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PSYCH 364 Exam #3
| Term | Definition |
|---|---|
| selection utility | degree to which an HR function (e.g., a selection procedure) is worth the time or money it requires |
| Strategically Choosing & Combining Selection Procedures (GOAL) | GOAL= selection procedures correlated - Selection procedures should complement - Each procedure uniquely predict |
| Interviews | MOST commonly used - conversation or discussion between a job applicant and an organizational representative used to screen job applicants |
| 1. Unstructured interviews | interviewer has a conversation with a job applicant with no fixed protocol for each applicant - Conversation w/ applicant - Low validity - Part of hiring decisions |
| 2. Structured interviews | interview in which all job applicants are asked the same, job-related questions - Ask the same questions - Good predictive validity |
| 2 Types of structured interviews | 1. Situational interview 2. behavioral interview |
| Situational interview | job applicants are asked what they would do in a hypothetical work-related situation - Hypothetical situation |
| Behavioral interview | uses questions about how applicants handled a work-related situation in the past - handling past situation |
| Interviews: Manager’s Toolbox- Best Practices | Job related questions / consistent treatment Trained interviews / take notes More than one interviewer / rating scale |
| Personality Test: 5 Factor Model (FFM) / “Big Five” | Personality typology- OCEAN Validity not as high as structured interviews Negative- not answering honestly |
| Five Factor Model (FFM) | model of normal adult personality that includes the dimensions of Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism |
| OCEAN | Openness to Experience, Conscientiousness, Extraversion, Agreeableness, Neuroticism |
| Integrity test | test specifically developed to assess applicants’ tendency toward counterproductive and antisocial behavior |
| 2 types of integrity tests | Personality-based subtle wording Overt integrity tests negative behaviors |
| Personality-based integrity tests (covert) | considered to be a function of conscientiousness, neuroticism, and agreeableness - more subtle in their wording, such that the “correct answer” may not be obvious to test takers |
| Overt integrity tests | ask the test taker to give their opinions about negative behaviors at work whether such behaviors are acceptable, and whether they have engaged in these behaviors themselves |
| Cognitive ability test | measure of the ability to perceive, process, evaluate, compare, create, understand, manipulate, or generally think about information and ideas - Valid, low costs equals high utility - Prone to disparate impact |
| Assessment | processes of thinking - Valid, low costs equals high utility - Prone to disparate impact |
| Emotional Intelligence (EI) | One’s ability to recognize and appraise emotions in oneself and others and behave accordingly |
| Work sample | A sample or example of the work produced by a job applicant Produced by applicant Good validity / content validity More expensive |
| Situational Judgement Tests (SJTs) | test that captures some of the realism of work sample tests but in a format (e.g., multiple-choice) that can be used more easily with large numbers of applicants - Low-fidelity simulation Realism of work sample |
| Assessment Centers | specific type of work sample, often used for manager selection - Management skills - Remote site over days - Good content validity but expensive EX: role play |
| Training/ Experience Forms | Ask applicants abt their work-related education, training, experience Different sort of resume Variability in validity |
| Biodata | Information about a job applicant based on their personal history that can be used to make selection decisions |
| Assumption (biodata) | past behavior predicts future - Can focus on nonwork experiences - Solid validity |
| References | involves gathering references from past employers, typically obtained through letters of reference Letters of recommendation/ reference from past employe Usually positive, applicants ask people they know |
| Resumes: Using Resumes for Job Applications | Include KEY words match ad Tailor resume to application Meaningful cover letter |
| Resume | MOST common screening method, job applicants describe their job-relevant education / work experience - First hurdle screening method - NO single format |
| Background Checks | Goal is to avoid disqualifying an applicant who is otherwise qualified during selection Changing bc of “Ban the Box” laws Employers wait until after a job has been offered Background check for high-security jobs |
| Solid validity | the degree to which a test or measurement accurately reflects what it is intended to measure |
| Current Issues in Selection | Social media Differentiate social networking Diversity / inclusion top issue Credit history not associated workplace deviancy |
| Applicant reactions | Job applicants’ perspective regarding both the selection procedures they encounter and the employer that uses them |
| Applicant Reactions to Selection Methods / Procedures | Can affect their willingness to buy the companies products or even if they decide to accept a job offer Fair treatment, feedback, respect communication Selection methods related to job |
| candidate experience | term for applicant reactions often used by employers |
| Deployment of Selection Procedures | Multiple-hurdle approach- sequentially Less expensive procedures first Then tests given in order of cost |
| Multiple-hurdle approach | When a series of selection procedures is administered sequentially and applicants must pass each hurdle to move to the next one |
| Training needs assessment | evaluation of the organization, the jobs, the employees to see where training is needed/ what kind of training is needed |
| 3 phases of training needs assessment | 1. Organizational analysis 2. Job analysis 3. Person analysis |
| 1. Organizational analysis | involves numerous steps getting to know the organization at a broader level for a training program to be developed to fit the organization - organization’s goals, strategies, culture (attitudes), resources, external environment (laws/ regulations) |
| 2. Job analysis | helps determine which KSAOs (knowledge, skills, abilities, other characteristics), tasks, competencies (KSAOs) are associated with a job + the critical incidents that employees encounter on the job to develop an effective training program |
| 3. Person analysis | evaluating individual employees within an organization, finding out who needs training and what training should they receive |
| Career management | continual process of setting career-related goals/ planning a route to achieve those goals |
| Measure of career success (fall into 2 categories) | 1. Objective career success 2. subjective career success |
| 1. Objective career success | factors that can be observed by others or can be measured in a standardized way (e.g. promotion rate, salary, job prestige) |
| 2. Subjective career success | whether individuals perceive that they are having meaningful career outcomes (e.g. career satisfaction) |
| Career Management activities | work performed, personal relationships, education |
| 1. Work performed | - job rotation - challenging (stretch) assignments |
| Job rotation (worked performed) | rotating employees from one job to another, which allows them to learn new skills |
| Challenging (stretch) assignments (worked performed) | task an employee is given outside their current KSAOs, but don’t want to stretch employees too far they might fail |
| 2. Personal relationship | at work are important: - Relationships with managers/ other higher ups can make or break a career - These relationships can be helpful for mentoring to achieve positive career outcomes |
| 3. Education | Employees seek additional education to help them gain more skills on their own time or from their organization |
| Career movements | defined by PROMOTIONS, TRANSFERS, DEMOTIONS (employee’s career path essentially) |
| Promotion | Employee is moving up in the organization/ given more responsibility within their job and roles INCREASE Usually is seen through a pay increase that compensates the employee for taking on these extra tasks |
| Transfer | Employee makes a move or switch to a different location, department, or position within the same organization without a major change in job duties, responsibilities, or compensation LATERAL - can be temporary or permanent |
| Demotion | Manager or organization reduces an employee’s job duties, responsibilities, or job title DECREASE Depends on the situation / can be temporary or permanent |
| Key factors that can affect careers | organizations: NEED to give employee the correct tools that are essential to develop their careers, promote a culture surrounded by learning and growth individuals: career management strategies |
| Career management strategies | recognizing one’s own strengths/ weaknesses, seeking to foster strong mentor relationships, creating career goals and sticking to them, taking on new challenges within the organization (e.g. challenging assignments) |
| 3 Factors Affecting Career Sustainability | 1. individual factors 2. person's context 3. individual / contextual issues can change over time |
| Individuals Factors | someone who is proactively looking ahead in career/ reactively adjusting to sudden changes (e.g. job loss) |
| Person's context | person’s organization, work group, labor market, and family needs, which shapes their overall career |
| Individual + Contextual Issues can Change Over Time | employee’s work interests may change, the labor market may alter, affecting sustainability of current career |
| Career Development for Training | involves strategies + programs that supply trainees with the skills / knowledge to advance their careers as they go through the training process and develop |
| Benefits of Career Development | - Individual - Organizational |
| Individuals (benefits for career development) | Skill Enhancement Gaining Knowledge (KSAOs) Growth in Career Increase Motivation & Job Satisfaction |
| Organizational (benefits for career development) | Retain Employees & Improve Engagement Strengthen Productivity & Performance Reduce Costs of Training Enhance Organizational Culture |
| significance of training methods | BEST thing an organization can do: choose the best COMBINATION of methods |
| On the job training (OJT) | New employee works on the job to learn it / under the supervision of a higher-up or senior employee - Most effective type of training |
| Informal field-based learning (IFBL): | learning from jobs outside of formal training |
| 6 training methods | 1. on the job training 2. lectures 3. simulators 4. programmed instruction 5. e-learning 6. behavioral modeling training |
| Lectures | training events where an expert speaks to a group of employees/ workers to explain and give knowledge to those individuals |
| Simulators | allow the trainer to reveal to the trainee some important and rarely occurring conditions - Dangerous professions provide simulations - VR is form of simulation |
| programmed instruction | involves dispensing the trainee with a set of learning modules + steps (often the instructions administered via a computer or online) |
| E-learning | training that is delivered through an online platform via computer or mobile devices |
| Behavioral modeling training | trainee observes an individual (the model) perform a specific behavior (via live in person or in a video), practice that specific behavior, and then gather feedback about their own performance |
| Mindfulness training | teaches a person to be present in the moment / to notice things around them in a nonjudgmental way → helps increase employee well-being |
| Gamification | training that is made into game or competition among employees in terms of scores on their training performance |
| Micorlearning | type of e-learning that shows small bit of knowledge at a time (short learnings- each a few minutes) to keep the trainee attentive |
| Onboarding | helping new employees adjust to new organizations communicating to them the knowledge, skills, culture, behaviors, attitudes required to successfully perform/ function within the organization |
| BEST onboarding efforts focuses on... | welcome inform guide |
| Work | activities (e.g. welcome kit, socials, gifts) that invite new employees to know the organization/ each individual better |
| Inform | provide new employees with resources (e.g. sources/ materials) + training to help them learn what is expected of them |
| Guidance | from coworkers, manager, mentors more successful than those who find their own |
| Training for Specific purposes | - for managers / leaders - increase team effectiveness - diversity training |
| Training for managers/ leaders | - role plays case studies games/ simulations - executive coaching |
| role-plays | trainees act in managerial situation (e.g. counseling a difficult person) |
| case studies | participants analyze a challenging business case |
| games/ simulations | teams challenge each other as if they were businesses in competition |
| executive coaching | advice/ counseling to managers regarding their work/ careers |
| Increase team effectiveness | Team members taking on each other’s jobs/ learning how to better communicate + collaborate among themselves |
| Measures of training effectiveness (kirkpatrick's model) | results (top tier) behavior learning reactions (bottom level) |
| Results | Whether the training actually translates into improved organizational outcomes |
| Behavior | Actual behavior on the job that is an outcome of training, could be measured by supervisor |
| Learning | Measures of whether the trainee actually gained some sort of knowledge or skill while in training |
| Reactions (bottom level) | assessment of how trainees react to training such as whether they thought it was valuable |
| Diversity training | Affective, cognitive, skill-based outcomes Sexual harassment training: to prevent SH Changing knowledge, skills, attitude, behaviors |
| training utility reactions | Trainees’ belief that the training was actually relevant and useful to their jobs |
| Key conceptualizations of effectiveness of training (1-2) | Is it always necessary to determine whether a performance outcome is attributable to a training program? Assuming that there seemed to be change in the training outcomes, can we actually attribute it to training? |
| Key conceptualizations of effectiveness of training (3-4) | What is happening during the learning process, how should we change/adjust the training to address any problems identified? Who are the end users of the training evaluation data? How can the results of the training evaluation be honed to fit their needs? |
| Training | organizations is the process of teaching skills/ knowledge to improve performance |
| Why is training important | Address specific organization’s needs Align w/ organization’s objectives Meet employees’ needs |
| compliance training (external enviro for organizational analysis) | instruction focused on regulations, laws, and policies related to employees’ daily work |
| Identifying KSAOs/ candidates for development (person analysis) | Skills that need development Which employees need training Same training vs. individual training Data, appraisals, surveys used |
| Trainee demographics (person analysis) | Demographic data might affect type of training approach to use Age / education level Can alter type of training |
| Developing training goals (person analysis) | Needs assessment identifies gap between what the job requires and what KSAOs the trainees currently possess Specific behavioral terms Basis of the training Employees learning |
| Apprenticeships component of OJT (crucial element) | formal training program to learn a trade or profession |
| OJT advantages | high potential for training to transfer back to workplace useful for combination w/ other training methods real world experience |
| OJT disadvantages | Trainer needs to be given proper support in order to be a good trainer/ train the employees well, if not supported, then they can’t train effectively |
| Lecture advantages | Effective for getting knowledge to large numbers of people quickly Excellent supplement to other training methods Interaction between the lecturer/ trainees/ can be engaging Provide value in training many types of tasks/ skills |
| Lecture disadvantages | may be boring or unengaging if not interactive enough less useful on its own for teaching hands-on skills |
| Simulators advantages | provide training of activities that would dangerous to learn all on the job simulate rarely occurring/ important situations for learners |
| Simulators disadvantages | the simulator equipment / materials are costly |
| Programmed Instruction advantages | Go at own pace Feedback is given as to whether or not they have mastered the materials Available from various sources/ vendors, meaning organizations don’t necessarily have to develop their own materials Good in co-occurrence with other methods |
| Programmed Instruction disadvantages | Cost may be expensive, but may pay off in long run Possibly disengaged employees if good content is not used Some employees want to learn from a live trainer Learning is only as good as the content that is presented from these instructions |
| Programmed Instruction aspects... | After each of the learning modules → trainee takes a quiz to showcase they have understood / mastered the material If pass the quiz → move on to the next module If quiz is not passed → restart the module |
| E-learning advantages | flexibility of when/ where the employee takes the training can provide training to large numbers of trainees regardless of location |
| E-learning disadvantages | NOT sufficient for certain skills (e.g. interpersonal skills) Should be tailored to individual/ organizational needs More seen as fitting into a larger training system w/ multiple other training methods |
| Behavioral Modeling Training advantages | effective learning method/ the effects last over time providing POSITIVE (what to do)/ NEGATIVE (what not to do) models to trainees seems to improve the transfer process like we talked about earlier |
| Behavioral Modeling Training disadvantages | may be more useful for specific types of training (e.g. interpersonal skills) |
| Onboarding New Employees: Effective Newcomer Onboarding Behaviors | New employees should engage in proactive behaviors (e.g. seeking feedback, socializing with coworkers, networking, building relationships) |
| Analyzing the Effects of Training on Training Criteria | FIRST step → developing good measures of training effectiveness SECOND step → linking these specific measures to training program itself |
| Enhanced Learning | Trainee charatceristics Organizational context --> outcomes Delivery |
| Trainee characteristics | - self efficacy - motivation metacognition cognitive ability personality |
| Self-efficacy (trainee characteristics) | a person’s belief that they can accomplish a task |
| Trainee motivation (trainee characteristics) | sustained motivation of employees during the training process, which is a predictor of training success |
| Trainee motivation (2 theories) | 1. Goal setting 2. Expectancy theory |
| Goal setting theory | setting specific, difficult yet achievable goals for people will lead to the highest performance |
| Goal setting should... | make the training goals specific but achievable clearly communicate training goals to the learner provide feedback as to how well the goals are being achieved |
| Expectancy theory | if a person sees their efforts will lead to greater performance, and if they believe that performance will lead to an outcome they value, they will be more motivated |
| Metacognitive skills (trainee characteristics) | person’s ability to step back and assess their own skill, performance, or learning |
| Cognitive ability (trainee characteristics) | related to a person’s learning speed |
| Personality (trainee characteristics) | individual’s dispositional and relatively stable pattern of cognition, behavior, and emotion |
| Organizational Context: Enhancing Transfer | climate/ culture support for training rewards identitical elements principles behavioral tracking |
| Training transfer | whether the training results in changes in job performance |
| Training transfer climate | support for training transfer in the work environment from supervisors and coworkers |
| Identitical elements | extent to which the training environment is the same as the actual work environment and thus enhances training transfer |
| Transfer through principles | teaching learners the principles underlying a training concept in order to enhance transfer |
| Behavioral tracking | process in which trainees keep track of their on-the-job behaviors and whether they are performing the behaviors they learned in training |
| Training Delivery Characteristics | Feedback Training relevance Learning schema |
| Feedback | information provided to an employee regarding their performance - Feedback to workers increases success |
| Training relevance: | degree to which trainees see the training as important to their jobs |
| Learning schema: | outline or framework to help the learner organize the training material so that they will better retain the material |
| Additional training delivery concepts for certain training situations | Overlearning Massed learning Spaced learning |
| Overlearning | trainees repeatedly practice a particular behavior in the training situation so that they can perform the behavior automatically without much cognitive effort |
| Massed learning | training that occurs in one large chunk at one point in time all at once |
| Spaced learning | training that occurs through several sessions over time |
| Performance management: | the process of measuring, communicating, managing employee performances in the workplace so that performance is aligned with organizational strategy |
| Performance appraisal | the measurement/ evaluation of employee performance (included in performance management, usually the first step) |
| Issues with performance management | Performance managements often completed annual appraisals Infrequent feedback resulted ineffective for most employees |
| Purposes of performance appraisal (5) | 1. Feedback 2. Development / Problem solving 3. Decision making 4. Data analytics 5. Legal purposes |
| Feedback (PA purpose) | To increase performance → employees need to know where they stand in order to improve |
| One-on-one meetings (to provide feedback) | meetings managers have with their direct reports on a regular basis, usually weekly, to discuss performance goals, progress, and related issues |
| Development & Problem Solving | Measuring performance is crucial step before taking corrective actions Identifies employee strengths / weaknesses to enhance job performance |
| Decision-Making | Organizations may want to make certain decisions using the performance metrics available to them - Performance data influences promotions, salary increases, bonuses |
| Data Analytics | Ability of a firm to harness the power of data analytics depends on the availability of high-quality data on critical outcomes of interest |
| Legal Purposes | Performance metrics that are objective, accurate, and regularly collected are useful in defending organizations against costly lawsuits |
| Challenges of conducting fair and objective PA (2 views) | 1. Traditional view 2. Modern view |
| Traditional view (PA as measurement tool): | focused on eliminating bias through different rating formats/ rater training programs - Assumes performance can be measured objectively, though the design of appropriate instruments |
| Modern view (performance ratings as motivated actions): | appraisals are influenced by managerial motives/ biases rather than being purely objective - Managers not always motivated to rate employee performance accurately |
| Characteristics of effective PA systems (4) | 1. Strategic alignment 2. Perceived fairness 3. Accuracy 4. Practicality |
| Strategic Alignment | Motivated employee’s to demonstr ate behaviors aligned w/ the strategic direction of the company - MOST effective PA systems align w/ corporate strategy |
| Perceived Fairness | Usefulness of a PA system as a tool in performance management depends on the degree to which it is perceived as fair |
| 3 characteristics of PA due process/ fair systems | 1. Adequate notice 2. fair hearing 3. judgment based on evidence |
| Adequate notice: | idea that employees should be evaluated using criteria / standards that were clearly communicated to them in advance |
| Fair hearing | formal review meeting explaining to the employee why/ how a particular rating was given |
| Judgement based on evidence | principle that performance stanrdards are administered consistently across all employees and that the ratings are, to the degree possible, free from personal biases and prejudice |
| Accuracy | Difficult to achieve → difficult to measure - difficult to measure bc true scores are not known but a good goal to have (alot to do w/reliability/ validity of ratings) |
| Practicality | will affect how motivated managers are to rate employees accurately / how engaged employees / managers are with the system |
| Determining Purposes of PA (2) | 1. Developmental purposes 2. Administrative purposes |
| Developmental purposes | performance review conducted for the purpose of improving performance |
| Administrative purposes | performance review conducted to make decisions in the organization |
| Desired outcomes of performance appraisal (2) | 1. Narrative reviews 2. Numerical ratings |
| Narrative reviews | better for coaching / feedback, allowing detailed insights without rigid scoring |
| Numerical ratings | best for distinguishing employees when making salary or promotion decisions |
| Defining Performance (3 apporaches) | 1. Trait 2. Behavior 3. Results-based |
| Trait appraisals | measures employee attributes like dependability, helpfulness, product knowledge - characteristics the employee’s has |
| Trait appraisals advantages | Simple + Cost-effective to develop NO need to define specific behaviors for high performance |
| Trait appraisals disadvantages | Prone to rater errors/ lack of accuracy in ratings (quite vague) Ratings can be subjective / unreliable could make negative feedback feel personal rather than constructive |
| Behavioral appraisal | measures how often employees demonstrate specific behaviors at work |
| Behavioral appraisal advantages | Provides clear, observable, actionable feedback Behaviors are under the employee’s control |
| Behavioral appraisal disadvantages | Assumes a fixed way to achieve high performance, which may not fit all jobs May reduce autonomy (self-control/ freedom) |
| Results-based appraisal | evaluate employee performance through outcomes like sales, productivity, customer satisfaction (outcomes of the job) |
| Results-based appraisal advantages | Results are naturally occurring outcomes of performance at work (less subjective) Strengthens alignment between individual work/ organizational goals or (KPIs) Reduces accusations of favoritism or bias |
| Results-based appraisal disadvantages | Not always under control of employees important aspects of an employee’s performance may not have easily measured metrics metrics can be misleading |
| Goal setting (MBO) | increases motivation/ performance by providing direction/ clear expectations - Part of the Management by Objectives (MBO) - Goal-setting periods provide checkpoints for evaluating progress/ offering feedback |
| Management by Objectives (MBO) | management strategy in which organizational goals are translated into department / individual-level goals |
| Key performance indicators (KPIs): | measurable business metrics that are aligned w/ a company’s strategy |
| SMART Goals | goals that are specific, measurable, aggressive, realistic, time-bound |
| What do SMART Goals do... | Provide structure by turning vague objectives into focused / actionable steps Encourage challenging yet achievable performance levels that inspire growth |
| Electronic Monitoring | using technology to observe, record, analyze information that directly or indirectly relates to employees’ job performance |
| Sources of Ratings (5) | 1. Absolute ratings 2. graphic rating scale 3. behavioral anchored rating scale (BARS) 4. behavioral observation scale (BOS) 5. Relative rankings 6. Qualitative assessment |
| Absolute Rating | compare employees to performance standards- ideal for fairness / consistency |
| Graphic Rating Scale | Raters are presented w/ attributes + behavioral descriptions |
| Behavioral Anchored Rating Scale (BARS): | employees behavior is measured on a scale that describes specific examples of behaviors that could occur for different levels of performance |
| Behavioral Observation Scale (BOS): | rater assess the frequency w/ which the employee displays the behaviors in question Increase accuracy w/ observable actions |
| Relative Rankings | compare employees to each other-useful for identifying top performers but may hurt collaboration |
| Relative Rankings (3 types) | 1. straight ranking 2. paired comparisons 3. forced distribution or stck rankings |
| Straight ranking | when a rater rank-orders all employees from best to worst |
| Paired comparisons | creating rankings by comparing two employees at the same time until every unique pair of employees has been compared/ then compiling the results |
| Forced distribution or stack rankings | involves the rater placing a specific percentage of employees into categories such as expectational, adequate, poor |
| Qualitative Assessment: | describing the areas of strengths/ limitations for feedback purposes without assigning a numerical rating to each employee |
| Choosing the Source of Performance Info | 1. Managers 2. Coworkers 3. Direct Reports 4. Customers |
| Managers | management of performance of employees, such as reviewing or assessing performance - MOST knowledgable source - could be BIAS |
| Coworkers | effectively assess team contributions / collaboration skills including coworkers as raters can increase perceived fairness of evaluations - As teamwork becomes more common, coworkers are key stakeholders in assessing performance |
| Direct reports | subordinates provide valuable insights for evaluating managers/ helping them grow - Anonymity of this feedback is crucial to maintain the quality of subordinate feedback |
| Customers | both inside/ outside the company/ can offer helpful insight into how someone is doing at their job - HARD PART is Collecting it |
| Internal customers | coworkers who rely on your work / are users of an employee’s output within the same firm |
| External customers | are people outside the company who buy or use the service |
| Self Assessments | Self-ratings are valuable, especially for development / help employees reflect on their strengths - 360 degree appraisal |
| 360 degree appraisal: | multiple-rater systems, which present employees with feedback from different stakeholders/ have the potential to provide useful, rich information - When done well --> can become essential tool for employee development |
| Choosing the Ratee | 1. Team appraisal 2. Focal date reviews 3. Anniversary review |
| Team appriasal | team evaluation in which goals / performance are evaluated at the team level |
| Focal date review | performance reviews that take place on the same date for all employees |
| Anniversary review | performance reviews in which an employee is rated on the anniversary of their start date w/ the organization |
| Reliability (2 types) | 1. Interrater 2. test-retest |
| Interrater reliability | agreement between two+ raters when assessing the same subject - given same behaviors, different raters should evaluate the same person similarly |
| Test-restest reliability | measure how consistently a test yields the same results when administrtered to same individuals at diff times |
| Cognitive ability test pros | May be best predictors of job performance across range of job types with correlation to job performance as high as .51 Solid validity + combined with relatively low cost = high utility |
| Cognitive ability test cons | Prone to lead to disparate impact with means score of hispanics + blacks being lower than whites and asians Avoid both for diversity reasons and possibility of legal challenges |
| Other personality traits they have found to be useful in selection | Proactive adaptability honesty-humility |
| Proactive | Tend to recognize and act on opportunities at work |
| Adaptability | Ability to adjust to new situations Cultural, interpersonal, and learning |
| Honesty-humility | often seen to be “6th” Big 5 personality factor Tendency to be fair, honest, cooperative with others Negatively correlated with counterproductive work behavior |
| Physical Ability Tests | hire for physically demanding jobs - Standard work sample Determine various types of strength Then develop test |
| Physical Ability Tests (2) | Standard work sample test Determine various types of strength required for job / to develop tests that measure these physical abilities |
| Assessment Centers | Type of work sample Developed to assess management skills Typically carrier out over series of days at a remote site provided by organization - EX: role-play |
| Methods of collecting data from applicants (5) | 1. Training/ experience forms 2. Biodata 3. Resumes 4. References 5. Background checks |
| Job relatedness: | selection procedure is either obviously related to the job, or the applicant understands that it is important to the job |
| Opportunity to perform: | gives the applicants a feeling that they can show what they know or show what they can do relative to what is required for the job |
| Interpersonal treatment (respect): | applicant is treated with respect by people from the organization, this may include respect in communications with the applicant |
| Feedback timeliness: | letting the applicant know the final outcome in a timely manner |
| Consistency: | applicants are all treated in a consistent manner |
| What applicants want in a selection system? | treated fairly during hiring prefer selection methods that appear related to the job value feedback/ communication from employers - RESPECT |
| What procedures applicants prefer? | Work sample + Interviews - favorable evaluation: resumes, cognitive tests, references, biodata, personality tests - Less prefer: honest tests, personal contacts |
| Polygraphs: | generally outlawed except in certain jobs applicants in security service firms and pharmaceutical manufacturers |
| Why should employers care? | Candidates wouldn’t want to work for a company that treats them unfairly and disrespectfully |
| Multiple-hurdle approach advantages | Very efficient way to narrow down the candidate pool Focused and targeted selection Cheaper than administering individual interviews |
| Multiple-hurdle approach disadvantages | Can become costly potential bias |
| reliability | consistency of a measure |
| validity | accuracy of measure |
| predictive validity | job applicants and showing that their scores are correlated with their later job performance scores in order to demonstrate criterion-related validity |
| concurrent validity | current employees and showing that their scores are correlated with their current job performance in order to demonstrate criterion-related validity |
| Standard work sample test (physical ability test 1) | sampling the physical requirements |
| Determine various types of strength required for job / to develop tests that measure these physical abilities | determine the various types of strength required for the job (e.g., hand strength, arm strength) and to develop tests that measure these physical abilities |
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