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;
165 Cards in this Set
- Front
- Back
the extent to which a selection tool predicts, or significantly correlates with, important elements of work behavior
|
criterion-related validity
|
|
the extent to which applicants' test scores match criterion data obtained from those applicants/employees after they have been on the job for some indefinite period
|
predictive validity
|
|
the extent to which a selection instrument, such as a test, adequately samples the knowledge and skills needed to perform a particular job
|
content validity
|
|
the extent to which a selection tool measures a theoretical construct or trait
|
construct validity
|
|
measures of what a person knows or can do right now
|
achievement tests
|
|
measures of a person's capacity to learn or acquire skills
|
aptitude tests
|
|
an interview in which an applicant is asked questions about what he or she actually did in a given situation
|
behavioral description interview
|
|
a selection decision model in which a high score in one area can make up for a low score in another area
|
compensatory model
|
|
the extent to which test scores (or other predictor information) match criterion data obtained at about the same time from current employees
|
concurrent validity
|
|
the extent to which a selection tool measures a theoretical construct or trait
|
construct validity
|
|
verifying the results obtained from a validation study by administering a test or test battery to a different sample (drawn from the same population)
|
cross-validation
|
|
a selection decision model that requires an applicant to achieve some minimum level of proficiency on all selection dimensions
|
multiple cutoff model
|
|
a sequential strategy in which only the applicants with the highest scores at an initial test stage go on to subsequent stages
|
multiple hurdle model
|
|
the failure of an organization to discover, via due diligence, that an employee it hired has the propensity to do harm to others
|
negligent hiring
|
|
an interview in which the applicant is allowed the maximum amount of freedom in determining the course of the discussion, while the interviewer carefully refrains from influencing the applicant's remarks
|
nondirective interview
|
|
an interview in which a board of interviewers questions and observes a single candidate
|
panel interview
|
|
the degree to which interviews, tests, and other selection procedures yield comparable data over time and alternative measures
|
reliability
|
|
the process of choosing individuals who have relevant qualifications to fill existing or projected job openings
|
selection
|
|
the number of applicants compared with the number of people to be hired
|
selection ratio
|
|
an interview in which an applicant is given a hypothetical incident and asked how he or she would respond to it
|
situational interview
|
|
an interview in which a set of standardized questions having an established set of answers is used
|
structured interview
|
|
the degree to which a test or selection procedure measures a person's attributes
|
validity
|
|
the extent to which validity coefficients can be generalized across situations
|
validity generalization
|
|
a system of training in which a worker entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work
|
apprenticeship training
|
|
an approach that demonstrates desired behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback
|
behavior modeling
|
|
a technique that operates on the principle that behavior that is rewarded, or positively reinforced, will be exhibited more frequently in the future, whereas behavior that is penalized or unrewarded will decrease in frequency
|
behavior modification
|
|
the process of measuring one's own services and practices against the recognized leaders in order to identify areas for improvement
|
benchmarking
|
|
the use of multiple training methods to achieve optimal learning on the part of trainees
|
blended learning
|
|
a high-ranking manager directly responsible for fostering the ethical climate within the firm
|
chief ethics officer
|
|
a high-ranking manager directly responsible for fostering employee learning and development within the firm
|
chief learning officer
|
|
analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs
|
competency assessment
|
|
a training program that combines practical on-the-job experience with formal educational classes
|
cooperative training
|
|
learning that takes place via electronic media
|
e-learning
|
|
desired outcomes of a training program
|
instructional objectives
|
|
programs jointly sponsored by colleges, universities, and other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations
|
internship programs
|
|
training delivered to trainees when and where they need it to do their jobs, usually via computer or the Internet
|
just-in-time training
|
|
on-line system that provides a variety of assessment, communication, teaching, and learning opportunities
|
learning management system (LMS)
|
|
a method by which employees are given hands-on experience with instructions from their supervisor or other trainer
|
on-the-job training (OJT)
|
|
examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed
|
organization analysis
|
|
the formal process of familiarizing new employees with the organization, their jobs, and their work units
|
orientation
|
|
determination of the specific individuals who need training
|
person analysis
|
|
programs that award employees "on the spot" when they do something particularly well during training or on the job
|
spot rewards
|
|
the process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job
|
task analysis
|
|
effective application of principles learned to what is required on the job
|
transfer of training
|
|
a behavioral approach to performance appraisal that measures the frequency of observed behavior
|
behavior observation scale (BOS)
|
|
a behavioral approach to performance appraisal that consists of a series of vertical scales, one for each important dimension of job performance
|
behaviorally anchored rating scale (BARS)
|
|
a process whereby managers meet to discuss the performance of individual employees to ensure their employee appraisals are in line with one another
|
calibration
|
|
a performance rating error in which an employee's evaluation is biased either upward or downward because of comparison with another employee previously evaluated
|
contrast error
|
|
an unusual event that denotes superior or inferior employee performance in some part of the job
|
critical incident
|
|
a performance appraisal that, like team appraisal, is based on TQM concepts and seeks evaluation from both external and internal customers
|
customer appraisal
|
|
a performance rating error in which all employees are rated about average
|
error of central tendency
|
|
a trait approach to performance appraisal that requires the rater to compose a statement describing employee behavior
|
essay method
|
|
a trait approach to performance appraisal that requires the rater to choose from statements designed to distinguish between successful and unsuccessful performance
|
forced-choice method
|
|
a trait approach to performance appraisal whereby each employee is rated according to a scale of characteristics
|
graphic rating scale method
|
|
a performance rating error in which the appraiser tends to give employees either unusually high or unusually low ratings
|
leniency or strictness error
|
|
a philosophy of management that rates performance on the basis of employee achievement of goals set by mutual agreement of employee and manager
|
management by objectives (MBO)
|
|
a performance appraisal done by an employee's manager and often reviewed by a manager one level higher
|
manager and/or supervisor appraisal
|
|
a trait approach to performance appraisal similar to other scale methods but based on comparison with (better than, equal to, or worse than) a standard
|
mixed-standard scale method
|
|
a performance appraisal done by one's fellow employees, generally on forms that are compiled into a single profile for use in the performance interview conducted by the employee's manager
|
peer appraisal
|
|
a process, typically performed annually by a supervisor for a subordinate, designed to help employees understand their roles, objectives, expectations, and performance success
|
performance appraisal
|
|
the process of creating a work environment in which people can perform to the best of their abilities
|
performance management
|
|
a performance rating error in which the appraisal is based largely on the employee's most recent behavior rather than on behavior throughout the appraisal period
|
recency error
|
|
a performance appraisal done by the employee being evaluated, generally on an appraisal form completed by the employee prior to the performance interview
|
self-appraisal
|
|
a performance rating error in which an appraiser inflates the evaluation of an employee because of a mutual personal connection
|
similar-to-me error
|
|
a performance appraisal of a superior by an employee, which is more appropriate for developmental than for administrative purposes
|
subordinate appraisal
|
|
a performance appraisal, based on TQM concepts, that recognizes team accomplishment rather than individual performance
|
team appraisal
|
|
the concept that male and female jobs that are dissimilar, but equal in terms of value or worth to the employer, should be paid the same
|
comparable worth
|
|
pay based on an employee's skill level, variety of skills possessed, or increased job knowledge
|
competence-based pay
|
|
a measure of the average change in prices over time in a fixed "market basket" of goods and services
|
consumer price index (CPI)
|
|
clauses in labor agreements that provide for quarterly cost-of-living adjustments in wages, basing the adjustments on changes in the consumer price index
|
escalator clauses
|
|
employees not covered by the overtime provisions of the Fair Labor Standards Act
|
exempt employees
|
|
a job evaluation technique using three factors - knowledge, mental activity, and accountability - to evaluate executive and managerial positions
|
Hay profile method
|
|
work paid on an hourly basis
|
hourly work
|
|
a system of job evaluation in which jobs are classified and grouped according to a series of predetermined wage grades
|
job classification system
|
|
a systematic process of determining the relative worth of jobs in order to establish which jobs should be paid more than others within an organization
|
job evaluation
|
|
the simplest and oldest system of job evaluation by which jobs are arrayed on the basis of their relative worth
|
job ranking system
|
|
employees covered by the overtime provisions of the Fair Labor Standards Act
|
nonexempt employees
|
|
an employee's perception that compensation received is equal to the value of the work performed
|
pay equity
|
|
a standard by which managers tie compensation to employee effort and performance
|
pay-for-performance standard
|
|
groups of jobs within a particular class that are paid the same rate
|
pay grades
|
|
work paid according to the number of units produced
|
piecework
|
|
a quantitative job evaluation procedure that determines the relative value of a job by the total points assigned to it
|
point system
|
|
wage increases larger than rises in the consumer price index
|
real wages
|
|
payment rates above the maximum of the pay range
|
red circle rates
|
|
a survey of the wages paid to employees of other employers in the surveying organization's relevant labor market
|
wage and salary survey
|
|
a curve in a scattergram representing the relationship between relative worth of jobs and wage rates
|
wage curve
|
|
compression of pay between new and experienced employees caused by the higher starting salaries of new employees
|
wage rate compression
|
|
a job evaluation system that seeks to measure a job's worth through its value to the organization
|
work valuation
|
|
Advantage of Application Forms:
|
Provide a fairly quick and systematic means of obtaining a variety of information about the applicant
|
|
Disadvantage of Application Forms:
|
Many questions asked on application forms disproportionately discriminate against females and minorities and often are not job-related
|
|
Advantage of Online Applications:
|
Companies can recruit candidates and fill their job openings much faster
|
|
Disadvantage of Online Applications:
|
Can lead to a large volume of them being submitted - many of which fail to meet minimum qualifications
|
|
Advantage of Biographical Information Blanks:
|
Rarely have obviously right or wrong answers, difficult to fake
|
|
Advantage of Background Checks:
|
Prevent a variety of problems ranging from embezzlement and theft of merchandise to workplace violence
|
|
Disadvantage of Background Checks:
|
Requires checking many different databases on a country-by-country basis, meaning information on international applicants is even harder to obtain
|
|
Disadvantage of Polygraph Tests:
|
Over the past twenty years, there has been a growing swell of objections to the use of polygraphs
|
|
Advantage of Honesty and Integrity Tests:
|
Valid for predicting job performance as well as a wide range of disruptive behaviors such as theft, disciplinary problems, and absenteeism
|
|
Disadvantage of Honesty and Integrity Tests:
|
Possible that the tests work not because they predict behavior but because they deter less-than-honest applicants from joining a company
|
|
Advantage of Graphology:
|
Takes only a few minutes and can be a reliable predictor of personality
|
|
Disadvantage of Graphology:
|
Validity for job performance and occupational success remains questionable
|
|
Advantage of Medical Examinations:
|
Provides a baseline against which subsequent medical examinations can be compared and interpreted
|
|
Disadvantage of Medical Examinations:
|
Can be considered an invasion of privacy and may be in violation of the law
|
|
Advantage of Drug Testing:
|
Can show drug use going back months
|
|
Disadvantage of Drug Testing:
|
Studies have failed to show that drug testing makes the workplace safer or leads to improvements in the performance of workers
|
|
Appropriate selection question for national origin:
|
What is your name?
|
|
Inappropriate selection question for national origin:
|
What is the origin of your name?
|
|
Appropriate selection question for age:
|
Are you over 18?
|
|
Inappropriate selection question for age:
|
How old are you?
|
|
Appropriate selection question for gender:
|
Say nothing
|
|
Inappropriate selection question for gender:
|
Are you a man or a woman?
|
|
Appropriate selection question for race:
|
Say nothing
|
|
Inappropriate selection question for race:
|
What is your race?
|
|
Appropriate selection question for disabilities:
|
Do you have any disabilities that may inhibit your job performance?
|
|
Inappropriate selection question for disabilities:
|
Do you have any physical defects?
|
|
Appropriate selection question for height and weight:
|
Say nothing
|
|
Inappropriate selection question for height and weight:
|
How tall are you?
|
|
Appropriate selection question for residence:
|
What is your address?
|
|
Inappropriate selection question for residence:
|
What are the names/relationships of those with whom you live?
|
|
Appropriate selection question for religion:
|
You may inform the person of the required work schedule
|
|
Inappropriate selection question for religion:
|
Do you have any religious affiliation?
|
|
Appropriate selection question for military record:
|
Did you have any military education/experience pertinent to this job?
|
|
Inappropriate selection question for military record:
|
What type of discharge did you receive?
|
|
Appropriate selection question for education and experience:
|
Where did you go to school?
|
|
Inappropriate selection question for education and experience:
|
Is that a church-affiliated school?
|
|
Appropriate selection question for criminal record:
|
Have you ever been convicted of a crime?
|
|
Inappropriate selection question for criminal record:
|
Have you ever been arrested?
|
|
Appropriate selection question for citizenship:
|
Do you have a legal right to work in the United States?
|
|
Inappropriate selection question for citizenship:
|
Are you a U.S. citizen?
|
|
Appropriate selection question for marital/family status:
|
What is the name, address, and telephone number of a person we may contact in case of an emergency?
|
|
Inappropriate selection question for marital/family status:
|
Are you married, divorced, or single?
|
|
Describe the clinical approach used to reach selection decisions:
|
On the basis of the understanding of the job and the individuals who have been successful in that job, they make a decision placing different weights to the applicant's strengths and weaknesses
|
|
Describe the statistical approach used to reach selection decisions:
|
Involves identifying the most valid predictors and weighting them using statistical methods such as multiple regression, quantified data is then combined according to their weighted value
|
|
Why conduct orientation training?
|
Research shows that an organization's revenues and overall profitability are positively correlated to the amount of training it gives its employees
|
|
involves a continuing flow of instructions, comments, and suggestions from the manager to the subordinate
|
coaching
|
|
groom an individual to take over a manager's job by gaining experience in handling important functions of the job
|
understudy assignments
|
|
provides, through a variety of work experiences, the broadened knowledge and understanding required to manage more effectively
|
job rotation
|
|
involves horizontal movement through different departments, along with upward movement in the organization
|
lateral transfer
|
|
provide an opportunity for individuals to become involved in the study of current organizational problems and in planning and decision-making activities
|
special projects and junior boards
|
|
gives managers time to work full-time on projects with others in the organization
|
action learning
|
|
enable participants to become more familiar with problems and events occurring outside their immediate areas by exposing them to the ideas and thinking of other managers
|
staff meetings
|
|
utilize all these different methods to provide employees with the training and development necessary to progress through a series of jobs requiring higher and higher levels of knowledge and/or skills
|
planned career progressions
|
|
Organizational analysis
Task analysis Person analysis |
Phase 1: Conducting the Needs Assessment
|
|
Instructional objectives
Trainee readiness Learning principles |
Phase 2: Designing the Training Program
|
|
On-the-job methods
Off-the-job methods Management development |
Phase 3: Implementing the Training Program
|
|
Reactions
Learning Behavior (transfer) Results |
Phase 4: Evaluating the Training Program
|
|
Why should organizations conduct ethics and diversity training?
|
To maintain internal mechanisms for preventing, detecting, and reporting criminal conduct; Also to keep up with the trend of increasing globalization
|
|
For what two purposes are appraisals used:
|
Administrative and Developmental Purposes
|
|
7 Problems with Appraisal Programs:
|
1. Little face-to-face discussion
2. Relationship between employee's job description and the criteria on the appraisal form is not clear 3. Feel that little or no benefit will be derived from the time and energy they spend on the process 4. Dislike the face-to-face confrontation 5. Not sufficiently adept at rating employees 6. Judgmental role of appraisal conflicts with the helping role of developing employees 7. Once-a-year event, little follow-up afterward |
|
5 Pros to Using Alternative Sources in 360-degree appraisals:
|
1. System is more comprehensive
2. Quality of information is better 3. Complements TQM initiatives 4. May lessen bias/prejudice 5. Feedback from peers and others may increase employee self-development |
|
6 Cons to Using Alternative Sources in 360-degree appraisals:
|
1. System is complex
2. Feedback can be intimidating and cause resentment 3. There may be conflicting opinions 4. System requires training 5. Employees may collude or "game" the system 6. Appraisers may not be accountable if their evaluations are anonymous |
|
3 Advantages of Trait Methods:
|
1. Inexpensive
2. Meaningful dimensions 3. Easy to use |
|
4 Disadvantages of Trait Methods:
|
1. High potential for rating errors
2. Not useful for employee counseling 3. Not useful for allocating rewards 4. Not useful for promotion decisions |
|
4 Advantages of Behavioral Methods:
|
1. Use specific performance dimensions
2. Acceptable to employees and superiors 3. Useful for providing feedback 4. Fair for reward and promotion decisions |
|
3 Disadvantages of Behavioral Methods:
|
1. Time-consuming to develop/use
2. Costly to develop 3. Some potential for rating error |
|
5 Advantages of Results Method:
|
1. Less subjectivity bias
2. Acceptable to employees and superiors 3. Link individual performance to organizational performance 4. Encourage mutual goal setting 5. Are good for reward and promotion decisions |
|
4 Disadvantages of Results Method:
|
1. Time-consuming to develop/use
2. Encourage a short-term perspective 3. Use contaminated criteria 4. Use deficient criteria |
|
What are the five most common appraisal errors:
|
1. Contrast error
2. Error of central tendency 3. Leniency or strictness error 4. Recency error 5. Similar-to-me error |
|
Is pay secrecy good or bad?
|
Bad; Can generate distrust in the compensation system, reduce employee motivation, and inhibit organizational effectiveness
|
|
What Four Internal Factors can Influence Compensation Decisions:
|
1. Employer's Compensation Strategy
2. Worth of Job 3. Employee's Relative Worth 4. Employer's Ability to Pay |
|
What Four External Factors can Influence Compensation Decisions:
|
1. Labor Market Conditions
2. Area Wage Rates 3. Cost of Living 4. Collective Bargaining |
|
Requires that the minimum wage rates paid to people employed on federal public works projects worth more than $2,000 be at least equal to the prevailing rates and that overtime be paid at 1.5 times this rate
|
Davis-Bacon Act of 1931
|
|
Covers workers employed on government contract work for supplies, equipment, and materials worth in excess of $10,000
|
Walsh-Healy Act of 1936
|
|
Covers employees who are engaged in the production of goods for interstate and foreign commerce, including those whose work is closely related to or essential to such production
|
Fair Labor Standards Act of 1938
|
|
Who gets paid overtime?
|
Employees earning less than $455 a week, or $23,660 annually
|
|
What Three Reasons have been used to explain the gender pay gap?
|
1. Discrimination against women
2. Women working in low-paying, sex-segregated occupations 3. Family responsibilities that require women to remain outside the workforce for an extended period of time |