Exam 2 (ch. 5-8)
upward appraisal ratings
ratings provided by individuals whose status in the organization hierarchy is below that of ratees
recruitment
involves process of encouraging potentially qualified applicants to seek employment with a particular company. quality or efficiency of selection system limited by applicant quality. various traditional methods: college placement offices, newspaper ads, employee referrals, job fairs, internet ads. importance of person-environment (PE) fit. internet now plays a role (cybervetting: involves assessment of an individual's suitability for a job based on internet information. use of social media in recruiting allows organizations to broaden their potential pool). informal communication (also results in contacts/job applicants). recruiting and racioethnicity: community diversity/other available opportunities and individual differences are important to racially diverse applicants, discrimination less likely with increased advertisement channels (more diverse people will be aware of the position)
clerical ability test
is relevant for jobs such as secretary, bookkeeper, involving a focus on both perceptual speed and accuracy in processing verbal and numerical data. attention to detail is big part of this test. typing speed.
organization efforts: mentors and buddies
large body of research indicating presence of formal or informal mentors and buddies associated with adjustment. mentors facilitate acquisition of key skills and attitudes. buddies can answer questions, serve as confidants, and help with relationships.
approach to delivery: on-the-job training
most widely used training technique. assumes new employee can learn job through various interactions with experienced employee may lack carefully planned training program
sources of performance ratings
multi source feedback - involves multiple raters at various organization levels who evaluate and provide 360-degree feedback to a target employee. used for purposes consistent with greater employee expectations and sophisticated organizations. usually possible in larger organizations. ways you can get feedback: self, manager, customers, peers, subordinates
assessment centers
multiple raters (assessors) evaluate applicants or incumbents on a standardized set of predictors (exercises) that simulate job. involves multiple methods of assessment, assessors, assessees. last 2 to 3 days. used by many large companies. are expensive (time/money). usually for managerial positions. bring in a vice president or CEO or COO or CFO. for higher level positions. if you want to promote someone you already have, they could go through this as well. r = .37 to .45
BioData questionnaire
multiple-choice items, broad questions, asks many questions in broad areas; predicts performance well: r = .32 to .52. biodata dimensions for position of customer service representative: helping others, negotiation skills, interpersonal intelligence, patience, empathy, extraversion, oral communication
contemporary trends in rating formats
narrative comments: slot where someone can provide open-ended feedback about what they did well on or how they can improve. feedforward interviews (FFIs) for performance appraisal: talking to employee, giving them insights for how they can be more effective.
central tendency
occurs when raters only use the midpoint of the scale. in the middle of the bell curve. no extreme ratings. no one exceptional worker or poor worker. everyone gets around a 3/5
first impression or primacy effect
opposite of recency, raters pay too much attention to initial experiences with ratee
four types of needs analyses
organization task person demographic
the importance of training
over 90% of fortune 500 companies have some type of formal training program. US organizations spend $126 billion annually on employee learning and development.
paper-and-pencil vs performance tests
paper-and-pencil tests: different forms (essay, MC, T/F, short answer), most cognitive ability tests in this format, many now in computerized form (GRE), offer quick and accurate scoring. performance tests: require manipulation of object/piece of equipment, don't require you to be able to read or write
purposes of performance appraisal
personnel decisions (used in deciding who gets promoted, fired, demoted, or laid off; also used in decisions about raises). developmental purposes (informs employees of their performance strengths/weaknesses. facilitates employee advancement, which is good for the organization)
approach to delivery: virtual reality training
realistically designed simulator to optimize transfer of skills. useful when training on equipment is too dangerous, costly, and inefficient. determinants of simulator effectiveness: physical fidelity, psychological fidelity. gamification
emotional intelligence (EI) test
refers to ability of individuals to generate, recognize, express, understand, and evaluate their own (and others') emotions. leads to effectiveness in the workplace and in their own personal life. may be an important predictors of work performance; significant correlation between EI and task performance (r = .47)
checklists
weighted checklist: series of items previously weighted on importance or effectiveness; items indicate desirable and undesirable behavior. forced choice checklist: raters choose two items from a group of four that best describe the employee; purpose is to reduce rater bias/distortion
three basic assumptions about 360-degree feedback
1. when multiple raters are used, participants are happier because they are involved in the process. 2. when multiple raters are used, the idiosyncrasies or biases of any single rater are overcome. 3. multiple raters bring multiple perspectives for a broader/more accurate view of performance.
cross-validation example
R^2 --> initial sample: .40 (GPA in first year is correlated with cognitive testing) only administered this test for students at my institutions. Then I do the test for applicants at a different institution and look at their GPA one year later again, this time R^2 is .35 Third population is .10 Fourth is .41 keep doing this at different institutions to see how valid it is
two types of reactions: affective reactions and utility reations
affective: how you feel about something (positively/negatively) or mood. utility: whether or not you think the training is useful
instructional design
all activities that are developed and coordinated to support the trainees' learning process. elements: determining what is to be learned; learning can be categorized as cognitive. planned evaluation. our class is an instructional design. teacher provides us will all the materials to prepare us for exam. planned evaluation: some sort of test to assess whether or not the employee learned something at the training and the goals of it.
cognitive ability tests
among the most frequently used predictors in selection because mental functioning or intelligence is important for most jobs. also called intelligence tests. two classes: general cognitive ability tests, specific cognitive ability tests
recommendations for implementing 360-degree feedback
be honest about how ratings will be used. help employees interpret and deal with the ratings. avoid presenting too much information.
graphic rating scales
consist of a number of traits or behaviors. raters judge how much of each particular trait the raters possess, or where on the dimension the raters fall with respect to organization expectations.
characteristics of the trainer
establish specific objectives and communicate these clearly to the trainees. possess solid understanding of how people learn and the role played by approach or style. display effective communication skills. realize that different trainees may require different style or different treatment from the trainer. trainer needs to know how to provide feedback for a specific employee.
task needs analysis
examines task requirements for successful conduct of each job. involves task-oriented job analysis; deal with human capital. shows how selection and training fit together.
why does socialization matter?
goal: employees are a good fit for the job and organization. assessing fit: person-organization fit and person-job fit
different rating formats
graphic rating scales behaviorally anchored rating scales (BARS) checklists employee comparison procedures
functions of coaching
guidance facilitation inspiration
equal pay act
illegal to provide unequal pay and benefits to men and women who are holding jobs that are equal. there must be sizable and reasonable differences in work to support unequal pay.
legal issues in performance appraisal
in the US, illegal to discriminate in performance appraisal on the basis of non-performance-related factors (age, gender, ethnicity, race, religion, and disability)
orientation training and new employee socialization
individual acquires the attitudes, behaviors, and knowledge needed to participate as an organization member (organizational socialization). formal (orientation meetings) informal
individual vs group tests
individual tests (e.g., Wechsler WAIS-Iv and WISC-IV intelligence test): administered one person at a time, very costly (time and $) group tests: many applicants can be tested at the same time, more cost effective
organizational socialization: newcomer tactics
information seeking feedback seeking relationship building all three tactics related to positive adjustment outcomes for employees
spatial ability tests
involves focus on geometric relations, such as visualizing objects and rotating them spatially to form a particular pattern. given a two dimensional image, can you convert it to 3D or vice versa?
classification of tests
computer adaptive testing speed vs power tests individual vs group tests paper-and-pencil vs performance tests
employee comparison procedures
evaluation of raters with respect to how they measure up to, or compare with, other employees. rank ordering can be useful for promotion decisions. paired comparisons becomes more complex as number of ratees increases. forced distribution is often done because ratings are tied to raises; public lawsuits have involved these systems.
situational interview
focuses on future behavior; interviewees are asked how they would handle work dilemmas or situations
computer adaptive testing
involves computer technology that is used to identify easier/harder questions that eventually estimate applicant's true ability level. score on earlier questions affects the difficulty of subsequent questions. allows for quick and accurate scoring. believed to provide more precise measurement. GRE is computer adapted
common rating errors
halo error leniency central tendency severity recency error first impression or primacy effect similar-to-me error
interview questions that shouldn't be asked
how old are you? have you ever been arrested? do you plan on having children? pregnant? are you a US citizen? do you have a disability? do you have children? daycare? are you actively involved in the NAACP? have you ever been treated by a psychologist/psychiatrist? have you ever been hospitalized? for what? how many days were you absent from work due to illness in the past year? are you taking any prescribed drugs?
size of the unit to be learned
whole vs part learning. whole: teaching in one session to an individual how to do an entire task. part: teaching one part of a task per session. task practice all at once or over time. distributed practice: some breaks. massed practice: all in one period with no break.
leaderless group discussion (LGD) assessment center exercise
group exercise designed to tap managerial attributes, requires small group interaction. given an issue to resolve, no roles assigned. observed by assessors
approach to delivery: multimedia techniques
use multimedia resources as training basis. allow flexibility in presentation (pausing, repeating, stopping). often preferred over other methods
ADA cont.
"qualified" person can perform the essential functions of the job, if necessary, with the aid of reasonable accommodations. essential functions: tasks that are significant and meaningful aspects of the job. reasonable accommodations: changes or exceptions that would allow the qualified disabled individual to successfully do the job. undue hardship: an accommodation that would result in significant difficulty or expense given the employer's size and financial resources.
order of operations for performance appraisal
1. start with job analysis to develop criteria 2. communicate performance standards in writing 3. recognize separate dimensions of performance rather than just one "overall" rating 4. use both objective and subjective criteria 5. give employees access to appeal 6. use multiple raters rather than one rater (360 feedback) 7. document everything pertinent to personnel decisions 8. train the raters, if possible. if not, give them written instructions for conducting the performance appraisal
attraction-selection-attrition model
Schneider's model. assesses fit between the individual and organization. attraction: individuals are attracted to organizations that share personalities/values/purpose. selection: organizations select employees that fit on these dimensions. attrition: employees that do not fit with the organization leave.
family and medical leave act (FMLA)
allows eligible employees to take job-protected, unpaid leave for up to 12 weeks for birth of a child, serious health condition of a family member, or one's own serious health condition. serious health condition: illness, injury, impairment, or physical or mental condition that involves in-patient are or continuous treatment by a health care provider. california first state to pass a paid family and medical leave statute - 6 weeks paid leave
interviews
among the most popular selection devices and typically used across all jobs. unstructured and structured. initial evidence suggested that interviews have low validity: r = .14. why? interview is a communication process where both organization and candidate gather info (realistic job preview: accurate glimpse of what the job is actually like). all of the unstructured and structured interviews were lumped together. more recent evidence: r = .37. structured interviews were more predictive (r = .44) than unstructured (r = .33). potential for same bias as in performance appraisal
concurrent validation studies
are more viable than predictive validity studies. steps: 1. collect predictor and criteria data from incumbents (at same time) 2. compute a validity coefficient to assess the strength of the relationship between the predictor and the criterion score. predictive validity studies are hard to conduct, so do concurrent validation studies. rather than having a time lag, both the performance and predictors are assessed at the same time. only working with employees, not applicants. we give them certain tests (general mental ability test) and correlate it with their performance. compute validity coefficient.
informational seeking
ask questions, monitor work environment to provide info on job requirements, acceptable performance, social norms/relationships
in-basket assessment center exercise
assessee responds to a series of job-related scenarios and info that would typically appear in a manger's in-basket, takes action, and makes decisions about how to proceed.
biographical info
assumes past behavior is best predictor of future behavior. typically collected in one of two ways: application bank, BioData questionnaire
work samples
attempt to duplicate the performance criteria measures and use them as predictors. developed by creating smaller tests that measure the actual job performance criteria; "mini replicas" of the job. for a barista, would replicate taking a customer's order and making that drink
integrity tests (honesty)
attempt to predict whether an employee will engage in counterproductive or dishonest work-related behaviors (cheating, stealing, sabotage). overt integrity test: measures attitudes toward theft and actual theft behaviors (do you think it is stealing to take small items home from work?). personality-type integrity test: measures personality characteristics believed to predict counterproductive behavior (do you like taking risks? would you consider challenging an authority?). integrity tests can be lied to as well. clear empirical support found. appear valid for predicting both counterproductive behavior (r = .47) and job performance (r = .34). not much research on integrity tests in other cultures.
behavior modeling
based on theory that most social behavior is learned through modeling (bandora/social learning theory). well-suited for improving interpersonal skills. learning from people that are successful in a certain role
historical context of legal issues in industrial psych
before 1960s, employment discrimination was NOT illegal. civil rights act of 1964 was designed to provide equality. in 1978, EEOC published the uniform guidelines on employee selection procedures. in 1987 (revised 2003), SIOP published the principles for the validation and use of personnel selection procedures.
process of building a test that will predict performance
begin with job analysis: identify relevant criteria for job success and then locate, develop, create, or modify predictors that are valid indicators of criteria. sources for development of KSAOs: development of own test, use of mental measurements yearbook for evaluations of tests in a variety of areas. want to identify what good performance is and what bad performance is from job analysis.
situational specificity
belief that test validities are limited to particular situations
blended learning
combining e-learning with traditional classroom learning. provides flexible and user-friendly training programs
meta-analysis
cognitive ability, conscientiousness, and voluntary participation were most strongly related to transfer of training. transfer climate and social support were related to transfer
adverse impact
common operationalization of discrimination according to the courts. defined in the guidelines as "80% rule of thumb" (if the selection rate for a group is less than 80% of the selection rate for the group with the highest selection rate). if the minority rate is less than the cutoff, there is adverse impact; if it is at least equal to this cutoff, there is no adverse impact. although adverse impact is important, its presence alone does not indicate illegal discrimination
recruitment from applicant's perspective
company reputation. social and personal sources. newspapers and advertisements. trying to equate yourself with what the company is all about.
training evaluation designs (pre/post and pre/post with control)
context of sexual harassment training pre/post design (experimental): before training, test them to see if they know enough about sexual harassment, then they go through the training, then you evaluate their knowledge about it after the training. pre/post design with a control group (experimental control): two groups of trainees both take the pre test, one group goes through the training program, after the training program both groups take the post test.
corporate universities
corporate classrooms, modern facilities with up-to-date technology; allow for effective learning and transfer on-site. stem from the societal trend in which world's industrialized economies evolve into knowledge-based societies.
training evaluation
criteria for training programs similar for the "criteria for criteria" discussed earlier: relevant (not forcing or making employees take a training program that will have no bearing on their performance and not a waste of their time) reliable (put together in a way that the info to trainees is reliable info) sensitive (people have different values and beliefs) practical (how much material recovering or how much time it takes) fair
approach to delivery: distance to learning (DL)
delivery of educational or training materials, usually through electronic means may be provided to people at different locations at same time. most efficient use of high-quality instructions, instruction, and training resources. responsibility for personal success primarily with learner
organizational needs analysis
determines organization's short- and long-term goals and compare goals to accomplishments. considers organizational culture
augmented framework
differs from kirkpatrick's taxonomy: reactions are recategorized into affective reactions and utility reactions. learning is recategorized into three types: immediate post training knowledge measures, knowledge-retention measures, behavior/skill demonstration measures. behavioral criteria changed to transfer criteria
orientation
entry into the organization. formal (orientation, training; probation). informal (learning on the job). orientation can last anywhere from a few hours to a few days. when you get into an organization, you are in a probational period to see if you are a good fit for them and to see if the organization is a good fit for you and matches your values. if the organization gives you a mentor, that's formal. but if you try to find out info and mentor after you've been there, it's informal.
general cognitive ability tests
evidence suggests that general cognitive ability accounts for a large proportion of variance in criterion performance and predicts performance similarly across countries. validity coefficient = .53 (or r^2 = .25). incremental validity: above that 25%, what other things can predict performance?
person needs analysis
examines how well all employees perform job responsibilities and duties. often uses performance appraisal data or employee self-nomination to identify employees who need training
transfer or training
extent to which the material, skills, or producers learned in the training are taken back to the job and used regularly by the employee. purpose of a training is to bring about a change to your behavior. positive transfer: performance gets better after training negative transfer: performance decreases after training
behavior description interview
focuses on past behavior; interviewees are asked to describe specific ways in which they have address past situations. your past behavior is the best predictor for how you will behave in the future
application bank
form requesting historical and current information; off-the-shelf forms are not a good idea unless validated
what is training?
formal procedures that a company utilizes to facilitate learning so that the resultant behavior contributes to the attainment of the company's goals and objectives
learning is recategorized into three types
immediate posttraining knowledge: how much did you learn evaluated right after training is complete. knowledge-retention measure: overtime how much are you able to retain. behavioral/skill demonstration measures: how much behavior do you demonstrate after the training is over.
predictive validity studies
investigate how effective predictors are at forecasting applicant job performance. steps: 1. gather predictive validity study 2. hire some of the applicants to fill open positions. 3. after several months, gather performance data (criteria for validation study) 4. compute a validity coefficient b/w the predictor score and the criterion score. ex: 100 candidates and 10 open positions. not going to hire 100 people, only 10. all 100 people have to take the same types of tests, cognitive and personality. identify 10 that have really good scores and have been employed. 6 months/1 year down the line, gather data on their performance and assess how well they are performing and have a performance score for each of them. correlate their test scores from when they applied to their performance scores one year after being employed. trying to see how well they overlap.
principles of learning
learning is a relatively permanent change in behavior that occurs as a result of experience or practice. learning research has been chiefly conducted by cognitive, experimental, and social psychologists. IO psychologists apply learning principles to the design and implementation of training programs. active learning: resources and activities intended to improve analysis and synthesis of information (are employees engaging with the material through questions, conversations with coworkers? to learn, you have to be actively involved, pay attention, participate in discussions, maybe write something, have to be fully engaged)
recency error
likely to remember things about the worker that happened the most recently rather than 6 months ago
business simulations
managers are given brief introduction, includes fictitious company background, situation, organizational problems, organizational goals; then asked to make decisions. often well received by trainees. trainees may become involved in competition and lose sight of general principles
person-job fit
match between individual and job
person-organization fit
match between individual and organization
meaningfulness of material
material overview and sequencing
how to increase the likelihood of positive transfer of training
maximize the similarity between training situation and job situation (identical elements theory). provide adequate amount of active practice. provide different contexts in which employees can practice desired behaviors. trainers, trainees, and managers should work together throughout process with awareness of transfer climate. active practice: mock up calls at a call center so they are prepared for the real job.
things to consider with multiple regression approach
may want to set a cutoff score on the predicted criterion to exclude those below the standard of acceptable performance. may still want to set minimum cutoffs on each predictor (combines multiple cutoff and multiple regression techniques)
psychomotor tests
measures of sensory abilities that evaluate the speed and accuracy of motor and sensory coordination. ex: purdue pegboard, traditional vision and hearing tests.
halo error
more common, one of the first ones studied. "if i like jack a lot, i would think that he is good at every dimension". applying what you think of an individual to their assessment, not even really taking into consideration their work efforts.
why training is needed
need for job- or organization-specific training. organizations want to retain employees and help them adapt to changes in technology. continued development of employees (increased organization commitment, job satisfaction --> increased productivity, decreased absenteeism, less turnover)
conceptualization of p-o fit: needs-supplies fit and demands-abilities fit
needs-supples: organization satisfies an individual's needs, person-focused; ex: you have certain needs that you want to meet (want to develop yourself and grow in the organization), not the need of the organization, but the organization gives you the supplies to take care of those needs (organization gives you trainings so that you can further your position later). demands-abilities: individual has capabilities that match organization demands, organization-focused; ex: organization has certain need and they hire someone for that reason (organization wanted to become eco savvy, sot hey need engineers, so hire engineers that can help them reach their goal)
relationship building
networking to develop camaraderie with co-workers; formal and informal
unstructured interview
no consistency of questioning across applicants; less useful - tough to make comparisons. the only thing unstructured interviews can gauge is your personality, how nice you are
multiple cutoff approach
non-compensatory method of employee selection. "passing scores" (cutoffs) are set on each predictor. ex: some minimal level of competence must be exceeded by the applicant on the multiple tests that are used by the organization. adv: easier for organizational members to understand than more complicated regression-based approaches. dis: non-compensatory nature of the approach may be bad in situations where none of the predictors are so important that a low score would result in the applicant not being acceptable
motivational system of individual performance management
objective goal setting (try and sell 15 cars per month; have a specific goal that an employee can achieve). continuous coaching and feedback (one of the mistakes that organizations make, they have a performance appraisal at the end of the year. you don't get any feedback DURING the year. there should be constant feedback like weekly/monthly). performance appraisal (providing feedback so you can develop them for future positions and so they can take on more leadership roles later on). developmental planning. components are linked to company goals and implemented on a continuous cycle
practice and overlearning
perfect practice: sticking to the practices over and over again. always wearing safety goggles when doing work. or always putting on your seatbelt if driving a car/truck. teaching something in the best way possible that people practice it in the real job. overlearning: doing something so many times that it becomes second nature to you. downsides of overlearning (can get careless because you're so comfortable with something --> so comfortable with driving that you're not even paying attention on the road. not paying as much attention to things.)
personality tests
personality: an individual's traits or predispositions to behave in a particular way across situation. (40% of fortune 100 companies use in screening job applicants). typically self-report: NEO and hogan inventories, 16 personality factor questionnaire (generally measure the "big five": openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. personality measures are valid predictors of job performance: .23 validity coefficient. conscientiousness and emotional stability have been reported to be the best predictors. big five model and NEO hold up consistently across cultures.
specific cognitive ability tests
predict the likelihood that an individual will do well in a particular job given his/her specific abilities; validity coefficients range from .40 to .50. mechanical ability tests, spatial ability test, clerical ability tests. if you cannot legally defend the use of the test, you should not be using it.
role of predictors
predictors must be used as substitutes for criteria. predictors are used to forecast criteria. faulty criteria can result in poor organizational decisions. predictors are like independent variables. these predictors predict performance. based on ACT/transcripts (predictors/IV), trying to predict if you will be a good student (performance/criteria/outcome/DV).
socialization
process by which a new employee becomes aware of the values and procedures of an organization. beings at recruitment phase
recruitment
process through which a candidate gathers information regarding the culture of a company. can be viewed from the organization or applicant perspective.
americans with disabilities act (ADA)
prohibits discrimination against qualified individuals with disabilities in employment decisions. person with a disability: 1. has a physical or mental impairment that substantially limits one or more major life activities 2. has a record of such an impairment 3. is regarded as having such an impairment
pros/cons of graphic rating scales
pros: easy to develop, easy to use. cons: lack of precision dimensions, lack of precision in anchors.
pros/cons of checklists
pros: easy to develops, easy to use. cons: rater errors such as halo, leniency, and severity are quite frequent.
pros/cons of BARS
pros: precise and well-designed scales - good for coaching, well received by raters and ratees. cons: time and money intensive, no evidence that it is more accurate than other formats.
pros/cons of employee comparison methods
pros: precise rankings are possible, useful for making administrative rewards on a limited basis. cons: time intensive, no well received by raters (paired comparison) or ratees (forced distribution).
validity generalization (VG)
provides alternative to concurrent or predictive validity studies. involves using meta-analytic techniques to weight and combine validity coefficients across situations to determine if validity is generalizable across situations. research supports the idea that validity generalizes but has situational specificity. limited to jobs similar to those on which the test was originally validated (no test/measure is a good predictor for every job). seen more favorably by courts than previously
similar-to-me error
raters tend to give more favorable ratings to ratees who are like themselves
kirkpatrick's taxonomy
reaction criteria - trainees' attitudinal reactions. learning criteria - how much is learned. behavioral criteria - on-the-job changes that take place. results criteria - ultimate value to company. attitudes --> motivation/KSAOs --> behavior/performance --> outcomes. if a trainee has an initial negative reaction to a training, they probably will not learn much and attitude will not change
learner characteristics are also important
readiness: the degree to which a trainee is ready to absorb the necessary knowledge, do they have necessary skillset to partake in the training and actually get something out of it. (if you are teaching them softwares, and the trainee doesn't even know how to use a computer, they aren't very ready). self-efficacy: does the trainee think that they can learn the material during the training and perform better on your job after the training. tends to be very broad, but have training efficacy, recover efficacy. motivation to learn: going back to campbell's model, a proximal predictor of performance along with KSAOs (readiness)
recruitment from organization's perspective
recruiting events at job fairs. realistic job previews (provide an accurate picture of the positive and negative aspects of the employment atmosphere. not used by many organizations: can be very expensive to put together and very time consuming).
process of socialization
recruitment (also called anticipatory socialization). orientation (also called encounter). adjustment (also called adaptation and metamorphosis).
situational judgment tests (SJTs)
refers to paper-and-pencil tests or video scenarios that measure applicants' judgment in work settings. have incremental validity over personality, job experience, and cognitive ability (r = .38 with job analysis, r = .29 w/out job analysis)
adjustment
relationship information. from "outsiders" to "insiders". role clarity. self-efficacy. new employee characteristics (proactive, extraversion, openness, veteran employee), new employee behaviors (information seeking, feedback seeking, relationship building), and organization efforts (socialization tactics, formal orientations, recruitment/realistic previews, organizational insiders) all play into adjustment which leads to outcomes.
feedback seeking
seek specific information about employee's own behavior; depends on culture (less in countries high in power distance)
approach to delivery: self-directed techniques
self-paced to remedy identified weaknesses using self-instructional materials. includes programmed instruction (PI) and computer-assisted instruction (CAI); based on learning principles. shorter training times; superior results not demonstrated.
civil rights at (1964, 1991)
sexual harassment is also prohibited by the civil rights act. two types: quid pro quo harassment (advancement or continuation is contingent on sexual favors). and hostile work environment harassment (verbal or physical behavior that creates an intimidating, hostile or offensive work environment that interferes with one's job performance)
behaviorally anchored rating scales (BARS)
similar to graphic rating scales except for behavioral descriptions as "anchors". more descriptive. graphic is more flexible. limitation of BARS: coming up with these anchors is really hard, have to bring in subject matter experts to define poor or good performance, graphic won't take very much time to put together, but is more subjective.
multiple hurdle approach
special rendition of the multiple cutoff approach. predictors administered to a predetermined order (least to most expensive). applicants move to the next "hurdle" after scoring above the cutoff in the previous predictor.
mechanical ability test
specific cognitive ability involving a focus on mechanical relations, recognition of tools used for various purposes, and sometimes actual mechanical skills. bennett mechanical comprehension test. how to use a pulley, how does gravity work or anything about physics
speed vs power tests
speed test (e.g., typing test): relatively easy items, short time limit, individual must complete as many items as possible before time expires. power test: items are more difficult, no fixed time limit, test taker is expected to complete all items
structured interview
standardized, job analysis-based questions that are asked of all candidates; increased reliability; allows for fair comparisons. behavior description interview, situational interview
cross-validation
steps: (applying same predictors and criteria to diff. samp. 1. calculate predicted score from regression equation of first validation sample. 2. correlate predicted score with actual criterion score for second sample to get the R^2. 3. compare this R^2 with the one from the original validation sample.
estimates of validity coefficients
structured interviews appear to be the best predictor followed by general cognitive ability, psychomotor ability, ACs, and biodata. need to be careful and diligent when choosing predictors for use in selection: using multiple predictors is likely to account for more variance if the additional variables demonstrate large incremental validity. the best two-predictor combination is cognitive ability and integrity tests.
synthetic validity
suggests job components common across jobs are related to the same KSAs or human attributes. debate over whether this approach is superior or inferior to existing approaches. (proponents argue for creating large, shared databases of job components linked to KSA; would allow selection to occur without a validation study)
coaching
supervisors provide subordinates with advice and information about current performance, discuss ideas and goals for improving performance. managers are coached and they are coaches executive coaching: sitting down with managers to tell them how they could provide feedback to their employees. provided by external IO psychologists
fit example: Auburn wants to increase student diversity because it is believed that diversity leads to greater creativity and innovation. when selecting new students, they are likely to use which conceptualization of fit?
supplemental or complementary? --> complementary. needs-supplies or demands-abilities? --> demands-abilities
conceptualizations of p-o fit: supplementary fit and complementary fit
supplementary: person's characteristics match the environment (more of the same); ex: having altruistic values in a volunteer organization. hiring people like myself to share my workload and help me do more of this research complementary: person's attributes "complete" the work environment (add something that is missing); ex: relationship-oriented leader in a task-oriented team. i have all the theoretical knowledge to do my research, but i need people with the expertise of the analysis i want to run, so try to hire people that have analytics knowledge, someone that can compliment my work rather than supplement my work
example of whole learning
teaching how to drive: turn on engine, learn where clutch is, where accelerator and brake are, how to turn. could have multiple sessions, but teaching everything in one lesson
example of part learning
teaching how to use a computer: one session: how to turn on/off and how to long in/out. another session: how to open a webpage. another session: microsoft word
feedback (knowledge of results)
timely and useful feedback is important. three purposes: 1. provides information, so adjustments can be made to behaviors. 2. makes the learning process more interesting and increases motivation to learn. 3. leads to goal setting for improving performance.
context in which learning will occur
trainer/trainee characteristics: gender, age, the way they speak, able to articulate ideas effectively. convenience of training sites: should be conveniently located, parking as well. characteristics of the training sites: noise levels, equipment, the lighting. tools needed for training: sufficient computers, are they newer or older.
approach to delivery: e-learning (web-based learning)
training delivered via the internet; employees at remote sites sort through, read, and work with information. provides learner control; discussion groups may be used. update/change information easily. may be slightly more effective than classroom-based training.
validity generalization (VG)
used to demonstrate that test validates do not vary across situations. do the results of one study generalize to a different, independent sample? *process of socialization begins when you start finding info about company
validation study
used to determine the extent to which a predictor is related to a criterion
demographic needs analysis
uses needs analysis should consider the demographic makeup of the organization. determines specific training needs of various demographic groups.
multiple regression approach
validation data are used to generate a regression equation to indicate the best prediction scheme. general equation: Y = b0 + b1X1 + b2X2 + b3X3 and so on performance = b0 + test 1 + cognitive ability test + integrity test and so on apply prediction scheme to applicant data to calcite scores that enable us to make selection decisions. then, rank-order all applicants based on predicted criterion scores
approach to delivery: lecturing
very economical, varied effectiveness. better for teaching facts/acquiring knowledge; not effective for problem solving or interpersonal skills development. fixed time limit not likely to include practice, overlearning, feedback
what makes an effective performance appraisal system?
well-received by rates. based on carefully documented behaviors. (should be very specific about the behaviors you did and did not do that are required for your job) focused on important performance criteria. inclusive of many perspectives. (if you get similar feedback from incumbents, coworkers, bosses, you'll be more likely to believe it) forward-looking; focused on improvement (framed in a way as an opportunity for development, what can you do better to develop yourself?) job analysis --> behavior --> performance appraisal
severity error
when raters use only the low end of the rating scale or give consistently lower ratings to their employees than other raters
