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a standardized series of problems or questions that assess a particular individual characteristic; knowledge, skill, ability, attitude, interest, and personality
can assess several characteristics at one time |
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| can be administered to several people at once, printed form with instructing when to start and stop |
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| the test taker must choose one from several possible responses; multiple choice exams test ability and knowledge |
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| the test taker must generate a response rather than choose a correct response; essay exam |
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| test is on a piece of paper or other printed medium and the responses are made in written form; multiple choice |
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| involves the manipulation of apparatus, equipment, materials or tools; typing test |
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| gives the test taker almost unlimited time to complete the test |
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| has a strict time limit, designed so that almost no one could finish all the items in the allotted time, can contain challenging items that must be completed under time pressure (class room examinations) draw back to slow readers/writers or to see how fast a test can be completed (typing) including speed and accuracy |
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| an intelligence or IQ test of general cognitive ability, also mathematical and verbal |
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| assess such things as ability to manipulate objects and use tools, involve both the coordination between senses and accuracy of movements (pegs in holes), used to assess a person's capability of learning or potential |
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| knowledge and skill test/achievement test |
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| designed to asses a person's present level of proficiency, knowledge asses what one knows and skill asses what one is able to do. |
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| the predisposition or tendency to behave in a particular way across different situations |
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| useful tools for assessing personality traits, single or multiple, characterize people into types (extro & intro) |
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| a characteristic that falls between a personality trait and a cognitive ability, defined as the ability to control and recognize emotions in oneself and in others, socially skilled, aware of and control impact on others. |
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| designed to predict whether an employee will engage in counterproductive or dishonest behavior on the job; cheating, sabotage, theft, unethical behavior. |
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| matches either the interest or the personality of the test taker to those of people in a variety of different occupations and occupational categories, preferences, personality traits drive people's interests |
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| asks much more detailed background questions than a typical application form, specific life experiences |
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| empirical biographical inventory |
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| developed by administering a large number of potential items to a group of employees in a particular job related to job performance |
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| rational biographical inventory |
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| developed by beginning with an analysis of KSAO requirements and then devising items that reflect them |
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| pre-planned series of questions that are asked of every interviewee, standard |
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| an assessment device that requires people to demonstrate how well they can perform the tasks involved in a job under standardized conditions; type of simulation |
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| measures how well a person is able to perform the tasks of a specific job consisting of several exercises that are designed to simulate various job tasks, management skills |
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| asks assessees to pretend that it is the first day of a new job and they have found a series of items in their in-basket. |
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| leaderless group exercise |
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| several assessees are given a problem to solve together |
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| selects the specific items given to test takers according to their individual ability level |
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| computer adaptive testing |
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| begins by giving the test taker and item of moderate difficulty, for every correct item a more difficult item is presented, for every wrong item a less difficult item is presented |
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| a research study that attempts to show that the predictor relates to the criterion |
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| concurrent validation study |
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| both the criterion and predictor scores are collected from a sample of participants at more or less the same point in time |
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| predictive validity study |
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| predictors are measured before the criterion |
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| replicate the results of one sample with those of another sample, done to be certain our results are not due to statistical error |
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| validities of selection devices are generalizable or transportable from job to job and organization to organization |
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| sets a passing score for each predictor |
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| uses the score form each predictor in an equation to provide a numerical estimate of the criterion |
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| employees are allowed to choose their benefits from a long list of possibilities |
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| realistic job preview (RJP) |
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| used to give job applicants accurate information about the job and the organization |
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| mathematical procedures for conducting utility analyses of selection procedures |
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| the percentage of applicants who would be successful on the job if all of them were hired |
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| the proportion of job applicants an organization must hire |
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| certain groups that have been the target of protection under the law, race and gender |
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| Uniform Guidelines on Employee Selection Procedures |
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| created in 1978 a set of guidelines for legal selection, outline the proper way to develop a valid employee selection system |
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| the impact on a protected class of a given selection practice, occurs when the 4/5 rule is violated |
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| the selection ratio for the protected class is less than 80% |
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| refer to the KSAOs that are an important part of the job, avoid discrimination against those with disabilities |
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| for a disabled employee an organization must make allowances that are feasible to enable a disabled person to perform the job |
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| a practice that many organizations have used to increase the number of protected class members in targeted jobs |
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| most organizational training is conducted with the expectation that employees will apply what they have learned on the job |
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| an important component of learning, should be built into the training as appropriate so that the trainees can tell if they are learning the correct material |
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| training should teach why something is done as well as how it should be done |
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| the responses in the training situation are identical to those in the job situation |
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| giving the trainees practice beyond what is necessary to reach a criterion for success in training |
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| tasks can be done smoothly without having to mentally monitor or pay attention to how they are performing |
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| breaking a task into components that are learned one at a time |
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| occurs when the entire task is taught at one time rather than breaking it into individual components |
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| training sessions are long in duration and take place over a relatively short period of time |
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| training sessions are relatively short and are spread out over time |
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| involves the electronic presentation of materials using an audiotape, videotape, DVD or computer |
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| refers to any training method that is self-paced and does no use an instructor |
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| divides material to be covered into a series of individual chunks or frames, each containing a piece of information where trainees work at their own pace |
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| meeting of trainees and a trainer to discus the material in question |
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| a presentation by a trainer to a group of trainees |
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| having trainees watch someone perform a task and then having them model what they have seen |
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| not a specific method but is any method used to show employees how t do the job while they are doing it |
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| formal training commonly used for jobs that may take years to be fully trained |
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| type of simulation in which the trainee pretends to be doing a task |
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| a technique in which specialized equipment or materials are used to portray a task situation (airplane) |
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| classroom lectures combined with e-learning exercises |
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| a special kind of work relationship between two employees in which the more experienced one offers career guidance, counseling and emotional support and serves as a role model to the less experienced one |
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| most likely for higher level positions when the incumbent has significant performance deficiencies and the cost of finding a replacement is high, one concern with executive coaching is that no particular background or credentials are needed to be a coach |
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| concerned with what people are able to do at the end of training in the training environment itself rather than on the job |
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| performance level criteria |
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| concerned with the person's performance on the job rather than in the training setting |
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| refer to how much the trainees liked the training and how much they believed they got out of it |
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| reer to what the trainees learned in the training, what they are able to demonstrate behaviorally in terms of knowledge and skills acquired in training |
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| concern the trainee's behaviors on the job that might have been due to training, whether or not the trainees are doing the things they were taught |
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| criteria deal with whether the training had its intended effect |
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| intended to provide information about how much the trainees gained from the training, used to asses amount learned in the trainings itself or the amount of chance in behavior back on the job |
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| distal motivation theories |
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| deal with the processes that are far removed from the behavior |
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| proximal motivation theories |
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| deal with processes that are close to the behavior |
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| Maslow (1943) states that fulfillment of human needs is necessary for both physical and psychological health; physiological, safety, love, esteem, self-actualization |
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| Herzberg (1968) states that motivation comes from the nature of the job not from external rewards or job conditions |
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| job aspects relevant to the animal needs include pay, supervision, co-workers, and organizational policies |
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| job aspects relevant to growth needs include achievement, recognition, responsibility, and the nature of the work itself. |
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| describes how rewards or reinforcements can affect behavior, does not deal with internal states, explains behavior as a function of prior reward experiences, behavior is seen as a response to the environment |
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| states that the probability of a particular behavior increase if it is followed by a reward of reinforcement, decreases when followed by punishment |
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| rewards are contingent on individual units of productivity |
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| attempts to explain how rewards lead to behavior by focusing on internal cognitive states that lead to motivation, reinforcement will lead to behavior |
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| represents the amount of motivation a person has to engage in a particular behavior or sequence of behaviors that are relevant to job performance, motivation to perform |
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| the subjective probability that a person has about his or her ability to perform a behavior, similar to self-esteem and self-confidence |
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| the value of an outcome or reward to a person, extent to which one wants or desires something;money |
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| the subjective probability that a given behavior will result in a particular reward, for any situation there can be more than one reward or outcome |
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| states that motivation and performance are determined in part by how effective people believe they can be, high self-efficacy believe they are capable of accomplishing tasks and will be motivated to put forth effort |
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| person's beliefs about their own capabilities lead them to perform better, as in a self-fulfilling prophecy |
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| Adams (1965) states that people are motivated to achieve a condition of fairness or equity in their dealings with other people and with organizations |
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| rewards or everything of personal value that an employee gets from working for an organization; pay, benefits, good treatment |
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| the contributions made by the employee to the organization |
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| rather than focusing on the fair allocation or distribution of rewards, this fairness theory distinguishes between the distribution of rewards and the procedures by which rewards are allocated |
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| concerns the fairness with which reawrds are found among people |
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| concerned with the fairness of the reward distribution process, as opposed to the results of the distribution |
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| the theory of motivation that has been most useful for I/O psychologists, widely used in organizations, theory is that people's behavior is motivated by their internal intentions, objectives or goals. |
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| whether they focus their efforts on learning (learning orientation) or on achieving certain levels of job performance (performance orientation) |
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| Klein 1989 builds upon goal-setting theory by focusing on how feedback affects motivation to maintain effort toward goals. |
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| a comprehensive German theory of work behavior that describes a process linking goals and intentions to behaviors, proposes that work motivation theories should focus mainly on goal-oriented or volitional behaviors called actions |
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| linking a hierarchy of cognitions both to actions and to feedback from the environment |
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| action vs. state orientation |
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action oriented - tends to follow the action process, setting goals, formulating plans, and then sticking with them until the goals are achieved.
state oriented - have difficulty committing to a course of action, are easily distracted, and give up when faced with setbacks.
action oriented perform better on the job |
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| human personality can be described by five dimensions: extraversion, emotional stability, agreeableness, conscientiousness, and openness to experience |
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| beliefs about their ability to control reinforcements in their environment; internal, external |
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| motivation potential score (MPS) |
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Hackman and Oldham 1976, a job can be calculated by combining scores on the core characteristics:
MPS = (Skill Variety + Task Significance + Task Identity) / 3 x Autonomy x Feedback |
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| such systems are common with salespeople who receive commissions and with factory workers who are on piece-rate systems that pay them for each unit of production |
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| human factors (ergonomics or engineering psychology) |
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| concerned with the interface between people and the physical environment, including tools, equipment, and technology |
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| in order for people to communicate effectively with computers, they must develop a conceptual understanding of how the computer operates. |
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| computer supported cooperative work (CSCW) |
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| the study of how technology can be used to help people work together on tasks |
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| organizational contraints |
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| aspects of the work environment that interfere with or prevent good job performance |
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| organizational citizenship behavior (OCB) |
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| behavior that goes beyond the core task requirements of the job and is beneficial to the organization |
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| the quitting of employees |
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| counterproductive work behavior |
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| refers to behaviors intended to harm the organization and other people at work, such as coworkers, supervisors, and customers. |
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