Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
152 Cards in this Set
- Front
- Back
|
Job Analysis
|
devlop and validate measures of job performance
|
|
|
Job analysis
work versus job oriented |
work oriented = skills
job oritented = things you have to do (lifting) |
|
|
PAQ - POsiton Analysis Questionnaire
|
elements of the job and different facets of job behavior
|
|
|
Performance Evaluation
(uses) |
give feedback, decide on promotions/raises
|
|
|
Performance Evaluation
(types) |
objective/measurable/#items sold
Subjective/e.g motivation |
|
|
360 degree measurements
|
ask boos, peers, self, etc.
|
|
|
Subjective performance evlautions (types)
|
1. Personal Comparison
2. Critical Incidents 3. BARS 4. BOS (Behavioral Observation Scales) 5. Forcee Choice |
|
|
Personal Comparison
|
subjective evalution in which compare worker to peers - reduced some biases but impractical with large # of employees
|
|
|
Critical Incidents
|
examines - on a Likert scale - very bad or very good performances (e.g. late 2x per week)
|
|
|
BARS
|
rate employee on several dimensions for which anchors are created ona Likert Scale - construct for each job - time consuming but increases accurace
|
|
|
BOS - Behavioral Observation Scales
|
rater indicats how often employee performs each critical incident
|
|
|
Forced-Choice
|
reduces social desirability with grouped statements
|
|
|
Rater Biases
|
central tendency
leniancy strictness halo effect contrast effect |
|
|
Halo Effect
|
if giveemployee high rating on one area, will do so on others
|
|
|
Contrast Effect
|
when comparing ot other's, give the employee more extreme score than if weren't comparing
|
|
|
Cental Tendency, Leniancy, and Strictnes biases
|
tend to give same type of rating to all employees
|
|
|
Best way to reduce bias
|
train the raters to focus on accuracy
|
|
|
Frame-of-reference training
|
help recognize multidimensionality of job performance
|
|
|
Most valid predictor(s) of performance
|
cognitive ability tests
job knowledge tests are more valid as job complexity and simlarity to the job increases |
|
|
Predictors of job performance
|
cog ability
job knowledge tests wrok samples (more vlaid w/ tsts of motor versus verbal abilties) interviews (moderately accurate) biodata - highly predictive when validated assessment centers peronslaity test - only Concient is predictive interest tests - low validity; good for vocational counselling |
|
|
Interviews as predictors of job performance
|
moderately accurate
more so when panel v. individual negative carries mroe weight if decision made ealry - superfiical better when standardized and past-oriented |
|
|
biodata as predictor of job perfomrance
|
highly predictive when validated; only slighlty less so that cog ability; high predicitor for turnover
|
|
|
predictors of job performance
|
cog ability; job knowledge test; work samples;
interviews; biodata; in-basket test; pers. test; interest tests |
|
|
assessment centers
|
in-basket
criterion contmination when judge employee as better b/c did job before at Center |
|
|
personlaity tests
|
C is predicitice
better than cog ability is the aspect is contexztual (e.g. agreeablness for sales) |
|
|
interest tests
|
low validity but good for counselling purposes
|
|
|
Equal Opporutnity OCmmission (EEOC)
|
sets stsndards for testing
|
|
|
adverse impact
|
differential selction rate for a group
|
|
|
80% rule (4/5ths)
|
related to adverse
|
|
|
When is the 80% rule allowed to be broken?
|
if there is a bona fide occupational qualification
|
|
|
How often is differential validty a problem?
|
rare
|
|
|
Banding
|
treats scores within a range as equivalent (eg. 91-100); this provides separate cutoffs wtihin group norms
|
|
|
Americans with Disabilities Act (ADA)\1994
|
prot4ects people if disability does not effect essential funciton with reasonable accomadation
|
|
|
incremental validity (I/O)
|
hit rate - base rate
70% valid - 50% (current) = 20% IC |
|
|
Taylor Russel tables
|
etimates the incremtnal valdity of a test by using the test's validity coeff., base rate, and selection ratio
|
|
|
What base rate is best for increasing incremental validty
|
50%
lower, then anyhting will improve it higher and not too much room for improvement |
|
|
utility Analysis
|
cost effectiveness of selection procedure:
years of incumbents, # people to be selected, difference in validity coefficidnt and cost |
|
|
When is it useful to combine selecton procedures?
|
When increae in validity coeff.
|
|
|
What procedures can one use to determine increase in valifdity coeff?
|
multiple regression
multiple cutoff multiple hurdle |
|
|
Multiple regression (i/o)
|
compensatory - a high score on one can make-up for low score on another
|
|
|
Multiple cut-off
|
non=compensatory
must score above on each one |
|
|
multiple hurdle
|
non-compensatory
only if succeed on one,c anmove onto next |
|
|
needs analysis
|
determines what types of training needs to be completed
|
|
|
program design
what does it train on and eg |
cost, material, trainees chs.
e.g. vestibule training |
|
|
vestibule training
|
type of program design
off-site training but simulates conditions important when error is serious (e.g. flight training) |
|
|
program evaluation (Bloom, 72)
|
1. specify objectives
2. define relevant parameters 3. specify procedures used to achieve goals 4. collect data |
|
|
career counselling
|
aptitude tests - high sepcificty and low intercorr wit others
and achievement tests |
|
|
General APT. test (GABT)
|
H.S. Seniors and adults
|
|
|
Differential apt. test
|
measures cognitive and performance in grades 8-12
|
|
|
2 types of theories od career choice
|
personlaity and stages of vocational devlopment
|
|
|
Holland's Personality and Environmental Typology
6 types |
6 personality types:
realistic - machinery investivative - analytical artisitc - expressive, nonconforming social - avoids machinery enterprising - manipulates others for economic gain conventional - data filing |
|
|
Holland's Personality and Environmental Typology
theory |
want congruence between environment and personlaity type
|
|
|
Personality theory of carreer choice uses which 3 tests?
|
Vocational Preference Iventory
Stong-Cmapbell Interest Inventory Self-Directed Search |
|
|
Roe's Fields and Levels Theory
|
child's experience withparents influences carrer choice and achievment
parents either overprotective, avoidant, or acceptant |
|
|
Roe's Fields and Levels Theory
how many levles and fileds |
8 occupational fields
6 levels |
|
|
Super's has which theory?
|
Career and Life Devlopment Theory
|
|
|
Super's stage theory defines maturity in what manner?
|
mastery of tasks of the devlopmental stage
|
|
|
Howis maturity measured using Super's theory?
|
Self-Concept Development Inventory or Crite's Career Maturity Inventory
|
|
|
5 Super Stages
Stage 1 |
birth-15 years
"Growth" begins dev. of attitudes, interests, needs,, fantasy, play, ability, requirment of thoughts |
|
|
Super's 5 Stages
Stage 2 |
15-24 years
"Exploration" occ. exploraton in school, leisure and part-time jobs |
|
|
Super's 5 Stages
Stage 3 |
25-44
Establishment effort to est. permanent place; change in positions and employer, but not in occupation |
|
|
Super's 5 Stages
Stage 4 |
45-65
Maintenance contiuein career |
|
|
Super's 5 Stages
Stage 5 |
66-death
Decline retirent to modification of self-concept |
|
|
Super's 5 "figures"
|
1. Life Career Rainbow
2. Archway of Career Determinants 3. Ladder Model iof Life Career Stages 4. Cycling and Recycling Model 5. Web Model |
|
|
Archway of Career Determinants
|
interaction of personality and environment (Super)
|
|
|
Life Career Rainbow
|
- 9 major roles one adopts (parent, spouse, etc.)
(Super) |
|
|
Tiedman' & O'Hare (63)
|
Decision Making Model
|
|
|
Tiedman' & O'Hare (63)'s criticism of Super
|
Super did not account for makign a life v. just making a living
|
|
|
Tiedman' & O'Hare (63)'s model is based on whose model?
|
Erickson's ego identity model of psychosocial devlopment
career related to crisis resolutions - differentiation occurs when job does not "fit" |
|
|
Tiedman' & O'Hare (63)'s different tpyeso fo reality
|
personal - what is best for me
common - what other's say I should do |
|
|
Hawthorne effect
|
giving emploees attention increases productivity
|
|
|
Weber's bureacracy
|
rational, formal rules leads to effieicny (now held in disregard b/c reduces satsifaction)
|
|
|
open system (past of systems approach)
|
changes when one element changes
|
|
|
system approach assumptions
|
1. worker's have diverse needs
2. organizations vary instructure, culture etc. therefore 3. no one managerial strategy fits allorganizations 3. |
|
|
theory z
|
combines american (ind. responsiblity) with Japanese consensual decision making, slow promotion, and holisitc knwoledge of the org.
|
|
|
Total Quality Management (TQM)
|
based on Japanese model
flatten hierarchy (increase teamwork); increased fairness culture; crosstraining of skills; task variety; autonomy; task signifciance and customer contact feedback from peers |
|
|
Theory x leader
(McGregor, 60) |
work is distateful, economically driven to work, needs direction (poor leader)
|
|
|
Theory Y leader
(McGregor, 60) |
human relaitons, work is play, feedom is a value
betterleader and more effective org. |
|
|
Fielder's Contingency Theory
|
effectiveness is a combo of style and situation
|
|
|
LPC (and what theory is it related to)
|
least preferred co-worker scale
Fielder's Contingency Theory |
|
|
LPC - define orientation syle
|
if you rate the LPC as positive - primarily relationship oriented
if you rate the LPC as negative then you are task-oriented |
|
|
LPC - define favorableness
|
postive relationship with subordinates, task is highly structured, high control over rewards/punnishments
|
|
|
High rater LPC best in ...
Low rater LPC best in ... |
...moderately favorable sit
...very high or very low favorable in terms of control |
|
|
House (78)
|
Path Goal Theory
|
|
|
Path Goal Theory - basic
|
motivation and satisfaction are high when leader is helping achieve a goal
|
|
|
Path Goal Theory - how does a leader help?
|
1. identify goals
2. remove obstacles 3. reward subordinates for accomplishing goals |
|
|
4 types of leaders a/t to Path Goal Theory
|
a. instrumental(directive) - clear rules
b. supportive - relationship with subordinates c. particpative - include in decision making d. achievement oriented - set challenging goals and incourage increased performance |
|
|
Hershey and Blanchard (74)
|
Situational Leadership Model (SLM)
|
|
|
Situational Leadership Model (SLM)
|
theory of what style of leadership (task and relationship orientations)works best with what level of job maturity of subordinate(willingness and ability to accept responsibilty)
|
|
|
4 styles of leadership - SLM
|
Telling - high task low rel
Selling - high task high rel Participating - low task and high rel Delegating - low task and low rel |
|
|
Telling
|
(high task and low rel.); subord. low ability and low responsiblty
|
|
|
Selling
|
(high task high rel); subordinate low ability and high resp
|
|
|
Participating
|
(low task and high rel); subordinate high ability and low respon.
|
|
|
Delegating
|
( low task and low rel); subordinate high ability and high resp.
|
|
|
Bass
|
Transformational v Transactional
|
|
|
Transformational
|
change focused, "vision"; appeals to higher order needs; sacrifice self-intersts for org.
|
|
|
Transactional
|
stability and reward/punnishment
|
|
|
Vroom and Yelton's Normative Model of Leadership
|
extent involve subordinates in decision making
|
|
|
autocratic leaders
|
A1 don't consult
AII -get info from subord. |
|
|
consultative leaders
|
CI - discuss probs with ind.
CII - discuss probs as groups final deicsion still own |
|
|
group decision
|
GII decision through consensus
|
|
|
7 stages od organizatonal devlopment and change
|
entry
contracting diagnosis feedback planing intervention evaluation |
|
|
interventions into organization change share 5 chs.
|
systems approach (change in one, entire system); everyone is invovled; upper managment commits, change is long-term and planned for; change agent can be internal or external
|
|
|
specific interventions into organizations
|
quality of work life (redesign jobs to increase interet and challenge, andmore deicion making)
organizaitonal surveys (give employees sense of influence) process consulations |
|
|
employees are resistnat to change unless...
|
allowed to particpate
(Hinkin and Schrieshim) |
|
|
cetnralized organization
|
wheel with spokes
all iunfo goes through one person/postion most effieient when simple tasks satisfaction only at the top |
|
|
decentralized organization
|
circle
free communication works best when tasks are coplex and cooperation necessary increaed job satisfaction |
|
|
rational economic model of individualized decision making
|
optimal solution
weigh all alternatives "maximizing" needs info., time, ability to process without bias |
|
|
administrative model of individualized decision making
|
1st solution that is minimally acceptable; "satisficingc"; time contraints eliminate ability to perfect rationality
|
|
|
Driver's Decision Making Model
2 factors |
1. amount of information considered at the analysis stage (satisficer v. maximaizer)
2. number of alternative deicisons considered at the solution formation stage (uni or multi focused_ |
|
|
Driver's Model - 5 types of decision makers
|
Decisive - satisficer/unifocs
infelxible, pick and stick Flexible- sat/multi; pick and drop Hierarchic - maximizer/uni; rigid, plan, overontrolled Integrative- max/multi creative, wrok groups Systemic - Integrative and Hierarchic - apply details now but look to long-term |
|
|
good managers...
|
match their styles to the needs of the comapny
|
|
|
Prospect theory
Kaneman and Tversky |
influenced more by potential losses than by potential gains
* not based on logic (e.g. gambling) * take a risk to avoid suffering a loss but take less risk to exp. gain |
|
|
Physical Appearance affects job according to gender...
|
diadvantage to woemn and advantage to men
|
|
|
Male and female leadership styles
|
1. do not markendy differ
2. f > concernved with interpersonal rel andparticpatporty style m > task oriented, accomplishment; directive |
|
|
Evalutions (gender diffs)
|
w (slightly) less favorable, esp. if use "male" autocratic styles
m are not rated less favorable if use >participatory styles |
|
|
wages (gender diffs)
|
women earn 60cents for every $1 males earn; use job evals to reach "value"
|
|
|
work performance =
|
motivation x ability
(ability is more important) |
|
|
need theories of motivation
|
Maslow
Aderfer's ERG McClelland's Need For Ach Herzberg's 2 Factor Theory Job Chs. Model |
|
|
Maslow
|
Physio
Safety social esteem self-actualiztion NOT MUCH SUPPORT EXCEPTFOR LOW-LEVEL EMPLOYEES |
|
|
Aderfer's ERG
|
3 needs: existence, relatedness, & growth
not-heirarchical |
|
|
McClelland's Need For Achievement
|
uses TAT to find primary motivator
nPOW - need forpower; effective managers nAFF - sensitive, avoids conflict nAcH - work hard, related to entrepeneurial success |
|
|
Herzberg's 2 factor theory
|
motivation and satisfaction
result: increase enrichment of job (more challenge, dm, opportunities) versus "job enlargement" which is just increasing variety of tasks |
|
|
hygiene factors
|
Herzberg's 2 factor theory
lower order needs (e.g. pay) necessary but insufficient condition |
|
|
motivators
|
Herzberg's 2 factor theory
(e.g. responsiblity, decision making) - these increase satisfaction but don't lower satisfaction if absent |
|
|
Herzberg's 2 factor theory
research findings |
both factors increase satisfaction and reduce absenteeism with more effect on young, well educated and high nAch
|
|
|
Hackman and Oldman
|
Job Characteristic Model: - 5 chs that increase internal motivation, satisfaction, quality, and turnover
|
|
|
5 chs of Job Characteristic Model
|
1. skill variety
2. task identity (whole v. piecemeal) 3. autonomy (dm authority) 4. task significance (meaning) 5. Feedback - built in is the best |
|
|
Job Diagnostic Survey and Job Chs Inventory
|
Hackman and Oldman
Job Characteristic Model rsch - redesigning jobs acording to the model increases motivation and satisfaction but not job quality |
|
|
Goal setting theory
|
acceptance and committment to goals is important (not setting them)
specific and moderately difficult goals with feedback max achievement incentive adds little |
|
|
Goal setting theory
rsh findings |
goal setting IS imp (vs. theory)
incentive adds little to mot and sat; similar effects for male and female |
|
|
Equity Theory
|
motivation is a f. of:
1. effort--> successful perf. 2. instrumentality (Perf willlead to certain outcomes) 3. Valence - desirability of outcomes |
|
|
reinforcement hteory
|
1. poeple do things with rewarding outcomes
2. avoid negative outcomes 3. stop behavior if reinforcement stops |
|
|
incentive theory
|
most effective material rewards are flexible b/c provides for a variety of behaviors
|
|
|
Peersonality Chs leading to job satisfaction
|
older, higher level inorganization, white
|
|
|
Job chs. leading to job satisfaction
|
high pay (confounded with correlates); fairness, being able to utilize one's skills
|
|
|
consequences of satisfaction
|
reduces turnover (moderated by performance level only for poor perf.); if connected to performance, increases satsifaction, if not, reduces satsifaction; increases longeivty more thanhealth or smoking; dissatisfaction reduced mental andphysical health
|
|
|
consequences of satisfaction
|
1. turnover
2. satisfaction 3. longevity 4. health |
|
|
person-machine systems
|
both needed
person is more lfexible but less consistent |
|
|
compressed work week
|
higher sat, lower absenteeism, productivity may be lessened in some case ssuch as manual labor; women like less b/c of dual roles
|
|
|
flextime
|
increases sat, att. towards job, reduces absenteeism, unclear effect on profductivity
|
|
|
shift work
|
lower productivity on night shift; more errors, more accidents; rotating shift is the worst; younger adapt better
|
|
|
fatigue helped by
|
rest breaks and starting prior to fatigue setting in
|
|
|
fatigue causes
|
more errors, injury, redcued sat.
|
|
|
stress increases with
|
less control over work environement, violence, downsizing
|
|
|
Type A
|
high hostility and anger causes heart diease; prone to stress
high work ethic increases health |
|
|
burnout
|
potential response to chronic stress
more in women, singles, divorced, little opp for promotion, high client contact |
|
|
work-family conflict
|
increases stress; more in women
|
|
|
human error accounts for ___% of accidents
|
50-80
|
|
|
human error is increased with the following factors
|
younger, noxious environemental variables; alchol use; poor safety; emotional instability (low trust, depressed, pessimistic); poor vision
|
|
|
trainign most effective when
|
combo of postivie attitude
1. posotive is better than scare tactics 2. must be specific (v.s "think safe) 3. management committment 4. incentives for fewer accidents |
|
|
noise: which is the worst: contstant or intermittent
simple or compex task control or no control |
intermittent
complex no perceived control |
