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83 Cards in this Set
- Front
- Back
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criterion data |
data collected for criterion related validation |
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criterion related validation |
when performance data is correlated with test scores to see if it predicts performance -true positives are ore likely to occur in a validated system |
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objective performance vs judgmental performance |
-quantitative counts ( sales, volume, output) -supervisors evaluate effectiveness. captures nuances & gives different perspectives on performance |
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PA vs PM |
PM links back to organizational goals unlike PA. It seeks to make employee understand her role ad see how they fir into the org. PA is focuses on task oriented job analysis and doesnt focus on continous feedback to improve the employee |
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Overall Performance Ratings
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instructions, questions, rating scales.
-can be good but careful because might get a better idea of which areas of performance are strengths by asking more specific
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3 Factors that influence Performance Ratings |
OCBS, CWBS & task performance |
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Trait Ratings |
DONT. traits may or may not be of value in a job. doesnt measure performance |
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Task Performance Ratings |
effectiveness on tasks or duties.
- very valid and easy to defend
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Critical Incidents Methods of Ratings |
creating levels of behavior from eff to ineff -looks into specific performance areas
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Structural Characteristics of Performance ratings |
structural: how the task is behaviorally defined, anchor definition & degree of which person reviewing can understand what rater intended. |
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What does performance looks like
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-all behaviors done to accomplish a task or duty. it has to do with actions taken towards achieving something |
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Graphing Rating Scales |
graphic display of performance scores that run from high on one end to low on the other end. -should be structurally correct. -people say they have poor dimensions |
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Checklists |
check what best or least describes the employees -directly related to Job Analysis |
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weighted checklist vs forced format |
- has value -rater chooses 2/4 that best describe. good for validity. managers dont like because difficult to see what yields high or ow. Both are more PA than PM. not good feedback |
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Behavioral Rating |
-includes behavioral anchors. BARS= time consuming to construct. use a SME. includes behavioral anchors describing what a worker might do/has to do -helps understand performance and promotes more understanding BOS= rates what something actually did. how frequently and employee does something valid |
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Employee comparison methods |
-direct comparison of employees |
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Simple ranking |
- ranks employees on each dimension in one way but can be combined
-- evaluated with respect to a standard. -better to get individual rank, rank then sum PRO=good for layoff CON= time consuming |
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Paired comparison |
-each employee is compared with everyone on various dimensions. CON=hard to give feedback because still meeting standards & it various across locations CARS= choose statement that best describes the ratee. quicker than traditional paired comparison |
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Choosing a rating scale
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-some are better for feedback, other for legal purposes -fairness is key -clear and concise |
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Supervisors as rating sources |
difficult to tell how someone is doing if you dont know them -good system makes employees feel better -supervisors dont like them because take up time and dont like to give negative feedback. -rating influenced by how much they like someone |
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Peers as rating sources |
-might see things differently -know daily performance good for developmental feedback |
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Self Ratings |
-increase procedural justice & good for discuss good for developmental feedback. -people tend to overinflate |
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Subordinate & customer ratings |
- lets higher ups know stuff -administrative purposes sometimes appropiate |
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360 Rating |
Usage of the varied sources for ratings -often used for feedback & developmental |
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Distortions |
central tendency=everyone is in the middle because its safe leniency/severity= very easy or very tough. well defined anchors fight against halo/horns= same rating no matter what because like/dislike. can have effect of not identifying actual strengths and weaknesses |
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Why is it important to train the raters |
it is important because distortions can actually be motivated |
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Administrative Training |
helps create consensus and common understanding between raters |
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Psychometric Training |
makes raters aware of common rating distortions, but makes sure they focus on performance |
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Frame-of Reference Training |
need context for providing rating 1)info about performance 2)understand anchors 3)practice 4)provide feedback =time consuming but worth it in the long run |
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Reliability of Ratings |
inter-rater reliability is not that good because they don't all see the same thing. -But f everyone agrees isn't it a waste of time? maybe get a little of every type of rater because info is good |
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Validity in Ratings |
how scales are conceived & developed. -supports inferences about performance |
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Rater Motivation |
*rater=enhance performance, provide feedback *ratee= to know how they are doing & voice *org= promote, training, feedback |
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Goal Conflict |
ex: rater might want to send a message so gives a lower rating than deserved but not so low as to get them laid off -so depends on what you want. raters dont always want to be accurate 1 solution- let stakeholders have a part in creation system |
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Performance Feedback |
feedback sandwhich= mixed feedback as to coat the bad one. - employees tend to become defensive -superior should focus on improvement -dont do destructive criticism |
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360 feedback |
more complete the performance picture
-more effective feedback can be. = anonymity, developmental, specific goals are generated, person knows what they have to do |
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Legal Aspects of Performance Measurement |
was there JA, could employees appeal, proper instructions -as long as its not discriminatory doesnt matter if stupid -discrimination due to OCB |
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Why do we care about Staffing? |
-people who use systematic & job related methods for selecting employees tend to have higher performing workers |
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Stakeholders in the Staffing Process |
1)Line Managers=want easy process to use 2) Consultants=run the hiring process 3)co-workers= people want good co-workers 4)applicants= system sends a message about org goals & climate |
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Selection Ratio |
number of hires/ number of applicants |
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false positives vs false negatives |
* someone who appeared to be good but nah -if you lower the cut score you reduce the # of people you reject but increase the chances of a false positives * you didnt choose the good one cause you thought it was bad - if you increase the cut score you increase the chances of false negatives |
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Cut Scores |
=specific point in a distribution of scores below are rejected. (a specific range is more likely to predict a more specific range of performance scores) * better to asses large groups to make sure that we get people who fall in the higher category * high risk jobs=high cut score |
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criterion references vs norm referenced cut score |
=very strict standard. desired level of performance =average the scores and pick TOP 5%. valid & links assessment & performance |
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Utility Analysis |
=cost/benefit ration of one staffing strategy over another -consider how many applicants so how many hurdles -continue to validate system after its put into one place -cut scores can produce adverse impact |
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Making Staffing Decisions |
clinical= using judgments to make decisions-unreliable statistical decisions= using an equation to determine how to score assessents |
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Comprehensive Selection System |
=gathers high quality info to predict likelihood of success. at least on imp aspects of performance |
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Compensatory Assessments |
strengths compensate for a relative weakness -exception: a person who is blind cant be a bus driver |
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Hurdle Assessments |
sometimes scores are too low for us to feel comfortable with compensation. -use cut scores to qualify people -good for high volume recruitment multiple hurdle- candidate has to exceed all minimum dimensions |
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Multiple Regression Analysis |
Allows us to combine test scores into composite based on individual correlations of each test score and the correlation of each test score with performance -each predictor should tell you something unique & shouldnt overlap cross validation= see if results produce same ones in another sample. weight value of predictors |
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Legal Issues in Staffing |
use statistical model for layoffs if there's no cause because then they can sue for age, gender, race, etc. |
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Why is Training Important? |
*good for attraction & retention of employees * maximize potential for current workers |
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What does it mean to train someone? |
=acquisition of skills, concepts to improve performance -learning is a permanent change in behavior training increases prob of learning which improves the probability of increasing job performance |
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Needs Analysis |
person, tasks and organization 1) who needs the training?=identify weaknesses & overcoming them with the training 2)what is necessary to do the task properly? 3)What are the needs/constrains of the company?=how much support/resources for training. climate |
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Why is a Needs Analysis important? |
-helps sets training objectives and goals -helps motivate employees -represents info for trainer & trainee |
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Trainee |
readdiness= does the employee have the necessary characteristics to actually learn from the training?
-G predicts training outcome performance orientation=only care about end goal mastery orientation=want to learn |
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Large Staffing Projects |
-cognitive and personality testing -use clinical decision making -utility is a big issue. adverse impact likely -paper and pencil testing |
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Small Staffing Projects |
-can do things like structural interviews and assessment -job related justification |
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adverse treatment vs adverse impact
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*candidate was intentionally treated differently *statistical differences are demonstrated can be non intentional (4/5ths) |
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4/5ths Rule |
At least 80% of opportunities for minorities compared to majority EX: 8/50 whites & 1/25 blacks were hired 16% is white & 4% is black so 4/16=25% so theres adverse impact |
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Reinforcement Theory |
good behavior gets reward ex: trainer can praise trainees when they use the skills that they were taught. |
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Social Learning Theory |
learning by watching others -trainees are being mentored as they learn the ropes so self efficacy & goal setting -feedback is important |
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Practice & Overlearning |
active practice- hands on learning. overlearning to be carried out correctly fidelity= extent to which trained task is similar to job skills, k & physical |
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Whole vs Part Learning |
= good for complex tasks with high organization = tasks build upon one another. good for low organization. ex: landing a plane should be part |
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Massed vs Distributed Practice |
=continuous, not good for long term. =rest between sessions over a long time. better for long term. |
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Training Methods |
feedback, opportunity for practice & KSAOs, relevancy a) on the job= observe & learn b) job rotation= move employees to develop skills c)apprenticeship= teaches skilled trades d)off site= classroom, good for knowledge |
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Transfer of Training |
degree to which trainees apply what they acquired. -should have positive transfer of training climate |
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Training Evaluation |
1)reaction=did you like the training? 2)learning=can you perform new skill 3)behaviors- but do you actually do it 4)results= difficult to measure. performance needs to go up for training to succeed |
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Utility Analysis |
compare training costs to economic return, prepost- measure before and after training |
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Specialized Training Programs |
Leadership -assessment centers - 360 feedback sexual harassment & ethics |
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What is motivation |
how intensely we pursue something, for how long & how well -theories used to be focused on external needs -now we are driven by getting better. |
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Why do we care? |
Performance=MotivationxAbility. if people dont wanna do something they wont. -motivation is a resource -work-life-balance |
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Motivation, Personality & Attitudes |
*attitudes can affect what is motivating and our reaction to various motivates *neuroticism negative consci is positive |
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locus of control |
extent to which an individual views events as resulting from his or her own actions. internal is positively related to motivation because you need to do it yourself |
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2 Factor Theory of Motivation |
1 continuum. 2 basic needs that depend on each other -satisfaction vs disatisfaction |
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Maslow's hierarchy of needs |
external environment must be satisfactory before internal needs are important. Con: humans are automatic & all have same values |
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Reinforcement Theory |
stimulus, response, reward not wrong just kinda incomplete. focuses on animalistic sie -people will stay in lower salary places that have contingent rewards |
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contingent vs continuous rewards |
=rewards those who meet identified goals. |
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Vrooms VIE theory |
individuals rationally estimate the relative attractiveness of diff rewards or outcomes -how imp is it to me & if i work for it will I reach my goal? Pro=good for motivating employees by offering outcomes with high valence Con= can individuals actually make decisions this clearly? ignores personality and emotion |
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Equity Theory |
people will compare input and output to coworker -if someone is paid more for the same job no one is going to be motivated. Pro= fair system is very motivating Con=are workers as rational as suggested? different perceptions of fairness |
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Goal- Setting Theory |
concept of a goal is adapted to motivation -people are motivated by achievement and getting better at something -individuals who set specific difficult goals perform better that just do your best =more satisfaction when goal is achieved CONS: what does difficult mean? should you reward all the time? * at least make it seem goals are aligned with motivation |
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Self Efficacy |
-belief you ca *proximal goals give us instant gratification that we need to feel efficacious daily, but also affects our larger goal con= discrepancy between current state and goal matters |
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Commonalities between motivation theories |
* its necessary to have a goal and know what it is *feedback or self monitoring *self assessment=tailor message *non cognitive elements ( personality, values, etc) |
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How do we measure? |
Motivational trait Questionnaire = strong emphasis on achievement con: doesnt tell us about situational stuff, not whole picture |
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Motivational Rewards |
Job enrichment- cooler things to do, important tasks |
