I/o Psyc Test 1

Front 1

The smallest unit of work activity.

Back 1

Element

Front 2

The pressing a button to start a machine, or turning a key to start an engine, would both be examples of:

Back 2

An Element.

(The smallest unit of work activitiy)

Front 3

Task

Back 3

A work activity that is performed to achieve a specific objective.

Front 4

Multiple ____ form a task.

Back 4

Elements

Front 5

Among the necessary _____ involved in a cab driver is taking his passenger to her destination, turning the key, shifting the transmission into "drive", and pressing the accelerator.

Back 5

elements

Front 6

An individual's place in the organization defined by the tasks performed.

Back 6

Position

Front 7

A collection of positions similar enough to one another to share a common job title.

Back 7

Job

Front 8

"Job analysis" is the process of:

Back 8

defining a job in terms of its component tasks or duties and the knowledge or skills required to perform them.

Front 9

The job analyst needs to consider the ____ of the job analysis when deciding on a strategy.

Back 9

Purpose

Front 10

___ oriented techniques focus on describing the various tasks that are performed on the job.

Back 10

Job-oriented

Front 11

____ oriented techniques examine broad human behaviors involved in work activities.

Back 11

Worker-oriented

Front 12

____ oriented approaches focus on very specific levels of tasks, while ____ oriented approaches focus broadly on general aspects of the job, such as the physical, interpersonal, and mental factors necessary for completion of the job.

Back 12

Job oriented; Worker oriented.

Front 13

Task inventory approach

Back 13

A job-oriented approach to job analysis in which task statements are generated by experts who are familiar with the job in question.

Front 14

Individuals who participate in job analyses as a result of their job-related expertise

Back 14

Subject Matter Experts (SMEs)

Front 15

In job analysis, employees who are currently occupying the job of interest.

Back 15

Incumbents

Front 16

In ______, a highly structured job-oriented approach developed by Sidney Fine in which data are obtained about WHAT tasks a worker does and HOW those tasks are performed.

Back 16

Functional Job Analysis (FJA)

Front 17

A series of task statements are developed that are believed to be relevant for the job in question. Incumbents or SMEs rate each of these statements on a series of dimensions. What approach is this?

Back 17

Functional Job Analysis (FJA)

Front 18

The FJA largely focuses on what 3 things:

Back 18

1. Data
2. People
3. Things

Front 19

In FJA, ______ focus requires the employee to use cognitive resources in handling information, ideas, and facts.

Back 19

Data

Front 20

In FJA, _____ focus refers to the extent to which the job requires employees to use interpersonal resources such as understanding, courtesy, and mentoring.

Back 20

People

Front 21

In FJA, the _____ scale requires the use of physical resources and includes the use of strength, speed, and coordination.

Back 21

Things

Front 22

A tool developed by the Department of Labor in the 1930s that has been used to classify occupations and jobs, consisting of narrative descriptions of tasks, duties, and working conditions of about 12,000 jobs.

Back 22

Dictionary of Occupational Titles (DOT)

Front 23

The ____ uses a nine-digit scale.

Back 23

DOT

Front 24

The DOL has recently undertaken a new initiative to replace the DOT, which it views as incompatible with the current workplace. This new initiative, known as the _______, aspires to identify and describe the key components of modern occupations.

Back 24

Occupational Information Network (O*NET)

Front 25

The O*NET involves six classes of information:

Back 25

1. Worker characteristics
2. Worker requirements
3. Experience requirements
4. Occupational Requirements
5. Occupation specific information
6. Occupational characteristics

Front 26

Job Element Method (JEM)

Back 26

A worker-oriented approach to job analysis that was designed to identify the characteristics of superior workers in a particular job.

Front 27

Job elements in the JEM refer to the:

Back 27

knowledge, skills, abilities, and other characteristics (KSAOs) that are required for successful job performance.

Front 28

Organizations prefer to hire those employees who possess _____ that are likely to make them successful performers.

Back 28

KSAOS

Front 29

The ____'s aim is to directly connect job analysis to the selection context by identifying the KSAOs that are necessary for successful job performance.

Back 29

Job Element Method (JEM)

Front 30

In this method, SMEs are asked to develop a comprehensive list of job elements, as well as subelements or employee characteristics that are more specific than the job elements. For example: one element for a college professor might be "ability to communicate clearly". What is this method?

Back 30

Job Element Method (JEM)

Front 31

In this method, once the final list of elements and subelements have been generated, the SMEs are instructed to provide work examples of each. Together, the elements, subelements, and work examples provide a complete picture of the job. What is this method?

Back 31

JEM

Front 32

A common criticism of the JEM:

Back 32

The JEM ignores the specific job tasks, making it difficult to demonstrate that a particular element is related to the job.

Front 33

A widely used job analysis instrument that focuses on general work behaviors.

Back 33

Position Analysis Questionnaire (PAQ)

Front 34

The ___ consists of 195 items or elements, 187 of which describe general work behaviors, work conditions, and job characteristics.

Back 34

The PAQ

Front 35

3 major criticisms of the PAQ:

Back 35

1. Some data indicate that the reading level of the PAW is at least college level, if not graduate level.

2. The PAQ does not seem well suited for managerial jobs.

3. The items themselves are too abstract.

Front 36

Common-Metric Questionnaire (CMQ)

Back 36

A newly developed worker-oriented job-analysis instrument that attempts to improve the generalizability of worker-oriented approaches through the use of items focused on slightly less general behaviors.

Front 37

Two basic beliefs about worker-oriented approaches to job analysis are reflected in the CMQ:

Back 37

1. The instrument must comprehensively describe the work activities using a common set of items written at a more behaviorally abstract level than the typical task statements.

2. The rating scale must have the same meaning across all jobs.

Front 38

As an outcome of job analysis, a written statement of what jobholders actually do, how they do it, and why they do it.

Back 38

Job description

Front 39

The ____ typically includes the job title and descriptions of the tasks and machinery involved, and it sometimes includes information about the working conditions and physical environment, social environment, and conditions of employment.

Back 39

Job description

Front 40

The ____ delineate the KSAOs deemed necessary to perform the job.

Back 40

Job specifications

Front 41

Jobs are often categorized in terms of job _____, each of which can then be used as a level of anaylsis for various personnel decisions.

Back 41

Job families

Front 42

Word Processing, Specialist I, Word Processing, Specialist II, and Data Technician I may all be declared parts of a job ____ called "Computer support staff"

Back 42

Job family

Front 43

Competency modeling

Back 43

Is parallel to job analysis in that both involve describing jobs in careful and methodical way so that HR practices can be based on this information.

Front 44

The ____ consists of 77 items along 21 dimensions of work characteristics, and is designed as a comprehensive measure of job design to replace the incomplete and narrow existing measures.

Back 44

Work Design Questionnaire (WDQ)

Front 45

The 21 characteristics of the WDQ can be organized into: (4)

Back 45

1. Task characteristics such as autonomy and task variety

2. Knowledge characteristics that reflect traditional KSAOs

3. Social characteristics that include social support and feedback from others

4. Contextual characteristics, composed of physical demands and work conditions

Front 46

Job Evaluation

Back 46

As an outcome of job analysis, a technique that attempts to determine the value or worth of particular jobs to organizations so that salaries can be set accordingly

Front 47

The most common approach to job evaluation to job evaluation, which involves estimating the value of jobs based on points assigned to various predetermined dimensions.

Back 47

Point system

Front 48

Compensable factors

Back 48

Dimensions or factors that are used to rate jobs, indicating that employees are compensated based on three factors. Examples include effort, skill, responsibility, and working conditions.

Front 49

Women earn about ____% of what men earn.

Back 49

77%

Front 50

Equal Pay Act of 1963

Back 50

Stipulates that men and women who do work that is EQUAL must be compensated similarly

Front 51

A doctrine maintaing that jobs of equal (or comparable) worth to the organization should be compensated equally.

Back 51

Comparable worth

Front 52

Proponents of _____ insist that job evaluation should play a larger role, and the market a smaller role, in setting compensation. They argue that the market is biased and that it artificially set the compensation for female-dominated jobs lower than for male-dominated jobs.

Back 52

Comparable Worth

Front 53

Performance appraisal

Back 53

the systematic review and evaluation of job performance, as well as the provision of performance feedback.

Front 54

3 significant purposes of performance appraisal

Back 54

1. to make important personnel decisions.

2. Used for developmental purposes.

3. documentation of organizational decisions

Front 55

Among the oldest formats used in the evaluation of performance. These scales consist of a number of traits or behaviors, and the rater is asked to judge how much of each particular trait the ratee possesses or where on this dimension the ratee falls with respect to organizational expectations.

Back 55

Graphic Rating scales

Front 56

Performance management

Back 56

A system of individual performance improvement that typically includes (1) objective goal setting, (2) continuous coaching and feedback, (3) performance appraisal and (4) development planning.

Front 57

One-one one collaborative relationship in which an individual provides performance-related guided to an employee

Back 57

Coaching

Front 58

The social- psychological climate in which performance appraisal takes place.

Back 58

Context

Front 59

______ are rating scales that provide behavioral descriptions as anchors along the scale.

Back 59

Behaviorally anchored rating scales (BARS)

Front 60

Examples of job performance used in behaviorally anchored rating scales or job-analytic approaches.

Back 60

Critical incidents

Front 61

When evaluating performance, this method involves the rater being asked a large number of behavioral statements and to check off each behavior that the employee exhibits.

Back 61

The Checklist


(Ex: Weighted Checklist: includes a series of items that have previously been weighted as to importance or effectiveness.

Front 62

Raters are asked to choose two items from a group of four that describe the target employee

Back 62

Forced-choice checklists

Front 63

One drawback to the _____ approach is that some raters don't like it because they feel as though they've lost control over the rating process. Only have the choice between two statements.

Back 63

Forced-choice checklists.

Front 64

One form of employee comparison is ______, whereby several employees are ranked from best to worst.

Back 64

Rank-ordering

Front 65

______ form of employee comparison can be particularly useful for making promotion decisions and discriminating the very best employee from the rest.

Back 65

Rank ordering (whereby several employees are ranked from best to worst)

Front 66

A form of employee comparison, ________ involves comparison of each employee with every other employee.

Back 66

Paired comparisons

Front 67

The ____ form of employee comparison works well with a small number of employees, however, the more employees the more difficult and complex this task becomes.

Back 67

Paired comparisons (involves comparison each employee)

Front 68

A form of employee comparison, _____ raters are instructed to "force" a designated proportion of rates into each of five to seven categories.

Back 68

Forced Distribution

Front 69

What are the advantages and disadvantages to the Graphic Rating Scales?

Back 69

Advantages:

1. Easy to develop
2. Easy to use

Disadvantages:

1. Lack of precisions in dimensions
2. Lack of precision in achors

Front 70

What are the advantages/disadvantages to BARS?

Back 70

1. Precise and well-defined scales - good for coaching

2. Well received by raters and ratees

Dis:

1. Time and money intensive
2. No evidence that is more accurate that other formats

Front 71

What are the advantages/disadvantages to checklists?

Back 71

Adv:

1. Easy to develop
2. Easy to use

Dis:

1. Rater errors such as halo, leniency, and severity are quite frequent.

Front 72

What are the advantages/disadvantages to employee comparison methods?

Back 72

Adv:
1. precise rankings are possible
2. Useful for making administrative rewards on a limited basis.

Dis:

1. Time intensive
2. Not well received by raters (paired comparison) or ratees (forced distribution)

Front 73

The cognitive-processing model of performance appraisal (5):

(And the rater errors possible with each)

Back 73

1. Observe behavior

-The rater may miss important behaviors; see what he wants to see.

2. Encode information about behavior

-Not label well enough for storage; label information incorrectly.

3. Store information

-Store the wrong info; not store some relevant information at all.

4. Retrieve information

-Not be able to retrieve relevant information; retrieve irrelevant information

5. Integrate information

-Make a poor decision based on the only available information; come to a biased conclusion because he or she likes the ratee.

Front 74

The rating error that results from either (1) a rater's tendency to use his/her global evaluation of a ratee in making dimension-specific ratings for that ratee or (2) a rater's willingness to discriminate between independent dimensions of a ratee's performance.

Back 74

Halo

Front 75

Halo that results from accurate intercorrelations among performance dimensions rather than rating error.

Back 75

True Halo

Front 76

Leniency, central tendency, and severity are categorized as ______ because they result from a mismatch between actual rating distributions and expected rating distributions.

Back 76

Distributional errors

Front 77

The rating error that results when (1) the mean of one's ratings across ratee is higher than the mean of all ratees across all raters or (2) the mean of one's ratings is higher than the midpoint of the scale.

Back 77

Leniency

Hint 77

Leniency example:

if a boss rates her employees higher than all the other bosses rate their employees, or if she gives ratings with a mean of 4 on a 5-point scale, she would be described as a lenient rater.

Front 78

The tendency to use only the midpoint of the scale in rating one's employees

Back 78

Central tendency

Hint 78

Central tendency example: A college professor gives everyone a C for the course (the raters are lazy and find it easier to give everyone an average rating than to spend the extra time necessary.)

Front 79

____ is committed by raters who tend to use only the low end of the scale or to give consistently lower ratings to their employees than other raters.

Back 79

Severity

Front 80

Some supervisors intentionally give low ratings to employees because they believe that doing so motivates them, or keeps them from getting too cocky , or provides a baseline from which new employees can improve. This is an example of

Back 80

Severity

Hint 80

Severity definition: committed my raters who tend to use only the low end of the scale or give consistently lower ratings to their employees than other raters.

Front 81

Recency Error

Back 81

Raters heavily weight their most recent interactions with or observations of the ratees.

Hint 81

Recency Error Example:

A supervisor who, in rating his subordinate, largely ignores nine months of superior performance and bases his evaluation on only the past 3 months of less-than-adequate performance.

Front 82

First impression error (or primacy effect)

Back 82

Raters pay an inordinate amount of attention to their initial experiences with the ratee.

Hint 82

First impression error or Primacy Effect example:

A construction foreman may think back to that first day when the new electrician helped out on the site at a crucial time and use this as the basis for his evaluation of the electrician while largely ignoring some major performance problems over the past few months.

Front 83

Similar-to-me error

Back 83

Occurs when raters tend to give more favorable ratings to ratees who are very much like themselves.

Hint 83

Similar-to-me example:

People tend to make friends with and like being around people who are much like themselves. An old english proverb states: "Birds of a feather flock together"

Front 84

Rater Error Training (RET)

Back 84

A type of training originally developed to reduce rater errors by focusing on describing errors like Halo to raters and showing them how to avoid making such errors

Front 85

______ training was designed by John Bernardin and his colleagues to enhance raters' observational and categorization skills.

Back 85

Frame of Reference (FOR)

Front 86

This method involves multiple raters at various levels of the organization who evaluate and provide feedback to a target employee.

Back 86

360-degree feedback

Hint 86

This method holds 3 basic assumptions:

1. When multiple raters are used, the participants are happier because they are involved in the process - and this calls to mind the importance of participation alluded to earlier.

2. When multiple raters from different levels of the organization rate the same target employee, the biases of any single rater are overcome.

3. Multiple raters bring with them multiple perspectives on the target employee, allowing for a broader and more accurate view of performance.

Front 87

Upward appraisal ratings

Back 87

Ratings provided by individuals whose status, in an organizational hierarchy sense, is below that of the ratees.

Hint 87

Example: Teacher evaluations

Front 88

The application of psychological principles and theories to the workplace.

Back 88

I/O Psychology

Front 89

The _____ maintains that I/O Psychologists are often both the generators of knowledge (scientists), and the consumers of such knowledge (practioners)

Back 89

Scientists/Practitioner model

Front 90

Competencies

Back 90

The skills, behaviors, and capabilities that allow employees to effectively perform specific functions

Front 91

A major I/O graduates go into this field (35%)

Back 91

Academic

Front 92

"The beginning of business and industrial psychology"

Back 92

Dec. 20 1901

Hint 92

Walter Dill Scott gives a talk at the Agate Club in Chicago on the psychological aspects of advertising

Front 93

This was the time period where I/O psychology really "came of age"

Back 93

World War I through the 1920s

Front 94

Army Alpha and Army Beta

Back 94

Mental ability tests developed by I/O psychologists during WWI that were used to select and classify army personnel

Front 95

In 1921, ______ received from Carnegie Tech what is believe to have been the first PhD in I/O

Back 95

Bruce V. Moore

Front 96

What was the state of I/O during the 1930s and pre-world war II?

Back 96

Culture became focused less on employee testing and training and more on the human condition

Front 97

The Hawthorne Studies

Back 97

A series of experiments, some of which examined the impact of illumination on productivity

Front 98

A process or method for generating a body of knowledge

Back 98

Science

Front 99

Goals of Science (3)

Back 99

1. Description
2. Explanation
3. Control

Front 100

Assumptions of Science (3)

Back 100

1. Empiricism
2. Determinism
3. Discoverability

Front 101

What makes a good theory?

Back 101

1. Parsimonious ( explain as much as possible

2. Precision

3. Testability

4. Useful

5. Generativity (Stimulate research)

Front 102

An approach to science in which we start with theory and propositions and then collect data to test those propositions -- working from theory to data.

Back 102

Deduction

Front 103

An approach to science that consists of working from data to theory

Back 103

Induction

Front 104

The chief ethical code psychologists is the:

Back 104

Ethical Principles of Psychologists and Code of Conduct of the APA

Front 105

A variable that is systematically manipulated by the experimenter or, at the least, measured by the experimenter as an antecedent to other variables

Back 105

Independent Variable

Front 106

The variable of interest, or what we design experiments to assess.

Back 106

Dependent variable

Front 107

We might predict that participation will influence employees' job satisfaction. In this example, which variable is represented in participation?

Back 107

Independent Variable

Front 108

We might predict that participation will influence employees' job satisfaction. In this example, which variable is represented in job satisfaction?

Back 108

Dependent variable

Front 109

Extraneous Variable

Back 109

Also called "confounding variable" -- is anything other than the independent variable that can contaminate the results or be thought of as an alternative to our causal explanation.

Front 110

_____ validity is the extent to which we can draw causal inferences about our variables.

Back 110

Internal

Front 111

_____ validity is the extent to which the results obtained in an experiment generalize to other people, settings, and times

Back 111

external

Front 112

Experimental methods are characterized by what 2 things:

Back 112

1. Random assignment
2. Manipulation

Front 113

Random Assignment

Back 113

The procedure by which research participants, once selected, are assigned to conditions such that each one has an equally likely chance of being assigned to each condition

Hint 113

If we were interested in measuring the effect of training on job performance, we would want to randomly assign participants to training and no-training conditions so as to provide a fair test of our hypothesis.

Front 114

The systematic control, variation, or application of independent variables to different groups of participants.

Back 114

Manipulation

Hint 114

In the training job performance example; we systematically provide training to one group of participants and no training to the other.

Front 115

A research design that resembles an experimental design but does not include random assignment.

Back 115

Quasi-Experiment