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178 Cards in this Set
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Personnel psychology |
Field of psychology that addresses issues such as recruitment, selection, training, performance appraisal, promotion, transfer, and termination |
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Organizational psychology |
Field of psychology that combines research from social psychology and organizational behavior and addresses the emotional and motivational side of work |
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Human engineering or human factors psychology |
The study of the capacities and limitations of humans with respect to a particular environment |
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Hawthorne Studies |
Manipulated lighting, breaks, hours Attitudes changed results: workers liked attention Hawthorne Effect |
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Human relations movement |
Work attitude, emotional world of worker |
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Reliability |
Extent to which an experiment/test/measuring procedure yields same results on repeated trials and is free from error, puts ceiling on validity, overlap between test score and true score (same test given at different times) |
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Test-retest reliability |
Calculated by correlating measurements taken at time 1 with measurements taken at time 2 |
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Equivalent/alternate forms reliability |
Calculated by correlating measurement from a sample of individuals who complete forms of same test |
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Internal consistency |
Form of reliability that assess how consistently the items of a test measure a single construct; affected by the number of items in the test and the correlations among the test items |
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Validity |
The accuracy of inferences made based on test or performance data' also addresses whether a measure accurately and completely represents what was intended to be measured |
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Criterion-related validity |
Demonstrated by correlating test score with performancemeasure; improves researcher's confidence |
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Content validity |
Demonstrates that the content of the selection procedure represents an adequate sample of important work behaviors and/or worker KSAOs defined by job analysis |
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Construct valdity |
Validity approach in which investigators father evidence to support decisions or inferences about psychological constructs; often begins with investigators demonstrating that a test designed to measure a particular construct correlates with other tests in the predicted manner |
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Skills |
Practiced acts |
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Tacit knowledge |
Action-oriented, goal-directed knowledge, acquired without direct help from others; colloquially called street smarts |
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Procedural knowledge |
Familiarity with a procedure or process; knowing "how" |
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Declarative knoweldge |
Understanding what is required to perform a task; knowing information about a job or job task |
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Test |
An objective and standardizes procedure for measuring a psychological construct using a sample of behavior |
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Norming |
Comparing a test score to other relevant test scores |
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Norm group |
Group whose test scores are used to compare and understand an individual's test score |
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Speed test |
A test with rigid and demanding time limits; most test takers will be unable to finish the test in the allotted time |
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Power test |
A test with no rigid time limits; enough time is given for a majority of the test takers to complete all of the test items |
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Performance test |
A test that requires the individual to make a response by manipulating a particular physical object or piece of equipment |
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Screen-out test |
A test used to eliminate candidates who are clearly unsuitable for employment; tests of psychopathology are examples in the employment setting |
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Screen-in test |
A test used to add information about the positive attributes of a candidate that might predict outstanding performance; tests of normal personality are examples in the employment setting |
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Work sample test |
Assessment procedure that measures job skills by taking samples of behavior under realistic job-like conditions |
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Situational judgment test |
Commonly a paper-and-pencil test that presents the candidate with a written scenario and asks the candidate to choose the best response from a series of alternatives |
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Structured interview |
Assessment procedure that consists of very specific questions asked of each candidate; includes tightly crafted scoring schemes with detailed outlines for the interviewer with respect to assigning ratings or scores based on interview performance |
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Situational interview |
An assessment procedure in which the interviewee is asked to describe in specific and behavioral detail how he or she would respond to a hypothetical situation |
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Unstructured interview |
An interview format that includes questions that may vary by candidate and that allows the candidate to answer in any form he or she prefers |
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Assessment center |
Collection of procedures for evaluation that is administeredto groups of individuals Can be expensive and time consuming |
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Criterion deficiency |
Actual criterion is missing information that is part of behavior being measured |
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Criterion contamination |
Actual criterion includes information unrelated to the behavior one is trying to measure |
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Ultimate criterion |
Ideal measure of all the relevant aspects of job performance |
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Actual criterion |
Actual measure of job performance obtained |
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Organizational citizenship behavior |
Behavior that goes beyond what is expected |
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Altruism |
Helpful behaviors directed toward individuals or groups within the organization, such as offering to help a co-worker who is up against a deadline |
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Task performance |
Proficiency with which job incumbents perform activities that are formally recognized as part of their job |
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Counterproductive work behavior |
Voluntary behavior that violates significant organizational norms and threatens the well-being of the organization, its members, or both |
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Job analysis |
Process that determines the important tasks of a job and the human attributes necessary to successfully perform those tasks; KSAOs |
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Task-oriented job analysis |
Approach that begins with a statement of the actual tasks as well as what is accomplished by those tasks |
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Worker-oriented job analysis |
Approach that focuses on the attributes of the worker necessary to accomplish the tasks |
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Comparable worth |
Notion that people who are performing jobs of comparable worth to the organization should receive comparable pay |
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Equal Pay Act of 1963 |
Federal legislation that prohibits discrimination on the basis of sex in the payment of wages or benefits, where men and women perform work of similar skill, effort, and responsibility for the same employer under similar working conditions |
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Title VII of the Civil Rights Act of 1964 |
Federal legislation that prohibits employment discrimination on the basis of race, color, religion, sex, or national origin, which define what are known as protected groups. Prohibits not only intentional discrimination but also practices that have the unintentional effect of discriminating against individuals because of their race, color, national origin, religion, or sex |
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Behaviorally anchored rating scale (BARS) |
Rating format that includes behavioral anchors describing what a worker has done, or might be expected to do, in a particular duty area |
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Behavioral observation scale (BOS) |
Format that asks the rate to consider how frequently an employee has been seen to act in a particular way |
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Halo error |
Error that occurs when a rater assigns the same rating to an employee on a series of dimensions, creating a halo or aura that surrounds all of the ratings, causing them to be similar |
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False positive |
Decision in which an applicant was accepted but performed poorly; decision is false becsuse of the incorrect prediction that the applicant would perform successfully and positive because the applicant was hired |
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False negative |
Decision in which an applicant was rejected but would have performed adequately or successfully |
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True negative |
Decision in which an applicant was rejected and would haveperformed poorly if he or she were hired |
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True positive |
Decision in which an applicant was accepted and performed successfully |
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Criterion-referenced cut score |
Score established by considering the desired level of performance for a new hire and finding the test score that corresponds to the desired level of performance; sometimes called domain-referenced cut score |
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Norm-referenced cut score |
Score based on some index of the test takers' scores rather than any notion of job performance |
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Utility analysis |
Technique that assesses the economic return on investment of human resource interventions such as staffing and training |
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Hurdle system |
Noncompensatory strategy in which an individual has no opportunity to compensate at a later assessment stage for a low score in an earlier stage of the assessment process |
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Multiple hurdle system |
Strategy constructed from multiple hurdles so that candidates who do not exceed each of the minimum dimension scores are excluded from further consideration |
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Score banding |
Approach in which individuals with similar test scores are grouped together in a category, and selection within the band is then made based on other considerations |
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Subgroup norming |
Approach that develops separate lists for individuals within different demographic groups, then ranks the candidates within their respective demographic group |
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Termination for cause |
Job loss that occurs when an individual is fired from an organization for a particular reason; the individual has usually been warned one or more times about a problem and either cannot or will not correct it |
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Layoff |
Job loss due to employer downsizing or reductions in force; often comes without warning or with a generic warning that the workforce will be reduced |
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Adverse (or disparate) treatment |
Type of discrimination in which the plaintiff attempts to show that the employer actually treated the plaintiff differently from majority applicants or employees; intentional discrimination |
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Adverse impact |
Type of discrimination that acknowledges the employer may not have intended to discriminate against a plaintiff, but an employer practice did have an adverse impact on the group to which the plaintiff belongs |
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80% or 4/5ths rule |
Guideline for assessing whether there is evidence of adverse impact; if it can be shown that a protected group received less than 80 percent of the desirable outcomes received by a majority group, the plaintiffs can claim to have met the burden of demonstrating adverse impact |
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Training |
Systematic acquisition of skills, concepts, or attitudes that result in improved performance in another environment |
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Learning |
A relatively permanent change in behavior and human capabilities produced by experience nad practice |
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Cognitive outcome |
Type of learning outcome that includes declarative knowledge, or knowledge of rules, facts, and principles |
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Skill-based outcome |
Type of learning outcome that concerns the development of motor or technical skills |
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Affective outcome |
Type of learning outcome that includes attitudes or beliefs that predispose a person to behave in a certain way |
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Training need analysis |
A three step process of organizational, task, and person analysis; required to develop a systematic understanding of where training is needed, what needs to be taught or trained, and who will be trained |
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Organizational analysis |
Component of training needs analysis that examines organizational goals, available resources, and the organizational environment; helps to determine where training should be directed |
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Task analysis |
Component of training needs analysis that examines what employees must do to perform the job properly |
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Person analysis |
Component of training needs analysis that identifies which individuals in an organization should receive training and what kind of instruction they need
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Trainee readiness |
Refers to whether employees have the personal characteristics necessary to acquire knowledge from a training program and apply it to the job |
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Performance orientation |
Orientation in which individuals are concerned about doing well in training and being evaluated positively |
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Mastery orientation |
Orientation in which individuals are concerned with increasing their competence for the task at hand: they view errors and mistakes as part of the learning process |
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Trainee motivation |
Extent to which trainees are interested in attending training, learning from training, amd transferring the skills and knowledge acquired in training back to the job |
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Expectancy framework |
Approach in which employees' expectations about the relationship between how much effort they expend and how well they perform are important to their motivation and learning |
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Positive reinforcement |
Occurs when desired behavior is followed by a reward, which increases the probability that the behavior will be repeated |
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Social learning theory |
Cognitive theory that proposes that there are many ways to learn, including observational learning, which occurs when people watch someone perform a task and then rehearse those activities mentally until they have an opportunity to try them out |
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Behavioral modeling |
Learning approach that consists of observing actual job incumbemts (or videos of job incumbents) who demonstrate positive modeling behaviors, rehearsing the behavior using a role playing technique, receiving feedback on the rehearsal, and trying out the behavior on the job |
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Self-efficacy |
Belief in one's capability to perform a specific task or reach a specific goal |
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Goal setting |
Motivational approach in which specific, difficult goals direct attention amd improve performance in training and on the job |
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Feedback |
Knowledge of the results of one's actions, enhances learning and performance in training and on the job |
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Active practice |
Approach that involves actively participating in a training or work task rather than passively observing someone else performing the task |
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Automaticity |
Result thay occurs when tasks can be performed with limited attention; likely to develop when learners are given extra learning opportunities after they have demonstrated mastery of a task |
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Fidelity |
Extent to which the task trained is similar to the task required on the job |
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Physical fidelity |
Extent to which the training task mirrors the physical features of the task performed on the job |
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Psychological fidelity |
Extent to which the training task helps trainees to develop the knowledge, skills, abilities and other characteristics necessary to perform the job |
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Whole learning |
Training approach in which the entire task is practiced at once |
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Part learning |
Training approach in which subtasks are practiced separately and later combined |
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Massed practice |
Conditions in which individuals practice a task continuously and without rest |
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Distributed practice |
Condition that provides individuals with rest intervals between practice sessions, which are spaced over a longer period of time |
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Learning organization |
Company that emphasizes continuous learning, knowledge sharing, and personal mastery |
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On-the-job training |
Approach that involves assigning trainees to jobs and encouraging them to observe and learn from more experienced employees |
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Apprenticeship |
Formal program used to teach a skilled trade |
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Job rotation |
Approach that involves moving employees to various departments or areas of a company or to various jobs within a single department |
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Classroom lectures |
Training method in which the trainer communicates through spoken words and audiovisual materials what trainees are supposed to learn; also commonly used to efficiently present a large amount of information to a large number of trainees |
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Programmed instruction |
Approach in which trainees are given instuctional materials in written or computer-based forms that positively reinforce them as they move through the material at their own pace |
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Linear programming |
Type of programmed instructionin which all trainees proceed through the same material |
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Branching programming |
Type of programmed instruction that provides a customized approach, enabling each learner to practice material he or she had difficulty with when it was first presented |
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Simulators |
Teaching tool designed to reproduce the critical characteristics of the real world in a training setting that produces learning and transfer to the job |
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Distance learning |
Approach that allows the trainees to interact and communicate with an instructor by using audio and video (television, computer, or radio) links that allow for learning from a distant location |
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Blended learning |
An instructional approach that uses distance learning in combination with face to face learning |
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Computer-based learning |
An instructuonal approach that includes text, graphics, and/or animation presented via computer for the express purpose of teaching job-relevant knowledge and skills |
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Adaptive guidance |
An instructional approach that provides trainees with information that helps them interpret their past performance and also determine what they should be studying to improve their future performance |
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Motivation |
Concerns the conditions responsible for variations in intensity, persistence, quality, and direction of ongoing behavior |
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Behaviorist approach |
Approach developed by B. F. Skinner that placed the emphasis for behavior and directed activity directly on the environment rather than on any internal needs or instincts |
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Field theory |
Approach developed by Kurt Lewin, who proposed that various forces in the psychological environment interacted and combined to yield a final course of action |
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Group dynamics |
Field that grew out of the application of Kurt Lewin's field theory to industry |
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Two-factor theory |
Theory proposed Herzberg that suggested that there were really two basic needs, not five as suggested by Maslow, and that they were not so much hierarchically arranged as independent of each other |
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Hygiene needs |
Lower-level needs described in Herzberg's two-factor theory. Herzberg proposed that meeting these needs would eliminate dissatisfaction but would not result in motivated beavior or a state of positive satisfaction |
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Motivator needs |
Higher level needs described in Herzberg's two factor theory. Herzberg proposed that meeting such needs resulted in the expenditure of effort as well as satisfaction |
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Reinforcement theory |
Theory that proposes that behavior depends on three simple elements: stimulus, response, and reward. Proposed that if a response in the presence of a particular stimulus is rewarded, that response is likely to occur again in the presence of that stimulus |
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Path-goal theory |
First formal work motivation theory to suggest that people weighed options before choosing among them. Reasoned that if a worker saw high productivity as a path to the goal of desired rewards or personal goals (eg a pay increase or promotion, or increased power, prestige, or responsibility), he or she would likely be a high producer |
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Valence |
The strength of a person's preference for a particular outcome |
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Instrumentality |
The perceived relationship between performance and the attainment of a certain outcome |
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Expectancy |
An individual's belief that a particular behavior will lead to higher performance |
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Equity theory |
Motivational theory develpped by Adams (1965) that suggested that individuals look at their world in terms of comparative inputs and outcomes. Individuals compare their inputs and outcomes with others (peers, coworkers) by developing an input/outcome ratio |
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Goal-setting theory |
Theory proposed by Locke and colleagues in which the general concept of a goal is adapted to work motivation. In this approach, a goal is seen as a motivational force, and inviduals who set specific, difficult goals perform better than individuals who simply adopt a "do your best" goal or no goal at all |
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Feedback loop |
Connection between knowledge of results and the intermediate states that occur between goal commitment and performance |
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Control theory |
Theory based on the principle of a feedback loop that assumes that an individual compares a standard to actual outcome and adjusts behavior to bring the outcome into agreement with the standard |
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Self-regulation |
Process by which individuals take in information about behavior and make adjustments based on that information. These changes, in turn, affect subsequent behavior (strategies, goal commitment) |
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Self-efficacy |
The belief in one's capability to perform a specific task or reach a specific goal |
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Job satisfaction |
Positive attitude or emotional state resulting from the appraisal of one's job or job experience |
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Hawthorne Effect |
A change in behavior or attitudes that was the simple result of increased attention |
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Attitudes |
Relatively stable feelings or beliefs that are directed toward specific persons, groups, ideas, jobs, or other objects |
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Affective commitment |
An emotional attachment to an organization |
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Continuance commitment |
Perceived cost of leaving an organization |
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Normative commitment |
An obligation to remain in an organization |
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Occupational commitment |
Commitment to a particular occupational field; includes affective, continuance, and normative commitment |
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Job embeddedness |
The many and varied types of commitment that individuals feel toward co-workers, teams, organizations, and careers |
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Organizational identification |
The process whereby individuals derive a feeling of pride and esteem from their association with an organization. individuals may also take pains to distance themselves from the organization for which they work |
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Employee engagement |
A positive work-related state of mind that includes high levels of energy, enthusiasm, and identification with one's work |
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Flight-or-flight reaction |
Adaptive response to stressful situations exhibited by animals and humans in which they choose to either fight or attempt to escape |
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Eustress |
Type of stress that provides challenges that motivate individuals to work hard and meet their goals |
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Distress |
Type of stress resulting from chronically demanding situations that produces negative health outcomes |
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General Adaption Syndrome |
Nearly identical response sequence to almost any disease or trauma. Hans Selye |
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Alarm reaction |
Stage of the General Adaptation Syndrome in which the body mobilizes resources to cope with added stress |
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Stress hormone |
Chemical released in the body when a person encounters stressful or demanding situations |
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Resistance |
Stage of the General Adaptation Syndrome in which the body cope with the original source of stress, but resistance to other stresses is lowered |
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Exhaustion |
Stage of the General Adaptation Syndrome in which overall resistance drops and adverse consequences can result unless stress is reduced |
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Problem-focused coping |
type of coping directed at managing or altering a problem causing the stress |
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Emotion-focused coping |
Type of coping directed at reducing the emotional response to a problem by avoiding,minimizing, or distancing oneself from the problem |
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Stressors |
Physical / psychological demands to which an individual responds |
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Strains |
Reaction or response to stressors |
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Autonomy |
Extent to which employees can control how and when they perform the tasks of their job |
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Interpersonal conflict |
Negative interactions with coworkers, supervisors or clients, which can range from heated arguments to subtle incidences of unfriendly Behavior |
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Role stressors |
Collective term for stress resulting from the multiple task requirements or roles of employees |
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Role ambiguity |
Stressor that occurs when employees lack clear knowledge of what behavior is expected in their job |
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Role conflict |
Stressors that occurs when demand from different sources are incompatible |
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Role overload |
Stressors that occurs when an individual is expected to fill too many roles at the same time |
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Work-family conflict |
Situation that occurs when the workers experience conflict between the roles they fulfill at work and in their personal lives |
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Emotional labor |
Regulation of one's emotions to meet job or organizational demands; can be achieved through surface acting and deep acting |
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Surface acting |
Emotional labor that consists of managing or faking one's expressions or emotions |
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Deep acting |
Emotional labor that consists of managing one's feelings, including emotions required by the job |
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Challenge-related stressors |
Work demands or circumstances that although potentially stressful have potential gains for individuals |
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Hindrance-related stressors |
Job demands or circumstances that tend to limit or interfere with an individual's work achievement |
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Burnout |
Extreme state of psychological strain resulting from a prolonged response to Chronic stressors that exceed an individual's resources to cope with them |
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Emotional exhaustion |
Burnout that occurs when individuals feel emotionally drained by work |
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Depersonalization |
Burnout that occurs when individuals become hardened by their job and tend to treat clients orpatients like objects |
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Low personal achievement |
Burnout in which individuals feel they cannot deal with problems effectively and understand or identify with others' problems |
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Job demand |
Component of demand-control model that refers to the workload or intellectual requirements of the job |
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Job control |
Component of demand-control model that refers to a combination of autonomy in the job and discretion for using different skills |
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Organizational Justice |
Type of justice that is composed of organizational procedures, outcomes, and interpersonal interactions |
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Distributive justice |
Allocation of outcomes or rewards to organizational members is perceived as Fair |
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Procedural justice |
Type of justice in which the process by which ratings are assigned or rewards are distributed is perceived as fair |
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Interactional justice |
Justice concerned with the sensitivity with which employees are treated and linked to the extent that an employee feels respected by the employer |
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Affirmative action |
Program that acknowledges that particular demographic groups may be underrepresented in the work environment; provides specific mechanisms for reducing this underrepresentation |
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Assimilation model |
Model for addressing diversity that recruit, selects, trains, and motivates employees so that they share the same values and culture |
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Protection model |
Model for addressing diversity that identifiesdisadvantaged and under-represented groups and provides special protections for them |
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Value model |
Model for addressing diversity in which each element of an organization is valued for what ituniquely brings to the organization |
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Inclusion |
The degree to which individuals feel safe, valued, and able to be authentic at work both as individuals and as members of various groups |
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Leader emergence |
Study of the characteristics of individuals who become leaders, examining the basis on which they were elected, pointed, or simply accepted |
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Leadership effectiveness |
Study of which behaviour on the part of a designated leader(regardless of how that position was achieved) led to an outcomes valued by the work group or organization |
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Leader development |
Process that concentrates on developing, maintaining or enhancing individual leader attributes such as knowledge knowledge, skills and attributes |
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Leadership development |
Process that concentrates on the leader - follower relationship and on developing an environment in which the leader can build relationships that enhance cooperation and resource Exchange |
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Great man theories |
Leadership theories developed by historians who examines the life of a respected leader for Clues leading to that person's greatness, often focused on a galvanising experience or an admirable trait such as persistent, optimism or intelligence that a leader possesses to a singular degree |
