69 Cards in this Set
Front | Back |
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Speed (vs. Power)
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*easy items, must answer as many questions as possible in a given amount of time
*eg: typing test, math attack
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Power (vs. Speed)
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*More difficult items and no time constraints
*eg: university test, learners driving license
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Individual (vs. Group)
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*Administered to one person at a time
*eg: WAIS, driving license test
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Group (vs. Individual)
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*multiple people tested at a time
*eg: ACT, SAT
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Paper and Pencil (vs. Performance)
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*test takers respond to questions on paper or computer
*eg: multiple choice test
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Performance (vs. Paper and Pencil)
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*Manipulation of object or piece of equipment
*eg: road test
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Criteria for Good Tests (4)
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*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?
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Types of Predictors (General Cognitive Ability Tests (CAT))
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*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
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Types of Predictors (Specific Cognitive Ability Tests)
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*predicts the likelihood that an individual will do well in a particular job given their specific abilities
*Mechanical, spacial, clerical
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Types of Predictors (Psychomotor Tests)
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*assess speed and accuracy of motor and sensory coordination
-gross and fine motor movement,
vision, hearing etc
*eg: purdue pegboard
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Types of Predictors (Personality Tests)
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*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
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Types of Predictors (Integrity Tests)
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*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…
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Types of Predictors (work samples)
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*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
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Types of Predictors (assessment centers)
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*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…
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Types of Predictors (Interviews)
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*designed to predict future performance based on oral response to oral questions
*most popular but not very valid
*more successful if more regulated
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Types of Predictors (letters of recommendation)
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*used to be simple
-law suits against previous
employers that give bad recs.
*no requirement to give recommendation
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Recruitment
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*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)
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Selection Battery
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a set of predictors or tests that are used to make employee hiring decisions
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Selecting Applicants (multiple cutoffs)
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*requires applicants to meet minimum scores on each predictor measure, must meet each cutoff
*noncompensatory
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Selecting Applicants (multiple hurdles)
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*a minimum cutoff is set on each predictor and each minimum level must be passed
*non compensatory/cost effective
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Selecting Applicants (multiple regression)
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*forecasts a performance criterion using one or more predictor scores
*combines predictor scores to predict criterion
-higher criterion score, higher
prediction score
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Base Rate
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*percentage of current employees who are successful on the job
*higher for easier jobs (mailroom, gas pumper) vs harder ones (surgeon)
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Selection Ratio (SR)
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*number of job openings divided by number of applicants
*10 positions/10 applicants=SR of 1
*5 positions/10 applicants=SR of 0.5`
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Equal Pay Act (1963)
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*equal pay for equal work
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Civil Rights Act (1964)
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*cant make employment decisions based on protected grounds
-race, color, religion, sex, origin
-need to make reasonable
accomodations
*eg: religious holiday, pregnancy
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Disparate Treatment
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*discrimination due to intentional differential treatment
-refusing to hire a female
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Disparate Impact
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*unintentional discrimination due to employment practices that appear neutral
-no intention to treat differently
*employees can now sue despite unintentionality
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Sexual Harrassment
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*unwelcome sexual advances/requests that affect ones job and/or impact employment decisions
*quid pro quo (sex for favors)
*creates a hostile work environment
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Civil Rights Act Amendment (1991)
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*can sue for compensatory and punitive damages
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Executive Order 11246 (1965)
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*affirmative action for federal contractors
*increased number of minorities/protected class members
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Age Discrimination in Employment Act (ADEA 1961)
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*protects employees who are 40+ years old
-illegal to hire, fire based on age
or indicate age prefs/limitations
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Americans With Disabilities Act (ADA 1990)
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*prohibits discrimination against qualified employees with disabilities provided they can:
-perform essential job functions
-with reasonable accommodation
-without undue hardship
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Family and Medical Leave Act (FMLA 1993)
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*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
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Training
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*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
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Selection Training
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*selecting qualified applicants that dont need (much) training
*current employees may need to be retrained
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Organizational Analysis
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*where is training needed in the org
*strategies regarding where to fix things
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Task Analysis
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*what tasks, duties, behaviors, need to be trained?
*identifies behaviors, not individuals
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Person Analysis
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*who needs training
*performance appraisal used here
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Demographic Analysis
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*various groups that may require special training
*eg: computer training for older employees, training for non english speakers
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Learning
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*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
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Knowledge of results
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*immediate feedback best for learning, dispersed for retention
*allows trainees to make adjustments, prevents bad habits, increases motivation to learn, aids goal setting
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Transfer of Training
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*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
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On Site (orientation training)
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training designed to introduce new employees to the company and familiarize them with policies, procedures, culture and life
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On Site (on-the-job training)
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learning the task at the place of employment by watching an experienced employee
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On Site (Coaching)
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a kind of one-on-one communication used by managers to improve an employees on-the-job performance or behavior.
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Off Site (Lecture; Audiovisual Presentation)
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*lecture used to present work info
*good for difficult to demonstrate tasks
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Off Site (Corporate University)
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*off site replica of on site environment with or without classroom instruction
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Off Site (Programmed Instruction)
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*self paced instruction based on learning principles
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Off Site (Simulators)
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*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
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Managerial Training (Behavior Modeling)
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*learning via social imitation and observation
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Managerial Training (Case Study)
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*trainees work through written descriptions of organizational problems and convene in groups to discuss the case and share solutions
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Managerial Training (Management Games)
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*trainees placed in managerial scenario within fictitious company
*simcity for managers
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Kirkpatrick's Taxonomy (reaction criteria)
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*attitudinal reactions to training
*affective reactions and utility judgements
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Kirkpatrick's Taxonomy (learning criteria)
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*mastery of training content
*immediate knowledge, retention, behavior and skill demonstration
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Kirkpatrick's Taxonomy (behavioral criteria)
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*on the job changes/transfers
*transfer of training
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Kirkpatrick's Taxonomy (results criteria)
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*pay off to the org
*still about the money
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Challenge-Related Stressors
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*time pressures at work, high levels of responsibility, job overload
*high job satisfaction, dont want to find a new job
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Hinderance Related Stressors
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*constraints that interfere with ones at work
*low job satisfaction, want new job
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Problem-Focused Coping
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*targets source of stress (best)
*confront boss or coworker
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Emotion-Focused Coping
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*cognitive strategies that decrease emotional effects
*rationalizing, intellectualizing, positive thinking
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Social Support
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*venting to others
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Spillover
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*attitudes, emotional, behavioral spillover
*stronger for work-to-family
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Compensation
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*counterbalance between family and work
*make up for like in one area by over compensating in another
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Segmentation
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*no overlap whatsoever
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Work Family Conflict (WFC)
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*when work and family domains don't fit well together and one role has a negative effect on the other
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Work Family Enrichment
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when attitudes and behaviors have positive carryover from one domain to the other
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O'Leary Kelly et al
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*org. motivated aggression leads to org. motivated violence
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Criterion Related Validity
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*Establishes strength of relationship between predictors
**Predictive=test scores predict future criterion
-divergent, convergent
**Concurrent=test scores predict current criterion
-divergent, convergent
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Validity generalization
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the extent to which validity coefficients can be generalized across situations
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