1
Q
personnel psychology
A
concerned with theory and applications related to evaluating, selecting, and training workers
2
Q
organizational psychology
A
focuses on individual and group processes within organizations and is concerned with the factors that affect such outcomes as job satisfaction, motivation, work effectiveness, and quality of work life
3
Q
engineering psychology
A
deals with the relationships between workers and the work context (AKA human factors psychology and ergonomics)
4
Q
job-oriented techniques
A
focus on the task requirements of the job (e.g., lifting, repairing, installing)
5
Q
worker-oriented techniques
A
identify the knowledge, skills, abilities, and personal characteristics that are required for successful job performance (e.g., high school education, manual dexterity, 20/20 vision, adaptability)
6
Q
objective measures
A
direct, quantitative measures of performance;
cons: don’t measure motivation or ability to cooperate, limited by situational factors (e.g., equipment difficulties, number of coworkers, the economy), not useful for evaluating performance in complex jobs
7
Q
subjective measures
A
rely on the judgment of a rater;
useful for assessing complex, less concrete aspects of job performance (motivation);
cons: raters not motivated to provide accurate ratings, don’t understand the rating scale, rater biases
8
Q
“360-degree” performance measures
A
incorporate ratings from multiple raters such as supervisors, supervisees, peers, subordinates, and customers
9
Q
personnel comparison systems (PCS)
A
involve rating an employee by comparing him/her to other employees in a rank-ordered system, from best to worst;
pro: reduce the effects of certain rater biases (central tendency, leniency, strictness)
10
Q
critical incidents
A
descriptions of specific job behaviors that are associated with very good and very poor performance
11
Q
halo effect
A
tendency to judge all aspects of a person’s behavior on the basis of a single attribute or characteristic
12
Q
central tendency bias
A
tendency to assign average ratings to all ratees
13
Q
leniency bias
A
tendency to give all ratees positive ratings
14
Q
strictness bias
A
tendency to assign negative ratings to all ratees
15
Q
contrast effect
A
tendency to give ratings on the basis of comparisons to other ratees
16
Q
frame-of-reference training
A
help raters recognize the multidimensional nature of job performance and to ensure that different raters have the same conceptualizations of job performance
17
Q
average validity coefficient for job knowledge tests
A
.62
18
Q
criterion contamination
A
when a rater’s knowledge of a person’s performance on a selection instrument (e.g., performance in the assessment center) affects how the rater evaluates the person’s performance once he or she is on the job
19
Q
big 5 personalities
A
extraversion, agreeableness, openness, emotional stability, and conscientiousness
20
Q
average validity coefficient of cognitive ability tests when used to:
predict performance ratings;
predict performance on a work sample
A
.51
.75
21
Q
adverse impact
A
a substantially different rate of selection for different groups that are defined on the basis of gender, race/ethnicity, age, etc
22
Q
80 percent (4/5ths) rule
A
adverse impact is occurring when the selection rate for a minority group is less than 80% of the selection rate for the majority group
23
Q
bona fide occupational qualification (BFOQ)
A
there is a valid reason for hiring a substantially larger proportion of a particular subgroup; if an employer can demonstrate that it is job-related and a business necessity, despite having adverse impact, the employer may be able to continue using the procedure
24
Q
unfairness
A
one group consistently scores lower than another group on a selection test, but both groups perform equally well on the job
25
within group norming
converting raw scores to standard scores, percentile ranks, or other norm-referenced scores within each group and then using the same predetermined cutoff for both groups. When using this technique, members of different groups can obtain different raw scores on a test but the same norm-referenced score
26
banding
treating scores within a given score range (or band) as equivalent
27
incremental validity
usefulness of a selection test in terms of decision-making accuracy;
incremental Validity = Positive Hit Rate - Base Rate;
base rate = proportion of employees hired using current techniques who are successful
28
utility analysis
assess the cost-effectiveness of a selection procedure;
dollar gain in job performance when using the selection procedure of interest as opposed to using a prior or alternative procedure
29
compensatory technique
an applicant who gets a low score on one predictor can “make up for it” by doing very well on another predictor
30
Kirkpatrick's evaluation criteria levels
1) reaction criteria: participants' response to the training or intervention
2) learning criteria: quantifiably measure what has been learned
3) behavior criteria: impact of the intervention on the individual’s behavior or performance
4) results criteria: measure the impact of training on the broader organizational goals and objectives
Phillips' return on investment (ROI), is a “level 5” evaluation: calculate the ROI of an intervention or training
31
Holland's Personality & Environment Typology types
6 personality types are depicted in a hexagon so that those adjacent to each other are most similar (e.g., realistic and investigative), and those opposite each other are most dissimilar (e.g., realistic and social); RIASEC
1. realistic: prefers activities involving the manipulation of machinery or tools
2. investigative: analytical, curious, methodical, and precise
3. artistic: expressive, nonconforming, original, and introspective
4. social: enjoys working with others and avoids ordered, systematic activities which involve tools or machinery
5. enterprising: leans toward activities that entail manipulating others to attain organization goals or economic gain
6. conventional: enjoys systematic manipulation of data, filing records, or reproducing materials
32
Roe's Fields and Levels Theory
links children’s experiences with their parents to their later occupational choice and the level they achieve within that occupation
33
personal authoritative reality
a thought, act, direction, or behavior that the individual feels is right for him or herself
34
common reality
what “they” say you should do, for example, “if you don’t get a good education, you can’t get a good job.”
35
circumscription
the progressive elimination of least preferred options or alternatives that occurs as children become increasingly aware of occupational differences in gender or sex-type, prestige, and then field of work
36
compromise
the expansion of occupational preferences in recognition of and accommodation to external constraints (e.g., level of effort required, accessibility, cost) encountered in implementing preferences
37
Krumboltz’s Social Learning Theory of Career Decision Making (SLTCDM)
career transitions result from learning experiences from planned and unplanned encounters with the people, institutions and events in each person’s particular environment
38
Holland's Personality and Environment Typology
all behaviors (including career choice) are a function of personality and the social environment
39
Super's Career and Life Development Theory
assumptions that career development can be described in terms of a predictable sequence of stages and that the tasks of each stage must be mastered in order for the individual to progress to the next stage
40
Taylor's Scientific Management
1) use scientific methods to determine the best way of doing a particular job
2) divide jobs into their most elementary components
3) use a piece-rate incentive system in which pay depends on output as a way to motivate workers
41
Theory Z
consensual decision-making, slow promotion, holistic knowledge of the organization, individual responsibility, long-term employment, and a moderately specialized career path
42
human relations approach
worker performance is affected primarily by social factors including attitudes toward supervisors and co-workers and informal work group norms
43
total quality management (TQM)
1) Skill Variety: workers are cross-trained to increase their range of knowledge and skills; constant learning and development is required
2) Task Variety: workers work on a whole product or component of a product and see how their work fits into the “bigger picture”
3) Autonomy, Participation, and Empowerment: workers have a high degree of decision-making authority
4) Task Significance: contact and communication with external customers is part of the work process
5) Feedback: feedback comes directly from the work process (rather than from management)
44
systems approach
emphasizes that an organization is an open system that receives input from both within and without; that changes in one part of the organization affect all other parts; and that the whole organization is an entity greater than the sum of its constituent parts
45
autocratic leaders
make decisions alone and instruct subordinates what to do
46
Democratic leaders
involve subordinates in the decision-making process
47
laissez-fare leaders
allow subordinates to make decisions on their own with little guidance or help
48
consideration leader
person-oriented and focus on the human relations aspects of supervision
49
initiating structure leader
task-oriented and focus on setting goals, ensuring that subordinates follow rules, and clarifying subordinate and leader roles
50
Theory X leader
beliefs that work is inherently distasteful; that most workers lack ambition and need to be directed; and that motivation is dominated by lower-level needs
51
Theory Y leader
believe that, under the proper conditions, work is “as natural as play”; that most workers are self-directed, responsible, and ambitious; and that workers require freedom and autonomy
52
Fiedler’s Contingency (LPC) Theory
High LPC leaders describe their least preferred co-worker in positive terms and are primarily relationship-oriented.
Low LPC leaders describe their least preferred co-worker negatively and are task and achievement-oriented
53
House’s Path-Goal Theory of Leadership
predicts that subordinates' satisfaction and motivation are maximized when they perceive that their leader is helping them achieve desired goals
54
House's 4 leadership styles
1) instrumental (directive) leaders: provide specific guidelines and establish clear rules and procedures.
2) supportive leaders: focus on establishing supportive relationships with subordinates.
3) participative leaders: include subordinates in decision-making.
4) achievement-oriented leaders: set challenging goals and encourage higher levels of performance
55
Hersey and Blanchard’s Situational Leadership Model
the optimal style depends on the job maturity of subordinates, which is determined by the subordinate’s ability and willingness to accept responsibility
telling, selling, participating, delegating
56
transformational leadership
influence and motivate subordinates by activating subordinates’ higher-order needs, appealing to higher ideals and values (e.g., justice and equality), encouraging subordinates to sacrifice self-interest for the sake of the organization, and clarifying what is needed to accomplish the change
57
transactional leaders
focus more on stability than change and leadership is by contingent reinforcement in which the subordinates are motivated by the leaders' use of rewards, promises and/or threats of disciplinary actions or punishments
58
Vroom and Yetton’s Normative (Decision-Making) Model
AI (autocratic) leaders: don't consult subordinates and make decisions on their own
AII (autocratic) leaders: obtain information from subordinates but make the final decision on their own
CI (consultative) leaders: discuss problems with each subordinate individually but make the final decision on their own
CII (consultative) leaders: discuss problems with subordinates as a group but make the final decision on their own
GII (group decision) leaders: discuss problems with subordinates as a group and reach a group decision through discussion and consensus
59
Leader Member Exchange (LMX) Theory
conceptualizes leadership as a process that is centered on the interactions between leaders and members, with the dyadic relationship between them being the focal point;
emphasizes that not all members of an organization achieve the same quality of relationship with leaders and explains how relationships with various members can develop;
in-group vs. out-group;
encourages leaders to become aware of their attitudes toward members
60
7 phases of organizational development (OD)
entry, contracting, diagnosis, feedback, planning, intervention, and evaluation (ECDFPIE)
61
quality circles (QCs)
small groups of workers from the same department or division who meet regularly to discuss how their work can be improved;
short-term improvements so workers should be assured that they won’t be penalized for making suggestions, and the QC should be supported by management
62
process consultation
efforts to help team members understand and alter processes that are undermining their interactions
63
empirical-rational strategies
based on the assumption that people are basically rational and, if they have all relevant information about a situation, will act in accord with their self-interest
64
normative-reeducative strategies
based on the assumption that social norms underlie patterns of behavior in organizations
65
power-coercive strategies
using rewards, punishment, or legitimate authority to coerce employees to comply with change
66
goals-based program evaluation
measures how well a program is meeting objectives
67
process-based program evaluation
analyzes the effectiveness of the systems and processes that are used to carry out the program’s objectives
68
outcomes-based program evaluation
focuses on the results and benefits received by clients who participate in the program
69
centralized communication network
all communication must pass through one person or one position;
more efficient when tasks are mundane and simple
70
decentralized communication network
information flows more freely between individuals
71
rational-economic model
AKA “maximizing";
attempt to find the optimal solution by searching for all possible solutions and weighing alternatives until they make the decision that results in the greatest benefit for the organization
72
administrative model
AKA “satisficing";
evaluating solutions as they become available and selecting the first solution that is minimally acceptable
73
Driver’s Decision-Making Styles
two key factors that determine an individual’s style of decision-making:
1) amount of information considered (analysis of the situation)
2) focus or number of alternative decisions identified (formulation of a solution)
74
Driver, Brousseau, & Hunsaker's 5 basic decision-making styles
1. decisive style: satisficing, uni-focus style (speed and efficiency)
2. flexible style: satisficing, multi-focus style
3. hierarchic: maximizing, uni-focus style
4. integrative style: maximizing, multi-focus style
5. systemic: maximizing style, that can be uni-focused or multi-focused
75
loss aversion
tendency to be influenced more by potential losses than potential gains when making decisions
76
prospect theory
people are adverse to loss (Tversky and Kahneman);
people are more willing to take a risk to avoid suffering any loss
77
organizational justice
the degree to which employees believe they are being treated fairly
78
distributive justice
the perceived fairness of outcomes such as hiring, performance appraisals, raise requests, or layoff decisions
79
procedural justice
the perceived fairness of the process or procedure by which outcomes are allocated
80
interactional justice
the perceptions of the interpersonal exchange between an individual and supervisor or third party
81
informational justice
the amount of information or the appropriateness of the explanations provided about why procedures were used or outcomes were distributed in a certain way
82
interpersonal justice
how an individual is treated by a supervisor or third party involved in executing procedures or determining outcomes
83
organizational culture
the shared assumptions, values, norms and tangible signs of organization members taught to new members through formal statements and informal behaviors
84
performance =
ability + motivation
85
need theories of motivation
people are willing to exert effort when that effort will lead to fulfillment of certain deficiencies or needs
86
Maslow's 5 basic needs
1) physiological needs (water, food, etc.)
2) safety needs (security)
3) social needs (company of and acceptance by others)
4) esteem needs (recognition from others)
5) self-actualization needs (self-fulfillment)
87
Alderfer’s ERG Theory
1) existence - physiological, safety
2) relatedness - social, esteem
3) growth - self-actualization
88
McClelland’s Need for Achievement
people with a high need for achievement desire autonomy and personal responsibility, prefer moderately difficult goals, and seek recognition for their efforts;
highly motivated to put effort into their work and tend to stay on the job longer and perform better
89
The Job Characteristics Model
1) Skill variety: The more skills required by a job, the more meaningful it is
2) Task identity: Jobs that constitute a whole piece of work are more meaningful than those that consist of some portion of the whole job
3) Task significance: Jobs that have clear importance to others are more meaningful than those that don’t
4) Autonomy: Jobs are more meaningful to the degree that they allow for worker independence, freedom, and decision-making authority
5) Feedback: Jobs providing built-in feedback are more meaningful than those that do not
90
Goal-Setting Theory
the most important contribution to a worker’s willingness to work to achieve goals is conscious acceptance of and commitment to the goals by making challenging but attainable goals and receiving feedback
91
Locke's 2 purposes of goals
basis for motivation and they direct behavior
92
Management by Objective (MBO)
having an employee and their superior agree to specific, measurable goals that the employee will accomplish during a specific time period
93
equity theory
people assess both their inputs (contributions to the work situation) and their outcomes (the rewards they receive for their work) compared to that of other workers to see if it is equal (AKA equity) or unequal (AKA inequity);
employees are motivated to create equity
94
outcome justice
the fairness of outcomes such as raises and promotions
95
expectancy theory
1) the belief that effort will lead to successful performance (expectancy beliefs);
2) the belief that successful performance will result in certain outcomes (instrumentality beliefs);
3) the desirability of those outcomes (valence)
96
reinforcement theories of behavior
1) ppl keep doing things that have rewarding outcomes
2) ppl avoid doing things that have negative outcomes
3) ppl eventually stop doing things that don’t have rewarding outcomes
97
personal characteristics related to job satisfaction
older age, higher level in the organization hierarchy, white
98
the strongest predictor of job success
skill utilization
99
organizational commitment
the extent to which a person identifies with an organization and is willing to work to help the organization achieve its goals
100
Baltes and colleagues (1999) research on compressed work week (CWW)
positive effects on supervisor ratings of employee performance, employee overall job satisfaction, and employee satisfaction with the work schedule;
however, it was not found to have a strong impact on job performance or absenteeism
101
causes of work stress
quantitative overload (too much work to do in the time available), qualitative overload (work that is too difficult), work underload (too little work to do or work that is too easy), having no control over one’s work or the work environment, violence, downsizing
102
factors that can reduce the effects of job-related stress
high job satisfaction; high autonomy and power; social support; good physical health; and sufficient ability to perform the job
103
those at high risk for burnout
women, single and divorced employees, people who have little opportunity for promotion, and professionals who deal frequently with other people
104
performance evaluation
AKA performance appraisal or merit rating;
process of evaluating a person’s job performance;
determine whether an employee is entitled to a raise or bonus, provide employees with feedback about their performance, make decisions related to promotions, placement, transfers, or dismissals
105
research on peer ratings
they are valid as predictors of job performance, particularly for predicting supervisor ratings, promotions, and training success
106
paired comparison system
each employee is compared with every other employee on each job behavior;
the larger the number of employees, the more impractical this method is to use
107
forced distribution system
rater categorizes employees into a predetermined distribution (e.g., the top 10%, the next 25%, the middle 30%, the next 25%, the bottom 10%)
108
Behaviorally Anchored Rating Scales (BARS)
employees are rated on several dimensions of job performance;
for each dimension (e.g., motivation, decision-making), a set of “behavioral anchors” (critical incidents) is created, with each anchor being tied to a numerical point on a Likert-type scale
pros: produces information that is useful for employee feedback, its format and development process may improve rating accuracy
cons: time-consuming to construct, specific to the particular job for which it was developed
109
Behavioral-Observation Scales (BOS)
rater indicates how often the employee performs each critical incident (e.g., always, sometimes, never)
110
Forced-Choice Checklists (FCCL)
presents the rater with a series of statements that have been grouped so that the statements in each group are similar in terms of social desirability and ability to distinguish between successful and unsuccessful job performance;
pros: reduce social desirability and other rater biases
111
negative halo
negative overall impression of a person influences the perception of their specific traits or abilities;
opposite of halo effect
112
best way to reduce bias
adequately train raters;
training is most effective when it focuses less on rating errors and more on accuracy - teaching raters to recognize the multiple contributors to good job performance and to evaluate behavior in an objective way
113
most valid predictors of job performance across jobs and settings
cognitive ability tests;
validity increasing as the complexity of the job increases
114
research on work samples
1) mean correlation between work sample tests and measures of job performance of .33;
2) work samples of motor skills have more validity than work samples of verbal skills;
3) acceptable to applicants, less likely than other methods to unfairly discriminate against members of minority groups;
4) used as trainability tests (identify ppl who are likely to benefit from training)
5) part of a realistic job preview, which reduces turnover
115
research on interviews
1) moderately accurate in predicting job performance - average validity coefficient is .37
2) validity depends on the content of the interview (situational, job-related, or psychological), the nature of the criterion (job performance, training performance) and how the interview is conducted (structured vs. unstructured; individual vs. panel)
3) situational interviews have higher validity than job-related interviews, which have higher validity than psychologically based interviews
4) structured interviews have higher predictive validity than unstructured interviews, and structured board interviews using consensus ratings are associated with the highest corrected validity
116
Biographical Information (Biodata)
ask for information about an applicant’s work history, education, and personal interests and skills;
only slightly less valid than cognitive ability for predicting job performance;
pros: particularly useful for predicting turnover, equally valid for members of different racial/ethnic groups;
cons: specific to the job and to the organization for which they were devised, lack face validity
117
in-basket test
simulation exercises (work samples) seeing how a participant responds to the kinds of tasks (memos, reports, messages) that he or she would actually encounter on the job
118
differential validity
the validity coefficients for two subgroups differ significantly
119
ADA and illicit drug use
specifically excludes individuals who are “currently engaging in the illegal use of drugs” from protection under its provisions;
protect past substance abusers as long as they are participating in or have completed a supervised rehabilitation program and are not currently using drugs;
drug testing is not prohibited by the ADA
120
multicollinearity
predictors are highly correlated;
several independent variables in a model are correlated
121
multiple regression
used to estimate an applicant’s score on a criterion on the basis of his or her scores on two or more predictors;
compensatory technique
122
multiple hurdle
applicants must also meet a minimum level of performance on multiple predictors in order to be selected;
predictors are administered one at a time, in a predetermined order, with each predictor being administered only if the applicant was successful on the previous one;
noncompensatory
123
4 components of needs assessment
1) organization analysis: “Is training what the organization needs to solve its problems?”
2) task analysis: determining what knowledge, skills, and abilities are required to perform the job satisfactorily - yields a set of objectives that form the instructional goals
3) person analysis: determine if employees have deficits in the areas identified by the task analysis
4) demographic analysis: determine the training needs of employees from different groups (i.e., younger vs. older employees)
124
pros and cons of on-the-job training
pros: job rotation, no training facility or trainers,
cons: carelessly planned, poorly implemented, danger that production rates will be slowed and that accident rates will increase, current workers may not make the best trainers
125
vestibule training
providing training in a physical replication or simulation of the actual work environment and conditions
126
Programmed instruction
presents information that has been broken down into logical, organized sequences;
not effective for teaching many complex skills, but it is useful for teaching content knowledge
127
Super's Career and Life Development Theory 5 stages
1) Growth (Birth - 15 years): begin to develop capacities, attitudes, interests, and needs associated with the vocational self-concept
2) Exploration (15-24 years): career choices are narrowed but not finalized
3) Establishment (25-44 years): effort is made to establish a permanent place in the chosen occupational field
4) Maintenance (45-64 years): continuation of the person’s established pattern
5) Decline (65+ years): a decline in work output and eventual retirement - finding non-vocational sources of satisfaction, modification of the self-concept
128
career maturity
extent that a person has mastered the tasks related to his or her developmental stage (Super)
129
life space
varied social roles adopted at different points during the life span (e.g., child, student, worker, spouse)
130
Tiedeman and O’Hare’s Decision Making Model
career-related correlates to each of Erikson’s 8 psychosocial crisis resolutions over a lifespan;
differentiation comes from realizing that an occupation is not “fitting” with a person’s personality - different choice would be considered, and action eventually taken
131
Miller-Tiedeman and Tiedeman's Decision Making Model
two kinds of reality (personal reality and common reality);
for individuals to enhance the development of their careers, they must be aware of the two realities
132
Gottfredson’s Theory of Circumscription and Compromise
gender and prestige influence and limit career choice;
expression of occupational aspirations emerges as a process of elimination or is the outcome of the competing processes of circumscription and compromise
133
Hersey and Blanchard’s 4 types
1) telling: ability and willingness to accept responsibility are both low (high task orientation and low relationship orientation)
2) selling: low ability but high willingness to accept responsibility (high task orientation and high relationship orientation)
3) participating: high ability but low willingness to accept responsibility (low task orientation and high relationship orientation)
4) delegating: ability and willingness to accept responsibility are both high (low task and low relationship orientation)
134
incentive theory
focus on incentives which motivate employees to be most productive;
orgs which rely on external, material rewards (e.g., salary, fringe benefits) are viewed as being the most flexible, since the same type of reward can be used for different activities or behaviors;
raised productivity by 6%
135
fairness of pay
1) extent to which pay is related to level of performance;
2) comparable worth, or the extent to which pay is perceived to be equitable relative to what others in similar jobs or with similar qualifications are making
136
low selection ratio
lots of applicants to choose from (which is preferable to having only a few to choose from)
137
base rate
how selection in place now is doing;
moderate base rate is preferable to a high or low base rate b/c there's room for improvement in the selection process;
when base rate is high, the company is already doing a good job and doesn't need a new predictor;
when base rate is low, this usually means that something other than selection is the problem (e.g., the company's performance standards are too high or there just aren't enough good applicants to choose from)
138
Holland and a highly differentiated person
someone who scored high on only one of the personality types;
Holland believed that high differentiation would best predict the outcome of a personality and occupational match
139
passive management-by-exception
leaders that take corrective action with negative feedback or reprimand only after followers' mistakes have been called to their attention
140
which predictor has the highest correlation with turnover
biographical information
141
group cohesiveness and group productivity
associated with higher productivity when management is supportive of the group'
high levels of support being associated with higher levels of productivity and management hostility or indifference being associated with lower productivity
142
personality variables correlated with job performance
conscientiousness
143
work-family conflicts
1) time-based: role pressures stemming from the two different domains compete for the individual's time (most common);
2) strain-based: the strain experienced in one role domain interferes with effective performance of role behaviors in the other domain;
3) behavior-based: conflict stemming from incompatible behaviors demanded by competing roles
144
flextime outcomes
positive effects on employee absenteeism (i.e., improved attendance), productivity, satisfaction with work schedule, and job satisfaction
145
Cleary model
a test is considered unfair if the slope and/or the y-intercept of the regression line is different for one subgroup than for another;
effect is that differences between subgroups on predictor scores wouldn't be reflective of differences between the groups on the criterion - low scorers in one subgroup might do just as well on the criterion as high scorers in the other subgroup
146
mixed standard scale
tries to overcome rater biases by arranging, in a non-hierarchal manner, items that describe performance as either good, average, or poor - then the rater rates whether the individual performs better, equal to, or worse (+, 0, -) than the behavior described in the item;
items are arranged in a way, which supposedly helps reduce rater biases
147
criterion deficiency
what is missed or deficient in the criterion used;
degree to which the actual criterion fails to overlap with the conceptual criterion
148
formative evaluations
conducted during the delivery of the intervention to identify ways to improve it
149
summative evaluations
conducted at the end of the intervention to evaluate its effectiveness and participants' reactions to it
150
Research has generally found that job enrichment
leads to increased job satisfaction, decreased absenteeism and turnover, and in some cases, increased job performance in terms of quality rather than quantity;
benefits are greatest among younger, well-educated, employees who have a high need for achievement
151
when jobs are redesigned according to the job characteristics model
improvements in satisfaction, absenteeism, turnover, and motivation;
work quality is less likely to be affected
152
valence
the desirability of the consequences of performance
153
Landy's (1978) Opponent Process Theory
when a person experiences an extreme emotional state, his or her central nervous system mechanisms attempt to bring him or her back to a state of emotional equilibrium or neutrality;
in returning to neutrality, the emotional state may even surpass equilibrium and progress to the opposite emotional state
154
Lawler's (1973) Model of Facet Satisfaction
workers compare what their jobs should provide in terms of job facets to what they currently receive from their jobs
155
Warr's (1987) Vitamin Model
certain features in the workplace act in much the same way as vitamins;
the level and combination of stressors have an effect on well-being and as with vitamins, some of the features start to have a negative effect if they increase beyond a recommended daily dose
156
goal-setting theory
when people accept goals, they intend to achieve them and, therefore, are willing to put forth the effort to do so
157
career anchor
his or her self-concept consisting of self-perceived talents and abilities, basic values, motives, and needs as they pertain to the career
158
organizational developmental intervention called team building
designed to improve the problem-solving abilities of goal-oriented work groups
159
Dawis and Lofquist's (1964) Theory of Work Adjustment
defines satisfaction as an individual's satisfaction with a job based on how well it meets the individual employee's needs
160
expectancy
belief that effort will lead to success performance
161
instrumentality
beliefs that successful performance will result in certain outcomes
162
self-efficacy and work-related performance
self-efficacy positively related to work-related performance;
moderated by task complexity and situational factors present in work environments
163
Guttman scale
items are arranged in an order so that an individual who agrees with a particular item also agrees with items of lower rank-order
164
three forms of job commitment
1) affective commitment: psychological attitudes toward the organization;
2) continuance commitment: costs of leaving the company;
3) normative commitment: perceived obligation to stay with the company
EPPP
flashcards
Decks in class (11)
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