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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 |
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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
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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 |
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Personality Tests in Work Organizations
(Any legitimate test has three parts...) |
Something to legitimately measure A series of legitimate questions A standardized score sheet |
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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) |
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Personality and Person-Organization Fit
Lewin's 1935 field theory |
B = f(P, E) -- behavior is a function of the person and the environment |
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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) |
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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 |
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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. |
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Personality and Person-Organization Fit
2. Mediating Effects |
The effect of a personality trait on an outcome is expressed through a situational attribute. |
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Personality and Person-Organization Fit
3. Noninteractive additive effects |
Both person and situation variables have independent (but noninteractive) influences on a criterion. |
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Personality and Person-Organization Fit
4. Reciprocal Effects |
People, situations, and behaviors are mutually interdependent. |
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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. |
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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 |
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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) |
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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 |
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Big Five |
EXACO
Emotional Stability Extraversion Agreeableness Conscientiousness Openness |
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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 |
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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 |
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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 |
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Spector: Training
Factors that Affect Learning/Transfer |
1. Trainee characteristics. 2. Training design 3. Work Environment |
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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) |
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Spector: Training
Training Methods |
Audiovisual Autoinstruction Conference Lecture Modeling On-the-job training Role Playing Blended Training Mentoring Executive Coaching |
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Spector: Training
Setting Criteria for Evaluation |
Reactions criteria Learning citeria Behavior criteria Results criteria |
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Spector: Training
Choose design for Evaluation |
Pretest-posttest design
Control group design |
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Spector: Training
Evaluation |
1. Select criteria 2. Choose research design 3. Collect data 4. Analyze/Interpret results 5. Choose measures |
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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 |
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Shuffler: Team Development Interventions
Team Building - definition |
Designed to improve interpersonal relations and social interactions. Goal setting; interpersonal relationships; role clarification; problem solving. |
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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. |
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Shuffler: Team Development Interventions
Team training Strategies |
1. Cross-training 2. Team self-correction 3. Team-coordination training 4. Crew Resource Management |
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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 |
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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 |
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Lawler: Job Design
Enriched jobs |
meaningful responsibility for outcomes feedback |
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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 |
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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! |
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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) |
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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 |
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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 |
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Landy/Trumbo - Methods of I-O Psychology
Correlation |
A procedure for describing the LINEAR RELATIONSHIP between two variables |
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Landy/Trumbo - Methods of I-O Psychology
Regression |
Technique for predicting a score on one variable from the score on another variable. |
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Landy/Trumbo - Methods of I-O Psychology
Methods of gathering data |
1. lab experiment 2. field experiment 3. field study 4. simulation study |
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Landy/Trumbo - Methods of I-O Psychology
Major concerns for data collection |
1. realism 2. elimination of extraneous variables (control) |
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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. |
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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 ... |
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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 |
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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
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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 |
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Class Lectures - Assessments/Selection (Class 2)
Reliability |
No error, consistency - Test/retest reliability - Equivalent forms - Internal consistency - Inter-rater reliability |
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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 |
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Class Lectures - Personality (Class 3)
Big Five |
Emotional Stability Extraversion Numerous studies show consistent patterns in the major factors of personality; provides taxonomy for discussing, investigating, understanding personality. |
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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 |
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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 |
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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 |
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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) |
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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) |
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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. |
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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. |
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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. |
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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) |
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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 |
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Class Lectures - Motivation/Job Design (Class 5)
Performance choice / outcomes 4-square |
Performance Choice - low / high Outcomes - negative / positive |
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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 |
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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 |
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Class Lectures - Motivation/Job Design (Class 5)
GNS
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Growth Need Strength
Everyone values these dimensions, but to different extents. (These factors are particularly important if you have high GNS) |
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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 |