I-O Psychology Chapter 4 Study Guide

Personality-Related Position Requirements Form (PPRF)

- Devoted to identifying personality predictors of job performance - Intended to supplement job analysis

Counterproductive Work Behaviors (CWBs)

- Voluntary behavior violating significant organizational norms & threatening organization, its members, or both - interpersonal deviance - organizational deviance

Electronic performance monitoring

- can be cost effective - potential for providing detailed & accurate worklog - e.g., "This call may be monitored for quality control purposes."

Competency Modeling

- identifies characteristics desired across all individuals & jobs within an organization - connects individuals with organizational viability & profitability - Natural extension of job analysis logic, rather than a replacement

Occupational Information Network (O*NET)

- introduced by federal governement in 1995 Collection of electronic databases, based on well-developed taxonomies, that has updated and replaced the Dictionary of Occupational Titles (DOT)

Comparable worth

- notion that people who are performing jobs of comparable worth to an organization should receive comparable pay - in the end, comparable worth is concerned with the social value of fairness

How Job Analysis is Done

1. Observation 2. Interviews/Focus Groups 3. Critical incidents & work diaries 4. Questionnaires/surveys 5. Review of documents

Performance

Actions or behaviors

Actual criterion

Actual measure of job performance obtained

Demonstrating physically oriented adaptability

Adjusts to challenging physical enviornments and extremes of temperature, noise, dirt, etc: pushes self to complete physically demanding tasks: improves physical condition to meet job demands

Non-job-specific task proficiency

An individual's capacity to perform tasks or execute performance behaviors that are not specific to his or her particular job

Job-specific task proficiency

An individual's capacity to perform the core substantive or technical tasks central to the job

Think-aloud protocol

Approach that investigates though processes of experts who achieve high levels of performance

Management/administration

Behavior directed at articulating for the unit, organizing people and resources, monitoring progress, helping to solve problems that might prevent goal accomplishment, controlling expenses, obtaining additional resources, and dealing with other units

Adaptive performance

Beneficial due to changing nature of work -changing technologies alter work tasks -mergers, downsizing, & corporate restructuring -globalization & working in different cultures

Motivation (M)

Choices that individuals make (choice to perform, level of effort, persistence of effort)

Knowledge

Collection of discrete, related facts & information about a particular domain

Campbell's Model: 3 essential for every job

Core task proficiency Demonstrated effort Maintenance of personal discipline

task performance

Doing just what is expected

Learning work tasks, technologies, and procedures:

Enthusiastic about learning new approaches and technologies: keeps knowledge and skill up to date: seeks out and participates in training that will prepare for changes in work demands

Effectiveness

Evaluation of results of performance

Judgmental measures

Evaluation of the effectiveness of an individual's work

Demonstrating interpersonal adaptability

Flexible and open-minded in dealing with others: considers others' viewpoints and opinions and alters own opinion when appropriate: works well with a wide diversity of people: accepts negative feedback without defensiveness.

Worker-oriented job analysis

Focuses on attributes of the worker necessary to accomplish tasks

Contextual performance/organizational citizenship behaviors

Going beyond what is expected

Altruism

Helpful behaviors directed toward individuals or groups within the organization

Ultimate (theoretical) criterion

Ideal measure of all relevant aspects of job performance

Deliberate practice

Individualized training on tasks selected by a qualified teacher

Campbell's 8 Performance Components

Job-specific task proficiency Non-job-specific task proficiency Written and oral communication task proficiency Demonstrating effort Maintaining personal discipline Facilitating peer and team performance Supervision/leadership Management/administration

Procedural Knowledge (DK)

Knowing how to do things; Cognitive skill Psychomotor skill Physical skill Self-management skill Interpersonal skill

KSAOs

Knowledge Skill Ability Other characteristics

Declarative Knowledge (DK)

Knowledge about facts and things: an understanding of a given task's requirements (facts, principles, goals, self-knowledge)

Job evaluation

Method for making internal pay decisions by comparing job titles to one another & determining their relative merit

Cognitive Task Analysis

Methods for decomposing job & task performance into discrete, measureable units with special emphasis on eliciting mental processes & knowledge content - Time consuming & requires a good deal of expertise to do well

Types of Performance Measures

Objective performance measures Judgemental measures Personnel measures

Expert Performance

Performance exhibited by those who have practiced for at least 10 years & have spent average of 4 hours/day in deliberate practice

Supervision/leadership

Proficiency at influencing the performance of subordinates through face-to-face interpersonal interaction and influence

Productivity

Ratio or effectiveness (output) to cost of achieving that level of effectiveness (input)

Handling emergencies or crisis situations

Reacting with appropriate urgency in life-threatening, dangerous, or emergency situations: quick analysis and decision making in emergency situations: maintaining emotional control and objectivity.

Handling work stress

Remaining calm in spite of demanding workload or schedule: managing frustration with constructive solutions instead of blaming others: acting as a calming and settling influence on others.

SOD

S = behavior done for self gain O = behavior done for organizational gain D = behavior that is destructive

Demonstrating cultural adaptability:

Seeks to understand the culture of others: adapts easily to other cultures and behavior patterns: shos respect for others' values and customs: understands the implications of own behavior for maintaining positive relationships with other groups, organizations, or cultures.

Compensable factors

Skills, responsibility, effort, & working conditions

Ability

Stable capacity to engage in a specific behavior

Demonstrating effort

The consistency of an individual's effort; the frequency with which people will expend extra effort when required; the willingness to keep working under adverse conditions.

Personnel measures

Typically kept in personnel file (e.g., absences, accidents, rate of advancement)

Criterion contamination

When actual criterion includes information unrelated to the behavior one is trying to measure

10. What is cognitive task analysis? a. A method of distilling job performance into measurable units. b. A precursor to the think-aloud protocol. c. A job analysis method that focuses on specific tasks. d. A technique used to quantify job analysis information.

a. A method of distilling job performance into measurable units.

2. According to Campbell, which of the following is a performance component that is essential at some level for every job? a. Demonstrated effort. b. Motivation. c. Personal accountability. d. General proficiency.

a. Demonstrated effort.

6. All of the following are circumstances of today's workplace that seem to require adaptive performance except: a. Reliance on the status quo b. Globalization c. Changing technologies d. Corporate restructuring

a. Reliance on the status quo

4. John works at Lunar Company as an administrative assistant. He often volunteers to do additional tasks to help others and consistently puts in extra effort in completing his own tasks. This is an example of a. organizational citizenship behavior. b. task performance. c. adaptive performance. d. overall performance.

a. organizational citizenship behavior.

production deviance

absence, tardiness, long breaks, substance abuse, sloppy work

sabotage

acts that damage, disrupt, or subvert the organization's operations

Written and oral communication task proficiency

an individual's proficiency in writing and speaking, independent of the correctness of the subject matter

9. All of the following may be potential distorting influences in job analysis data collection except: a. The desire to make one's own job look more difficult. b. Objective reporting by the SME. c. The desire of the SME to conform to what others report. d. Mere carelessness.

b. Objective reporting by the SME.

5. All of the following are aspects of organizational citizenship behavior except: a. Altruism toward individuals in the organization b. Responsibility c. Generalized compliance d. Altruism toward groups within the organization

b. Responsibility

task-oriented job analysis

begins with statement of actual tasks & what is accomplished by those tasks

Generalized compliance

behavior that is helpful to the broader organization, such as upholding company rules

8. All of the following are purposes of a job analysis except: a. To determine the necessary human attributes. b. To determine how tasks are carried out. c. To decide who to hire for a position. d. To understand the important tasks of a job.

c. To decide who to hire for a position.

1. All of the following are direct determinants of job performance except: a. motivation. b. procedural knowledge and skill. c. personality factors. d. declarative knowledge.

c. personality factors.

3. A help-desk operator's performance at Chips and Bytes Computer Company is evaluated by assessing the number of calls he takes on any given day. The other aspects of his job (e.g., customer satisfaction) are not included. The resulting performance measure would be considered a(n) a. Actual criterion b. Ultimate criterion c. Contaminated criterion d. Deficient criterion

d. Deficient criterion

7. Sheryl is frustrated with her job and, in recent weeks, has been sabotaging the projects of her coworkers. This is an example of a. revenge b. performance monitoring c. hostile action d. counterproductive behavior

d. counterproductive behavior

Campbell's Model of Job Performance

declarative knowledge (DK) procedural knowledge and skill (PKS) motivation (M)

Skill

e.g., computer or interpersonal skill. practiced act or compacity to perform specific task or job duty

dishonesty

employee theft or dishonest communications

absenteeism

failure to report for or remain at work as scheduled

Interpersonal deviance

harassment, gossip, verbal abuse, fighting

Other characteristics:

interests, personality, training, experience, etc.

Job analysis

process that determines the important tasks of a job and the human attributes necessary to successfully perform those tasks

Objective performance measures

quantitative count of the results of work

Equal Pay Act of 1963

requires "equal pay for equal work"

Dealing with uncertain and unpredictable work situations:

taking effective action without having all the facts or information: easily changes gears: adjusts plans, goals, and schedules to match changing situation: provides focus for self and others when situation is changing rapidly

Maintaining personal discipline

the extent to which an individual avoids negative behavior such as excessive absenteeism, alcohol or substance abuse, and law or rules infractions

Facilitating peer and team performance

the extent to which an individual supports peers, helps peers with problems, helps keep a work group goal directed, and acts as a role model for peers and the work group

Property deviance

theft, property damage, sabotage

Solving problems creatively

uses unique types of problem analysis: generates new and innovative ideas in complex areas: considers a wide range of possibilities: thinks outside of the box

Criterion deficiency

when actual criterion is missing information that is part of behavior one is trying to measure