PSYCH 364 Exam #3
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| selection utility | show 🗑
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| Strategically Choosing & Combining Selection Procedures (GOAL) | show 🗑
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| show | MOST commonly used
- conversation or discussion between a job applicant and an organizational representative used to screen job applicants
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| 1. Unstructured interviews | show 🗑
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| show | interview in which all job applicants are asked the same, job-related questions
- Ask the same questions
- Good predictive validity
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| show | 1. Situational interview
2. behavioral interview
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| show | job applicants are asked what they would do in a hypothetical work-related situation
- Hypothetical situation
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| Behavioral interview | show 🗑
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| show | Job related questions / consistent treatment
Trained interviews / take notes
More than one interviewer / rating scale
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| Personality Test: 5 Factor Model (FFM) / “Big Five” | show 🗑
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| show | model of normal adult personality that includes the dimensions of Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism
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| show | Openness to Experience, Conscientiousness, Extraversion, Agreeableness, Neuroticism
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| show | test specifically developed to assess applicants’ tendency toward counterproductive and antisocial behavior
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| show | Personality-based subtle wording
Overt integrity tests negative behaviors
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| show | considered to be a function of conscientiousness, neuroticism, and agreeableness
- more subtle in their wording, such that the “correct answer” may not be obvious to test takers
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| Overt integrity tests | show 🗑
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| show | measure of the ability to perceive, process, evaluate, compare, create, understand, manipulate, or generally think about information and ideas
- Valid, low costs equals high utility
- Prone to disparate impact
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| show | processes of thinking
- Valid, low costs equals high utility
- Prone to disparate impact
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| Emotional Intelligence (EI) | show 🗑
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| show | A sample or example of the work produced by a job applicant
Produced by applicant
Good validity / content validity
More expensive
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| show | test that captures some of the realism of work sample tests but in a format (e.g., multiple-choice) that can be used more easily with large numbers of applicants
- Low-fidelity simulation
Realism of work sample
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| show | specific type of work sample, often used for manager selection
- Management skills
- Remote site over days
- Good content validity but expensive
EX: role play
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| show | Ask applicants abt their work-related education, training, experience
Different sort of resume
Variability in validity
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| show | Information about a job applicant based on their personal history that can be used to make selection decisions
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| show | past behavior predicts future
- Can focus on nonwork experiences
- Solid validity
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| show | involves gathering references from past employers, typically obtained through letters of reference
Letters of recommendation/ reference from past employe
Usually positive, applicants ask people they know
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| show | Include KEY words match ad
Tailor resume to application
Meaningful cover letter
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| Resume | show 🗑
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| show | Goal is to avoid disqualifying an applicant who is otherwise qualified during selection
Changing bc of “Ban the Box” laws
Employers wait until after a job has been offered
Background check for high-security jobs
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| show | the degree to which a test or measurement accurately reflects what it is intended to measure
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| Current Issues in Selection | show 🗑
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| show | Job applicants’ perspective regarding both the selection procedures they encounter and the employer that uses them
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| show | Can affect their willingness to buy the companies products or even if they decide to accept a job offer
Fair treatment, feedback, respect communication
Selection methods related to job
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| show | term for applicant reactions often used by employers
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| Deployment of Selection Procedures | show 🗑
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| Multiple-hurdle approach | show 🗑
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| Training needs assessment | show 🗑
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| show | 1. Organizational analysis
2. Job analysis
3. Person analysis
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| show | involves numerous steps getting to know the organization at a broader level for a training program to be developed to fit the organization
- organization’s goals, strategies, culture (attitudes), resources, external environment (laws/ regulations)
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| 2. Job analysis | show 🗑
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| show | evaluating individual employees within an organization, finding out who needs training and what training should they receive
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| Career management | show 🗑
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| show | 1. Objective career success
2. subjective career success
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| show | factors that can be observed by others or can be measured in a standardized way (e.g. promotion rate, salary, job prestige)
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| show | whether individuals perceive that they are having meaningful career outcomes (e.g. career satisfaction)
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| Career Management activities | show 🗑
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| show | - job rotation
- challenging (stretch) assignments
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| show | rotating employees from one job to another, which allows them to learn new skills
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| Challenging (stretch) assignments (worked performed) | show 🗑
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| show | at work are important:
- Relationships with managers/ other higher ups can make or break a career
- These relationships can be helpful for mentoring to achieve positive career outcomes
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| show | Employees seek additional education to help them gain more skills on their own time or from their organization
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| show | defined by PROMOTIONS, TRANSFERS, DEMOTIONS (employee’s career path essentially)
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| show | Employee is moving up in the organization/ given more responsibility within their job and roles
INCREASE
Usually is seen through a pay increase that compensates the employee for taking on these extra tasks
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| Transfer | show 🗑
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| show | Manager or organization reduces an employee’s job duties, responsibilities, or job title
DECREASE
Depends on the situation / can be temporary or permanent
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| show | organizations: NEED to give employee the correct tools that are essential to develop their careers, promote a culture surrounded by learning and growth
individuals: career management strategies
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| show | recognizing one’s own strengths/ weaknesses, seeking to foster strong mentor relationships, creating career goals and sticking to them, taking on new challenges within the organization (e.g. challenging assignments)
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| show | 1. individual factors
2. person's context
3. individual / contextual issues can change over time
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| Individuals Factors | show 🗑
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| show | person’s organization, work group, labor market, and family needs, which shapes their overall career
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| Individual + Contextual Issues can Change Over Time | show 🗑
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| show | involves strategies + programs that supply trainees with the skills / knowledge to advance their careers as they go through the training process and develop
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| Benefits of Career Development | show 🗑
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| show | Skill Enhancement
Gaining Knowledge (KSAOs)
Growth in Career
Increase Motivation & Job Satisfaction
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| Organizational (benefits for career development) | show 🗑
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| show | BEST thing an organization can do: choose the best COMBINATION of methods
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| On the job training (OJT) | show 🗑
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| show | learning from jobs outside of formal training
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| 6 training methods | show 🗑
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| show | training events where an expert speaks to a group of employees/ workers to explain and give knowledge to those individuals
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| Simulators | show 🗑
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| show | involves dispensing the trainee with a set of learning modules + steps (often the instructions administered via a computer or online)
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| E-learning | show 🗑
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| Behavioral modeling training | show 🗑
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| Mindfulness training | show 🗑
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| Gamification | show 🗑
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| show | type of e-learning that shows small bit of knowledge at a time (short learnings- each a few minutes) to keep the trainee attentive
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| show | helping new employees adjust to new organizations communicating to them the knowledge, skills, culture, behaviors, attitudes required to successfully perform/ function within the organization
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| BEST onboarding efforts focuses on... | show 🗑
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| show | activities (e.g. welcome kit, socials, gifts) that invite new employees to know the organization/ each individual better
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| Inform | show 🗑
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| show | from coworkers, manager, mentors more successful than those who find their own
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| Training for Specific purposes | show 🗑
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| Training for managers/ leaders | show 🗑
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| show | trainees act in managerial situation (e.g. counseling a difficult person)
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| show | participants analyze a challenging business case
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| show | teams challenge each other as if they were businesses in competition
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| executive coaching | show 🗑
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| Increase team effectiveness | show 🗑
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| Measures of training effectiveness (kirkpatrick's model) | show 🗑
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| show | Whether the training actually translates into improved organizational outcomes
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| Behavior | show 🗑
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| show | Measures of whether the trainee actually gained some sort of knowledge or skill while in training
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| show | assessment of how trainees react to training such as whether they thought it was valuable
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| Diversity training | show 🗑
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| show | Trainees’ belief that the training was actually relevant and useful to their jobs
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| Key conceptualizations of effectiveness of training (1-2) | show 🗑
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| Key conceptualizations of effectiveness of training (3-4) | show 🗑
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| Training | show 🗑
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| Why is training important | show 🗑
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| compliance training (external enviro for organizational analysis) | show 🗑
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| Identifying KSAOs/ candidates for development (person analysis) | show 🗑
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| Trainee demographics (person analysis) | show 🗑
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| Developing training goals (person analysis) | show 🗑
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| show | formal training program to learn a trade or profession
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| OJT advantages | show 🗑
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| show | Trainer needs to be given proper support in order to be a good trainer/ train the employees well, if not supported, then they can’t train effectively
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| Lecture advantages | show 🗑
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| Lecture disadvantages | show 🗑
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| show | provide training of activities that would dangerous to learn all on the job
simulate rarely occurring/ important situations for learners
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| Simulators disadvantages | show 🗑
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| Programmed Instruction advantages | show 🗑
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| Programmed Instruction disadvantages | show 🗑
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| Programmed Instruction aspects... | show 🗑
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| show | flexibility of when/ where the employee takes the training
can provide training to large numbers of trainees regardless of location
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| show | NOT sufficient for certain skills (e.g. interpersonal skills)
Should be tailored to individual/ organizational needs
More seen as fitting into a larger training system w/ multiple other training methods
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| Behavioral Modeling Training advantages | show 🗑
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| show | may be more useful for specific types of training (e.g. interpersonal skills)
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| show | New employees should engage in proactive behaviors (e.g. seeking feedback, socializing with coworkers, networking, building relationships)
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| show | FIRST step → developing good measures of training effectiveness
SECOND step → linking these specific measures to training program itself
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| show | Trainee charatceristics
Organizational context --> outcomes
Delivery
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| Trainee characteristics | show 🗑
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| show | a person’s belief that they can accomplish a task
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| show | sustained motivation of employees during the training process, which is a predictor of training success
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| show | 1. Goal setting
2. Expectancy theory
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| show | setting specific, difficult yet achievable goals for people will lead to the highest performance
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| Goal setting should... | show 🗑
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| show | if a person sees their efforts will lead to greater performance, and if they believe that performance will lead to an outcome they value, they will be more motivated
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| show | person’s ability to step back and assess their own skill, performance, or learning
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| Cognitive ability (trainee characteristics) | show 🗑
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| Personality (trainee characteristics) | show 🗑
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| show | climate/ culture
support for training
rewards
identitical elements
principles
behavioral tracking
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| Training transfer | show 🗑
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| show | support for training transfer in the work environment from supervisors and coworkers
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| Identitical elements | show 🗑
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| Transfer through principles | show 🗑
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| Behavioral tracking | show 🗑
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| show | Feedback
Training relevance
Learning schema
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| Feedback | show 🗑
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| show | degree to which trainees see the training as important to their jobs
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| show | outline or framework to help the learner organize the training material so that they will better retain the material
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| show | Overlearning
Massed learning
Spaced learning
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| show | trainees repeatedly practice a particular behavior in the training situation so that they can perform the behavior automatically without much cognitive effort
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| Massed learning | show 🗑
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| show | training that occurs through several sessions over time
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| show | the process of measuring, communicating, managing employee performances in the workplace so that performance is aligned with organizational strategy
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| Performance appraisal | show 🗑
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| show | Performance managements often completed annual appraisals
Infrequent feedback resulted ineffective for most employees
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| show | 1. Feedback
2. Development / Problem solving
3. Decision making
4. Data analytics
5. Legal purposes
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| Feedback (PA purpose) | show 🗑
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| One-on-one meetings (to provide feedback) | show 🗑
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| show | Measuring performance is crucial step before taking corrective actions
Identifies employee strengths / weaknesses to enhance job performance
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| show | Organizations may want to make certain decisions using the performance metrics available to them
- Performance data influences promotions, salary increases, bonuses
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| show | Ability of a firm to harness the power of data analytics depends on the availability of high-quality data on critical outcomes of interest
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| Legal Purposes | show 🗑
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| show | 1. Traditional view
2. Modern view
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| show | focused on eliminating bias through different rating formats/ rater training programs
- Assumes performance can be measured objectively, though the design of appropriate instruments
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| show | appraisals are influenced by managerial motives/ biases rather than being purely objective
- Managers not always motivated to rate employee performance accurately
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| Characteristics of effective PA systems (4) | show 🗑
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| Strategic Alignment | show 🗑
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| Perceived Fairness | show 🗑
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| show | 1. Adequate notice
2. fair hearing
3. judgment based on evidence
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| Adequate notice: | show 🗑
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| Fair hearing | show 🗑
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| Judgement based on evidence | show 🗑
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| show | Difficult to achieve → difficult to measure
- difficult to measure bc true scores are not known but a good goal to have (alot to do w/reliability/ validity of ratings)
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| Practicality | show 🗑
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| Determining Purposes of PA (2) | show 🗑
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| show | performance review conducted for the purpose of improving performance
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| Administrative purposes | show 🗑
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| show | 1. Narrative reviews
2. Numerical ratings
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| Narrative reviews | show 🗑
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| show | best for distinguishing employees when making salary or promotion decisions
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| show | 1. Trait
2. Behavior
3. Results-based
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| Trait appraisals | show 🗑
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| Trait appraisals advantages | show 🗑
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| show | Prone to rater errors/ lack of accuracy in ratings (quite vague)
Ratings can be subjective / unreliable
could make negative feedback feel personal rather than constructive
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| show | measures how often employees demonstrate specific behaviors at work
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| Behavioral appraisal advantages | show 🗑
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| show | Assumes a fixed way to achieve high performance, which may not fit all jobs
May reduce autonomy (self-control/ freedom)
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| Results-based appraisal | show 🗑
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| show | Results are naturally occurring outcomes of performance at work (less subjective)
Strengthens alignment between individual work/ organizational goals or (KPIs)
Reduces accusations of favoritism or bias
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| Results-based appraisal disadvantages | show 🗑
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| Goal setting (MBO) | show 🗑
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| show | management strategy in which organizational goals are translated into department / individual-level goals
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| Key performance indicators (KPIs): | show 🗑
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| SMART Goals | show 🗑
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| What do SMART Goals do... | show 🗑
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| Electronic Monitoring | show 🗑
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| Sources of Ratings (5) | show 🗑
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| show | compare employees to performance standards- ideal for fairness / consistency
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| show | Raters are presented w/ attributes + behavioral descriptions
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| Behavioral Anchored Rating Scale (BARS): | show 🗑
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| show | rater assess the frequency w/ which the employee displays the behaviors in question
Increase accuracy w/ observable actions
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| show | compare employees to each other-useful for identifying top performers but may hurt collaboration
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| Relative Rankings (3 types) | show 🗑
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| show | when a rater rank-orders all employees from best to worst
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| show | creating rankings by comparing two employees at the same time until every unique pair of employees has been compared/ then compiling the results
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| show | involves the rater placing a specific percentage of employees into categories such as expectational, adequate, poor
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| Qualitative Assessment: | show 🗑
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| show | 1. Managers
2. Coworkers
3. Direct Reports
4. Customers
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| show | management of performance of employees, such as reviewing or assessing performance
- MOST knowledgable source
- could be BIAS
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| show | effectively assess team contributions / collaboration skills including coworkers as raters can increase perceived fairness of evaluations
- As teamwork becomes more common, coworkers are key stakeholders in assessing performance
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| Direct reports | show 🗑
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| show | both inside/ outside the company/ can offer helpful insight into how someone is doing at their job
- HARD PART is Collecting it
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| Internal customers | show 🗑
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| External customers | show 🗑
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| Self Assessments | show 🗑
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| show | multiple-rater systems, which present employees with feedback from different stakeholders/ have the potential to provide useful, rich information
- When done well --> can become essential tool for employee development
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| Choosing the Ratee | show 🗑
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| show | team evaluation in which goals / performance are evaluated at the team level
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| show | performance reviews that take place on the same date for all employees
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| show | performance reviews in which an employee is rated on the anniversary of their start date w/ the organization
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| show | 1. Interrater
2. test-retest
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| show | agreement between two+ raters when assessing the same subject
- given same behaviors, different raters should evaluate the same person similarly
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| Test-restest reliability | show 🗑
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| Cognitive ability test pros | show 🗑
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| show | Prone to lead to disparate impact with means score of hispanics + blacks being lower than whites and asians
Avoid both for diversity reasons and possibility of legal challenges
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| show | Proactive
adaptability
honesty-humility
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| Proactive | show 🗑
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| Adaptability | show 🗑
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| Honesty-humility | show 🗑
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| Physical Ability Tests | show 🗑
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| Physical Ability Tests (2) | show 🗑
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| Assessment Centers | show 🗑
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| show | 1. Training/ experience forms
2. Biodata
3. Resumes
4. References
5. Background checks
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| show | selection procedure is either obviously related to the job, or the applicant understands that it is important to the job
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| show | gives the applicants a feeling that they can show what they know or show what they can do relative to what is required for the job
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| show | applicant is treated with respect by people from the organization, this may include respect in communications with the applicant
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| Feedback timeliness: | show 🗑
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| show | applicants are all treated in a consistent manner
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| show | treated fairly during hiring
prefer selection methods that appear related to the job
value feedback/ communication from employers
- RESPECT
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| What procedures applicants prefer? | show 🗑
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| show | generally outlawed except in certain jobs applicants in security service firms and pharmaceutical manufacturers
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| Why should employers care? | show 🗑
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| Multiple-hurdle approach advantages | show 🗑
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| Multiple-hurdle approach disadvantages | show 🗑
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| show | consistency of a measure
🗑
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| validity | show 🗑
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| show | job applicants and showing that their scores are correlated with their later job performance scores in order to demonstrate criterion-related validity
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| concurrent validity | show 🗑
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| Standard work sample test (physical ability test 1) | show 🗑
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| Determine various types of strength required for job / to develop tests that measure these physical abilities | show 🗑
|
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