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32 Cards in this Set
- Front
- Back
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adverse impact v. unfairness v. differential validity
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adverse impact: 4/5 rule states that the percentage of minorities selected out of all minority candidates must be at least 4/5 of the percentage of non-minorities seleceted out of all non-minority candidates
unfairness: when minorities and non-minorities score differently on a predictor test yet perform similarly on the criterion differential validity: when there are significantly different criterion-related validity coefficients for different ethnic groups on the same test |
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job analysis v. job evaluation
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job analysis: describes in specific terms the nature of the component tasks performed by workers on a particular job including a job description and job specifications, provides data for other employment-related procedures
job evaluation: a formal process that determines the financial worth of a specific job to an organization |
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biodata
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biographical information obtained from the standard application blank, the weighted application blank, or the biographical inventory
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Holland's occupational themes, personality-job fit theory
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Holland's occupational themes: RIASEC is realistic, investigative, artistic, social, enterprising, and conventional
job-fit theory: congruence refers to the degree of match between the personality type and work environment, consistency refers to how closely related an individual's first two code letters are on the hexagon, differentiation refers to the distinctness of a profile, environmental identity refers to an individual's view that the work environment has a clear and stable system of goals and rewards, vocational identity refers to the clarity and stability of an individual's own goals and interests |
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assessment centers; in-basket techniques
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assessment centers: a method of selection that places new job applicants and candidates for promotion in a simulated job situation so that their behaviors under stress can be observed or evaluated
in-basket techniques: presents applicants with typical problems and questions that managers would expect to find when they return from a vacation |
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contrast v. halo effect
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contrast: when an interviewer's ratings of a candidate are affected by the performance of the previous candidate
halo effect: when the employee's performance rating is based on one positive or negative aspect of the individual |
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cognitive ability v. interest v. personality tests
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cognitive ability: good predictors of job success
interest: (e.g., Holland's) are poor predictors of job success but they do correlate with job satisfaction personality tests: poor predictors of job performance |
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comparative v. individual or absolute methods of appraisal
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comparative: straight rankings (listing workers from best to worst), forced distribution (ranking workers to fit a distribution), paired comparison (each employee is compared to every other employee in pairs)
individual (absolute) methods: graphic rating scales (ratings on several aspects of a job), BARS (comparing employees to behavioral anchors based on critical incidents), BOS (rating the extent to which a person engages in every bx), forced choice (rater must choose b/w 2 seemingly equally (un)desirable choices- controls for halo effect, leniency, and strictness), behavioral checklist (checklist of descriptors) |
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BARS v. BOS
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BARS (Behaviorally Anchored Rating Scale): an individual rating method that compares employees to behavioral anchors based on critical incidents
BOS (Behavioral Observation Scale): an individual method that rates the extent to which a person engages in job-related bx's |
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forced choice v. paired comparisons v. forced distribution
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forced choice: an individual method that involves the rater choosing b/w two seemingly equally desirable or undesirable choices, controls for halo effect, leniency, and strictness
paired comparisons: a comparitive method in which each employee is compared to every other employee in pairs forced distribution: a comparitive method in which workers are ranked to fit a distribution |
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effects of training
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individual differences: training may magnify differences in ability
self-efficacy: individuals with a low sense of self-efficacy are less receptive, motivation: individuals with higher levels of motivation learn more and are more likely to complete programs active v. passive practice: individuals learn the most when actively involved massed v. distributed practice: distributed practice is better whole and part learning: presenting smaller units is better transfer: overlearning and identical elements enhance transfer feedback: frequent and timely is best reinforcement: continuous initially and then thin the schedule |
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job rotation and Japanese management
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job rotation involves exposing trainees (usually managers) to different jobs and departments to acquaint them with all facets of the organization, this is typical of Japanese companies
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scientific management v. human relations approach
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scientific management: views workers as extensions of machines, workers are considered lazy, dishonest, and not intelligent
human relations approach: increase productivity by improving the work environment |
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Theory X v. Theory Y v. Theory Z
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Theory X: assumes workers are lazy and must be coerced and directed since they have no ambition or sense of responsibility
Theory Y: assumes people find satisfaction with their work and that control and punishment are not necessary to bring about good performance, people are industrious and creative and seek challenge and responsiblity Theory Z: Japanese management strategies including lifelong employment with an emphasis on loyalty, slow promotion with an emphasis on non-specialized career paths, and high levels of group decision-making |
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authoritarian v. democratic v. laissez faire organizational leadership
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authoritarian: delegates to employees in an autocratic fashion
democratic: seeks employee input in various aspects of the organization laissez faire: generally not very involved in overseeing the operations of the organization and often lets the employees make the decisions |
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LPC Theory
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LPC= subordinate who the leaders like the least
High LPC: if the leader rates the LPC highly, the leader is considered relationship-oriented Low LPC: if the leader rates the LPC poorly, the leader is considered task-oriented predicts that low LPCs are most effective as leaders in situations that are either highly favorable or unfavorable while high LPCs are most effective in moderately favorable situations |
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transactional v. transformational leader
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transactional: more traditional, influences subordinates through daily, fairly emotionless exchanges, may use rewards or objectives
transformational leader: aims to broaden and elevate the goals of the subordinates utilizing charisma, inspiration, intellectual stimulation, and individualized consultation |
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five types of power
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reward: based on ability to offer rewards
coercive: based on ability to punish legitamate: based on hierarchy referent: based on identifying with, admiring, or liking the leader expert: based on having expertise and skills |
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rational economic v. administrative
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decision-making approaches
rational economic: involves basis decisions on a clear definition of the problem, knowing all possible alternatives and consequences, then choosing the optimum solution administrative: used when problems are ambiguous, only partial knowledge is available, and the first satisfactory alternative is chosen |
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two-factor theory of motivation
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lower level needs (hygeine factors or dissatisfiers) relate to job context, such as pay, work conditions, supervision
upper level needs (motivators or satisfiers) relate to job content and include needs for achievement, responsibility, and opportunity |
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job enrichment v. enlargement
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enrichment (vertical): expanding jobs to give employees a greater role in planning and performing their work by increasing autonomy, authority and freedom and by encouraging employees to take on new, challenging tasks. results in increased satisfaction and performance, decreased turnover and absenteeism.
enlargement (horizontal): expands the variety of tasks performed. increases satisfaction and only slightly affects performance. |
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goals and feedback
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goals: specific, intermediate to high difficulty, must receive feedback, sense of self-efficacy will increase performance, employee must accept goals
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VIE theory v. equity theory
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VIE theory (aka "expectancy theory"): asserts that people behave in ways that are based on their perceived expectancy that certain rewards will follow based on expectancy of success (expectancy), expectancy of rewards (instrumentality), and the value of the rewards (valence)
equity theory: adjust our performance based on percieved fairness or unfairness regarding the ratio of self-inputs/self outcomes v. others' inputs/others' outcomes |
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job satisfaction: correlations w/ age, gender, race, occupational level, productivity, turnover
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age: positively correlated
gender: no significant differences race: non-minorities report more than minorities, differences are most significant among managers occupational level: positively correlated productivity: weak positive correlation turnover: moderate negative correlation |
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human factors v. psychological approach
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human factors approach: the focus is on how humans and machines can most efficiently work together
psychological approach: includes job enlargement and job enrichment to increase satisfaction and motivation for self-actualization |
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QWL v. QCC
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Quality of Work-Life Programs (QWL): target changes in organizational style by involving workers in teams that meet weekly to discuss problems in their areas of responsibility. greater effect on satisfaction than performance.
Quality Control Circles (QCC): concerned with specific ways to improve the finished product and the level of production. may enhance satisfaction but the goal is improved quantity and quality of production. |
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Organizational Development (OD)
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a systems approach to organizational problems that involves a total organizational change and assists the organization in adapting to the change and preparing for future changes, also helps employees develop a new sense of purpose for their organization
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centralized v. decentralized communication
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centralized: one person, who is in the middle, gets all the information, best for simple tasks and results in fairly rapid communication
decentralized: all members can communicate with one another, best for tasks involving problem-solving but result in slower communication |
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risky shift v. response polarization v. groupthink
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risky shift: the tendency for people in groups to make riskier decisions than they would if they were deciding as individuals
response polarization: the tendency for people in groups to become more extreme in their views when grouped with like-minded people groupthink: occurs in highly cohesive groups when group members seek concurrence, consensus, and unanimity more than they seek the best possible alternative |
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overlearning
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a training strategy used to develop very thorough knowledge of a task, particularly useful for tasks that are infrequently performed as well as for those performed under conditions of stress
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compressed work week v. flextime
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compressed work week: more hours on each of fewer days, resulting in decreased anxiety, decreased turnover, and increased satisfaction, drawbacks include fatigue and possible customer complaints due to unavailable personnel, effect on productivity is mixed with initially positive effects that wear off over time
flextime: some say it increases morale and productivity and decreases lateness, absenteeism, and turnover |
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noise in the workplace
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most people can adapt to constant or continuous noise but intermittent noise is more distracting, perception of ability to control noise may be more important than the actual ability to control the noise
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