own share of work.

Front 80

Motivation

Back 80

Physical and mental energy used to achieve a goal.
Performance = f(Ability + Motivation + Environment)

Front 81

Need for Hierarchy Theory (Maslow)

Back 81

1. Self-Actualization
2. Esteem
3. Belongingness
4. Safety
5. Physiological

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ERG Theory (Alderfer)

Back 82

Alt reduction of Maslow. Needs do not always have to progress from lower to higher. People regress to a lower need when frustrated.
1. Existence
2. Relatedness
3. Growth

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3 Needs and Job Motivation (McClelland)

Back 83

1. Need for Power
2. Need for Affiliation
3. Need for Achievement

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Need for Achievement

Back 84

nACH usually choose tasks of moderate difficulty and risk b/c success on these tasks depends more on effort than luck. Employees prefer frequent, concrete feedback, and although their motivation does not depend on $, they view monetary rewards as a source of feedback and recognition.

Front 85

Two-Factor Theory (Herzberg)

Back 85

Motivation and satisfaction that places satisfaction and dissatisfaction on two separate continua. (1) MOTIVATOR factors (increased autonomy, responsibility, control) contribute to satisfaction and motivation when they are present. (2) HYGIENE factors (pay, pleasant working conditions) contribute to dissatisfaction when they are absent. The basis of job enrichment.

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Job Enrichment (Herzberg)

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Method of JOB REDESIGN when a job is made MORE CHALLENGING AND REWARDING in order to increase job motivation and satisfaction based on Herzberg's theory.

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Job Enlargement

Back 87

Increasing the # and variety of tasks included in a job w/o increasing the worker's autonomy and responsibilty.

Front 88

Job Characteristic Model (Hackman & Oldman)

Back 88

Describes a job in terms of 5 core demensions that have an impact on 3 "critical psychological states" (MEANINGFULNESS, AUTONOMY, and PERFORMANCE FEEDBACK) that, in turn, affect motivation, quality of work performance, satisfaction, absenteeism, and turnover. Job Diagnostic Survey (JDS).

Front 89

Goal-Setting Theory (Locke)

Back 89

Individuals will be more willing to achieve goals when they have EXPLICITLY ACCEPTED those goals and are committed to them. Also proposes that assigning SPECIFIC, MOD DIFF goals and providing employees with FEEDBACK about their accomplishments of goals increases productivity.

Front 90

Equity Theory (Adams)

Back 90

An employee's motivation is related to her perception that her INPUT/OUTPUT ratio is similar to the ratios of others in comparable jobs. A perception of underpayment is associated with decreased satisfactin, motivation, and performance.

Front 91

Expectancy (VIE) Theory (Porter, Lawler, and Vroom)

Back 91

Job motivation is a result of 3 elements:
1. Expectancy - high effort = success (high expectancy).
2. Instrumentality - success = rewards (high instrumentality).
3. Valence - rewards are +.
Highest levels of motivation w/ these met.

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Social Cognitive Theory (Bandura)

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Motivation that emphasizes the SELF-REGULATION of behavior and proposes that self-regulation involves:
1. Goal-setting - personal goals.
2. Self-observation - monitors beh.
3. Self-evaluation - how am I doing?
4. Self-reaction - Positive reaction (higher goals in future) or Negative reaction (falling short/modify).

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Job Satisfaction (Age, Pay, Performance, Turnover)

Back 93

High levels of satisfaction are associated with certain worker and job characteristics; e.g., older employees, higher-level employees, and employees whose jobs allow them to use their skills and abilities tend to be most satisfied. The relationship b/t pay and satisfaction is complex and seems to be related more to the perception that one is being paid fairly than to the actual amount of pay. In terms of consequences, the correlation b/t satisfaction and performance is generally considered to be positive but low (although a recent mata-analysis reports a corr of .30). The strongest relationship is b/t satisfaction and turnover (-.40).

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Organizational Commitment

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The strength of an employee's id with an organization. Although commitment seems to have minimal effects on productivity, a high degree of affective commitment is related to higher levels of motivation and satisfaction, lower rates of absenteeism and turnover, and a greater willingness to make sacrifices for the company.

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Leadership

Back 95

The power and/or willingness to influency others.

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Consideration (Ohio State)

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Person-oriented leadership. Warm, concerned, and supportive.

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Initiating (Ohio State)

Back 97

Task-oriented. The extent to which a leader defines, directs, and structures roles.

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Personality Traits in Successful Leaders

Back 98

1. Drive
2. Honesty
3. Integrity
4. Leadership Motivatin
5. Self-Conficence
6. High levels of cog ability
7. Knowledge of the busniess
8. Flexibility
9. Creativity

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Female Leaders

Back 99

More likely to utilize a democratic (participative) decision-making style.

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Contingency Theory (Fiedler)

Back 100

Effectiveness is related to an interaction b/t the LEADER STYLE and the NATURE (favorableness) OF THE SITUATION. Low LPC leaders are most effective in very unfavorable or very favorable situations; high LPC leaders are better in moderately favorable situations.

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Path-Goal Theory (House)

Back 101

The best leadership style (directive, supportive, participative, or achievement-oriented) depends on WORKER CHARACTERISTICS.
Helps employees see how achieving organizational goals will help them attain individual goals.

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Situational Leadership (Hersey & Blanchard)

Back 102

The best leadership style depends on the JOB MATURITY of the workers, which is a function of ability and willingness to assume responsibility. 4 leader styles: Telling, Selling, Participating, and Delegating.

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Telling

Back 103

High task & low relationship
Best w/ low ability and low willingness.

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Selling

Back 104

High task & high relationship
Best w/ low ability & high willingness.

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Participating

Back 105

Low task & high relationship
Best w/ high ability & low willingness.

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Delegating

Back 106

Low task & low relationship
Best w/ high ability & high willingness.

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Normative (Decision-Making) Model (Vroom-Yetton-Jago)

Back 107

Focues on decision-making strategies and proposes that the best strategy (autocratic, consultative, group) depends on the NATURE OF THE SITUATION. Provides a decistion making tree to help leaders choose the best strategy.

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AI (Autocratic)

Back 108

The leader makes the decisions alone.

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AII (Autocratic)

Back 109

The leader seeks input from employees but then makes the final decision.

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CI (Consultative)

Back 110

The leader explains the problem to employees on a one-to-one basis, but the final decision may not reflect feedback.

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CII (Consultative)

Back 111

The leader explains the problems to employees as a group, but the final decision may not reflect feedback.

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G (Group)

Back 112

The leader explains the problem to employees as a group and the group makes the final decision.

Front 113

Transformational Leaders

Back 113

Use FRAMING. Influential leaders characterized by their ability to recognize the need for change, create a vision of change, (including defining the need for change that is meaningful to followers), and effectively executing the change.

D. Bass (1985) suggested that transformational leadership contains the interrelated components of idealized or charisma influence (attributed or behavioral), inspirational motivation, intellectual stimulation, and individualized consideration. In truly transformational leadership, high morals and ethical standards characterize charismatic or idealized influence. In research by Podsakoff, MacKenzie, Moorman and Fetter (1990), trust was found to be the single most important variable moderating the effects of transformational leadership on the performance, attitudes, and satisfaction of the followers. Inspirational motivation (b.) provides followers with meaning and challenges for engaging in undertakings and shared goals. Intellectual stimulation (a.) helps followers to question assumptions and to generate more creative solutions to problems. Individual consideration (c.) treats each follower as an individual and provides coaching, mentoring and growth opportunities. (See: Bass, B. (1985). Leadership and performance beyond expectations. New York: The Free Press. Bass, B. (1998). Transformational leadership: Industry, military, and educational impact. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. and Podsakoff, P. M., MacKenzie, S. B., Moorman, R. H., & Fetter, R. (1990). Transformational leader behaviors and their effects on followers’ trust in leader, satisfaction, and organizational citizenship behaviors. Leadership Quarterly, 1, 107––142.)

Front 114

Transactional Leaders

Back 114

Maintain status quo and rely on rewards and punishments to motivate behavior.

Front 115

Group Norms

Back 115

Standard rules of conduct that maintain uniformity of behavior among group members.
1. Task Demands - Conformity to norms is greater in ambiguous situations.
2. Group Characteristics - Unanimity increases conformity.
3. Participation in Defining Norms - Greater conformity.

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Idiosyncrasy Credits

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Positive sediments w/in a group toward a member that allow them to occasionally deviate from the norm. Must have a good hx, lead well, and contribute to the group for this.

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Group Cohesiveness

Back 117

Solidarity that is best when:
1. 5-10 members
2. Homogenious group
3. Subordinate goal that helps ind achieve.

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Productivity in Cohesiveness

Back 118

High Coh = more productivity, but performance depends on norms.

Low Coh = productivity is usually moderate.

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Types of Group Tasks (Steiner)

Back 119

Additive Task - Ind contributions are added to project.
Compensatory - Efforts are ave together.
Disjunctive - Inds pick an offered solution.
Conjunctive - Limited by worst performance.

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Stages in Group Development (Tuckman & Jansen)

Back 120

1. Forming - acquainted and normed.
2. Storming - Conflict by those who resist leaders.
3. Norming - Acceptance of the group norms and work together.
4. Performing - Group knows each others strenghts and weakness and gets to work.
5. Adjourning - Jobs done, lets go.

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Social Loafing

Back 121

Tendency to work less in a group than you would by yourself. Can be alleviated by id ind contributions. Most likely to occur in a LARGE & ADDITIVE group.

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Social Facilitation

Back 122

Increase in learning and performance in the presence of others; most likely to occur when the task is simple or well learned.

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Social Inhibition

Back 123

Decreased learning and performance that occurs in the presence of others; most likely to occur when the task is complex or new.

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Group Goals

Back 124

On interdependent tasks, group goals are better than ind goals for productivity, but a combo may be best.

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Group Rewards

Back 125

Cooperative or competitive. When interdependence is high, cooperation is best. When interdependence is low, competetition is best.

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Centralized Network (Communication)

Back 126

Best for simple tasks.

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Decentralized Network (Communication)

Back 127

Best for complex tasks, b/c they are flexible. Also associated with more satisfaction.

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Rational-Economic (Individual Decision-Making; Simon)

Back 128

Systematically searching all possibilities and then selecting the optimal choice.

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Bounded Rationality (Administrative) (Individual Decision-Making; Simon)

Back 129

Limited resources, time, and other constraints force us to make irrational decisions. We select the first solution that solves a problem.

Decision-makers cannot always afford to be rational, instead, they must choose the first solution that is minimally acceptable or "SATISFICING."

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Group Decisions

Back 130

Tend to be superior when groups are composed of individuals with hetrogeneous skills and when the task is complex. Sometimes groups do make bad decisions.

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Groupthink (Jansen)

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Group members' desires for unanimity and cohesiveness override their ability to realistically appraise or determine alternative courses of action. Can be alleviated by encouraging dissent; having someone playing devils advocate, having the leader w/hold opinion, and refrain from making decisions too quickly.

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Group Polorization

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The tendency of group to make more extreme decisions than they would individually.

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Riskey Shift Phenomenon

Back 133

Tendency to make decisoins in the risky direction.

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Brainstorming (Osborn)

Back 134

Generating creative ideas in which ind or group members are encouraged to freely suggest any idea w/o criticism, evaluatin, or censorship. Brainstorming alone may be better. Improved when the group is similar and friendly.

This technique is generally not too effective; it typically produces fewer ideas and the quality is poorer.

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Conflict in Organizations

Back 135

Can interfere or lead to improved productivity by increasig worker motivation, creativity, and problem-solving. Resolution includes bargaining, mediation, and arbitration.

Front 136

Barganing

Back 136

Negotiation. Exchanging offers until agreed upon. Less effective if "win-lose" attitudes; more effective with "win-win" attitudes.

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Mediation

Back 137

3rd party intervention. No real power and cannot impose settlement. Setting the stage, problems solving, and achieving a workable agreement.

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Arbitration

Back 138

Arbitrator makes the final decision.
1. Binding = agreement in advance to accept.
2. Voluntary = agree only to the process.
3. Conventional = Arbitrator is free to choose.
4. Final = Must select one of the final offers.

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Organizational Development (OD)

Back 139

Techniques and strategies aimed at the PLANNED CHANGE of an organization using behavioral science.

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Organizational Development (OD) II

Back 140

1. Macro (organization-wide) perspective
2. Incorporation of a systems approach and a humanistic philosophy.
3. Commitment and support of top management.
4. Focus on ind and social rel.
5. Use of a change agent.
6. View the OD as a long-term process.

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Force Field Change (Lewin)

Back 141

"Driving" (Promoting change) vs. "Restraining" (Resisting change) Forces.
1. Unfreezing - recognizing need for change.
2. Changing
3. Refreezing - supporting changes.

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Systems Model (Nadler)

Back 142

Change in one will change all.
1. Informal org elements (comm patterns, leadership).
2. Formal org elements
3. Ind characteristics of employees and managers
4. Characteristics of employee and managerial tasks.

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Quality of Work Life Programs (QWL)

Back 143

An attempt to HUMANIZE work and the work environment via empowerment and emphasize worker participation in decision-making.

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Quality Circles (QC)

Back 144

A small voluntary group of employees who work together on a particular job and meet regularly to discuss job-related problems and solutions. Reps present to management.

Front 145

Self-Managed Work Teams (SMWT)

Back 145

Autonomous work groups whose members are trained in the skills needed to effectively perform the group task. Their function is to make hiring, budget, and other decisions that were previously made by managers. Leaders switch. Trained in "teamthink."

Front 146

Process Consultation (Schein)

Back 146

An OD development technique in which a consultant helps id ways to improve their INTERACTIONS by changing behaviors.

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Survey Feedback

Back 147

OD that id's employee ATTITUDES/PERCEPTIONS.
1. Data collection
2. Feedback meetings
3. Action plans

Front 148

Total Quality Management (TQM)

Back 148

Management theory that emphasizes customer service, employee involvement (especially teamwork), and continuing improvement ("kaizen"). Stringent standards ("Zero defects") and fewer managers.

Front 149

Change Agent

Back 149

An ind who is responsible for guiding the change effort.

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Internal Change Agent

Back 150

A member of the org w/ knowldge of structure, yet may not be well trained as well as subjective.

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External Change Agent

Back 151

A consultant; more objective; not as familiar with org.

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Resistance to Change (Chin & Benne)

Back 152

1. Rational-Emperical Strategy - when people are given accurate info, they will change. SELF-INTEREST.
2. Normative-Reeducative Strategy - peer pressure and sociocultural norms produce change.
3. Power-Coercive Strategy - Using power via rewards/punishment.

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Data Collection

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1. Questionnaire
2. Interview
3. Direct Observation
4. Secondary (Archival)

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ID the client

Back 154

Contact, division, department, group, or ind.

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Organizational Justice

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Workers' evaluations of org policies and procedures are often based on their perceived fairness (justice). Three types:
1. Procedural - Fairness of the implimentation of a policy.
2. Distributive - Fairness of outcome.
3. Interactional - How employee feel about content of interactions.

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Organizational Culture

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Shared values and assumptions that organizations pass to newcomers through formal statements and informal patterns of behavior.

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National Culture (Hofstede)

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1. Power Distance - extent to which people accept unequal distribution of power.
2. Uncertainty Avoidance - Tolerating uncertainty.
3. Individualism - ind vs. family oriented.
4. Masculinity - Assertiveness, indep, and comp.
5. Long-Term Orientation - Future vs. Past

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Levels of Organizational Culture (Schein)

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1. Observable Artifacts - dress code, stories, rituals.
2. Espoused Values and Beliefs - norms and goals.
3. Underlying Assumptions - unconscious; taken-for-granted perceptions.

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Person-Organization Fit

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The degree to which a person's values and beliefs match those of the org culture. Greater fit = more satisfaction

Front 160

Human Factors Psychology

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Engineering psychology/Ergonomics is concerned w/ the work environment and work conditions on behavior. Person-machine fit.

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Yerks-Dodson Law

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The highest levels of learning and performance are associated with moderate levels of arousal, especially when moderate arousal is coupled with moderate task difficulty.

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Rest Breaks

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Generally should be provided during the 4th and 8th hours of work since they are the times of greatest fatigue. Also frequent short breaks are better than long and less frequent ones.

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Stress

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Jobs most likely to lead to stress-related problems are those that give workers very little control over their tasks or work conditions (e.g., machine-paced tasks). Relationship issues (e.g., divorce) and daily hassles also play a major role.

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Job Burnout

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Stress w/ overwork. Low personal accomplishments, cynicism, and emotional, physical, and mental exhaustion. Early sign = sudden increase in work w/o productivity.

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Work-Family Conflict

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Incompatable work and family role demands. Men align easier w/ work and get pulled by family. Women are opposite.

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4-Day Workweek

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Lower absenteeism and higher job satisfaction.

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Flextime

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Core 10-2, increased satisfaction, lowers absenteeism, but screws up scheduling.

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Shiftwork

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Regular, Swing, and Gravey. Fixed shifts are better, b/c they don't mess w/ sleep patterns. Grave yards are associated with illness and accidents. Those who choose gravey shifts are happy.