PSYC 455 1st Edition Lecture 3 Outline of Last Lecture I. Research MethodsII. Internal Validity A. Threats to Internal ValidityIII. Multiple RegressionIV. Statistical ValidityV. Inferential Statistics A. Type I and Type II ErrorsVI. ReliabilityVII. External ValidityVIII. Construct ValidityOutline of Current Lecture II. Job Performance - Defining it- Models of it (8 factor model to 1 factor model) - Measuring and predicting it III. Organizational Citizenship Behavior (OCB)- Defining and Modeling it- Predicting it- Issues with OCBCurrent Lecture Productive Behavior: employee behavior that contributes positively to goals and objectives of the organization (how org. gets money) Job performance Organizational Citizenship Behavior (OCB) Innovation Also called “the criterion” The Criterion Problem refers to difficulties we encounter when defining, measuring, and predicting the criterion of job performance. 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. Job Performance: “only those actions or behaviors that are relevant to the organization’s goals and that can be scaled (measured) in terms of each individual’s proficiency (that is, level of contribution)” (Campbell et al.,19) 3 aspects Closeness to organizational goals (behavior vs. results) [“strategic relevance”] Time span (immediate vs. distant) Specificity/Broadness (multidimensionality) Closeness to Org. Goals (Smith, 1976), Behavior vs. Results (Campbell, 1990): Behavior Results Effectiveness (sales, widgets) Efficiency/Productivity (results relative to cost of time) Utility ($ value of performance) Behavior vs. Results  Behavior Within employee control Difficult to measure (subjective ratings of behavioral occurrence, frequency) Results Easy to measure Sometimes outside employee control (sales markets, equipment failures) Time Span (Smith, 1976): Different predictors for different time frames Short term (daily) behavior (predicted by daily fatigue, spot bonuses, moods) Long term (annual) behavior (predicted by org. attendance policies, chronic back pain, personality) Time and Performance Maximum (“can do”) performance vs. Typical (“Will do”) performance Maintenance job stage (automatic, routine) vs. Transition job stage (new job, new technology) IQ may predict maximum performance and transition performance better Motivation may predict typical perf. and maintenance perf. better Performance is not totally stable (Sturman) Test-retest correlation shrinks as time lag increases  Test-retest correlation larger for subjective perf. measures (common method variance?) Test-retest correlation smaller for complex jobs Performance trajectories (Ployhart, Hofmann) Linear and quadratic trends (learning curves, intercepts, slopes) “Inter-individual differences in intra-individual change” ability/IQ predicts the intercept personality/motivation predicts the intercept, and slope over time (Thoresen, Bradley) Specificity/Broadness (Smith, 1976): Criteria vary from specific to general  Models of Job Performance Multidimensional (specific)Campbell’s 8 Factor ModelMurphy’s 4 Factor ModelVan Scotter & Motowidlow’s 3 factor model Undimensional (broad, general) Viswesvaran-Schmidt-Ones Harrison-Newman-Roth Campbell’s 8-Factor Model  Factor 1: Job Specific task proficiency (in-role) Factor 2: Non-Job-Specific task proficiency (in-role) Factor 3: Written and Oral Communication Factor 4: Demonstrating effort Factor 5: Maintaining personal discipline  Factor 6: Facilitating peer and team performance Factor 7: Supervision/Leadership Factor 8: Management/Administration Murphy’s 4 Factor Model Factor 1: Task-oriented behaviors (in-role perf.) Factor 2: Interpersonally-oriented behaviors Factor 3: Down-time behaviors (absence, drug use) Factor 4: Destructive/Hazardous behaviors (accidents, sabotage) Van Scotter and Motowidlo’s 3 Factor: Task Performance Factor 1: Task Performance (in-role perf.) Contextual performance/OCB Job dedication Interpersonal facilitation  Viswesvaran’s 1-Factor Model  All job performance dimensions/factors are pretty strongly correlated  Meta-analysis of different job perf. dimensions  Perhaps all the more specific facets are really tapping into a single, underlying construct of job performance  Harrison et al. 1 Factor Model  General Factor:  “Behavioral Engagement” Specific Factors:  Task performance (in-role perf.) Contextual performance (OCB) Withdrawal (Lateness, Absence, and Turnover) Includes task, OCB, and withdrawal behaviors Measuring Performance Tests of job knowledge and skills Hands-on testing Simulators Specific task ratings  Global (overall performance) ratings Issues with performance ratings (Murphy): Rater bias (leniency, severity, sex bias): rater training reduces bias and BARS reduce bias Rater error (low interrater reliability) Strategic relevance: do standards relate to the organization’s strategic objectives? (e.g customer service, efficiency, innovation) Criterion deficiency: do standards capture the entire range of an employee’s responsibilities? (e.g #widgets doesn’t capture all work behavior) Criterion contamination: do standards capture factors outside an employee’s control?  Protracting performance What determines a person’s Job Performance? Ability? Motivation? Situation/Opportunity? The Theory says:  Perf. = Ability X Motivation X Opportunity  Multiplicative model (moderator variables) Need all three components  But the Data say:  Performance = Ability + Motivation Additive model (compensatory) Why? (we are bad at measuring opportunity?) Campbell’s Model of the Determinants of Performance  Performance = Declarative knowledge X Procedural Knowledge X Motivation Declarative: factual knowledge  Procedural: skill in performing the task (gained through practice) Motivation: direction of effort (what), level of effort (how hard), persistence (how long) Predictors of Job Performance General mental ability (‘g’) – “entire repertoire of acquired skills, knowledge, learning sets, and generalization