PSY-319 Exam #2

How do teams develop?

Five stages 1. orientation (forming) 2. conflict (storming) 3. structure (norming) 4. work (performing) 5. dissolution (adjourning)

KSAO

Knowledge Skill Ability Other characteristics

ProMES

The Productivity Measurement and Enhancement System; a motivational approach that utilizes goal setting, rewards, and feedback to increase motivation and performance

policy capturing

`technique that allows researchers to code various characteristics and determine which weighed most heavily in raters' decision making

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. What distinguishes critical thinking from ordinary thought? a. It requires active involvement in applying the principles under discussion. b. It involves the simple memorization of facts or principles. c. It takes a lot longer to do than ordinary thought. d. It is currently a basic tenet for learning in all areas.

a. It requires active involvement in applying the principles under discussion.

7. Team norms may develop through all of the following except: a. Mandatory directives issued by the organization. b. Explicit statements by team members. c. The first behavior pattern that emerges in the team. d. Carry-over behaviors from past situations.

a. Mandatory directives issued by the organization.

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

1. What does research indicate about the success of quality circles? a. They are most successful in the short term. b. They are most successful in the long term. c. They are successful in both the short term and long term. d. They are generally not successful.

a. They are most successful in the short term.

2. All of the following are true of project teams except: a. They are ongoing and have a long history that helps them develop cohesiveness. b. Team members come from different departments or functions. c. They are created to solve a particular problem or set of problems. d. They are dependent upon client preferences.

a. They are ongoing and have a long history that helps them develop cohesiveness.

perceptions of fairness: fairness associated with fairness measurement

a. appraisal frequency related to fairness perceptions b. joint planning with supervisor to eliminate weaknesses enhances fairness peception c. supervisors knowledge of duties of person being measured d. supervisors knowledge of actual performance of person being rated

7. Which of the following types of training needs-analysis examines goals, available resources, and ways in which training should be directed? a. organizational analysis b. task analysis c. motivational analysis d. person analysis

a. organizational analysis

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.

7. Utility analysis is a technique that assesses: a. the return on investment of training. b. the overall usefulness of a training program. c. how easy it is to implement a training program. d. assesses the influence of training on performance.

a. the return on investment of training.

9. When training transfers from lower levels to higher levels of an organization, it is referred to as: a. vertical transfer b. transfer of training climate c. horizontal transfer d. transfer of training abilities

a. vertical transfer

8. In looking at how judges perceive performance evaluation, the characteristics most commonly cited in court decisions include all of the following except: a. whether raters were consistent over time. b. whether a job analysis was used to develop the system. c. whether the raters were given written instructions. d. whether multiple raters agreed on the ratings.

a. whether raters were consistent over time.

Lordstown Syndrome

act of sabotage; named after General Motors plan

performance

actions or behaviors that are observable, measurable, and relevant to the organization (what people are hired to do)

principles of learning: active practice

actively participating in training/work tasks

actual criterion

actual measure of job performance obtained

branching programming

adjusts content and order to help participant learn better

think-aloud protocol

approach that investigates through processes of experts who achieve high levels of performance

worker oriented analysis

attributes of the worker necessary to accomplish tasks

2. All of the following are considered broad categories of learning outcomes except: a. Skill-based outcomes b. Declarative outcomes c. Cognitive outcomes d. Affective outcomes

b. Declarative outcomes

9. Josh works in the HR department of Lunar Company and has been asked to take steps to prevent sexual harassment. He might choose to do all of the following except: a. Establish an effective complaint or grievance process. b. Educate only the male employees on sexual harassment. c. Clearly communicate Lunar Company's zero tolerance policy to employees. d. Take immediate and appropriate action when an employee complains.

b. Educate only the male employees on sexual harassment.

4. A performance rating form used for administrative purposes would be least valid for which of the following circumstances? a. Salary adjustment b. Employee feedback c. Promotion d. Firing

b. Employee feedback

5. Julie is currently in a training program for all managers at a certain level in her company. All of the trainees are exposed to the same material which is presented in a very sequential manner. Whether or not she grasps a specific concept is of no consequence to the presentation of the material. What type of programmed instruction is she most likely experiencing? a. Branching programming b. Linear programming c. Inclusive programming d. Reinforcement programming

b. Linear programming

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

1. Which of the following is false concerning performance measures? a. Relationships among different types are generally low to moderate. b. They are interchangeable and may be substituted for one another. c. Each type gives a different perspective on performance. d. There are low correlations between supervisory ratings and objective measures.

b. They are interchangeable and may be substituted for one another.

6. When central tendency error occurs, it is often observed that: a. average performers receive the best scores. b. an extreme score is avoided in favor of a "safe" score. c. average performers are favored. d. extreme scores are chosen to move people away from the mean.

b. an extreme score is avoided in favor of a "safe" score.

6. Shared mental models: a. are a method for team members to employ similar thought processes. b. are organized ways for team members to think about how the team will work. c. allow for the study and measurement of individual thought processes. d. bring together like-minded individuals to create a more cohesive team.

b. are organized ways for team members to think about how the team will work.

6. Which of the following errors occur if a rater is unusually easy? a. central tendency b. leniency c. severity d. halo

b. leniency

4. Performance measurement is commonly used for all of the following except a. criterion data b. surveillance c. promotion consideration d. employee development

b. surveillance

frame of reference training

based on assumption that rater needs context for providing a rating

graphic rating scales

- Behaviorally Anchored Rating Scale (BARS) - Behavioral Observation Scale (BOS)

Kirkpatrick's 4-level model: reaction

- affective reactions (smile sheet) - utility reaction (practical value)

computer-based training

- allows trainees to individualize their learning experience - trainees have more control over instruction (ex. self-paced)

management and leadership development programs

- assessment centers - 360 degree feedback - coaching - informal training

newer developments in job analysis: electronic performance monitoring

- can be cost effective - potential for providing detailed and accurate worklog - "this call may be monitored for quality control purposes"

distance learning

- can occur across multiple sites at once - more affordable than on-site - approximate alternative to live instruction

multi-rater (360 degree) systems

- collect and provide an employee with feedback that comes from many sources - often used for feedback and employee development

off-site training methods: simulators

- controlled reproducibility - safety - frequency of exposure - optimal learning environment

training critical thinking

- critical thinking skills require active involvement in applying principles under instruction - advances in technology make critical thinking in workplace more important than ever

team processes: cohesion

- degree of desire to remain in team - team pride/unity - inter-team conflict

team inputs: team diversity

- demographic - geographic - psychographic

purposes of training evaluations

- determine if trainees have achieved objectives of training - improve training in the future - justify training costs

task analysis can consist of...

- developing task statements - determining homogeneous task clusters ( ex. related job duties) - identifying KSAOs required for job - assess competencies

self-ratings

- discussion of ratings with supervisor increases perceptions of procedural fairness - potential for distortion and inaccuracy (Dunning-Kruger Effect = illusory superiority, especially for low ability people) - conflict of interest if used for administrative purposes

distance learning: alternatives to live instruction

- distributed live video - synchronous chats - asynchronous discussion boards - blended learning

task performance

- doing what is expected - requirements vary from job to job - individual differences tied to abilities and knowledge - activities part of job description

reasons for increased use of teams

- efficiency (time saving) - innovation and creativity (cross-fertilization) - effective integration of information - improved quality - more effective organizational learning - synergy from collective KSAOs

performance measurement uses

- employee development - rewards - promotion - salary adjustments - research data - layoffs

hands on performance measures

- employee engages in work-related tasks - include carefully constructed simulations - walk-through testing

implementing 360 degree feedback

- ensure anonymity of sources - rater and ratee should jointly identify the evaluater - use for developmental and growth purposes - train information sources and those giving feedback - follow up feedback session with regular opportunities for progress assessment

assessment centers

- evaluate organizational, leadership, and communication skills - managers with high potential generally invited to participate

organizational analysis

- examines goals, resources, and the environment to determine where training should be directed - takes into account climate of organization and its subunits

cross-cultural training (CCT)

- expatriate training - prepare for culture shock (homesickness, irritability, ineffective work) - culture assimilators: computer-based tools for presenting challenging, cross-cultural scenarios

validity of performance ratings

- generally high is based on job analysis, scales are well-constructed, and raters are knowledgeable

contextual performance (OCB)

- going beyond what is expected - common to most jobs - individual differences tied to personality - activities not part of job description - altruism -generalized compliance

rating formats

- graphic rating scales - checklist (unweighted vs weighted) - forced-choice - ranking (employee comparison)

team processes: decision making

- group structure - groupthink (the practice of thinking or making decisions as a group in a way that discourages creativity or individual responsibility)

competency modeling

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

Kirkpatrick's 4-level model: learning

- immediate knowledge - knowledge retention - behavior/skill demonstraion

informal training ("lessons of experience")

- include specific job assignment, experiences, and activities outside of work - job assignments with high levels of responsibilities and decision making

teams and culture

- individualism vs collectivism - short-term vs long-term - masculine vs feminine - power structure - uncertainty avoidance

team processes: norms

- informal rules of a team - production norms... - rater busters...

Process of ranking/employee comparison

- involve direct comparison of one person with another 1. simple ranking 2. paired comparison

minor organizational deviance (production deviance)

- leaving early - taking excessive breaks - intentional slowdown - wasting resources

team inputs: team task

- linear... - integrated,,,

peer ratings

- more likely to know about a worker's typical performance - conflict of interest likely when competing for fixed resources - friendship bias

team inputs: organizational context

- necessary resources - team training

comparable work

- 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

types of performance measures

- objective - judgemental - personnel

Kirkpatrick's 4-level model: results

- organizational outcomes - productivity goals - cost savings - utility analysis (cost/benefit)

uses of job analysis

- performance assessment - training - selection - promotion - recruiting - job description - workforce reduction - criterion development - compensation

coaching

- practical, goal-focused form of personal, one-on-one learning for busy professionals - practical, flexible, targeted form of individualized learning for managers/executives

performance feedback

- problematic when same info is used for multiple purposes - feedback (especially negative) should be stretched over several sessions - "praise - criticism - praise sandwich"

sexual harassment

- quid pro quo - hostile working environment

trainee characteristics

- readiness - motivation/expectancy

360 degree feedback

- received positively and effective at improving performance - best used for development rather than administrative purposes

serious organizational deviance (property deviance)

- sabotaging equipment - accepting kickbacks - lying about hours worked - stealing from company

serious interpersonal deviance (personal aggression)

- sexual harassment - verbal abuse - stealing from coworkers - endangering coworkers

minor interpersonal deviance (political deviance)

- showing favoritism - gossiping about coworkers - blaming coworkers - competing nonbeneficially

characteristics of a positive transfer of training climate

- socialization of importance of training - continuous learning culture - peer and supervisor support - opportunities to use learned skills - access to equipment and resources - good working conditions - regular feedback and reinforcement

sexual harassment training (cont)

- supervisors should receive additional training beyond what employees receive - effective in increasing knowledge of and ability to identify sexual harassment

training evaluation

- systematic collection of descriptive and judgmental information that can be used to make effective training decisions

How to build teams?

- team building involves improving interpersonal relations and social interaction

team outputs

- team performance - team innovation - team member well-being (ex. satisfaction, stress, morale)

team processes: communication and coordination

- technology - social loafing (phenomenon of a person exerting less effort to achieve a goal when they work in a group than when they work alone)

reliability of performance ratings

- temporal and inter-item reliability not well established - inter-rater reliability is poor, but this isn't necessarily bad because each rater brings a different perspective

performance ratings

- trait ratings (warning) - task-based ratings - critical incidents techniques

ethics training

- use clear, concrete examples of unethical behavior - use both selections and training

considerations of ranking/employee comparison

- useful in making layoff or downsizing decisions - feedback is difficult because there is no clear standard of performance - difficulty in comparing individuals in different groups

training analysis is required to develop systematic understanding of...

- where training is needed (the organization) - what needs to be trained (the task) - who will be trained (the person)

benefits of adaptive performance

-adapt to changing technologies that alter work tasks - mergers, downsizing, corporate reconstructing require adaptive responses - adaptation necessary in globalized economy and different cultures

team inputs: team composition

-attributes of team members - shared mental models

potential distorting influences of job analysis

-desire for one's job to look more difficult - attempts to provide answers that subject matter experts (SMEs) thinks job analyst wants - carelessness

supervisor ratings

-most common information source - many actively avoid evaluation and feedback

Is cognitive task analysis worthwhile?

-time consuming and requires a good deal of expertise to do well - persistent performance problems - costly errors or accidents - training difficult to transfer to job behavior - takes a long time to achieve high levels of performance

principles of learning

1. active practice 2. overlearning/automaticity 3. part/whole learning 4. massed/distributed learning

off-site training methods

1. classroom lectures 2. programmed instruction 3. simulators

EEOC encourages the following steps (sexual harassment)

1. clearly communicate a zero tolerance policy 2. establish an effective grievance process 3. take immediate and appropriate action when employee complains

Campbell's model: the three essential components for every job

1. core task proficiency 2. demonstrated effort 3. maintenance of personal discipline

five strategies to training teams

1. cross-training 2. team leader training 3. guided team self-correction 4. team coordination training 5. team resource management

three components of performance management

1. definition of performance 2. actual measurement process 3. communication between supervisor and subordinate about individual behavior and organizational expectations

features of learning organizations

1. emphasize problem solving and innovation 2. develop systems that enhance knowledge sharing 3. encourage flexibility and experimentation 4. value well-being and development of all employees 5. encourage employees to find or make opportunities

trainee characteristics: readiness

1. goal orientation 2. experience/ability 3. learning style

adaptive performance: eight dimensions

1. handling emergencies or crisis situations 2. handling work stress 3. solving problems creatively 4. dealing with uncertain work situations 5. learning work tasks, technologies, and procedures 6. demonstrating interpersonal adaptability 7. demonstrating cultural adaptability 8. demonstrating physically oriented adaptability

Campbell's Eight Performance Components

1. job specific task proficiency 2. non-job-specific task proficiency 3. written and oral communication 4. demonstrating effort (positive behaviors) 5. maintaining personal discipline (avoiding negative behaviors) 6. facilitating peer and team performance 7. supervisor/leadership (of subordinates) 8. management/administration (of resources)

How job analysis is done:

1. literature review/search (O*NET) 2. interviews: incumbent, supervisor 3. critical incidents and work diaries 4. questionnaires/surverys 5. performing the job 6. observation

team processes

1. norms 2. communication and coordination 3. cohesion 4. decision making

social learning theory: behavioral modeling

1. observe actual job incumbents demonstrate positive modeling behaviors 2. rehearse before using role-playing 3. receive feedback on rehearsal 4. try behavior on the job

on-site training methods

1. on-the-job training 2. apprenticeship/internship 3. job rotation

three step process of training analysis

1. organizational analysis 2. task analysis 3. person analysis

team inputs

1. organizational context 2. team task 3. team composition 4. team diversity

trainee characteristics: readiness --> goal orientation

1. performance orientation - concerned with doing well 2. mastery orientation - concerned with increasing competence

OCB taxonomy

1. personal support a. helping others b. cooperating with others c. consideration and courtesy 2. organizational support a. defending, supporting, and showing loyalty to the organization b. complying with rules and suggesting improvements 3. conscientious initiative a. putting forth extra effort b. showing initiative (being a self-starter) c. developing additional knowledge and skills

types of fidelity

1. physical fidelity 2. psychological fidelity

nine team-member roles

1. plant: creative, imaginative, unorthodox, problem solver 2. resource investigator: extrovert, enthusiastic, communicative, explores opportunities, develops contacts 3. coordinator: mature, confident, chairperson, clarifies goals, promotes decision making, delegates 4. shaper: challenging, dynamic, thrives on pressure, driven, overcomes obstacles 5. monitor evaluator: sober strategic, discerning, sees options, accurate judgment 6. teamworker: cooperative, mild, perceptive, diplomatic, listens well, builds relationships, averts friction, calming influence 7. implementer: disciplined, reliable, conservative, efficient, pragmatic 8. completer: conscientious, anxious, meticulous, time focused 9. specialist: single-minded, self-starter, dedicated, knowledgeable

training methods: four basic principles

1. present relevant information and content to be learned 2. demonstrate KSAOs to be learned 3. create opportunities for trainees to practice skills 4. provide feedback to trainees during and after practice

basic steps of frame of reference training

1. provide information about multidimensional nature of performance 2. ensure raters understand meaning of scale anchors 3. engage in practice rating exercises of standard performance 4. provide feedback on practice exercise

strongest training evaluation designs include:

1. random assignment of participants to conditions 2. control group 3. measures obtained before and after training *pretest-posttest control group desings

training criteria: Kirkpatrick's 4-level model

1. reaction criteria 2. learning criteria 3. behavioral criteria 4. result criteria * 1 and 2 are internal criteria, 3 and 4 are external criteria

Learning and motivational theories applied to training: social learning theory

1. self efficacy 2. goal setting 3. self-regulation and feedback 4. behavioral modeling

four approaches to building teams

1. setting goals 2. managing interpersonal relationships 3. clarifying roles 4. problem solving

performance feedback: employee is more likely to accept negative feedback if he/she believes...

1. supervisor has sufficient "sample" of subordinate's actual behavior 2. supervisor and subordinate agree on subordinate job duties 3. supervisor and subordinate agree on definition of good and poor performance 4. supervisor focuses on ways to improve performance

overall performance ratings are influenced by:

1. task performance 2. contextual performance 3. counter-productive work behaviors (CWBS)

9. The five stages of group development include the forming and norming stages. All of the following are also stages except: a. Performing b. Storming c. Conforming d. Adjourning

c. Conforming

8. The tendency called for groups to make decisions that are more extreme than those made by individuals is called: a. Extremity phenomenon b. Extreme thinking c. Group polarization d. Group shift

c. Group polarization

1. __________ is a relatively permanent change in behavior and human characteristics, while __________ is the systematic acquisition of skills, concepts, or attitudes that results in improved performance in another environment. a. Teaching; learning b. Learning; teaching c. Learning; training d. Training; learning

c. Learning; training

7. Julie is reluctant to assign bad ratings for her subordinates for fear of "ruffling feathers." As a result, she tends to be unusually easy in her ratings. Julie is committing what type of error? a. Central tendency error b. Halo error c. Leniency error d. Severity error

c. Leniency error

5. All of the following are team inputs except: a. Team task b. Team composition c. Norms d. Organizational context

c. Norms

2. All of the following are likely to make employees feel more positively toward performance monitoring except: a. They believe the activities monitored are job relevant. b. They are able to delay or prevent monitoring at particular times c. They are aware when it is taking place so they can censor their actions. d. They are able to participate in the design of the monitoring system.

c. They are aware when it is taking place so they can censor their actions.

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.

3. Performance ___________ systems are developed by HR and handed to managers to use in evaluation of subordinates; performance ___________ feedback occurs whenever a supervisor or subordinate feels a discussion about expectations and performance is necessary. a. criteria; management b. management; criteria c. appraisal; management d. management; appraisal

c. appraisal; management

3. A(n) _______________ has control over a variety of its functions including planning shift operations. a. project team b. quality circle c. autonomous work group d. virtual team

c. autonomous work group

3. Altruism and generalized compliance are examples of: a. adaptive performance b. personnel performance c. organizational citizenship behavior d. counterproductive behavior

c. organizational citizenship behavior

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.

1. The ratio of effectiveness (output) to the cost of achieving that level of effectiveness (input) is defined as a. performance b. effectiveness c. productivity d. motivation

c. productivity

10. Which of the following originated in and remains popular in Japan? a. project teams b. production teams c. quality circles d. work groups

c. quality circles

8. A trainee in a financial firm is assigned to follow a manager for a day in order to observe how to handle various situations. This example is based on principles of a. whole learning b. trainee motivation c. social learning theory d. reinforcement theory

c. social learning theory

KSAOs: knowledge

collection of discrete, related facts and info about a particular domain

learning organizations

companies that emphasize continuous learning, knowledge sharing and personal mastery

employment litigation

competent job analysis does not guarantee validity, but absence of credible job analysis could be very damaging

performance orientation

concerned with doing well

mastery orientation

concerned with increasing competence

utility analysis

cost of training programs based on: 1. cost of training 2. facilities 3. time off job benefits of training programs based on: 1. number of individuals trained 2. difference in job performance between trained and untrained employees 3. length of time training expected to influence performance 4. variability in job performance in untrained employees

deviant behavior

counterproductive employee behaviors; voluntary behavior violating significant organizational norms and threatening the organization, its members, or both; interpersonal vs organizational deviance; serious vs minor deviance

critical incident techniques

critical behaviors that influence performance

subordinate ratings

critical that subordinate feedback be kept anonymous

project team

cross-specialty group organized to solve a specific problem (Process Action Team or PAT)

time horizon

cultural dimension that affects whether managers and employees focus on short-term and long-term goals

8. All of the following are true concerning 360 degree feedback except: a. Raters who give feedback anonymously are more likely to be honest and open. b. To help with development, feedback should be timely. c. It describes the process of collecting feedback from a variety of sources. d. A recipient is likely to be more open if others are present to hear the feedback.

d. A recipient is likely to be more open if others are present to hear the feedback.

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

4. John's company offers a variety of training methods to learn skills. He is currently participating in one program that is often used to prepare high-potential employees for future management responsibilities, providing him with a variety of experiences in different departments that will likely help him obtain future promotions. What type of training method is he most likely participating in? a. Classroom instruction b. Mentoring c. Apprenticeship d. Job rotation

d. Job rotation

10. All of the following are commonly-used team training strategies discussed in the text except: a. Team leader training b. Cross-training c. Team coordination training d. Team process training

d. Team process training

5. Which of the following is false concerning task-based ratings? a. They tend to be the most easily defended in court. b. They are generally most easily accepted by incumbents. c. The rating systems are usually direct extensions of job analysis. d. They rely on some trait analysis for accuracy.

d. They rely on some trait analysis for accuracy.

4. _____________ include exchanging ideas without criticism, whereas _____________ include soliciting team members' feedback on the process the team is using to accomplish its goals. a. Virtual-collaboration skills; virtual-communication skills b. Virtual-communication skills; virtual-collaboration skills c. Virtual-socialization skills; virtual-collaboration behaviors d. Virtual-collaboration behaviors; virtual-socialization skills

d. Virtual-collaboration behaviors; virtual-socialization skills

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

2. In a thorough job analysis of the position of a paramedic, eight unique aspects of the job are identified. Using this job analysis information to develop criterion measures would help to prevent a. criterion contamination b. ultimate criterion c. actual criterion d. criterion deficiency

d. criterion deficiency

11. The input-process-output model of team effectiveness a. examines team diversity b. suggests ways to measure the cohesiveness of a team c. looks at team performance d. is concerned with all of the above

d. is concerned with all of the above

3. Mary, an HR professional, is currently attending a training program where she is learning how to use a new computer program. She is not averse to making mistakes, often using them as an opportunity to further understand the computer program and add to her own knowledge. Mary might be characterized as having a a. limited orientation. b. cognitive orientation. c. performance orientation. d. mastery orientation.

d. mastery orientation.

5. Jack works at Solar Company and has just undergone a performance review. He feels that the process by which the ratings were assigned was unfair. Which type of justice is he concerned about? a interpersonal justice b. operational justice c. distributive justice d. procedural justice

d. procedural justice

12. Which of the following types of diversity refers to differences in underlying attributes such as skills, abilities, beliefs, and values? a. cognitive b. demographic c. social d. psychological

d. psychological

transfer of training

degree to which trainees apply knowledge, skills, and attitudes gained in training to their job

principles of learning: part/whole learning

depends on complexity and organization of tasks (sub-tasks integration)

principles of learning: massed/distributed learning

depends on the balance between rest and retention interval

reinforcement theory: positive reinforcement

desired behavior followed by reward

personality related position requirements form (PPRF)

devoted to identifying personality predictors of job performance; intended to supplement job analysis

Dictionary of Occupational Titles

documents that have job analysis and occupations; used to match applicants with job openings

paired comparison

each employee in a group is compared with each other individual in the group

productivity

effectiveness (output) compared to (as a ratio of) the cost of effectiveness (input)

task-based ratings

effectiveness of employee in accomplishing duties; most easily defended in court

performance management

emphasizes the link between individual behavior and organizational strategies/goals

work/production team

employee groups organized to perform a "whole" work process that delivers products or service to an internal or external customer

on-site training methods: job rotation

employees move to various jobs, departments, or areas of the company

simple ranking

employees ranked from top to bottom according to assessed proficiency

types of performance measures: judgemental

evaluation of the effectiveness of an individual's work

ex. quality circles

ex. cross-functional teams focused on improving quality

task analysis

examines what employees must do to perform the job properly

virtual-collaboration behaviors

exchanging ideas without criticism, agreeing on responsibilities, and meeting deadlines

fidelity

extent to which task trained is similar to task required by job

psychological fidelity

extent to which training task helps trainees develop KSAOs necessary to perform job; moderate transfer from training to job

physical fidelity

extent to which training task mirrors physical features of task performed on job; high transfer from training to job

Judges primarily concerned with issues of _______ rather than technical characteristics of the system.

fairness

justice issues: distributive justice

fairness of outcomes related to decisions

justice issues: procedural justice

fairness process by which ratings are assigned and a decision is made

classification of groups and teams

formal and informal

on-site training methods: apprenticeship/internship

formal program used to teach a skilled trade of acquire job experience; journeyman; master craftsman

Behavioral Observation Scale (BOS)

format that asks the rater to consider how frequently an employee has been seen to act in a particular way

altruism

helping individuals and groups

generalized compliance

helping the organization

proficiency

how well an employee performs the job tasks

ultimate (theoretical) criterion

ideal measure of all relevant aspects of job performance

person analysis

identifies which individuals within organization should receive training and what kind of instruction they need; assessments of trainee personality, ability, and experience, among other things

customer and supplier ratings

important from business strategy vantage point

deliberate practice

individualized training on tasks selected by a qualified teacher

KSAOs: other characteristics

interests, personality, emotional intelligence

principles of learning: overlearning/automaticity

learners are given extra learning opportunities beyond mastery of a task

Learning and motivational theories applied to training: reinforcement theory

learning results from association between behaviors and rewards; positive reinforcement and behavior modification

off-site training methods: programmed instruction

linear programming branching programming

team

members have interdependent tasks and common goals, and share responsibility for outcomes

group

members work together and/or share resources

friendship groups

membership based on interpersonal attraction

interest groups

membership based on job and non-job interests

job evaluation

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

cognitive task analysis

methods for decomposing job and task performance into discrete, measurable units with special emphasis on eliciting mental processes and knowledge content

destructive criticism

negative feedback that is cruel, sarcastic, and offensive; usually general rather than specific and often directed toward personal characteristics of the employee rather than job-relevant behaviors

formal team/group

official groups within a larger organization

ex. virtual teams

online work teams

shared mental model

organized way for team memebers to think about how the team will work; helps team members understand and predict the behavior of their teammates

job ladder or job family

particular job that may have closer connections to other jobs than to a random job

expert performance

performance exhibited by those who have practiced for at least 10 years and have spent an average of 4 hours per day in deliberate practice

KSAOs: skill

practiced act

job analysis

process that determines "essence" of a collection of tasks falling within scope of a particular job title

types of performance measures: objective

quantitative count of the results of work

rating errors: leniency/severity error

raters are unusually easy or harsh in ratings

rating errors: central tendency error

raters choose mid point on scale to describe performance when more extreme point is more appropriate

Behaviorally Anchored Rating Scale (BARS)

rating format that includes behavioral anchors describing what a worker has done, or might be expected to do, in a particular duty area

forced-distribution rating system

rating system that requires evaluators to place employees into performance categories based on a predetermined percentage of employee in different categories (low, moderate, high)

reinforcement theory: behavior modification

recognition and feedback can be effective in increasing performance

coordination loss

reduced group performance that occurs when team members expend their energies in different directions or fail to synchronize or coordinate their work

learning

relatively permanent change in behavior and capabilities produced by experience and practice: - skill-based (behavioral) outcomes - cognitive (knowledge) outcomes - affective (emotional and attitudinal) outcomes

virtual-communication skills

rephrasing unclear sentences or expressions so that all team members understand what is being said, acknowledging the receipts of messages, ad responding within one business day

Equal Pay Act of 1963

requires equal pay for equal work

justice issues: interpersonal justice

respectfulness and personal tone of communications surrounding evaluations

rating errors: halo/horn error

same rating is assigned on a series of dimensions causing them all to be similar (when in fact they are not all similar)

ex. semi-autonomous work groups

self-reliant, self-directed teams

compensable factors

skills, responsibility, effort, and working conditions

virtual-socialization skills

soliciting team members; feedback on the process the team is using the accomplish its goals, expressing appreciation for ideas and completed tasks, and apologizing for mistakes

rater training

some errors may be minimized through training: -administrative training = important for uncommon rating systems -psychometric training = makes raters aware of common rating errors in hopes of reducing such errors

KSAOs: ability

stable capacity to engage in a specific behavior

task oriented analysis

statement of actual tasks and what is accomplished by those tasks

training

systematic acquisition of skills, concepts, or attitudes resulting in improved performance in another environment

how to train teams?

team training involves coordinating individuals performance using instructions processes designed to ensure understanding and enactment of team competencies

risky-shift phenomenon

tendency for groups to make more risky decisions than individuals

effectiveness

the results (output) of a performance

team-role theory

theory proposed by Beblin that effective teams contain a combination of individuals capable of working in nine team roles

on-site training methods: on-the-job training

trainees observe and learn from more experienced employees

linear programming

training continues regardless of participant's progress

cross-training

training that involves rotating team members through different positions on the team so that they can acquire an understanding of the duties of their teammates and an overview of the team's task

lawsuits most often brought against __________ systems.

trait-based

transfer of training climate: horizontal

transfer learning across setting and contexts at the same level

transfer of training climate: vertical

transfer learning to higher or lower levels (ex teams, departments)

Kirkpatrick's 4-level model: behavior

transfer of learning

walk-through testing

type of measurement that requires an employee to describe to an interviewer in detail how to complete a task or job-related behavior; an employee may literally walk through the facility answering questions as he or she actually sees the displays or controls in question

electronic performance monitoring

type pf performance measurement????

types of performance measures: personnel

typically kept in personnel file (ex. absences, accidents, rate of advancement)

informal team/group

unofficial groups within a larger organization ("the shadow organization")

behavior

what people do, but may be unobserved (ex. thinking, planning)

criterion contamination

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

criterion deficiency

when actual criterion is missing info that is part of behavior being measured

modesty bias

when rater give themselves lower ratings than warranted; prevalent in cultures with high power distance

transfer of training climate

workplace characteristics that either inhibit or facilitate transfer of training