I/O Psychology Flashcards

1
Q

Criterion Related Validity Coefficient

A

Coeffecient representing usefulness of predictor for predicting criterion outcomes; uses correlation. Higher correlation means higher test scores = better performance. Increased confidence in selection procedures.

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2
Q

Taylor and Russell use of validity coefficient

A

Usefulenss depends on selection ratio and base rate of success. When validity coeffecient is moderate to high, it is useful for informing selection decision when base rate is moderate and selection ratio is low.

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3
Q

Selection ratio

A

Number of openings per number of applicants

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4
Q

Base rate of success

A

Unscreened employees who are currently successful on the job

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5
Q

When is validity coefficient not useful

A

When the base rate of success is very high or very low.

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6
Q

Reliability coeffecient

A

A correlation that reflects the consistency and stability of a measure, over time, across equivalent forms, or among internal items.

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7
Q

Incremental validity

A

Refers to the additional predictive validity that can be gained by adding more measurement devices to an assessment program.

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8
Q

Validity generalization

A

Refers to the extent to which a validity established in one setting with one sample can be generalized to another setting and sample.

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9
Q

Adverse Impact

A

A legal term that refers to the potentially unintentional discrimination against a protected group (usually minority racial groups and women) due to the use of a selection or placement procedure. (less than 80%)

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10
Q

Reliability coefficient - calculation

A

Used to assess the consistency or a measurement of instrument or procedure, internally, with different forms, or across time.

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11
Q

Reliability Coefficient - statistic

A

Computed to asses the consistency in judgment of 2 or more human raters engaged in the same rating task. (i.e., test-retest, equivalent-form, split-half, inter-rater.

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12
Q

Test-retest

A

Coefficient of stability, measurement given to same group at two different times, risk of contamination from carryover of first test to second test.

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13
Q

Equivalent-from

A

Coefficient of equivalence, parallel forms of the instrument are given to the same group at the same time; difficulty generating two forms

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14
Q

Internal consistency

A

Split-half or Chronbach’s alpha; correlate first half to second half or correlate every other item; widely used in I/O

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15
Q

Inter-rater

A

Correlate scores of various raters; important in I/O for job analysis ratings and employment interviews

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16
Q

Quality Assurance (QA)

A

Planning and processing moves undertaken by an organization to ensure products/services serve intended purposes (which are defined by users of the product or services.

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17
Q

Process to ensure QA

A

Assmts conducted over time to determine reliability; controlling and monitoring materials, processes, mgmt., and personnel.

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18
Q

Quality Control QC

A

Finding defects/errors before customer presented with product; based on organizational standards and expectations, not external feedback; QC can inform QA process

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19
Q

Total Quality Management TQM

A

Attempting to embed QA in all aspects of organization; assigning responsibility for QA to organization’s production, process, and distribution members. Improving quality and meeting demands.

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20
Q

Assessment

A

Methods & procedures used to evaluate & understand individuals in the workplace. That outcome is used to make decisions about individual performance, skill and training levels, aptitude, as well as organizational processes.

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21
Q

Contextual performance

A

Bxs performed by an employee that are not part of his or her regular tasks, but that reflects positively on the organization or otherwise assist the organization. AKA organizational citizenship.

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22
Q

What happens when selection ratio is high

A

This indicates that most applicants will be hired, including those that will be unsuccessful.

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23
Q

What happens when selection ratio is low

A

Indicates few applicants hired per number applied, minimizes inclusion of unsuccessful candidates

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24
Q

What happens when base rates are high

A

Indicates that most employees are successful, thus most candidates will be as well and the test won’t be necessary or helpful.

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25
Q

What happens when base rates are low

A

Indicates the test won’t discriminate those who won’t be successful

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26
Q

What happens when base rates are close to .50?

A

Validity coeffecients will be best able to determine success of the candidate.

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27
Q

What is the best scenario regarding selection ratio?

A

Selection ratio is low, base rate is moderate, then even lower validity coefficients are informative.

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28
Q

Ways to mitigate adverse impact

A

Separate cutoff scores for different groups, banding, selection of predictors determined to be valid and reliable.

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29
Q

Banding

A

using ranges of scores where all scores within a range are considered equivalent

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30
Q

Criterion contamination

A

Occurs when the assessment on the conceptual criterion (e.g., job performance) is made not only by relevant actual criteria measures, but also in terms of actual criteria that could be considered extraneous.

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31
Q

Job Analysis

A

Method to describe jobs and human attributes necessary to perform them (KSAOs). Used to inform selection, placement, training, and other organizational processes.

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32
Q

Focus of job analysis

A

selection, placement, training and development, job redesign

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33
Q

Selection

A

Choosing the right person for the right job

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34
Q

placement

A

assigning person with appropriate assignments

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35
Q

Training and development

A

modification of knowledge, skills and abilities

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36
Q

Job Redesign

A

remaking the assignment fit person more appropriately

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37
Q

Components of Job Analysis

A

Determining KSAOs; group tasks into positions, then into jobs, then into job families; task statements (descriptions of the work), subject matter experts

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38
Q

Subject Matter Experts (SME)

A

current holders of position, supervisors, verify task statements

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39
Q

Functional job analysis

A

Task statements include how employee accomplishes the task (i.e. the physical, mental, and interpersonal resources called upon for job completion)

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40
Q

Worker-based job analysis

A

Focused directly on KSAOs, task statements (represents KSAOs: knowledge of, skill in, ability to); and linkage analysis (confirms linkage of KSAOs to immediate task.

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41
Q

Assessment of KSAOs

A

Interviews, work diaries, questionnaires, direct observation, id’ing CIs; position analysis questionnaire

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42
Q

Needs assessment

A

A 3-part process (organization, operations, and person analysis) for ID’ing specific job relevant skills and bxs that must be trained to achieve optimal organizational and individual performance.

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43
Q

Job Evaluation

A

An organizational activity supported by job analysis that consists of ID’ing the monetary value of each job to the organization; this helps organizations determine how much to pay individuals in different positions

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44
Q

Realistic job description

A

AKA a realistic job preview (RJP). It is a technique for providing practical information about a job to prospective employees: includes information about the task and context of the work

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45
Q

Job Characteristics Assessment

A

Hackman and Oldman; To understand how employment positions affect motivation, satisfaction, and performance of employees.

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46
Q

Employee motivation related to what 3 psychological states while working

A

knowledge of actual results, sense of responsibility, and job meaningfulness

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47
Q

Job Characteristics Model

A

States that in order for an employee to be highly motivated, they must have these 5 characteristics: skill variety, task identity, task significance, autonomy and feedback

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48
Q

Utility analysis

A

Performed when organization wants to understand economic return of a HR strategy they employ/are contemplating; utility is dollar payoof of one strategy over another; conducted w/reference to selection or training program & compared to performance and productivity

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49
Q

Utility value equation

A

Utility value = rewards (profits w/new strategy) x expected payoff over time (how long strategy will produce benefit) x # of applicants accommodated - expense of strategy

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50
Q

High utility value

A

Strategy profitable/cost effective

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51
Q

Effective Analysis

A

Often conducted with Utility Analysis to determine which strategy was statistically related to performance improvements

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52
Q

Taylor-Russell Selection Tables

A

A utility model predicting success ratio of HR strategies based on validity, selection ratio, and base rate

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53
Q

Differential validity

A

When there is a significant difference in the predictive validity for different subgroups (usually ethnic groups)

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54
Q

Four characteristics of assessment centers

A

Supervisors and mid-level managers evaluated only; group/team oriented: assesed in groups of 10-20; multiple evaluators used; variety of asset activities implemented.

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55
Q

Goals of assmt centers

A

Evaluate individuals on many dimensions; info. used to make predictions on typical managerial skills

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56
Q

360-degree feedback

A

Multisource feedback procedure in which multiple rating sources provide feedback to managers. Sources include supervisors, subordinated, peers, and managers’ self-ratings. Allows managers to see discrepancies in how they see self and others see them.

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57
Q

Job Selection Procedures

A

interviews, work samples, biota, and personality or cognitive tests. Procedures are known as predictors since they are assumed to predict job performance (criterion)

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58
Q

What big 5 trait is most related to job performance?

A

Conscientiousness

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59
Q

High conscientiousness, agreeableness, and emotional stability =

A

High measures of integrity

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60
Q

Low agreeableness, low conscientiousness, high extraversion and high neuroticism =

A

antisocial personality dx

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61
Q

Big 5, most to least stable

A

Extraversion, agreeableness, openness to experience, conscientiousness, and nueroticism

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62
Q

Which of the big 5 explains a level of independence, imagination,and curiosity?

A

Openness to experience

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63
Q

Which of the big 5 has a methodical approach to life, self-control, and achievement orientation?

A

Concientous

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64
Q

Which of the big 5 relates to level of sociability, talkativeness, assertiveness?

A

Extroversion/introversion

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65
Q

Which of the big 5 has a level of friendliness, likability, and cooperativeness?

A

Agreeableness

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66
Q

Which of the big 5 is explained by level of calmness, anxiety, and emotionality?

A

Neuroticism

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67
Q

Acquired Needs Theory

A

McClelland and colleagues uncovered three major factors that motivate ppl in workplace and life: Need for Achievement, Need for Power, and Need for Affiliation

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68
Q

Self-Regulation Theory

A

Banduar, approach assumes that people consciously set goals for themselves, monitor feedback to self-evaluate, and confirm or correct based on that feedback. Effectiveness and self-efficacy develops from this process.

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69
Q

Civil rights act of 1964

A

Legislation that protects demographic groups such as AA, Hispanic, and women from employment discrimination

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70
Q

Age Discrimination in Employment Act

A

Legislation that protects individuals 40 yrs or older from discrimination in selection, termination, pay, and training.

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71
Q

Equal Employment Opportunity Commission (EEOC)

A

Investigative agency of Fed. Gov. that seeks to confirm or disconfirm instances of discrimination, ad to seek resolution of discrimination claims

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72
Q

Job characteristics assessment evaluates:

A

Skill variety, task identity, task significance, autonomy and task feedback

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73
Q

Skill variety

A

can make a job more meaningful

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74
Q

task identity

A

can enhance job satisfaction whether the employee does an entire job or piece of a job

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75
Q

task significance

A

the more impact a task has on others, the more meaningful

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76
Q

autonomy

A

freedom employees have to conduct their jobs as they see fit

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77
Q

task feedback

A

enhance job satisfaction by enabling an employee to know if they are doing their jobs correctly

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78
Q

Holland’s RIASEC

A

Matching individual traits and job characteristics allows predication of job success and satisfaction. Realistic, investigative, artistic, social (helper) enterprising, conventional (organizer)

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79
Q

Which one of Holland’s domains has to do with someone who is asocial, conforming, materialistic, persistent, practical and inflexible?

A

Realistic (doer)

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80
Q

Which one of Holland’s domains has to deal with someone who is analytical, cautious, critical, complex curious, independent, introspective, pessimistic, rational and reserved?

A

Investigative (thinker)

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81
Q

Holland:complicated, emotional, disorderly, expressive, idealistic, imaginative, impulsive, independent, introspective, nonconforming

A

Artistic (creator)

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82
Q

Holland: cooperative, patient, friendly, generous, helpful, idealistic, warm empathic, kind social, tactful

A

Social (helper)

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83
Q

Holland: inquisitive, adventurous, agreeable, ambitious, energetic, excitement-seeking, extroverted, flirtatious, optimistic and self-confident

A

Enterprising (persuader)

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84
Q

Holland: careful, conforming, conscientious, defensive, efficient, inflexible, orderly, persistent, practical and prudish

A

Conventional (organizer)

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85
Q

Holland - ECR

A

conforming personalities

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86
Q

Holland - SAI

A

non-conforming personalities

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87
Q

Holland RI

A

introverted personalities

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88
Q

Holland ES

A

extroverted personalities

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89
Q

biodata

A

info collected about previous jobs, education, and personal history; a good predictor of some organizational behavior, such as turnover

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90
Q

Work sample

A

Measure job skills by taking samples of bx in realistic job situations; good predictors of job performance; less likely to discriminate against minorities (better at assessing motor than verbal skills)

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91
Q

Multiple hurdle system

A

involves a minimum cut-off being set on one predictor that entitles candidate to proceed to next hurdle

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92
Q

Multiple cut-off selection technique

A

applicant must succeed on all predictors; tests not administered in any particular order

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93
Q

Job evaluations help to determine:

A

compensation

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94
Q

External equity

A

wages compared to other employees

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95
Q

Internal equity

A

wages within organization

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96
Q

Job evaluation - value

A

identified by compensable factors: skill, responsibility/accountability, working conditions

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97
Q

Job performance

A

Observable things employees do to contribute to the goals of the organization

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98
Q

Americans with Disabilities Act (ADA)

A

Requires that employers with 15 or more employees give applicants with disabilities the same consideration for a position that a non-disabled applicant would receive. Also, when feasible, an employer must make reasonable accommodations.

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99
Q

Super’s Career Development Theory

A

Applying lifespan and life space into a coherent career identity development theory; graphically represented as a life-career rainbow. Life space=social roles; lifespan=stage of life or stage of career; not everyone goes thru all stages; some may recycle back thru with new careers

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100
Q

Super’s growth stage

A

Age 4-13; developing a personal self-concept; understanding of meaning and utility of work.

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101
Q

Super’s exploration stage

A

Age 14-24; examining oneself; developing realistic sense of self; trying out different roles; expanding awareness of vocational possibilities

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102
Q

Super’s establishment stage

A

Age 25-45; focusing efforts into a single career; advancing in that career; phase with the most creative output in one’s vocation

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103
Q

Super’s maintenance stage

A

Age 45-65; emphasizes keeping employment; identifying personal limitations; focus on concerns over newly hired competition; learning new skills to keep up

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104
Q

Super’s disengagement stage

A

Age 65+; process of pulling away from one’s duties; reducing responsibilities at work for mental, physical, or emotional reasons; eventually results in retirement and immersion in other life roles

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105
Q

Tiedman and O’Hara’s Career Development

A

Using cognitive development theory as a base, career development viewed as an element of one’s ego identity and as a continuing process throughout one’s lifetime.

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106
Q

Tiedman and O’Hara’s differentiation

A

Making distinctions about different aspects of oneself and one’e environment

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107
Q

Tiedman and O’Hara’s Integration

A

Unifying these different aspects and results in making better decisions, more refined goals, and developing useful plans

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108
Q

Tiedman and O’Hara’s Decision making

A

seven stages: exploration crystalliation, choice, clarification, induction, reformation, and integration

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109
Q

Tiedman and O’Hara’s styles of decision-making

A

Planning (most effective), intuitive, impulsive, agonizing, delaying, paralytic, fatalistic, and compliant.

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110
Q

Donald Super

A

Viewed career and vocation as a combination of 8 life roles, including: child, student, leisure, citizen, worker, spouse, homemaker, pensioner.

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111
Q

Holland’s Vocational Theory

A

Holland proposed that people like to be around others who have similar personalities; in choosing a career, it means that people choose jobs where they can be around other people who are like them.

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112
Q

Krumboltz’s Social Learning Theory of Career Choice and Counseling

A

Focuses on interacting with the environment in making career decisions, with emphasis on the learning resulting from those interactions.

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113
Q

What do specific and difficult goals do for employees?

A

Enhances motivation and performacne and keeps bx goal-oriented

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114
Q

Critical Incident Technique

A

For each employee, positive and negative behaviors that are assumed to influence job performance and noted and tallied. Results used to encourage pos bx and correct neg ones

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115
Q

Order of merit comparison

A

AKA simple ranking, this method of employee comparison involves ranking employees in terms of their performance on some specified dimension of job performance; it is easier, yet less precise, then paired comparison

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116
Q

Peer appraisals

A

Peers are likely to interact with fellow employees more frequently and know more about daily performance. There are several types of peer appraisal including: peer nominations, peer ratings, and peer rankings.

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117
Q

Peer nominations

A

Most useful for id’ing persons w/extreme high or low levels of KSAOs

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118
Q

Peer ratings

A

best for providing feedback

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119
Q

Peer rankings

A

best for discriminating various levels of performance from highest to lowest on each dimension

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120
Q

Paired comparison model

A

Used to compare all individuals within a group to each other, or individuals with the same job title to each other on various dimensions of a job or task

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121
Q

Frame of reference training

A

Focused on correcting possible rater distortions resulting from unintentional rater biases. Familiarized raters w/nature of job performance, content and nature of performance, good/bad work-related bx. More effective than psychometric training

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122
Q

Productivity

A

Refers to the proportion of effectiveness to the cost incurred by achieving that effectiveness

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123
Q

Selection

A

The organizational practice of choosing the right individual for a job

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124
Q

Psychometric training

A

A method of rater training that focuses on raising rater awareness about common sources of rater bias in hopes that this awareness will reduce rating distortions

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125
Q

Administrative training

A

A type of rater training that focuses on compensating for scale deficiencies by developing consensus about, for example, definitions among raters.

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126
Q

Incentive/reinforcement theory

A

Assumes that desired bx can be obtained through use of incentive systems or tangible rewards. Rewards contingent on individual unit of productivity

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127
Q

Reinforcement theory - to change worker motivation

A

Adjust the way reinforcements are delivered, (salary, benefits, days off) or punish

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128
Q

Reinforcement theory - Highest rates of responding

A

When individuals are on partial reinforcement schedule or number of units produced

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129
Q

Locke’s Goal-Setting Theory of Motivation

A

Asserts that setting specific and difficult goals motivates people and enhances performance

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130
Q

Equity Theory

A

Motivational theory that was developed by J. Stacey Adams who suggested that individuals relate their inputs (work efforts) and outcomes (compensation, promotions) relative to those of others.

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131
Q

Path-Goal Theory

A

Motivational and leadership theory that suggested that workers rationally weigh options before choosing how much effort to exert

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132
Q

Herzberg’s Two-Factor Theory

A

States that motivation comes from the nature of the job itself, not from external awards or job compensation. (Job motivation and job satisfaction related to motivational factors - achmt, recognition, responsibility)

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133
Q

Competency modeling

A

Procedure for determining which characteristics or competencies are necessary to perform a job

134
Q

Vestibule training

A

AKA “near the job training” in which the classroom is located in a set of conditions that closely replicate the actual working environment; one ex. use of stimulator

135
Q

Components of training

A

Needs asset (organizational analysis, task analysis, person analysis); learning principles; transfer of training (to actual jobs); evaluation of the program

136
Q

Job performance

A

Actions or bx relevant to the organization’s goals, measured in terms of each individual’s proficiency

137
Q

Performance equation

A

performance is a function of ability and motivation

138
Q

Job enrichment

A

AKA Vertical loading; expanding employees’ tasks to give them greater autonomy, authority, and freedom; encourages employees to take up new and challenging tasks; has been found to increase job satisfaction and performance while decreasing turnover and absenteeism

139
Q

Job enlargement

A

AKA horizontal loading; increasing the variety of tasks performed without increasing the employee’s responsibility or autonomy; has been found to increase job satisfaction and slightly affects job performance

140
Q

Job commitment

A

Emotional attachment or affective commitment to an organization; acceptance and belief in an organization’s goals; willingness to help the organization achieve its goals; the perceived cost of living; and a sense of obligation

141
Q

Predictors of job success

A

cognitive tests, work samples, personality traits interviews, biodata

142
Q

BARS

A

Type of performance veal: a combo of ratings-based procedures and the critical incident technique. Bx CIs are ranked, sorted into relevant job dimensions, and used as subjective evaluative anchors by evaluators

143
Q

Dimensions of a job (BARS)

A

Characterized by critical representative behaviors, which serve as judgmental anchors in the evaluation process

144
Q

BARS Evaluators ratings

A

Based on their expectations that employees can engage in critical behaviors that are more or less important to the job

145
Q

Advantages of behavioral anchors for BARS

A

Job-specific, strategically focused, has face-validity, considered a fair evaluation, and reduces rater bias and increases inter-rater reliability

146
Q

Disadvantages of bx anchors for BARS

A

Time-consuming; requires extensive interaction with subject matter and experts

147
Q

About creativity

A

Trait-like; primarily frontal-lobe; associated with openness to experience; related to IQ, convergent thinking; can be taught; creative ppl tend to be attracted to complexity

148
Q

Human factors

A

A branch of psychology that is concerned with the match of individuals to the physical and psychological demands of particular workplaces. Includes: ergonomics, biomechanics, and human-technology interaction. Overlaps w/engineering psychology

149
Q

TQM developed by

A

William Demming

150
Q

TQM’s origins

A

The US, Japan, and Europe. Japan earlier adopter of TQM.

151
Q

TQM Characteristics

A

Quality over quantity; involve the employees and customers; eliminating erros and flaws at every level; multi-directional communication w/team goals/rewards; reduction in ratio of managers to non-managers; fairness emphasized for all employees; job changes focus on autonomy, feedback, significance, skill & variety of task

152
Q

Findings about peer appraisals

A

Generally free from bias; useful for predicting future success or outcomes.

153
Q

Critical Incidents

A

Worker bx; id’d by job incumbent and supervisors as particularly effective or ineffective in job performance; used in employee evals; conveyed in narrative and descriptive format; not quantitative uses (comparing employees or deciding comp); helpful in feddback situations and establishing objectives for training

154
Q

Fiedler’s LPC Theory

A

Includes least preferred co-worker; leader rates workers on 1-8 scale. If most rated high = relationship oriented; most rated low = task-oriented

155
Q

LPC theory; Rx oriented best when

A

moderately favorable situation. Minimizez importance of completing tasks successfully, emphasizes importance of rx in office

156
Q

LPC theory; task oriented best when

A

unfavorable situations. More effort in attempting to complete task efficiently, minimizes importance of relationships in office.

157
Q

LPC Best Fit situation

A

Effectiveness of leaders is dependent on situational factors

158
Q

Path Goal Theory

A

Deals witht he ways in which leaders can help employees achieve their goals, using one of 4 styles: directive, supportive, participative, and achievement-oriented.

159
Q

Normative model

A

There are 5 styles fo leader bx that can be placed on a continuum, ranging from autocratic to complete participation

160
Q

Vertical Dyadic Linkage Theory

A

Focuses on the impact of the leader-superordinate relationship process. Employees are classified as in-group or out-group. Leaders are classified as supervisory or leadership.

161
Q

Central tendency bias

A

Opposite of leniency/strictness bias; always rating employees with middle range scores

162
Q

Floor Effect

A

Occurs when a scale or items are constructed in such a way that the higher ends of the scale are unlikely choices, and the lowest choices do not capture the lowest choices raters might wish to make

163
Q

Contrast Effect

A

When the accuracy of a judgment is affected by a prior case or instance

164
Q

Ohio State Leadership Studies

A

Leadership model that emphasizes task and person leadershipe syles by assesing job-related bx; two major: Offers consideration (AKA Consideration) and Initiates Structure

165
Q

Ohio State - Consideration

A

Emphasizes trust, respect, warmth, concern, support, and rapport between leader and superordinate. Higher levels of consideration = person-centered leadership, consistently related to greater subordinate satisfaction.

166
Q

Ohio State - Initiating Structure

A

Emphasized formal goals, deadlines, task assignment, standard procedures, and high performance standards. Initiating supervisor defines goals and makes their expectations clear.

167
Q

Transformational Leadership

A

Leader expresses a vision that appeals to the higher moral fiber of the followers and in turn motivates them to become better than they are; Strategies are idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration.

168
Q

Transactional Leadership

A

Leader distributes rewards to followers as they behave in ways that assist in attaining work-related goals; major strategies include contingent rewards

169
Q

Charismatic Leadership

A

Visionary leader emerges in a time of crisis (real or fabricated) and inspires followers to use novel strategies to achieve an organizational mission; followers internalize the values and beliefs of the leader and often attribute extraordinary characteristics to the leader

170
Q

Self-Directed Teams

A

Self-managing groups; semi-autonomous work groups. Characterized by distributed leadership, shared decision-making, shared goals, cross-training, and job rotations

171
Q

Self-Directed Teams and cross-training

A

Cross training is mandatory; learning skills to perform all group functions, reinforced thru routine switching of job tasks in the groups, provides coverage during absenteeism of a member

172
Q

Outcome of cross-training

A

Workplace teams have higher levels of satisfaction, higher productivity, and less turnover because they are self-led.

173
Q

Why cross-training is difficult

A

Employees and managers resist them, distrust and resistance to change are likely why, attitudes of success are localized to the team and do not generalize to positive thoughts of the organization

174
Q

Normative Model of Leadership

A

Vroom and Yetton’s model focuses on varisou decision-making styles and situational variables. It is assumed that commitment and acceptance are function of acceptance of the leader’s decision and that acceptance is a function of participation in decision-making model.

175
Q

Leader Vs. Manager characteristics

A

Manager has legitimate authority based on position. Leader is given the responsibility of directing and motivating behavior. Managers must have leadership qualities, but not all managers are effective leaders

176
Q

Automation

A

Substitution of machines for humans to complete tasks. Can be seen as competition and problematic when not monitored.

177
Q

Advantages of automation

A

Instances where humans can’t work (extreme conditions); work that is important but tedious; work that is repetitive, physical, and mistake-prone. Frees humans for more satisfying work.

178
Q

Autonomy

A

The degree of control and individual has over their job

179
Q

Centralization

A

Occurs when decision-making is made near the top of the organization because that is where power and authority are concentrated. Mgmt reports up through single chain of command. Used when business environment is stable and predictable.

180
Q

Satisficing

A

When an individual chooses the first acceptable alternative rather than evaluation all possible alternatives

181
Q

Decentralization

A

Information is distributed through a multitude of functional and regional command chains. Used when business environment is changing and competitive. Allows business units to make autonomous decisions

182
Q

Span of control

A

The number of subordinates under the authority of a manager

183
Q

Authoritarian leadership

A

The leader makes essentially all of the decisions alone

184
Q

Democratic leadership

A

Leader works with group members to make decisions

185
Q

Administrative Model of Decision Making

A

Alternative to rational-Economic Decision Making Model; fast decision; bounded rationality; bounded discretion; satisficing

186
Q

Bounded rationality

A

Lack of time, information, and financial resources to consider every possible alternative in real business

187
Q

Bounded discretion

A

ethical or moral consideration can limit solutions considered

188
Q

Carnegie Model

A

Organization elaboration of Administrative Decision-Making model; organizational goals often inconsistent with individual depts within organization; accepting satisfactory vs. optimal solution which allows avhmt of multiple goals

189
Q

Rational-Economic Model

A

Systematic approach to decision-making that emphasizes a logical, step-by-step sequence in order to arrive at the best possible solution to a problem.

190
Q

Heterogenous Teams

A

Generally outperform homogenous teams; better w/developing innovative solutions, but greater difficulty when task requires communication and careful coordination

191
Q

Homogenous groups with high conscientiousness:

A

reduces social loafing, increases cohesion, and reduces conflict

192
Q

Homogenous groups with high or low extraversion

A

can result in power struggles and lack of leadership

193
Q

Highly heterogenous groups:

A

benefit from wide range of solutions, skills, and perspectives but may experience less organizational commitment, more turnover, and higher absenteeism rates

194
Q

Highly homogenous groups:

A

have fewer ideas, skills and solutions, but more commitment.

195
Q

Who works better in the short term? Homogenous or heterogenous groups?

A

Homogenous better in short term but heterogenous catch up in the long run

196
Q

Communication Networks

A

Patterns of info transmission and exchange between and among members of teams and groups, defining who communicates with whom, to what extent, and how often

197
Q

Centralized Communication Network

A

Communication travels to a central person and is redistributed; not all members have access to one another to receive info; associated w/low job satisfaction, low speed and low accuracy on complex tasks; minimal communication for high speed communication and accuracy on simple talks. Person in middle has highest level of satisfation, especially with simple task.

198
Q

Decentralized Communication Network

A

Member communicate directly in point-to-point fashion, all group members involved in communication, associated w/higher satisfaction, but low speed and accuracy on simple tasks; allows for efficient and effective commuincation, increasing speed and accuracy on complex tasks

199
Q

Which communication network is better for large groups?

A

Centralized more efficient with larger group (8-20 members)

200
Q

Hersey and Blanchard’s Situational Leadership Model

A

Leadership styles conceptualized in terms of task and relationship orientation. Optimal style is dependent upon the different levels of subordinate maturity, which is characterized by their willingness to accept responsibility.

201
Q

Hersey and Blanchard’s Employee psychological maturity

A

Self-confidence and self-respect: confidence and willingness to undertake assignments

202
Q

Hersey and Blanchard’s Employee job maturity

A

Level of job-related knowledge, skills, and abilities

203
Q

Hersey and Blanchard’s High employee maturity

A

Both job and psychological maturity

204
Q

Hersey and Blanchard’s Immaturity

A

lacking both job and psychological maturity

205
Q

Hersey and Blanchard’s Moderate Maturity

A

Have one (psychological or job), but lack the other

206
Q

Hersey and Blanchard’s Leadership Styles

A

Telling, selling, participating, and delegating

207
Q

Hersey and Blanchard’s Telling Style

A

Employees are less able, unwilling, and lack confidence (low maturity); leader focus is high task orientation, low relationship style, characterized by explicit task directions and close supervision

208
Q

Hersey and Blanchard’s Selling Style

A

Employees less able, but willing and confident (mod maturity); leader focus is high task orientation, high relationship orientation style; characterized by directions presented in persuasive, supportive manner.

209
Q

Hersey and Blanchard’s Participating Style

A

Employees able, but not confident or willing (mod maturity); leader focus is low task orientation, high relationship orientation style; characterized by shared ideas and responsibilities b/w leader and employees

210
Q

Hersey and Blanchard’s Delegating Style

A

Followers are able, willing, confident (high maturity); leader focus is low task orientation, low relationship orientation style; characterized my minimalist leadership style, while allowing employees to take responsibility for task completion and decisions

211
Q

Idealized Influence

A

Transformational Leadership style; actions characterized by sense of ethics, conviction, commitment, purpose, and decisiveness in the face of difficult issues

212
Q

Inspirational motivation

A

Transformational Leadership style; characterized by an appealing vision, high standards, optimism, enthusiasm, encouragement, and injecting meaning into follower actions

213
Q

Intellectual stimulation

A

Transformational Leadership style; leaders question the status quo (especially regarding assumptions, beliefs, and values), stimulate change, and encourage innovation and communication

214
Q

Individualized consideration

A

Transformational Leadership style; leaders attend to each follower by listening actively, and attending to individual’s needs, dreams, and abilities, or mentoring, coaching, and teaching

215
Q

Avolio and Bass’ full-range leadership model

A

Transformational leadership most effective; transactional shown less effective; lassies-faire leadership is least effective.

216
Q

Transformational leadership most effective in:

A

Unstable environments, organic organizational structures, entrepreneurial cultures

217
Q

Contingency theory’s Task Complexity

A

Task structure elements such as clear/unclear feedback, few versus many potential employable tactics, and few versus many potential outcomes. Complex tasks = vague feedback, many possible tactics and outcomes. Simple tasks = clear feedback, one or two tactics and only one or two outcomes

218
Q

Ideal situation for leadership

A

Task is simple: leader has substantial legitimate power, worker-worker and worker-leader relationships are positive

219
Q

Worst situation for leadership

A

Task is complex, leader has little legitimate power, worker-worker and worker-leader relationships are poor

220
Q

Normative explanation

A

Suggests that members evaluate each other’s positions on the issue, and the shift occurs in the direction of the mean position

221
Q

Vroom and Yetton’s Normative Model of Leadership decision-making styles

A

Autocratic I (A1); Autocratic II (A11); Consultative I (C1); Consultative II (C11); and Group II (G11)

221
Q

Vroom and Yetton’s A1

A

Leaders decide with available information

222
Q

Vroom and Yetton’s A11

A

Leaders obtain info from subordinates but do not involve them in discussing the prob or making decisions

222
Q

Vroom and Yetton’s C1

A

Leaders ask individual subordinates for their views and then decides

223
Q

Vroom and Yetton’s C11

A

Leader asks subordinates as a collective group for their views and then makes a decision alone

223
Q

Vroom and Yetton’s G11

A

Leaders share the problem with the subordinates as a group, focuses and directs discussion without imposing his/her will, and tries to reach a consensus, within the group making the final decision

224
Q

Vroom and Yetton’s Qs to assess 8 situational variables

A

Quality requirement, commitment requirement, leader’s information, problem structure, commitment probability, goal congruence, subordinate conflict, and subordinate information

224
Q

Vroom and Yetton’s optimal leadership and decision-making style

A

Dependent on structure of the task, time constraints, subordinate’s interrelationships, and subordinates’ commitment to the decision

225
Q

Skill variety

A

capacity for employees to use a wide range of skills

225
Q

Task identity

A

employee’s involvement in all aspects of job throughout the process

226
Q

Task significance

A

how meaningful worker feels task is to organization

226
Q

Psychological states affecting core elements of motivation

A

meaningfulness; sense of responsibility (autonomy); knowledge of outcomes (feedback)

227
Q

Hackman and Oldman’s GNS

A

Individual Growth Need Strength; individual differences to which workers desire personal growth and development from work. High GNS respond more strongly and benefit more from jobs with five core characteristics

227
Q

Hackman and Oldman’s MPS

A

Motivating Potential Score; MPS = skill variety + task identity + task significance x autonomy x feedback; motivation higher when characteristic amounts are higher; if any characteristic is missing, score returns to zero

228
Q

Expectancy Theory

A

Worker’s are motivated to perform better if they believe that a particular work behavior leads to particular outcomes, such as a raise (part of Vroom’s theory)

228
Q

McGregor’s Theory X

A

Workers lack motivation and ambition, are not self-directed, and must be controlled, coerced,and supervised if work is to get done; emphasizes workplace hierarchy, efficient division of labor, span of control, and strict supervision.

229
Q

McGregor’s Theory Y

A

Workers are intrinsically motivated and self-directed and need little direct supervision; emphasizes the importance of Maslow’s higher needs; emphasizes worker freedom and autonomy, and how these interact with organizational demands; more effective than Theory X

229
Q

McGregor’s Theory Z

A

Commitment to employees, evaluation, careers, control, decision-making, responsibility, concern for people; values long-term employment, slow and qualitative eval. of employees, informal and implicit control, believes employees are committed and loyal, group decision making and personal responsibility, and health and well-being of employee important

230
Q

McGregor’s Theory Z assumes

A

Workers are motivated, but still need informal, implicit supervision

230
Q

Human Relations Approach

A

Stems from Hawthorne’s research, which suggests that psychological factors are more important that physical aspects of the work environment (lighting, temp, breaks) in terms of productivity.

231
Q

Who sets that ethical and professional standards for executive coaches?

A

International Coach Federation (ICF)

231
Q

Business coaching

A

Generally intended as providing support in planning career or business moves, with coach acting as a guide and consultant.

232
Q

Executive coaching

A

Focuses on the development of leadership qualities in the executive.

232
Q

Career Coaching

A

Supporting the client in developing, modifying, or adjusting career objectives by determining career needs and desires and developing an appropriate plan

233
Q

Ostroff, Kinicki, and Tamkins’ 3 layers of Organizational Culture

A

Observable artifacts (drawing meaning and interpretation from surface level actions like symbols and language); expoused values (beliefs or concepts endorsed by mgmt or the organization); basic assumptions (unobservable, but at the core of the organization)

233
Q

Schneider’s Organizational Culture

A

Population of ppl define an organizations’s culture. Attraction-selection-attirtion (ASA) cycle. Ppl w/similar values drawn to organization and hired. Those not fitting pattern of shared values leave.

234
Q

How much does turnover cost an organization?

A

1.5 times worker’s salary

234
Q

Good predictors of turnover

A

Application info: previous job, education, specialized training, personal history

235
Q

Correlates with job turnover

A

Length of time on the job, and expressed interest in staying

235
Q

Flexible work schedules

A

Workers choose start and stop times. May be required to work core hours and must get 40 hours. Leads to lower levels of stress, more productivity, and job satisfaction, less absenteeism, and a healthier work-life balance. Doesn’t necessarily affect performance ratings.

236
Q

Telecommuting

A

A work arrangement in which employees can work from home anywhere from one day a week to every day

236
Q

Compressed work week

A

Shortne week by working longer but fewer days; associated with higher levels of satisfaction and higher supervisor ratings of performance; no significant findings regarding absenteeism or productivity

237
Q

Which work shifts causes problems with sleep loss?

A

Night and swing

237
Q

Which work shift leads to most health problems?

A

Night

238
Q

Which work shift has greatest negative impact on social relationships?

A

Swing

238
Q

Herzberg’s hygiene needs

A

physical and security

239
Q

Herzberg’s motivator needs

A

social, esteem, and actualization

239
Q

Global job satisfaction

A

overall satisfaction with work

240
Q

Job facet satisfaction

A

satisfaction/dissatisfaction with particular aspects of the job (salary, supervisor, workspace)

240
Q

Defining factors in satisfaction

A

employee’s expectations of compensation, level of challenge, responsibility, pleasantness of work environment, rx w/coworkers fairness of supervisors

241
Q

Overall job satisfaction correlated with:

A

physical health, psychological health, and longevity

241
Q

Overall job dissatisfaction results in:

A

physical and psychological disorders

242
Q

Pay and job satisfaction

A

Related to perception that one is being fairly paid, vs. the actual amount paid

242
Q

What types of jobs lead to dissatisfaction

A

jobs that are tiring, tedious, and repetitive, where opportunities for the use of skills is limited

243
Q

Employee tenure

A

related to satisfaction; workers should be matched with jobs suited to skills and individual needs

243
Q

Perception of satisfaction

A

Thought to be cognitively mediated to a degree; pos. ppl tend to feel more positive about job, including problematic aspects of job and setting

244
Q

Job satisfaction and age

A

Older workers show higher level of satisfaction, younger workers more concerned with intrinsic factors (job challenge) vs extrinsic (security, salary)

244
Q

Herzberg’s high hygiene + high motivation

A

Ideal situation in which employees are highly motivated and have few complaints

245
Q

Herzberg’s high hygiene + low motivation

A

Employees with few complaints, but aren’t highly motivated. Work is seen simply as a paycheck

245
Q

Herzberg’s low hygiene + high motivation

A

Employees are motivated and experience the work as exciting and challenging, but have multiple complaints and perceive the salaries and work conditions to be sub-par.

246
Q

Herzberg’s low hygiene + low motivation

A

The worst work situation, resulting in unmotivated employees with multiple complaints

246
Q

Four leadership styles of path-goal theory

A

Supportive (considerate and showing concern for subordinates); directive (communicating expectations and specific guidelines); participative (seeking out employee input); achievement-oriented (setting challenging goals, emphasizing excellence, and confidence in subordinates)

247
Q

How does path-goal theory recommend leadership style is chosen?

A

Consider the situational variables (task and employee characteristics)

247
Q

Gender findings for work-family conflict

A

Women experience greater work stress than men; women with children have highest levels of stress hormones; women have better coping strategies than men; having balance in work/family roles can have positive effect on self-esteem for women

248
Q

Types of work-family conflict

A

Time-based; strain -based (strain from one role effects performance of another); behaviorally-based (conflict due to incompatible bx between two competing roles)

248
Q

Type A/B in I/O field

A

Increased arousal for type A when deprived of work; learning new tasks equally stressful for both; social support stressful for Type A; work performance moderated by task variety for Type A; external locus of control lowers job satisfaction more for Type A than Type B individuals.

249
Q

Type D personality

A

Defined as “distressed” and indicated negative affect and social inhibition that affect health.

249
Q

Goal setting is most effective when:

A

tasks are difficult but less complex (Locke)

250
Q

Goal setting and need for achievement

A

High need for achievement enhances goal-setting

250
Q

Money and job performance

A

Money has a positive effect

251
Q

Locke: Highest performance for goal-setting:

A

goals self-set with no monetary reward

251
Q

Locke: Negative performance for goal-setting

A

Goals self-set with monetary rewards

252
Q

Vroom’s key elements to motivation

A

Valence (value); instrumentality (belief that efforts will matter); and expectancy (used to determine if increased effort will be beneficial)

253
Q

McCelland’s nAch

A

Need for achievement; preference for moderately difficult tasks, moderate risk, strive to reach goals,maintain high level of performance, prefer individual vs. group effort, work to completion, assume responsibility, committed to self-set goals, stay at jobs longer; gain satisfaction from task completion; seek recognition from others; tend to be highly correlated with job success

254
Q

McCelland’s Need for Power

A

Desire for control, influence, and responsibility for others and resources, preoccupied with status, look for promotions/upward mobility, can use power for greater good of the group; common goal of people: complete agreement and compliance from those around them

255
Q

McCelland’s Need for Affiliation

A

Emphasized establishment and maintenance of relationships, sensitive to criticism, relationship builders, conflict-avoidant, enjoy being an integral part of larger group, good team player, desire approval from others, and personal success tied to success of group; higher levels associated with entrepreneurial success

256
Q

Maslow’s steps to self-actualization

A

Physiological needs, safety, love/belongingness, status/esteem, self-actualization

257
Q

Process consultation

A

a “helping” relationships that facillitates ability for managers/employees/groups to achieve goals. Consultant works with and not for the client.

258
Q

Major assumption of process consultation

A

Behavior must change before attitudes can change

259
Q

Focus of process consultation

A

Distinguishing and/or changing disruptive behaviors that negatively impact normal social processes.

260
Q

Role of consultant in process consultation

A

observes, gives feedback on alternative strategies

261
Q

Role of client in process consultation

A

learns to own their problems, gains necessary skills to problem-solve, gain expertise in diagnosing organizational/group problems

262
Q

Loss aversion model

A

In situations involving uncertainty and possible risk, people prefer avoiding losses to obtaining gains. Considered irrational because it is based on perception more than reality

263
Q

Two corollaries of loss aversion

A

Risk aversion (less likely to take risks to obtain gains) and risk seeking (more likely to seek risks to avoid losses)

264
Q

Sunk costs

A

The more one invests in something the more unreasonable it seems to abandon it

265
Q

Disjunctive task

A

A group task in which one solution to a particular problem is selected from a pool of options. Creates high-quality results as opposed to high quantity. Best performer can bring up the whole group. Success requires at least one member have necessary expertise.

266
Q

Conjunctive task

A

A group task that cannot be completely successful until all members of the group have completed their portion of the job; therefore the least-skilled worker determines the speed and quality of the work.

267
Q

Aggregate task

A

A combination of two or more group tasks or projects

268
Q

Additive task

A

A group project or task that can be undertaken by aggregating individual members’ efforts or contributions

269
Q

Compensatory task

A

A task or project a group can complete by averaging together individual members’ solutions and recommendations

270
Q

Maximizing

A

Calling for high quantity of product as opposed to high quality

271
Q

Herzberg’s low hygiene + low motivation

A

The worst work situation, resulting in unmotivated employees with multiple complaints

272
Q

Four leadership styles of path-goal theory

A

Supportive (considerate and showing concern for subordinates); directive (communicating expectations and specific guidelines); participative (seeking out employee input); achievement-oriented (setting challenging goals, emphasizing excellence, and confidence in subordinates)

273
Q

How does path-goal theory recommend leadership style is chosen?

A

Consider the situational variables (task and employee characteristics)

274
Q

Gender findings for work-family conflict

A

Women experience greater work stress than men; women with children have highest levels of stress hormones; women have better coping strategies than men; having balance in work/family roles can have positive effect on self-esteem for women

275
Q

Types of work-family conflict

A

Time-based; strain -based (strain from one role effects performance of another); behaviorally-based (conflict due to incompatible bx between two competing roles)

276
Q

Type A/B in I/O field

A

Increased arousal for type A when deprived of work; learning new tasks equally stressful for both; social support stressful for Type A; work performance moderated by task variety for Type A; external locus of control lowers job satisfaction more for Type A than Type B individuals.

277
Q

Type D personality

A

Defined as “distressed” and indicated negative affect and social inhibition that affect health.

278
Q

Goal setting is most effective when:

A

tasks are difficult but less complex (Locke)

279
Q

Goal setting and need for achievement

A

High need for achievement enhances goal-setting

280
Q

Money and job performance

A

Money has a positive effect

281
Q

Locke: Highest performance for goal-setting:

A

goals self-set with no monetary reward

282
Q

Locke: Negative performance for goal-setting

A

Goals self-set with monetary rewards

283
Q

Vroom’s key elements to motivation

A

Valence (value); instrumentality (belief that efforts will matter); and expectancy (used to determine if increased effort will be beneficial)

284
Q

McCelland’s nAch

A

Need for achievement; preference for moderately difficult tasks, moderate risk, strive to reach goals,maintain high level of performance, prefer individual vs. group effort, work to completion, assume responsibility, committed to self-set goals, stay at jobs longer; gain satisfaction from task completion; seek recognition from others; tend to be highly correlated with job success

285
Q

McCelland’s Need for Power

A

Desire for control, influence, and responsibility for others and resources, preoccupied with status, look for promotions/upward mobility, can use power for greater good of the group; common goal of people: complete agreement and compliance from those around them

286
Q

McCelland’s Need for Affiliation

A

Emphasized establishment and maintenance of relationships, sensitive to criticism, relationship builders, conflict-avoidant, enjoy being an integral part of larger group, good team player, desire approval from others, and personal success tied to success of group; higher levels associated with entrepreneurial success

287
Q

Maslow’s steps to self-actualization

A

Physiological needs, safety, love/belongingness, status/esteem, self-actualization

288
Q

Process consultation

A

a “helping” relationships that facillitates ability for managers/employees/groups to achieve goals. Consultant works with and not for the client.

289
Q

Major assumption of process consultation

A

Behavior must change before attitudes can change

290
Q

Focus of process consultation

A

Distinguishing and/or changing disruptive behaviors that negatively impact normal social processes.

291
Q

Role of consultant in process consultation

A

observes, gives feedback on alternative strategies

292
Q

Role of client in process consultation

A

learns to own their problems, gains necessary skills to problem-solve, gain expertise in diagnosing organizational/group problems

293
Q

Loss aversion model

A

In situations involving uncertainty and possible risk, people prefer avoiding losses to obtaining gains. Considered irrational because it is based on perception more than reality

294
Q

Two corollaries of loss aversion

A

Risk aversion (less likely to take risks to obtain gains) and risk seeking (more likely to seek risks to avoid losses)

295
Q

Sunk costs

A

The more one invests in something the more unreasonable it seems to abandon it

296
Q

Disjunctive task

A

A group task in which one solution to a particular problem is selected from a pool of options. Creates high-quality results as opposed to high quantity. Best performer can bring up the whole group. Success requires at least one member have necessary expertise.

297
Q

Conjunctive task

A

A group task that cannot be completely successful until all members of the group have completed their portion of the job; therefore the least-skilled worker determines the speed and quality of the work.

298
Q

Aggregate task

A

A combination of two or more group tasks or projects

299
Q

Additive task

A

A group project or task that can be undertaken by aggregating individual members’ efforts or contributions

300
Q

Compensatory task

A

A task or project a group can complete by averaging together individual members’ solutions and recommendations

301
Q

Maximizing

A

Calling for high quantity of product as opposed to high quality