Selection3 Training4 methods5
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| On-the-job methods involve having inexperienced employees observe and learn about the job from | show 🗑
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| show | needs assessment and is conducted to identify training needs. It ordinarily includes four analyses: (a) an organizational analysis, a task (job) analysis to identif (KSAOs), person analysis, a demographic analysis.
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| show | apprenticeships, internships, coaching, mentoring, job rotation, and cross-training. Job rotation often used to train managers
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| show | less costly than off-the-job training and it alleviates problems related to transfer of training. Major disadvantages are the potential for errors, safety problems, and a slowdown or disruption of productivity.
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| show | classroom lectures, technology-based training, behavior modeling, and simulation training. Behavior modeling is based on Bandura’s (1986) social learning theory and involves having trainees observe a model . Feedback
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| show | in some situations, it may cost more than on-the-job training and it may not provide adequate transfer of training.
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| Mentoring is a relationship between a mentor (more experienced person) and a mentee (less experienced person) in which the mentor provides | show 🗑
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| show | superior performance, and to treat them as partners in working toward organizational goals and effectiveness”
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| show | more formal and structured and has regularly scheduled meetings, specific tasks, and measurable goals; has a shorter duration and is usually time-bound; and typically addresses the needs of both the employee and the organization.
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| Distributed practice involves providing opportunities for learning and practice in multiple sessions with periods of rest between sessions, | show 🗑
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| Whole-task training is more effective when | show 🗑
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| Overlearning refers to learning or practicing beyond the point of mastery and results in | show 🗑
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| maximize transfer of training with Identical Elements | show 🗑
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| Stimulus Variability VS support in transfer of learning | show 🗑
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| show | Reaction criteria- trainees’ impres training. (b) Learning criteria trainees acquired tg. Behavior criteria-trainees’ job performance improved as a result of training. (d) Results criteria assess the effects of training on return-on-investment (ROI),
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| show | the long-term effects of training and involves administering measures similar to those administered as part of the summative evaluation
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| Dessinver=Meta-evaluation is an ongoing process that’s conducted during and after the formative, summative, and confirmative evaluations...why? | show 🗑
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| show | determine whether program outcomes met the program’s goals
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| show | Included in this category are decisions related to hiring, ordering, and billing
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| show | unique or creative solutions, and rely on the judgment and problem-solving skills. usually made by upper-level personnel and include decisions related to developing new products or services and responding to legal issues.
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| rational model (e.g., Harrison, 1975) is also known as the classical model and the rational-economic model. It assumes that decision-makers? | show 🗑
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| show | bounded rationality model (Simon, 1957) recognizes that rational decision-making is limited by organizational and individual factors such as time restrictions, limited access to information, and the cognitive abilities
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| show | organizational decisions are often made by many individuals or groups, are constrained by the organization’s routines and standard operating procedures, and often follow and depend on “small incremental choices
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| show | complex and group members have complementary skills
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| show | poorly structured and requires a high degree of creativity
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| In addition to a high level of cohesiveness, the risk for groupthink is increased when the group has a strong directive leader and? | show 🗑
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| Name a symptom of groupthink? | show 🗑
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| Group leaders can reduce the risk for groupthink by remaining neutral in the beginning of a discussion AND? | show 🗑
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| show | individual group members would make alone
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| show | social comparison and exposure to persuasive arguments (Bordens & Horowitz, 2012). (The tendency of groups to make more risky decisions is also referred to as the risky shift.)
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| show | provides consistent scores. The various methods for evaluating reliability assess the consistency of scores over time, across different forms/items, or across different scorers, and most produce a reliability coefficient.
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| show | less the effect of measurement error and the greater the consistency of scores.
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| Reliability measures include: | show 🗑
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| To determine if the predictor actually measures what it was designed to measure... means? | show 🗑
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| show | more than one type of validity is evaluated.
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| Content validity refers to the extent to which a predictor adequately samples the knowledge or skills it’s intended to measure. How is this insured? | show 🗑
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| show | Intelligence tests and personality tests should have adequate construct validity. assessed in several ways including correlating scores on the predictor with scores on valid measures of the same, similar, and different constructs.
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| show | correlating predictor and criterion scores obtained by individuals in a tryout sample to obtain a criterion-related validity coefficient; ranges from -1.0 to +1.0 and, the closer it is to 0, the lower the predictor’s crv.
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| When is CRV useful for organization? | show 🗑
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| Incremental validity refers to the increase in decision-making accuracy that occurs by adding a new selection technique (predictor) to the existing selection procedure. When is large CRV coefficient best? | show 🗑
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| When might incremental validity be okay with a mod to low CRV coefficient? | show 🗑
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| selection ratio is the percent of job applicants the company plans to hire and is calculated by dividing the number of applicants that will be hired by the total number of applicants. For example, a selection ratio of .10 is | show 🗑
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| base rate is the percent of employees who were hired using the current selection procedure and are considered successful. | show 🗑
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| show | base rate is low, this suggests that something other than the selection procedure (e.g., inadequate training) is the prob.
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| show | criterion-related validity coefficients, base rates, and selection ratios.
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| Test unfairness occurs when members of one group consistently obtain lower scores on a selection test or other employment procedure but | show 🗑
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| show | different validity coefficients for members of different groups. A selection test has differential validity, for instance, when its criterion-related validity coefficient is .70 for men but .20 for wome
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| show | adverse impact is occurring when the hiring rate for a legally protected group is less than 80% of the hiring rate for the majority group. hiring rate for Whites is 70%, the minimum hiring rate for African-American applicants is 56% (.70 times .80 = .56).
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| show | return on investment of human resource interventions such as staffing and training” (Landy & Conte, 2016, p. 282). A commonly cited formula for assessing the utility of selection tests is the Brogden-Cronbach-Gleser formula
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| An employment procedure is considered valid when there is adequate evidence of ? | show 🗑
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| show | gender, age, religion, and national origin but not race. For example, religion is a BFOQ when a religious high school requires faculty to be members of its denomination.
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| show | replace the procedure w another procedure that does not have an adverse impact, modify the procedure, or demonstrate that there is no alternative procedure available that would not have an adverse impact and that use of the procedure is job-related
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| Super’s Life-Space, Life-Span Career Theory: Super’s (Super, Savickas, & Super, 1996) theory distinguishes between five stages of career development. At ages (25 to 44), what stage are you in? | show 🗑
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| Each stage involves a different set of development tasks, and “career maturity” (“career adaptability” for adults) refers to a person’s ability to successfully complete the tasks of his or her stage. Belongs to what theory? | show 🗑
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| show | the various life roles a person assumes at different times and in different contexts (e.g., child, student, worker, parent). He proposed that each person has a unique life-space due to differences in needs, interests, values, other situ.
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| The life-career rainbow is one of the illustrations Super created to assist with career counseling. It depicts? | show 🗑
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| Self-concept is a central concept in ? theory | show 🗑
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| Holland (1985) distinguished between six personality and work environment types (“RIASEC”). | show 🗑
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| A biologist should score high on ? for Holland's types/ | show 🗑
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| An accountant should score high on ? for Holland's types. | show 🗑
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| show | Enterprising.
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| show | a person’s personality and the characteristics of the work environment.
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| on the Self-Directed Search indicates a high degree of differentiation means? | show 🗑
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| Holland defined vocational identity as “the clear and stable picture of one’s goals, interests, and talents” (1997, p. 5) and argued that people | show 🗑
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| person-environment congruence is central to what two career theories? | show 🗑
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| Dawis and Lofquist (1984) propose that congruence between certain characteristics of an employee and the employee’s work environment predict the person’s job tenure; which is? | show 🗑
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| show | Satisfaction refers to the employee’s satisfaction with the job. match between the employe needs+job reinforcers determines stays on-the-job or quits. Satisfactoriness = employer’s satisfaction w the employee. employee’s skills match the skill req of job
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| What theory? views vocational identity development as an ongoing decision-making process that’s linked to Erikson’s psychosocial stages of ego identity development | show 🗑
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| Tiedeman’s Career Decision-Making Model, what are the two stages? | show 🗑
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| show | stages may be repeated, skipped, or occur in a different order.
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| Krumboltz’s (1996) theory combines what three theories? | show 🗑
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| four factors that contribute to career decisions in Krumboltz's theory? | show 🗑
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| Krumboltz’s theory also proposes that interactions among these factors contribute to two types of generalization that guide a person’s career decisions and behaviors? | show 🗑
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| According to Krumboltz, to promote their career development, individuals must ? | show 🗑
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| Driver and Brousseau’s Career Concept Model: distinguishes between four career concepts that differ in terms of key motives, direction of career movement, and frequency of career change. They are what concept is the linear? | show 🗑
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| show | situations more consistent with spiral and transitory concepts. They recommend that organizations adopt a pluralistic approach that “provides opportunities for diverse career experiences to meet changing business conditions more effectively
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| Driver and Brousseau’s Career Concept Model People with an expert career concept are motivated by? | show 🗑
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| show | a desire for variety and independence and view careers as involving lateral movements across different occupations that occur every 2-4 years.
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| show | People with a spiral career concept are motivated by a need for personal growth and opportunities to be creative and view careers as involving lateral movements across similar occupations that occur every 5 -10 years.
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