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57 Cards in this Set
- Front
- Back
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Define staffing decisions. |
decisions that are associated with recruiting, selecting, promoting, and terminating employees |
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Name and describe the 3 goals of staffing decisions? |
Validity (content, construct, criterion-related); Utility (efficient and inexpensive); Fairness/Unbiasedness (4/5th Rule) |
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What is a compensatory system? |
a high score on one assessment can compensate for a low score on another assessment for a candidate |
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What is a (multiple) hurdle system? |
only candidates who meet a minimum threshold at one stage ("hurdle") may advance to another stage |
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What is clinical decision-making (the intuitive method of decision making)? |
examine multiple pieces of info, weigh them in your head, and make a selection decision about an individual candidate |
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What is statistical/mechanical/actuarial decision-making? |
info is combined according to a mathematical formula derived based on empirical evidence; requires cross-validation |
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What is cross-validation? |
when you derive info from one sample, you must also derive info from a second sample to make sure it's valid |
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What are norm-referenced cut scores? |
-based on the score distribution of the entire applicant pool -normalize the scores, and then take the top ~% -this is vulnerable to charges of unfairness |
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What are criterion-referenced cut scores? |
set the cut score at the score that corresponds with the minimum threshold of performance |
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What does the EEOC Uniform Guidelines on Employee Selection Procedures say about setting cut scores? |
scores should be set to be compatible with expected levels of job performance (use the criterion-referenced method of setting cut scores) |
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What is utility analysis? |
a technique that assesses the economic return on investment on human resource interventions, such as staffing and training |
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What is the validity coefficient? |
-the correlation of our predictor test to the outcome of interest
-a key consideration in utility analysis -ex). job performance |
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What is the base rate (BR)? |
-the proportion of individuals in the population that can perform the job at the least minimally proficiency level -a key consideration in utility analysis |
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What is the selection ratio (SR)? |
-the proportion of applicants that are actually selected into positions out of the # applied -a key consideration in utility analysis |
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What is subgroup norming? |
use different standards for different racial groups (became illegal under the 1991 Civil Rights Act) |
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What is score banding? |
-instead of using a discrete cut score, group people based on similar scores -score bands: #1-3 of applicants perform roughly the same, #4-6, #7-9, etc. -based on idea of measurement error |
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What are the 7 protected groups in staffing decisions? |
religion, age, gender, race, nationality, disability, skin color |
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What is the optimal age? |
40 |
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Name 3 protected statuses? |
veteran, pregnant, wanting to start a family |
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Is sexual orientation a protected group by law? |
not right now |
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What did the 1963 Equal Pay Act do? |
defined compensable factors and comparable worth |
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What did the 1964 Civil Rights Act do? |
-created EEOC: Equal Employment Opportunity Commission that enforces regulations -established the protected groups of race, color, nationality, sex, and religion -applies to organizations with >15 employees |
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What did the 1967 Age Discrimination Act do? |
established 40 as the protected age cutoff |
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What did the 1990 Americans with Disabilities Act do? |
protected VISIBLE, NON-VISIBLE (diseases & substance abuse recovery), and PERCEIVED (doesn't interfere with functioning, but regarded as limiting) diseases |
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What did the 1991 Civil Rights Act do? |
burden of proof on the employer to prove that section methods are job-related and valid; illegalized race norming |
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What is disparate treatment? |
differential treatment of protected INDIVIDUALS |
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What is disparate impact? |
differential treatment of protected GROUPS |
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What is adverse impact? |
discrimination against a protected group, REGARDLESS OF INTENT (everyone is treated the same, but the same groups always come out on top or bottom) |
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What is the 4/5th Rule? |
-refers to selection ratio -the ratios of # of people selected / # of people applied must be at least 80% the same between the minority and majority groups |
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What is affirmative action? |
encourage certain people to apply |
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How do you define the majority group? |
whichever group has the larger pool of candidates |
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What are the 2 types of sexual harassment? |
-Quid pro Quo: tangible benefits for agreeing to the demands of a supervisor -Hostile Environment: an offensive work environment or interference with the employee's work behavior |
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Is sexual harassment a type of discrimination? |
yes! |
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What are forms of on-site job training? |
job orientation, on-the-job training (apprenticeship or job rotation), specialized training programs (sexual harassment, diversity, or ethics training) |
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What are forms of off-site job training? |
classroom lectures, programmed instructions, simulators, distance learning and computer-based training |
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Define the training process. |
the systematic ACQUISITION of concepts, skills, or attitudes that TRANSFER to improved performance in another environment |
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What are the 3 steps of a training process? |
1. Access training needs 2. Implement training 3. Evaluate training outcomes |
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What is organizational analysis? |
examines company-wide goals and problems to determine where training is needed |
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What is task (KSAO) analysis? |
examines tasks performed and KSAOs required to determine what employees must do to perform successfully |
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What is person analysis? |
examines knowledge, skills, and current performance to determine who needs training |
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What are the 2 categories of goal orientation? |
-performance oriented: care about outcome -mastery oriented: care about process and learning |
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What 2 things do you need to make sure to measure in person analysis? |
trainee readiness (prior experience) & motivation (goal orientation) |
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What are the 3 analyses to access training needs? |
organizational analysis, task analysis, and person analysis |
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What are the 4 outcomes to look at after job training? |
reaction criteria, learning criteria, behavioral criteria, results criteria |
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What is reaction criteria? |
attitudes and affective reactions towards training |
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What is learning criteria? |
-declarative and procedural knowledge and skills learned in training (immediately afterwards) - r=.18 with transfer to job |
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How affective is reaction criteria in predicting learning from training?
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-affective reactions have 0 correlation with learning -utility judgments ("how much was this useful?") have r = .26 with learning |
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What is behavioral criteria? |
the degree to which training transfers to job performance (long-term) |
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What is results criteria? |
improvement of organizational outcomes (such as productivity gains, cost savings, error reductions, or increased customer satisfaction) |
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How much does learning criteria correlate with transfer to job? |
-knowledge retention after time: r=.08 -behavior/skill demonstration: r=.18 |
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What is the most important thing to remember if you want to design a job training program that will create positive change in a company? |
you need to test employer knowledge/skill before AND after the training |
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What is the best method/technique to approach job training? |
-experimental group: pretest (T1)...training...posttest (T2)...posttest (T3) -control group: pretest (T1)...pretest (T2)...training...posttest (T3) |
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What are the 3 conditions for causation? |
correlation, temporal/time order (the "cause" must precede the "effect"), and elimination of alternative explanations (can only be guaranteed in an experiment with random assignment) |
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What is fidelity, in relation to job training? |
the extent to which the tasks learned in training are physically and psychologically related to what they do in their actual jobs |
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What is whole vs. part learning? |
-depends on task complexity and cohesion -whole learning: learn everything in one context -part learning: learn bit by bit |
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What is massed vs. distributed practice? |
-massed practice: cramming -distributed practice: learn bit by bit |
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What are some principles in training implementation? |
positive reinforcement, behavioral modeling (supervisors do it too), setting specific & difficult goals, feedback, fidelity, whole vs. part learning, massed vs. distributed practice, practice, and automaticity (over learning so it's automatic) |
