PSY 255 1st Edition Lecture 5 Outline of Last Lecture I. Worker-Oriented MethodsOutline of Current Lecture II. Criteria in I-OIII. Criterion for criteriaIV. Criterion ProblemCurrent LectureCriteria• Evaluative standards used as yardsticks for measuring success or quality– Answers question: What makes for a good…• …movie?• …sport?• …music?• Most important criterion is job performance– Actual on-the-job, behaviors or results. relevant to organizational goals– Used to appraise performance, evaluate training, validate selection measures, make layoff and promotion decisions, etc.– Poor choice of criteria is costly• Ultimate vs. Actual Criteria• Ultimate criterion– Theoretical construct encompassing all aspects that define successful performance• Actual criterionThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.– Best real-world representative of ultimate criterion, developed to reflect it as much as possibleCriteria for the Criteria• 5 fundamental criteria– Relevance– Reliability– Sensitivity– Practicality– Fairness• Relevance– Extent that actual criterion overlaps with ultimate criterion– Validity: how accurate is this measure?• Two barriers to relevance– Criterion deficiency (ultimate)– Criterion contamination (irrelevant things measured by actual)Ultimate: filing efficiency, written communication, creativityActual: age, status, likeability, attractivenessRelevance: typing speed, knowledge, punctuality• Reliability– Reliability places a limit on validity• Sensitivity– Discriminates between in/effective performers• Practicality– Can and will be used (low cost, easily measured)• Fairness– Perceived as just and reasonable and free from biasCriterion Problem• Defining and measuring performance criteria is difficult because it is multidimensional– Purpose is important• Composite the best for personnel decisions (finding a way to combine lotsof information for performance)• Have multiple bests for research and understanding – Creating a composite score (avgerage. ex: GPA)– Weigh different criteria equally of based on importance, fairness, cost, validity, etc.• Multidimensional– Campbell’s taxonomy (from army research) – universal for every job• Job-specific task proficiency• Non-job-specific task proficiency (written communication, oral communication, things not job specific but important)• Demonstrating effort• Maintaining personal discipline (being on time, tidy workspace)• Written and oral communication• Teamwork• Leadership or supervision• Management or administration• Defining and measuring performance criteria is difficult because they are dynamic– Criteria, standards and predicto criteria relationships may change over time (rookie on the sports team is evaluated first year, then again a few years later. Expectations are different)• Defining and measuring performance criteria is difficult because it is used for different purposes– different criterion is to be used for evaluating whether employee needs more training or even if maybe they should get a raise/promotion• Finally, I-Oers have traditionally focused more on predictors to the exclusion of criteria, but both are critical– If criterion is deficient or contaminated, then predictor is worthlessDimensions of Performance Criteria• Objective– Non-judgmental measures taken from organizational records; “hard” data (includes productivity, accidents, absences, lateness, grievances, turnover, counterproductive behaviors)– Not appropriate for all jobs (ex: manager)• Subjective– Based on judgments and evaluations of others; “soft” data– More likely affected by rater attitudes, biases, beliefs, etc.• Task performance– Work-related activities that contribute to technical core of the organization (productivity, supervisor rating, accidents)• Contextual performance or OCBs– Activities that contribute to social and psychological context which supports technical core (helping coworkers, recruiting, turning lights off)– Organizational citizenship behaviors (OCB) – extra roll behaviors – Counterproductive work behaviors– Behaviors that harm or detract from the organization (theft, sabotage, abuse)– Negative contextual performance– Big issue in