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;
122 Cards in this Set
- Front
- Back
|
Predictor |
Any variable used to forecast a criterion |
|
|
Psychometric |
literally, the measurement of properties of the mind. The standards used to measure the quality of psychological assessments |
|
|
Reliability |
a standard for evaluating tests that refers to the consistency, stability, or equivalence of test scores |
|
|
Test-Retest Reliability |
a type of reliability that reveals the stability of test scores upon repeated applications of the test |
|
|
Equivalent Form Reliability |
a type of reliability that reveals the equivalence of test scores between two versions or forms of the test |
|
|
Internal consistency reliability |
a type of reliability that reveals the homogeneity of the items comprising a test |
|
|
Split-half reliability |
a test is given to a group of people, but in scoring the test, the researcher divides items in half, into odd and even number items, each person thus gets two sets of scores which are correlated |
|
|
Inter-Rater Reliability |
a type of reliability that reveals the degree of agreement among the assessments provided by two or more raters |
|
|
Validity |
a standard for evaluating tests that refers to the accuracy or appropriateness of drawing inferences from test scores |
|
|
Construct Validity |
the degree to which a test is an accurate and faithful measure of the construct it purports to measure |
|
|
Criterion related validity |
the degree to which a test forecasts or is statistically related to a criterion (concurrent and predictive validity) |
|
|
Validity coefficient |
a statistical index (often expressed as a correlation coefficient) that reveals the degree of association between two variables |
|
|
Content validity |
the degree to which subject matter experts agree that the items in a test are a representative sample of the domain of knowledge the test purports to measure |
|
|
Face validity |
the appearance that items in a test are appropriate for the intended use of the test by the individuals who take the test |
|
|
Three types of testing |
- Low stakes - Moderate stakes - High stakes |
|
|
Low stakes |
refers to results that help the individual but have no bearing on the employee’s status within the organization Ex: survey about preference of meeting times |
|
|
Moderate stakes |
the results might influence the employee’s status in the organization Ex: survey about willingness to participate in training programs |
|
|
High Stakes |
there is a distinct consequence to the individual, as being hired by the organization or being promoted within it |
|
|
G(general mental ability) |
the symbol for general mental ability which has been found to be predictive of success in most jobs |
|
|
Big 5 personality theory |
a theory that defines personality in terms of five major factors: emotional stability, extraversion, openness to experience,agreeableness, and conscientiousness |
|
|
Emotional stability |
the tendency to be calm, even tempered, and emotionally balanced |
|
|
Extraversion |
§ the tendency to be sociable, assertive,active, talkative, energetic and outgoing |
|
|
Openness to experience |
the disposition to be curious, imaginativeand unconventional |
|
|
Agreeableness |
the disposition to be cooperative, helpful, and easy to get along with others |
|
|
Conscientiousness |
the disposition to be purposeful, determined, organized and controlled |
|
|
Dark triad |
a cluster of three personality disorders associated with counterproductive work behavior: Machiavellianism,narcissism, and psychopathy |
|
|
Machiavellianism |
this idea that the goal in life is to get your way by manipulating other people |
|
|
Narcissism |
people afflicted with narcissism exhibit a high degree of self-importance, they simultaneously desire to be in control of other people and be admired by them, relentlessly self promoting and unaffected by criticism, they exude subtle arrogance |
|
|
Psychopathy |
not inherently violent, they are characterized by lacking any concern for others |
|
|
Faking |
the behavior of job applicants to falsify or fake their responses to items on personality inventories to create a favorable impression |
|
|
Integrity tests |
a type of test that purports to assess a candidate’s honesty or character |
|
|
Overt integrity test |
the job applicant clearly understands that the intent of the test is to assess integrity |
|
|
Personality based measure |
makes no reference to theft These tests contain conventional personality assessment items that have been found to be predictive of theft |
|
|
Situational judgment test |
a type of test that describes a problem to the test taker and requires the test taker to rate various possible solutions in terms of their feasibility or applicability |
|
|
Computerized Adaptive Testing (CAT) |
a form of assessment using a computer in which the questions have been precalibrated interms of difficulty, and the examinee’s response to one question determines the selection of the next question |
|
|
Unstructured interview |
a format for the job interview in which the questions are different across all candidates |
|
|
Structured interview |
a format for the job interview in which the questions are consistent across all candidates |
|
|
Situational interviews |
a type of job interview in which candidates are presented with a hypothetical problem and asked how they would respond to it |
|
|
Work samples |
a type of personnel selection test in which the candidate demonstrates proficiency on a task representative of the work performed in the job |
|
|
Situational exercises |
a method of assessment in which examinees are presented with a problem and asked how they would respond to it |
|
|
Assessment centers |
a technique for assessing job candidates using a series of structured, group-oriented exercises that are evaluated by raters |
|
|
Static strength |
the ability to use muscle force to lift, push, pull or carry objects |
|
|
Explosive strength |
the ability to use short bursts of muscle force to propel oneself or an object |
|
|
Gross body coordination |
the ability to coordinate the movement of the arms, legs and torso in activities where the whole body is in motion |
|
|
Stamina |
the ability of the lung and circulatory systems of the body to perform efficiently over time |
|
|
Biographical information |
a method of assessing individuals in which information pertaining to past activities, interests, and behaviors in their lives is considered |
|
|
Drug testing |
a method of assessment typically based on an analysis of urine that is used to detect illicit drug use by the candidate |
|
|
Polygraph |
an instrument that assesses responses of an individuals central nervous system (heart rate, breathing, perspiration etc.)that supposedly indicate giving false responses to questions |
|
|
Emotional intelligence |
a construct that reflects a person’s capacity to manage emotional responses in social situations |
|
|
Nepotism |
an approach to personnel staffing whereby family members receive preferential treatment because of birth or marriage |
|
|
Calling |
this idea that the job finds the person |
|
|
Title VII |
pertains to employment discrimination |
|
|
Protected groups |
a designation for members of society who aregranted legal status by virtue of a demographic characteristic such as race, sex, national origin, color, religion, age and disability |
|
|
Adverse impact |
a type of unfair discrimination in which the result of using a particular personnel selectionmethod has a negative effect on protected group members compared with majority group members |
|
|
Disparate treatment |
a type of unfair discrimination in which protected group members are afforded differential employment procedures compared to members of other groups |
|
|
Diversity |
a goal of staffing whereby demographic differences in society are reflected in the workforce |
|
|
Paradox |
on one hand, organizations want to reduce variance meaning they want their employees performing at the same high level |
|
|
Walk the talk |
represents an organization that achieves diversity in reality in addition to verbally promoting their efforts in doing so |
|
|
Low priority |
represents organizations that neither achieve nor talk about their diversity efforts |
|
|
Empty rhetoric |
reflects organization that talk about their diversity efforts but in reality there workforce is not diverse |
|
|
Just do it |
refers to organizations that do not publicly discuss or promote their diversity achievements but in reality have created a diverse workforce |
|
|
Diversity-validity dilemma |
the paradox of organizations being unable to simultaneously hire the most qualified applicants and members of the full range of demographic groups that populate society |
|
|
Affirmative action |
a social policy that advocates members ofprotected groups will be actively recruited and considered for selection in employment |
|
|
Recruitment |
the process by which individuals are solicited to apply for jobs |
|
|
Social handicapping |
implying to the organization they succeeded academically despite involvement in other activities that took time away from academics |
|
|
Personnel selection |
the process of determining those applicants who are selected for hire versus those who are rejected |
|
|
Predictor cutoff |
a score on a test that differentiates those who passed the test from those who failed; often equated with the passing score on a test |
|
|
Selection ratio |
a numeric index ranging between 0-1.00 that reflects the selectivity of the hiring organization in filling jobs; the number of job openings divided by the number of job applicants |
|
|
Base rate |
the percentage of current employees in a job who are judged to be performing their jobs satisfactorily |
|
|
Criterion cutoff |
a standard that separates successful from unsuccessful job performance |
|
|
True positives |
a term to describe individuals who were correctly selected for hire because they became a successful employee |
|
|
True negatives |
a term todescribe individuals who were correctly rejected for employment as they would have been unsuccessful employees |
|
|
Fake negatives |
a term to describe individuals who were incorrectly rejected for employment as they would have been successfulemployees |
|
|
False positives |
a term to describe individuals who were incorrectly accepted for employment as they became unsuccessful employees |
|
|
Multiple correlation |
a statistical index used to indicate the degree of predictability in forecasting the criterion on the basis of two or more other variables |
|
|
Validity generalization |
a concept that reflects the degree to which apredictive relationship empirically established in one context spreads to other populations or contexts |
|
|
Banding |
a method of interpreting test scores such that scores of different magnitude in a numeric range or band are regarded as being equivalent |
|
|
Utility |
a concept of reflecting the economic value or making personnel decision |
|
|
Benchmarking |
the process of comparing a company’s products or procedures with those of the leading companies in an industry |
|
|
Placement |
the process of assigning individuals to jobs based on one test score |
|
|
Classification |
the process of assigning individuals to jobs based on two or more test scores |
|
|
Training |
the process through which the knowledge and skills of employees are enhanced for an immediate job or role
|
|
|
Development |
the process through which the knowledge andskills of employees are enhanced but for which there is no immediate use |
|
|
Learning |
the process by which change in knowledge or skills is acquired through education or experience |
|
|
Declarative knowledge |
a body of knowledge about facts and things |
|
|
Knowledge compilation |
the body of knowledge acquired as a result of learning |
|
|
Procedural knowledge |
a body of knowledge about how to use information to address issues and solve problems |
|
|
Proceduralization |
refers to a set of conditional action rules |
|
|
Automaticity |
refers to a state or rapid performance that requires little cognitive effort |
|
|
Training needs assessment |
a systematic process of identifying and specifying training requirements. Consists of organizational, task and person analysis |
|
|
Organizational analysis |
Part of the training needs assessment in which the organization’s strategic objectives and the availability of resources and support are identified |
|
|
Task analysis |
part of the training needs assessment in which the tasks that require training are identified |
|
|
Person analysis |
part of the training needs assessment in which the people who need training are identified |
|
|
Computer based training |
a method of training that utilizes computer technology to enhance the acquisition of knowledge and skills |
|
|
Programmed instruction |
the most basic computer based training that provides for self paced learning |
|
|
Intelligent Tutoring Systems |
a sophisticated type of computed based training that uses artificial intelligence to customize learning to the individual |
|
|
Interactive multimedia training |
a type of computer based training that combines visual and auditory information to create a realistic but non threatening environment |
|
|
Virtual reality training |
a type of computer based training that uses three dimensional computer generated imagery |
|
|
Business Games |
a method of training that simulates a business environment with specific objectives to achieve and rules for trainees tofollow |
|
|
Role playing |
a training method directed primarily at enhancing interpersonal skills in which training participants adopt various roles in a group exercise |
|
|
Behavior modeling |
a method of training that makes use of imitative learning and reinforcement to modify human behavior |
|
|
Error-management training |
a system of training in which employees are encouraged to make errors, and then learn from their mistakes |
|
|
Self-regulatory training |
a system of training in which employees are prompted to monitor and adjust their actions and reactions during training |
|
|
Practice behaviors |
involves having trainees actively engage in tasks to focus on skill improvement |
|
|
Self monitoring |
focusing their attention on how much progress they are making toward the training objectives |
|
|
Self evaluation reaction |
involves the emotional responses that individuals may have for their progress |
|
|
Self efficacy |
the belief in one’s capabilities and capacity toperform successfully |
|
|
Diversity training |
a method of training directed at improving interpersonal sensitivity and awareness ofdifferences among employees |
|
|
Expatriate |
a person native to one country who serves aperiod of employment in another country |
|
|
Sexual harassment |
unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature that creates an intimidating, hostile, or offensive workenvironment |
|
|
Quid pro quo harassment |
a legal classification of harassment in which specified organizational rewards are offered in exchange for sexual favors |
|
|
Hostile environment harassment |
a legal classification of sexual harassment in which individuals regard conditions in the workplace(such as unwanted touching or off color jokes) as offensive |
|
|
Management development |
the process by which individuals serving in management or leadership positions enhance their talents to better perform the job |
|
|
Mentor |
typically a more senior or experienced person who helps to professionally develop a less experienced person (the protégé) |
|
|
Protégé |
typically a more junior and less experienced person who is helped and developed in his or her career by a more experienced person |
|
|
Executive coaching |
an individual development process for business leaders provided by a trained professional - Coaches are external to the organization |
|
|
Transfer of training |
the application of knowledge and skills learned in training back to the job |
|
|
Maintenance |
the length of the time that trained skills and behaviors continue to be used on the job |
|
|
Reaction criteria |
a standard for judging the effectiveness of training that refers to the reactions or feelings of individuals about the training they received internal criteria |
|
|
Learning criteria |
a standard for judging the effectiveness of training that refers to the amount of new knowledge and skills acquired through training internal criteria |
|
|
Behavioral criteria |
a standard for judging the effectiveness of training that refers to changes in performance that are exhibited n the job as a result of training external criteria |
|
|
Results criteria |
a standard for judging the effectiveness of training that refers to the economic value that accrues to the organization as a function of the new behaviors exhibited on the job external criteria |
