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65 Cards in this Set

  • Front
  • Back

Lawler - Selection



(What Leads to Good Hiring Decisions?)

Convey Importance of Hiring


Use Objective Data


Don't Neglect Background/Ethics


Involve the People Who Will Work With New Hire


Validate your Selection Results


Apply Same Selection Process to Career Moves


Provide Continuous Feedback

Lawler - Selection



(Best Practices in Hiring and Placement)

Realistic Job Preview


Matching Interview Process with Job


Testing


Tailoring Selection Process to Empl. Contract


Web-Based Tracking System


Evaluate Selection/Placement System


Managing Layoffs and Downsizing


Personality Tests in Work Organizations



(What's frequently missing from the way tests are usually chosen?)

A job analysis


A technical test review


A validation study


Expert advice from an experienced i-o psych'st

Personality Tests in Work Organizations



(Any legitimate test has three parts...)

Something to legitimately measure


A series of legitimate questions


A standardized score sheet

Personality Tests in Work Organizations



(How to tell if the test should be used for hiring?)

Ask the vendor -- was the test developed for hiring purposes?



Examine the items -- scores should be normalized and multiple items are used to stabilize responses; is their face validity?



Make sure the test works for our job (validation study)

Personality and Person-Organization Fit



Lewin's 1935 field theory

B = f(P, E) -- behavior is a function of the person and the environment

Personality and Person-Organization Fit



Endler/Magnussen (1976) - 4 tenets of the interactional model

Behavior determined by ongoing feedback process btwn person, situation



Individual plays an intentional, active role in creating this interaction by interpreting the situation and assigning it meaning



Cognitive factors such as encoding strategies, self regulation, expectancies



Importance of psychological environment (perceived environment)

Personality and Person-Organization Fit



Types of Interactions btwn personality, situation

1. Nonadditive interactions


2. Mediating Effects


3. Noninteractive, Additive effects


4. Reciprocal Effects


5. Perceptual Interaction


6. Congruence

Personality and Person-Organization Fit



1. Nonadditive interactions

Effect of one variable on another depends on a third, moderating variable.



E.g. the effect of the situation depends on the personality of the individual.

Personality and Person-Organization Fit



2. Mediating Effects

The effect of a personality trait on an outcome is expressed through a situational attribute.

Personality and Person-Organization Fit



3. Noninteractive additive effects

Both person and situation variables have independent (but noninteractive) influences on a criterion.

Personality and Person-Organization Fit



4. Reciprocal Effects

People, situations, and behaviors are mutually interdependent.

Personality and Person-Organization Fit



5. Perceptual Interactions

Different people may perceive similar situations in different ways and similar people may perceive different situations in the same way.

Personality and Person-Organization Fit



6. Congruence

Individual and environmental characteristics are congruent, and their sim ilarity is what best predicts outcomes.



Big Five personality traits could be used to predict an individual's culture preferences

Personality and Person-Organization Fit



Self-Concordance Model --

Individuals may pursue a goal for one of four types of reasons:


1. external (others wishes, to attain money,etc)


2. introjected (to avoid feelings of shame, etc)


3. identified (belief that its an intrinsically important goal to have)


4. intrinsic (for the fun/enjoyment it provides)

Critique of Myers-Briggs Type Indicator

1. MBTI does poorly on reliability -- does not produce same results from different sources


2. Does not predict outcomes that matter -- few relationships btwn type and performance


3. Categories are not mutually exclusive in reality


4. Overlooks emotional stability vs reactivity; MBTI doesn't give comprehensive info on the four domains it DOES sample

Big Five

EXACO



Emotional Stability


Extraversion


Agreeableness


Conscientiousness


Openness

MBTI

Extraversion vs introversion


Sensing vs intuiting


THinking vs feeling


Perceiving vs judging



E vs. I is the only dimension that relates in positive/eaningful ways to scientific literature

Spector: Training



Five Steps to Developing an Effective Training Program

1. Conduct training NEEDS ASSESSMENT


2. Set OBJECTIVES


3. DESIGN training


4. DELIVER training


5. EVALUATE training

Spector: Training



Needs Assessment

- focus on 3 levels


+ organization level


+ job level


+ person level



- can be applied to what SHOULD be trained, or assess training already in use

Spector: Training



Factors that Affect Learning/Transfer

1. Trainee characteristics.


2. Training design


3. Work Environment

Spector: Training



DESIGN Factors that Affect Transfer of Training

1. Feedback


2. General Principles


3. Identical Elements


4. Overlearning


5. Sequencing of Training Sessions (part/whole, massed/spaced)

Spector: Training



Training Methods

Audiovisual


Autoinstruction


Conference


Lecture


Modeling


On-the-job training


Role Playing
Simulation


Blended Training


Mentoring


Executive Coaching

Spector: Training



Setting Criteria for Evaluation

Reactions criteria


Learning citeria


Behavior criteria


Results criteria

Spector: Training



Choose design for Evaluation

Pretest-posttest design



Control group design

Spector: Training



Evaluation

1. Select criteria


2. Choose research design


3. Collect data


4. Analyze/Interpret results


5. Choose measures

Shuffler: Team Development Interventions



Teamwork Factors

Attitudes - affective outcomes, mutual trust, cohesion, collective efficacy



Behaviors - process outcomes, backup behavior, team leadership, info exchange



Cognition -- shared mental models, transactive memory, metcognition

Shuffler: Team Development Interventions



Team Building - definition

Designed to improve interpersonal relations and social interactions. Goal setting; interpersonal relationships; role clarification; problem solving.

Shuffler: Team Development Interventions



Team training - definition

Designed to ensure understanding/enactment of appropriate team competencies; used to address team breakdowns and to prepare teams prior to performing. Understanding KSAs; practice using KSAs in environment similar to performance environment.

Shuffler: Team Development Interventions



Team training Strategies

1. Cross-training


2. Team self-correction


3. Team-coordination training


4. Crew Resource Management

Shuffler: Team Development Interventions



Team training vs. Team building

Team BUILDING is most effective for solving specific teamwork breakdowns. Team TRAINING is most effective for providing KSAs

Lawler: Job Design



Guidelines for Designing Motivating/Satisfying Jobs

1. Avoid simplified jobs


2. Design "enriched" jobs


3. Design effective work teams


4. Individual jobs vs. teams


5. Consider alternatives to enriched work


6. Design jobs for change


7. Design enriched virtual work

Lawler: Job Design



Enriched jobs

meaningful


responsibility for outcomes


feedback

Lawler: Job Design



Best Practices for Work Design

- Feedback and performance measures


- Mini-enterprises


- Moving decision-making power downward


- Giving teams power


- "whole" jobs


- Information technology for tracking work

Kerr: On the folly of rewarding A, while hoping for B



Main idea

Numerous examples exist of reward systems are fouled up!



The types of behavior rewarded are those which the rewarding is trying to DISCOURAGE.



The behavior desired is not being rewarded at all.



Instead, the reward system should reinforce the desired behavior!

Kerr: On the folly of rewarding A, while hoping for B



TYpes of examples

- In politics (official vs. operative goals)


- In war


- In medicine (wrong diagnosis in either direction)


- In universities (teaching vs publishing)


- In sports (teamwork vs. individual performance)


- In government ("to those who spend shall more be given")


- In business (hoping for performance, while rewarding attendance)

Kerr: On the folly of rewarding A, while hoping for B



Causes

1. Fascination with an "objective" criterian


2. Overemphasis on highly visible behaviors


3. Hypocrisy


4. Emphasis on morality or equity rather than efficiency

Landy/Trumbo - Methods of I-O Psychology



Levels of measurement

1. Nominal - labeling process


2. Ordinal - rank/order of measurements


3. Interval measurements - distance btwn ordered objects/measurements

Landy/Trumbo - Methods of I-O Psychology



Correlation

A procedure for describing the LINEAR RELATIONSHIP between two variables

Landy/Trumbo - Methods of I-O Psychology



Regression

Technique for predicting a score on one variable from the score on another variable.

Landy/Trumbo - Methods of I-O Psychology



Methods of gathering data

1. lab experiment


2. field experiment


3. field study


4. simulation study

Landy/Trumbo - Methods of I-O Psychology



Major concerns for data collection

1. realism


2. elimination of extraneous variables (control)

Landy/Trumbo - Methods of I-O Psychology



Measures of association

Statistics that indicate the degree to which two variables co-vary or change together. Helps us account for variations of behavior on one dimension in terms of variation on a second. In terms of predicting behavior, we have increased accuracy with which we can predict performance scores from "predictor" scores.

Class Lectures - Intro/Overview (Class 1)



What is Organizational Psychology?

The scientific study of PEOPLE in the WORKPLACE.



Rigor and methods of psych are applied to issues of critical relevance to business, including ...



Talent management, coaching, assessment, selection, training, organizational development ...

Class Lectures - Intro/Overview (Class 1)



The People Make the Place - Ben Schneider

- Organizations are functions of the kinds of people they contain



- People there are functions of an attraction-selection-attrition (ASA) cycle



- Between THE INFLUENCE OF LEADERS and THE PEOPLE are issues relevant to i-o psyc: assessment/selction; personality; training/development; motivation; job design

Class Lectures - Assessments/Selection (Class 2)



Approaches to assessments/selection

- Personality inventories (BIG 5- EXACO)


- Intelligence tests (limited use)


- Physical or mechanical ability tests


- Structured, situational interviews


- Work sample tests


- Simulator Exams


Class Lectures - Assessments/Selection (Class 2)



What makes for a good measurement?

1. Valid


2. Reliable


3. Uncontaminated


4. Straightforward


5. Cost effective


6. Action oriented


7. Valuable

Class Lectures - Assessments/Selection (Class 2)



Reliability

No error, consistency


- Test/retest reliability


- Equivalent forms


- Internal consistency


- Inter-rater reliability

Class Lectures - Assessments/Selection (Class 2)



Types of Validity

- Construct validity - does test correlate w other measures of the same idea



- Criterion validity - does test correlate w job criteria/performance



- Content validity - does test align to job content



- Face validity

Class Lectures - Personality (Class 3)



Big Five

Emotional Stability


Extraversion
Agreeableness
Conscientiousness
Openness


Numerous studies show consistent patterns in the major factors of personality; provides taxonomy for discussing, investigating, understanding personality.

Class Lectures - Personality (Class 3)



Evidence of a SOUND personality test

Consider:


- How it was designed


- Population used for development/testing


- Evidence of eliability


- Low fakability


- Evidence of validity


- Incremental validity and face validity

Class Lectures - Training/Development (Class 4)



Needs assessment: training/motivation

Collecting data and information to determine IF and WHAT and FOR whom TRAINING IS NEEDED.


Do we need training? It could be a motivation issue.



- Organization Analysis


- Job/task analysis


- Person Analysis

Class Lectures - Training/Development (Class 4)



CRM

Crew Resource management



- teaches captains/flight crews to listen to eachother, have positive group dynamics, make use of all resources


- captains authority, crew climate, communication, problem definition, decision-making, workload mgmt, situational awareness

Class Lectures - Training/Development (Class 4)



Training Evaluation - Kirkpatrick

Reaction (like it?)


Learning (do you know it?)


Behavioral (transfer of training)


Results (ROI - return on investment)

Class Lectures - Motivation/Job Design (Class 5)



Why is motivation important?

If someone isn't motivated to perform a job, he won't be effective. This affects peers and overall org performance.



(Same can be said for lack of training)

Class Lectures - Motivation/Job Design (Class 5)



What is workplace motivation?

The individual forces within a person that account for the DIRECTION, LEVEL, and PERSISTENCE of effort expended at work.



Inferred from behavior -- a person's performance on the job.

Class Lectures - Motivation/Job Design (Class 5)



What other factors influence job performance (other than motivation)

- Ability


- Workplace factors


- personal factors


- Management



Ability is what you CAN do; situational factors affect what you are ALLOWED to do; motivation is what you WILL DO given ability and situation.

Class Lectures - Motivation/Job Design (Class 5)



Expectancy vs Behaviorism

Behaviorism (Skinner) - all of our behaviors are a result of our environment (rewards, punishments) - little cognition



Expectancy (Vroom) - we are constantly calculating the positive/negative effects of our choices.

Class Lectures - Motivation/Job Design (Class 5)



Expectancy - theory (general)

You choose to have high job performance when you believe


1) there will be outcomes you value


2) that by, expending effort, you can achieve a high performance level (it is possible)

Class Lectures - Motivation/Job Design (Class 5)



Expectancy - how to calculate

- Outcomes: e.g. salary, autonomy, benefits, room for growth


- Valences - how important are each of these factors? (1-100, positive and negative)


- Instrumentalities - odds - 0-1 rating of probability


- Expectancy (whether I can or can't) 0 - 1


- Valence X Instrumentalities X Expectancy

Class Lectures - Motivation/Job Design (Class 5)



Performance choice / outcomes 4-square

Performance Choice - low / high


Outcomes - negative / positive

Class Lectures - Motivation/Job Design (Class 5)



Goal Setting Theory - Locke/Latham

- Goals direct our attention/action


- Having a goal - you will ahve higher levels of performance


- Must have goal acceptance and feedback


- Reward for attainment also helpful

Class Lectures - Motivation/Job Design (Class 5)



Job/Work Design - Hackman/Oldham

Sometimes called "job enrichment." You are motivated by having certain dimensions in your job:


- Variety


- Task Identity


- Task Significance


- Autonomy


- Feedback


1-3 make up perceived meaningfulness

Class Lectures - Motivation/Job Design (Class 5)



GNS



Growth Need Strength



Everyone values these dimensions, but to different extents. (These factors are particularly important if you have high GNS)

Class Lectures - Motivation/Job Design (Class 5)



What should an organization/HR focus on?

Strong correlation between employee perceptions of:


- clarity and leadership


- challenges and opportunity


- reward and feedback


....AND REVENUE GROWTH