Lecture 3 Outline of Last Lecture II. Overview of research in I/O III. Statistical Procedures IV. Research Methods Outline of Current Lecture II. Importance of job performance III. What job performance is and what it is not IV. Campbell’s multidimensional model of job performance V. Content versus process models of performance VI. Briefly touch on performance measurement with more for next time Current Lecture II. Importance of job performance a. Individual performance matters i. Individual performance drives the economy ii. Basic building block of all other aggregates 1. i.e. team, unit, organizational, country iii. Nevertheless, antecedents and consequences have received more attention 1. Between 2008-2014, of 1,914 dependent variables in primary research articles, in JAP, PPsych, and AMJ, only 350 (18%) were measures of individuals at work. III. What job performance is and what it is not a. Historically, no attempts to model performance PSY 3711 1st Edition These 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. !b. The “criterion problem” i. There wasn’t a way to measure performance c. Make-work fix: use measures that approximate “ultimate” criterion d. Good performance criteria i. Well-defined and specific ii. Reliably measured- makes it a lot easier for raters to be able to tell if xyz is the target behavior iii.Practically useful- can’t be ridiculously long. Has to capture the major pieces that matter to the organization iv. Relevant (i.e. valid)- needs to be actually related to the job v. No deficiency- missing info 1. Measures are a way to look at observable behavior representing the unobservable construct vi.No contamination- unrelated info e. Models and measures i. Models: theoretical conceptualizations about the nature of reality (i.e. latent structure) ii. Measures: act as an imperfect “bridge” between the concept and the observable worlds by making the concepts into operational scales iii.Though models and measures are imperfect, through the research process, both are honed as they iterate towards the truth IV. Campbell’s multidimensional model of job performance a. Performance is… i. Observable actions and behaviors of individuals ii. Under the control of the individual iii.Can be scaled (ranked) in degree of proficiencyiv. Relevant to organizational goals b. Key characteristics of definition i. Flexible: behaviors, goals, proficiency levels may change over time ii. General: content of behaviors, goals, proficiency levels could be made more specific c. Performance needs to be about observable behaviors that people do d. Performance is not… i. determinants of performance like trait, state, intervention, situational characteristic variables ii. outcomes of performance like sales, promotions, and stock price. 1. Effectiveness: evaluation of performance because outcomes are often due to factors outside the individuals’ control 2. Productivity: ratio of effectiveness (output) to cost of achieving that effectiveness level (input) e. Indirect determinants i. Traits: relatively stable, enduring characteristics over individual’s working life like cognitive ability, personality traits, motivations, and biological sex ii. States: individual characteristics that are changeable and less stable over time like previous job knowledge iii.Treatments: organizational interventions to increase individual performance like training and setting goals f. Direct determinants i. Operate in “real-time” and mediate indirect determinants ii. Declarative knowledge: right now job knowledge iii.Procedural knowledge and skill: right now job skill iv. Motivation: right now motivation1. direction: decision to direct effort 2. magnitude: intensity of effort to put in 3. persistence: how long to put in this effort g. 8-Factor Model of Performance i. Te ch n i ca l p e r f o rm an c e 1. Varies by substantive area and complexity 2. Includes core interpersonal tasks and customer service 3. e.g. the skills needed to be a car mechanic ii. Communication 1. ability to communicate clearly, understandably, and compellingly. 2. also includes formal, informal and nonverbal communication iii.Initiative, persistence, and effort 1. This factor must be composed of observable actions. It refers to working extra hours, voluntarily taking on extra tasks, going beyond prescribed responsibilities, and working under adverse conditions iv. Counterproductive work behaviors 1. Behaviors that have a negative effect on the goals of an organization 2. There are two major types —> interpersonal and organizational deviance h. Proximal and distal outcomes i. The higher one’s position in the organizational hierarchy, the larger the potential impact of distal outcomes ii. e.g. influence of a CEO is much higher than for a low level manageri. Features of the performance model i. The model is a synthesis of the literature ii. It is intended to encompass individual, team member, and management and leadership performance modeling iii.Because it is general, the latent structure is essentially invariant across organizational levels, contexts, functions, sectors, and types of organizations iv. This does not preclude varying degrees of importance for the factors as a function of the specific work role, changes in goals, or the properties of the context. The model is meant to be flexible and can change based on the job. V. Content versus process models of performance a. Focus has been on a model of performance content, but performance can change b. Individuals may change and have increased/decreased performance over time with the same requirements c. Requirements of performance may change i. behavioral and/or cognitive content of the requirements ii. level of performance expected iii.conditions under which a particular level of performance is expected d. Although content and process model differ, they are complementary. In this way, changes may occur but they change within the 8 factors of