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Speed (vs. Power)
*easy items, must answer as many questions as possible in a given amount of time *eg: typing test, math attack
Power (vs. Speed)
*More difficult items and no time constraints *eg: university test, learners driving license
Individual (vs. Group)
*Administered to one person at a time *eg: WAIS, driving license test
Group (vs. Individual)
*multiple people tested at a time *eg: ACT, SAT
Paper and Pencil (vs. Performance)
*test takers respond to questions on paper or computer *eg: multiple choice test
Performance (vs. Paper and Pencil)
*Manipulation of object or piece of equipment *eg: road test
Criteria for Good Tests (4)
*valid -does it measure what it is supposed to measure? *reliable -is it free from random error? *practical -is it cost efficient? *fair -is it perceived as acceptable?
Types of Predictors (General Cognitive Ability Tests (CAT))
*predicts the likelihood that an individual will perform well in a particular job by measuring general capacity to learn *75% of variance is unaccounted for *stereotype threat *eg: WAIS, Wonderlic, Ravens Progressive Matrices
Types of Predictors (Specific Cognitive Ability Tests)
*predicts the likelihood that an individual will do well in a particular job given their specific abilities *Mechanical, spacial, clerical
Types of Predictors (Psychomotor Tests)
*assess speed and accuracy of motor and sensory coordination -gross and fine motor movement, vision, hearing etc *eg: purdue pegboard
Types of Predictors (Personality Tests)
*measure predispositions to behave in certain ways across situations *BIG 5 (neuroticism, extraversion, openness, agreeableness, conscientiousness) *specific dimension -eg: dependability, regulatory focus *shows less discrimination but problems with faking
Types of Predictors (Integrity Tests)
*predict propensity to engage in counterproductive work behaviors (CWBs) -eg: theft, cheating, sabotage *social consicentiousness -person exhibits greater tendency towards responsibility *OVERT=measures attitudes towards CWBs -eg: lying is okay *PERSONALITY TYPE: CW…
Types of Predictors (work samples)
*replicates work done on the job; performance test that assesses criteria directly -eg: driving test, typing for clerical job *common and easy to do for hands on jobs *can be developed for more managerial and white collar work
Types of Predictors (assessment centers)
*multiple raters assess multiple ratees on multiple dimensions using multiple exercises *50% of major companies use them *Eg -In Basket (job related scenarios, simulation) -Leaderless (small group talk alone, see if leader emerges) -Biographical Info (past behavior b…
Types of Predictors (Interviews)
*designed to predict future performance based on oral response to oral questions *most popular but not very valid *more successful if more regulated
Types of Predictors (letters of recommendation)
*used to be simple -law suits against previous employers that give bad recs. *no requirement to give recommendation
Recruitment
*attracting and encouraging application for employment *sets limit on quality of applicants that can be selected *formal (newspaper ads, on site, campus visits) *informal (word of mouth)
Selection Battery
a set of predictors or tests that are used to make employee hiring decisions
Selecting Applicants (multiple cutoffs)
*requires applicants to meet minimum scores on each predictor measure, must meet each cutoff *noncompensatory
Selecting Applicants (multiple hurdles)
*a minimum cutoff is set on each predictor and each minimum level must be passed *non compensatory/cost effective
Selecting Applicants (multiple regression)
*forecasts a performance criterion using one or more predictor scores *combines predictor scores to predict criterion -higher criterion score, higher prediction score
Base Rate
*percentage of current employees who are successful on the job *higher for easier jobs (mailroom, gas pumper) vs harder ones (surgeon)
Selection Ratio (SR)
*number of job openings divided by number of applicants *10 positions/10 applicants=SR of 1 *5 positions/10 applicants=SR of 0.5`
Equal Pay Act (1963)
*equal pay for equal work
Civil Rights Act (1964)
*cant make employment decisions based on protected grounds -race, color, religion, sex, origin -need to make reasonable accomodations *eg: religious holiday, pregnancy
Disparate Treatment
*discrimination due to intentional differential treatment -refusing to hire a female
Disparate Impact
*unintentional discrimination due to employment practices that appear neutral -no intention to treat differently *employees can now sue despite unintentionality
Sexual Harrassment
*unwelcome sexual advances/requests that affect ones job and/or impact employment decisions *quid pro quo (sex for favors) *creates a hostile work environment
Civil Rights Act Amendment (1991)
*can sue for compensatory and punitive damages
Executive Order 11246 (1965)
*affirmative action for federal contractors *increased number of minorities/protected class members
Age Discrimination in Employment Act (ADEA 1961)
*protects employees who are 40+ years old -illegal to hire, fire based on age or indicate age prefs/limitations
Americans With Disabilities Act (ADA 1990)
*prohibits discrimination against qualified employees with disabilities provided they can: -perform essential job functions -with reasonable accommodation -without undue hardship
Family and Medical Leave Act (FMLA 1993)
*allows eligible employees to take job-protected, unpaid leave up to 12 weeks because of family related issues -eg: pregnancy, own/others illness *ensures employees return to similar position with equivalent pay and benefits
Training
*formal procedures to facilitate learning in employees so resultant behavior contributes to organizational goals and objectives *formal training (conventions) vs. informal training (socialization/mentoring) *learning=relatively permanent behavior change due to experience
Selection Training
*selecting qualified applicants that dont need (much) training *current employees may need to be retrained
Organizational Analysis
*where is training needed in the org *strategies regarding where to fix things
Task Analysis
*what tasks, duties, behaviors, need to be trained? *identifies behaviors, not individuals
Person Analysis
*who needs training *performance appraisal used here
Demographic Analysis
*various groups that may require special training *eg: computer training for older employees, training for non english speakers
Learning
*relatively permanent behavior change due to past experiences *part is best for learning, whole is best for retention *massed practice best for learning, distributed best for retention *meaningful material--->more learning
Knowledge of results
*immediate feedback best for learning, dispersed for retention *allows trainees to make adjustments, prevents bad habits, increases motivation to learn, aids goal setting
Transfer of Training
*extent to which training content is taken back and applied to ones job *can either enhance behavior or is deemed a waste of time because transfer is not applicable
On Site (orientation training)
training designed to introduce new employees to the company and familiarize them with policies, procedures, culture and life
On Site (on-the-job training)
learning the task at the place of employment by watching an experienced employee
On Site (Coaching)
a kind of one-on-one communication used by managers to improve an employees on-the-job performance or behavior.
Off Site (Lecture; Audiovisual Presentation)
*lecture used to present work info *good for difficult to demonstrate tasks
Off Site (Corporate University)
*off site replica of on site environment with or without classroom instruction
Off Site (Programmed Instruction)
*self paced instruction based on learning principles
Off Site (Simulators)
*designed to recreate physical and physiological context of the real world counterpart *Physical Fidelity=extent that equipment and operation mimics the real thing *Physiological Fidelity=extent that behavioral and cognitive processes match the real thing
Managerial Training (Behavior Modeling)
*learning via social imitation and observation
Managerial Training (Case Study)
*trainees work through written descriptions of organizational problems and convene in groups to discuss the case and share solutions
Managerial Training (Management Games)
*trainees placed in managerial scenario within fictitious company *simcity for managers
Kirkpatrick's Taxonomy (reaction criteria)
*attitudinal reactions to training *affective reactions and utility judgements
Kirkpatrick's Taxonomy (learning criteria)
*mastery of training content *immediate knowledge, retention, behavior and skill demonstration
Kirkpatrick's Taxonomy (behavioral criteria)
*on the job changes/transfers *transfer of training
Kirkpatrick's Taxonomy (results criteria)
*pay off to the org *still about the money
Challenge-Related Stressors
*time pressures at work, high levels of responsibility, job overload *high job satisfaction, dont want to find a new job
Hinderance Related Stressors
*constraints that interfere with ones at work *low job satisfaction, want new job
Problem-Focused Coping
*targets source of stress (best) *confront boss or coworker
Emotion-Focused Coping
*cognitive strategies that decrease emotional effects *rationalizing, intellectualizing, positive thinking
Social Support
*venting to others
Spillover
*attitudes, emotional, behavioral spillover *stronger for work-to-family
Compensation
*counterbalance between family and work *make up for like in one area by over compensating in another
Segmentation
*no overlap whatsoever
Work Family Conflict (WFC)
*when work and family domains don't fit well together and one role has a negative effect on the other
Work Family Enrichment
when attitudes and behaviors have positive carryover from one domain to the other
O'Leary Kelly et al
*org. motivated aggression leads to org. motivated violence
Criterion Related Validity
*Establishes strength of relationship between predictors **Predictive=test scores predict future criterion -divergent, convergent **Concurrent=test scores predict current criterion -divergent, convergent
Validity generalization
the extent to which validity coefficients can be generalized across situations

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