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Flashcards

I-O Comprehensive Exam (Deck 1)

Kara Polk I-O Doctorate English 200 cards

Cards in this deck (200)

  1. 1Aquino & Thau (2009)Victims of workplace aggression have negative psychological, stress, fatigue, illness, and sometimes traumatized outcomes.
  2. 2Beehr et al. (2000)Stressors predict psychological strain; Positive social support predicted psychological strain reduction; Look at occupation-specific stressors.
  3. 3Bliese & Jex (2002)Multilevel modeling will add value to stress research, such as needed level of intervention.
  4. 4Brotheridge & Lee (2002)Service workers engage in surface or deep acting, expending resources hoping to regain more resources from rewards in the interaction. When either of these tactics don't work, then emotional exhaustion is felt.
  5. 5Brotheridge & Grandey (2002)Surface-level acting related to burnout (faking); Deep-level regulation related to a heightened sense of personal accomplishment.
  6. 6Cropanzano et al. (2003)Emotional exhaustion had a negative relationship with: (1) job performance, (2) OCB-O,(3) OCB to supervisor and (4) org commitment (social exchange). Positive direct effect on turnover intentions.
  7. 7Demerouti et al. (2001)Job Demands-Resources (JD-R) model. Working conditions can be categorized into demands and resources. Demands lead to burnout and lack of resources leads to disengagement.
  8. 8Ford et al. (2011)Psychological health (psychological well-being, depression, general anxiety, life satisfaction) had a positive relationship with performance. Health interventions may improve firm performance.
  9. 9Grandey & Cropanzano (1999)As work role ambiguity
    and conflict increase, and work demands interfere with family demands (WFC),
    one experiences more distress about the job. This negative state related to distress
    about one’s life, poor health, and thoughts of leaving the job. Experiencing
    family role stress and family interfering with work (FWC) created family
    distress. Used COR.
  10. 10Hardy et al. (2003)Psychological distress (especially depression; positive) and job satisfaction (negative) predicted absence.
  11. 11Hart (1999)Suggest we move beyond stressor-strain approach to look at how both positive and negative aspects of life impact employee's work.
  12. 12Hobfoll (1989)Conservation of resources (COR). Resources = objects, personal characteristics, conditions, and energies that are valued by the individual or that serve as a means of attainment. When stressed, individuals try to minimize net loss of resources. We employ other resources to make up for losses.
  13. 13Karasek (1979)Demand-resource model. Increase decision latitude without changing job demands in order to decrease mental strain and increase job satisfaction.
  14. 14Knudsen et al. (2009)Expanded JD-R model to management. Demands were performance demands and centralization (low centralization = employee participation in decision making). Resources were innovation in decision making and long-range strategic planning. Performance demands and centralization related positively to emotional exhaustion; Long-range strategic planning had a negative relationship with emotional exhaustion. Emotional exhaustion had a positive relationship with turnover intentions. Centralization (positive) and innovation in decision making (negative) had a direct effect on turnover intentions. Resource stronger effect than the demands. JD-R states both contribute equally. Make model less understood.
  15. 15Koeske et al. (1993)Control-oriented coping acted as a work-stress buffer; avoidance coping strategies reported higher negative levels of negative consequences three months later.
  16. 16Lee & Ashforth (1996)Demands = role ambiguity, role conflict, stressful events, heavy workload, pressure. Resources = social support, job enhancement (control, participation in decision making, autonomy), reinforcement contingencies. Both demand and resource correlates related more strongly to emotional exhaustion than to depersonalization or personal accomplishments. Emotional exhaustion and depersonalization strongly associated with turnover intentions, job satisfaction, and org commitment. (in line with COR) demands had stronger effects.
  17. 17Maslach (2003)Burnout; Lack of person-environment fit. Antecedents: single and younger employees; high neuroticism; low hardiness and self-esteem; more situational causes than individual. Exhaustion = social conflict and work overload; Cynicism = social conflict and work overload; men score higher. Inefficacy = lack of resources to get job done. All three can develop in parallel.
  18. 18Spector et al. (2000)Suggests not to control for negative affect since it is a construct of interest, not something biasing the result.
  19. 19Zhao et al. (2007)Psychological breach has an impact on job satisfaction, turnover intentions, and in-role performance. Psychological breach = explains the agreement employee-employers enter into.
  20. 20Beal et al. (2003)Group cohesion correlated higher with performance (behavior rather than outcome), efficiency measures (rather than effectiveness), and when team workflow became more intensive.
  21. 21Campion et al. (1993)Job design, interdependence, composition, conext, and process all related to productivity, satisfaction, and manager judgements. Job design and process more predictive.
  22. 22Campion et al. (1996)Replicate Campion et al. (1993). Work units higher in single team identity were higher on team characteristics and effectiveness measures.
  23. 23Colquitt et al. (2002)Procedural justice climate level (average procedural justice within the team) predicted team performance and absenteeism. Team size and team collectivism were antecedents of climate level. Team size (too big, less strength) and team demographic diversity negatively related to climate strength.
  24. 24De Dreu & Weingart (2003)Correlations between relationship conflict, team performance, and team member satisfaction = bad. Correlations between task conflict, team performance, and team member satisfaction = bad. Conflict = negative relations with team performance in highly complex jobs than less complex.
  25. 25Ganster et al. (1991)Member ability is an important contributor to group performance.
  26. 26Mathieu et al. (2000)Shared-team- and task-based mental models related positively with subsequent team processes and performance. Team processes fully mediated the relationship between mental models and team effectiveness. Mental model = organized model structure of knowledge that allows an individual to interact with their environment.
  27. 27Morgeson et al. (2005)Social skills, Conscientiousness, Extraversion, and teamwork knowledge incrementally predict contextual performance.
  28. 28Neuman & Wright (1995)Individual-level: agreeableness and conscientiousness predict peer ratings of team member performance beyond measures of job-specific skills and general cognitive ability. Group-level: both agreeableness and conscientiousness predicted supervisor ratings of work team performance, objective measures of work team accuracy, and work completed. At both individual and group levels agreeableness predicted interpersonal skills.
  29. 29Stevens & Campion (1994)Propose a KSA-specific HR system (conflict resolution, collaborative problem solving, communication, goal setting and performance management, and planning and task coordination) to improve selection, training, performance appraisals, career development, compensation, and job analysis procedures.
  30. 30Stevens & Campion (1999)Considering individual-level KSAs has a practical value to staffing work teams. Overlapped with GMA. Tested Stevens & Campion (1994). KSAs do relate to team work and task work performance (contextual), thus it is not redundant with GMA.
  31. 31van Knippenberg & Schippers (2007)Team diversity. More research and theories needed, but seems to be effective sometimes and less effective others.
  32. 32Byron (2005)Work Interference with Family and Family Interference with Work have different antecedents, thus they need different interventions. Demographic variables are poor predictors of conflict. Work variables = WIF & FIW (job involvement and schedule flexibility). Nonwork variables = FIW & WIF (Family stress, number of children, marital status). FIW only = job stress, family/nonwork involvement, family support, age of youngest child, and coping style and skills.
  33. 33Frone et al. (1997)Family to work conflict was longitudinally related to elevated levels of (1) depression, (2) poor physical health, and to the (3) incidence of hypertension. Work to family conflict was longitudinally related to elevated levels of heavy alcohol consumption.
  34. 34Greenhaus & Powell (2006)Proposed an instrument (performance) path and affective path for work-family enrichment. Resources generated in role a relate to performance and positive affect in role a, as well as performance and positive affect through performance in role b. Role a also has a positive effect on role b performance. Resources include skills and perspectives, psychological and physical resources, social-capital resources, flexibility, and material resources.
  35. 35Kelly et al. (2008)Suggest a need for multilevel, longitudinal, interdisciplinary, and quasi-experimental research to ascertain how organizational work-family initiatives impact constituents.
  36. 36Gerhart et al. (2009)We struggle to define performance. Merit pay ratings have a high mean and low SD. Many distrust the genuineness of these ratings. Catch all cite. All plans have issues and be aware of what you are rewarding and how you are measuring it.
  37. 37Bandura (1991)People and behavior are not solely regulated by exterior forces, but internal also. Self-monitoring (self-diagnosis and self-motivation) impacts judgement (comparisons to referents) which impact affective self-reaction (tangible or evaluative incentives of self). Motivational effects of goals aren't from goals themselves, but fro the fact that people respond evaluatively to their own behavior.
  38. 38Bandura & Locke (2003)Self-efficacy and personal goals generally enhance motivation and performance; is is the most complete theory because proactiveness and self-regulation are both accounted for (contradict Vancouver et al., 2002).
  39. 39Bell & Kozlowski (2002)Whether a particular type of goal orientation is adaptive or not depends on individual's cognitive ability and what outcome one is looking at. Learning goal orientation (LGO) was positively related to self-efficacy, performance, and knowledge ONLY for high ability (low ability LGO unrelated to everything). High ability performance goal orientation positively related to self-efficacy and negatively related to performance. Low ability PGO negatively related to self-efficacy.
  40. 40Vandewalle et al. (2001)LGO was positively related to performance both before and after feedback; prove-PGO was positively related to performance before feedback, but not significant after feedback. Avoid-PGO related before and after. Can be high LGO in one life domain and not in another. LGO was positively related to effort, self-efficacy, and goal-setting level.
  41. 41Lee & Bobko (1994)Composite (vs. single-item) measures of self-efficacy integrating both strength and magnitude provide higher predictive validity.
  42. 42Locke & Latham (1984)Goal-setting theory: specific, difficult, and accepted goals with a deadline work best. Goals work because they focus intentions, direct effort, and encourage persistence.
  43. 43Locke & Latham (2004)Recommendations for motivation theory building: (1) integrate extant theories using meta-analysis, (2) incorporate info from other fields, (3) study relations between traits and situationally-specific motivation, (4) study subconscious motivation, (5) use introspection as a researcher and method, and (6) acknowlege role of volition in human action.
  44. 44Lord et al. (2010)1. Self-regulatory processes occur at different levels of abstraction with accompanying differences in cycle time and relevant variables and processes.
    2. A mechanism common across levels is the negative feedback loop, which operates by comparing the current state with a desired standard.
    3. Different levels of self-regulation can be linked both through supervisory control of lower-level processes by higher levels and by the imposition of constraints from one level to another (constraints may originate at either higher or lower levels).
    4. Self-identities and the working self concept (which may be influenced by organizational factors such as leadership) create cognitive, affective, and motivational constraints that direct lower-level task-focused activities.
    5. Goals and goal-performance discrepancies drive self-regulation at the intermediate level, through both conscious and automatic processes, including biasing effects of affect, and
    are influenced by selective attention processes.
    6. Lower-level self-regulation is often dependent on the relatively automatic application of scripts
  45. 45Maslow (1943)Maslow's Hierarchy of Needs: Fulfillment of human needs is necessary for both physical and psychological health. (1) psychological, (2) safety, (3) love, (4) esteem, and (5) self-actualization. Need must be unmet to be motivating. People are motivated by lowest unmet need.
  46. 46Morgeson & Campion (2002)Job design does not have to involve a trade-off of mechanistic and motivational factors if both, in addition to ultimate outcomes of design effort (i.e., satisfaction, efficiency, or both) are taken into account during the design stage.
  47. 47Phillips et al. (1996)PDC = Positive discrepancy creation. Control theory falls short because it underestimates the occurrence of positive discrepancy creation. PDC: people setting goals for themselves that are higher than their past performance levels --> more than half participants made these even after extended task exposure. Achievement, ability, instrumentality, and expectancy predict PDC better than either self-efficacy or control theory. Two types of PDC: goal-driven and performance-driven. Compared how control theory and self-efficacy theory relate to PDC.
  48. 48Schweitzer et al. (2004)Unmet goals may relate to people engaging in unethical behavior, especially if reaching a goal meant a economic incentives. This was stronger when goals were barely unmet.
  49. 49Vancouver et al. (2002)Self-efficacy, when studied over time, can have a negative effect on performance because past success may make people overconfident, resulting in use of simplifying heuristics and more logical errors.
  50. 50Adams (1963)Proposed equity theory, which is the precursor to distributive justice. Perceived inequality (ratio of perceived inputs/outputs compared to referent other) similar to cognitive dissonance and will result in (1) altered inputs, (2) attempts to alter outcomes, (3) withdrawal from situation, or (4) change one's referent others.
  51. 51Leventhal (1980)Proposed 6 criteria of procedural justice: (1) free from bias, (2) applied consistently, (3) accurate info, (4) mechanism for correction, (5) ethical/moral, and (6) opinions taken into account.
  52. 52Bies & Moag (1986)Proposed a third dimension of justice: interactional justice
  53. 53Greenberg (1990)Split interactional justice into interpersonal and informational factors. Underpayment inequity (15% pay cut) increased employee theft, but theft not as severe when pay cuts were explained honestly and sensitively.
  54. 54Colquitt (2001)Created 4 dimensional measure of organizational justice. Distributive related to outcomes satisfaction and instrumentality. Interpersonal related to leader evaluation and helping behavior (agent-referenced), Procedural related to leader evaluation, rule compliance, and grp commitment (system-referenced outcomes). Informational related to collective esteem.
  55. 55Brockner et al. (1986)Found that random layoffs encouraged survivors to work harder to "justify" their worth, but merit layoffs decreased performance (they deserved it).
  56. 56Ambrose & Cropanzano (2003)Looked at longitudinal effects of justice dimensions on job attitudes (commitment and job satisfaction). Procedural had short-term effects whereas distributive continues to effect outcomes long after allocation decisions were made.
  57. 57Colquitt et al. (2001)Provide an overview of the history of justice research. They showed good construct validity for a 4-dimension model of justice. Distributive and procedural justice, and Levanthal's 6 criteria have the most predictive validity. Interactional justice had small but significant incremental validity in predicting OCB, WD, negative reactions and authority.
  58. 58Ryan & Ployhart (2000)Selection processes and procedures affect how an applicant views the organization, whether they want to join the organization, and subsequent behaviors (purchase items from the organization and recommend to others). Commonly study of validity or job-relatedness of selection systems and applicant reactions to those systems.
  59. 59Simons & Roberson (2003)Organization-level justice (aggregate) predicts organizational outcomes that managers typically care about, such as happiness with manager, commitment, intention to remain, and turnover. Procedural justice and interactional justice are distinct constructs.
  60. 60Ajzen (2001)Strong attitudes are relatively stable, resistant to change, and can predict behavior. Attitudes bias info-processing and memory in favor of attitude-consistent material. Attitudes = sum of expectancy X value. Expectancy is the subjective probability that attitude object has or is characterized by an attribute. Value is the subjective evaluation attached to an attribute. Evaluations are influenced by both affect and cognition, though there are individual differences. We can hold more than one attitude towards an object.
  61. 61Aquino et al. (1997)Withdrawal cognitions and turnover are predicted by satisfaction with outcomes and supervisors; dissatisfaction arises when an employee compares reality to a more favorable alternative. Satisfaction facets --> withdrawal cognitions --> turnover.
  62. 62Fried & Ferris (1987)Support the multidimensionality of job characteristics, but does not suggest the amount needed. Job characteristics related to psychological and behavioral outcomes. Meta-analysis found that JCM is valid.
  63. 63Hackman & Oldham (1976)Proposed you can increase motivation by redesigning jobs to be more appealing in five dimensions (which lead to 3 psychological states). Skill variety, task identity, and task significance --> experienced meaninfulness. Autonomy --> experienced responsibility. Job feedback --> knowledge of results. Outcomes: performance, absenteeism/turnover, intrinsic motivation, and job satisfaction. Moderated by growth need strength.
  64. 64Harrison et al. (2006)Job attitudes (job satisfaction and organizational commitment) powerfully predicts behavioral criteria (focal performance, contextual performance, lateness, absence, and turnover combined).
  65. 65Judge, Thoreson, Bono, & Patton (2001)The true satisfaction-performance link is .30. Reviewed 7 possible models, proposed a reciprocal model with mediators and moderators.
  66. 66Lazarus (1982)Opposes Zajonc (1980) view that emotion precedes cognition and instead argues that cognitive activity is a necessary, as well as sufficient condition of emotion. Need cognition in order to appraise the significance of an event, and does not need to be deliberate, rational, or conscious.
  67. 67Meyer et al. (2002)All three commitment components related negatively to turnover and turnover intentions. Affective had strongest, favorable relationships with org-relevant (attendance, performance, and OCB) and employee-relevant (stress and WFC) outcomes; normative also related to desirable outcomes, but not as strongly. Continuance unrelated or related negatively to these outcomes. Affective and normative highly correlated, but both unrelated to continuance.
  68. 68Petty et al. (1997)Provides Elaboration Likelihood Model to explain the mechanisms for attitude change. ELM suggests that attitude change happens through a systematic (central) or heuristic (peripheral) form of processing. To change attitudes, you must stimulate central processing to make people really think and persuade them. If you use the peripheral route, people may not pay attention to all the issue-relevant information within the message. More likely to be employed when motivation and ability to scrutinize attitude-relevant info are relatively low. Other factors influencing processing of message and attitude change:
    Source factors = credibility, attractiveness, minority status, power dimensions.
    Message factors = framing, scarcity, influence tactics, negative info carries more weight.
    Recipient factors = intelligence, self-esteem, prior knowledge, self-monitoring
  69. 69Rich et al. (2010)Job engagement mediates the relationship between three personal characteristics (core-self evaluations, POS, and value congruence) and performance (task performance and OCB).
  70. 70Riketta (2005)Organizational identification is a narrower construct than organizational commitment. Organizational identification more strongly related to OCB and job involvement. Organizational commitment more strongly related to job satisfaction, intentions to quit, and absenteeism.
  71. 71Riketta & VanDick (2005)Employee attachment is an umbrella term encompassing affective organizational commitment and organizational identification. Attachment towards the workgroup was stronger than attachment towards the organization, making the workgroup the more salient social unit. Workgroup attachment had higher correlations with satisfaction, workgroup extra-role behavior, intent to leave, and general extra-role behavior and absenteeism. Group and org attachment have stronger correlations with outcomes of the same focus.
  72. 72Thoreson et al. (2003)Assessed meta-analytically the correlational relationship between negative affect (NA) and positive affect (PA) and job attitudes (job satisfaction, organizational commitment, turnover intentions, and dimensions of burnout(emotional exhaustion, depersonalization, decreased personal accomplishment)). Both PA and NA contributed to job attitudes.
  73. 73Wright & Cropanzano (2000)When considered simultaneously, psychological well-being (PWB), but not job satisfaction, is predictive of performance. Incorrect to equate job satisfaction with happiness because it is a cognitive appraisal specific to one's job.
  74. 74Allen et al. (2004)Mentoring proteges produces positive outcomes, such as objective (e.g., career success) and subjective (e.g., career satisfaction). Subjective satisfaction was higher.
  75. 75Avolio et al. (2009)Leadership is becoming more shared in organizations. Research is focusing more on positive leadership and on followership. Catch-all cite for leadership
  76. 76Bass (1985)Transformational and transactional are one theory. Transformational factors are more highly related to perceived unit effectiveness and subordinate satisfaction with leader
    Most leadership training programs teach transformational techniques (clarifying roles, performance expectations, rewards). Transformational motivates ppl to do more than what’s expected in 3 ways: Raises consciousness about importance of desired outcome. Gets coworkers to transcend themselves for good of group. Raises need level on Maslow’s hierarchy. Transactional is good, but has shortcomings: Feedback not always received as intended. Ppl differ in desire for external or self reinforcement. Many workers don’t believe mgr will deliver the promised rewards. Often abandoned when non-contingent rewards are as effective as contingent.
  77. 77Bass (1985)4 dimensions of transformational: Idealized influence or charisma –arousing enthusiasm, faith, loyalty, and pride and trust in themselves and their aims. inspirational motivation – articulation of an inspiring, clear, and appealing vision. intellectual stimulation – stimulating follower creativity by questioning assumptions and challenging the status quo. individualized consideration – leaders maintained a developmental and individualistic orientation toward subordinates, like consideration from Ohio State. 4 dimensions of transactional - continuum. Contingent reward – providing adequate exchange of valued rewards for follower support- praise or pay, bonuses, etc. Management by exception (active) – monitoring performance and taking corrective action. Management by exception (passive): intervening only when problems become serious. Laissez-faire – avoiding leadership duties and responsibilities
  78. 78Cable & Judge (2003)Leadership influence tactics and Big 5: more Extraversion = more inspirational appeal and ingratiation. More Openness to Experience = less coalition. More Emotional stability = more rational persuasion and less emotional appeal. More Agreeableness = Less legitimization or pressure. More conscientiousness = more rational appeal. Ingratiation – seek to get target in a good mood Coalition – team up with others to persuade a target
    Legitimizing - claim authority to make a request based on organizational rules or policies
    Pressure – demands, threats, persistent reminders
  79. 79Chan & Drasgow (2001)Propose Motivation to Lead (MTL) as an individual-difference construct. MTL incrementally predicts leadership potential above cognitive ability, personality, values (collectivism and individualism), and attitudes. 3 types of MTL = affective/identity (liking it), non-calculative (not calculating costs), and social normative (feeling obligated). Leadership self-efficacy + personality + values + past leadership experience leads to MTL. Unrelated to cognitive ability.
  80. 80Den Hartog & Koopman (2002)History of leadership: Period 1: up to late 1940s - Trait approach. Examples include A) search for the "great man" -- physical, ability, and personality traits. B) Stogdill (1974) showed that several universal traits/skills have emerged from studies. Period 2: late 1940s to late 1960s - Style approach: behaviors. A) Ohio State studies - 2 dimensions: 1) consideration and 2) initiating structures. B) U. of Michigan studies - types of behaivor 1) task-oriented, 2) relationship-oriented, 3) participative. Period 3: late 1960s to 1970s Contingency Theories. A) Fiedler's (1967) Model - development of least-preferred coworker scale. B) Cognitive resources theory - Fiedler & Garcia (1987). C) Situational leadership theory - Hersey & Blanchard (1969, 1977). D) Normative decision-making model - Vroom & Yetton (1973); E) Path-goal theory - House (1971). Period 4: 1970s and 1980s - Cognitive theories. A) implicit theories and attributions; B) gender issues. Period 5: since early 1980s - 'New' leadership. A) Smith & Peterson (1988) list 5 remedies to inconsistent findings with contingency model
  81. 81Dienesch & Liden (1986)LMX stems from Vertical Dyad Linkage (VDL) theory. Goes against average leadership style (everyone treated the same). Leaders only form close relationships (increased trust, interaction, support, and rewards) with a few key subordinates (transformational) due to time pressures. Outgroup relies on more formal (transactional) policies, roles, and authority. LMX development: leader and member characteristics to initial interaction to leader delegation to members perform to leader makes attributions about performance. Suggest LMX is multidimensional and future research is needed to understand how it forms. LMX is a DESCRIPTIVE leadership theory rather than EXPLANATORY. LMX can vary on three dimensions: Perceived contribution (perceptions of amount, direction, and quality of work-oriented activity each member puts forth to accomplish mutual goals). Loyalty (expression of public support for goals and personal character of other members of the dyad). Affect (mutual affection members have for each other based on interpersonal rather than work/professional values). Professional judgement.
  82. 82Dionne et al. (2002)Kerr & Jermier’s (1978) posited that particular individual, task, and organizational variables could substitute or neutralize leadership, thereby negating a leader’s ability to positively or negatively influence subordinate attitudes and effectiveness (i.e., Substitutes for Leadership). Results did not support substitutes for leadership theory, but show that leadership matters (positive effects on criterion for contingent reward, LMX, and likeability of leader). Suggests that any significant effects of substitutes may be merely statistical artifacts (Common Source Bias).
  83. 83French & Raven (1959)Leaders obtain power through at least one of these sources. Position power: Legitimate power – Power that has been given to you (i.e. the boss). Coercive power – The ability to punish (e.g. salary reduction). Reward power – The ability to reward (e.g. good assignments, bonuses). Personal power: Referent power – How much a subordinate admire or identify with the leader. Expert power – It’s acknowledged that you have more knowledge. Referent brings most acceptance and broadest range of power, is most effective.
  84. 84Gerstner & Day (1997)LMX grounded in role and exchange theories. Sig related to job perf, satisfaction with supervision, overall satisfaction, commitment, role conflict, role clarity, member competence and turnover intentions (but not actual turnover). Leader and member perceptions only moderately related (.29). Should measure from both perspectives. Integrates LMX and transformational: leaders who can appreciate multiple points of view may be able to initiate high quality relationships with all members regardless of demographics, personality, or ability. Transformational depends on leader chars and transactional depends on leader and member (relational) characteristics
  85. 85House (1996)Reformulated path-goal theory; situational attributes can serve as enhancers, neutralizers, or substitutes for leadership. Substitutes for leadership theory can be beneficial when a leader is absent, ineffective, or leaves company. If leader is competent, should work on eliminating neutralizers and creating enhancers. Examples of substitutes for leadership are technology, policies/procedures, professional education, ability and team structure.
  86. 86House & Avolio (1993)Results revealed that 3 transformational leadership measures were associated with a higher internal locus of control and significantly and positively
    predicted business-unit performance over a 1-year interval. Transactional measures of leadership, including contingent reward and management by exception (active and passive), were each negatively related to business-unit performance. Causal relationships between the transformational-leadership
    behaviors and unit performance were moderated by the level of support for innovation in the business unit.
  87. 87Judge et al. (2002)Correlations with leadership - Neuroticism (-.24), extraversion (.31), openness (.24), agreeableness (.08), conscientiousness (.28); Multiple R big 5 (.48). Extraversion most consistent correlate of leadership across study settings and leadership criteria (leader emergence and effectiveness). Extraversion and openness predict both emergence and effectiveness, agreeableness negative predicts emergence, conscientiousness positively predicts emergence.
  88. 88Judge et al. (2004)Meta-analysis of GMA and leadership is .27. Leader's stress level and directiveness moderated relationship such that intelligence is more important under low stress and high directiveness (supports Fiedler's cognitive resource theory). Relationship between GMA and leadership much lower than previously thought.
  89. 89Judge & Piccolo (2004)Meta-analysis: transformational leadership validity (.44); contingent reward (.39); laissez-faire (-.37). Management by exception (active and passive) inconsistently related to criteria. Transformational and contingent reward were strongly correlated (.80) and both generally predicted criteria controlling for other leadership dimensions (supports Bass, 1985). Contingent reward to leader performance, follower satisfaction, and motivation. Transformational to satisfaction with leader, group performance, and leader effectiveness.
  90. 90Kark et al. (2003)Transformational leadership positively related to both follower’s dependence and their empowerment.
  91. 91Zohar & Luria (2005)Leaders can influence safety climate and culture. Org policies, procedures, supervisors provide primary source of safety climate perceptions to EEs. Effect of organizational safety climate on safety behavior is fully mediated by group-level safety behavior.
  92. 92Maslyn & Uhl-Bien (2001)Higher quality LMX relationships were characterized by the other member putting in effort. When only one put in effort, the dyad had lower LMX relationships.
  93. 93Tepper (2000)Examples of abusive supervision include ridiculing, silent treatment, breaking promises, lying, and being rude. Related to turnover, lower job and life satisfaction, lower normative and affective commitment, higher continuance commitment, WFC, and psychological distress. Org justice mediated most of these effects, and job mobility moderated some of the deleterious effects (better if you know you have options)
  94. 94Schneider et al. (2013)Organizational climate is briefly defined as the meanings people attach
    to interrelated bundles of experiences they have at work.Organizational
    culture is briefly defined as the basic assumptions about the world and
    the values that guide life in organizations.
  95. 95Lockwood et al. (2002)Promotion-focused individuals, who favor a strategy of pursuing desirable outcomes, are most inspired by positive role models, who highlight strategies for achieving success; prevention-focused individuals, who favor a strategy of avoiding undesirable outcomes, are most motivated by negative role models, who highlight strategies for avoiding failure. Participants’ academic motivation was increased by goal congruent role models but decreased by goal-incongruent role models.
  96. 96Barrick & Mount (1991)Conscientiousness consistently relates to job proficiency, training proficiency, and personnel data across occupations. Extraversion was a valid predictor for sales and managers, both requiring social interaction. Both Openness to Experience and Extraversion were valid predictors of the training proficiency criterion across occupations.
  97. 97Barrick & Mount (2005)Personality matters; managers care about personality (they weight it as =). Conscientiousness and emotional stability generalize to job performance. Managers weight personality as equally important as general mental ability during the hiring decision. Incremental validity above and beyond cognitive ability and biodata. No mean differences in Big 5 for racial and ethnic groups. Relate to CWB, turnover, absenteeism, tardiness OCB, success in groups, job satisfaction, safety, leadership effectiveness, and task performance.
  98. 98Barrick et al. (2001)Conscientiousness is a valid predictor across performance measures in all occupations studied. Emotional stability is a generalizable predictor when overall work performance was the criterion; however, its relationship to specific facets of performance is less consistent than conscientiousness. Extraversion, openness to experience, and agreeableness do not predict overall work performance, but did predict success in specific occupations.
  99. 99Chan (1997)Black examinees perceived the Wonderlic to be less valid than white examinees. No racial differences were found for perceptions of personality tests (NEO 5 factor inventory). Significant, but small, relationship between performance on cognitive ability and perceived validity of cognitive ability. Performance did not mediate the relationship between race and perceptions of validity; perceptions did not account for variance in racial subgroup differences in performance. Matters because it may diminish black job pursuit intentions/organization attraction thereby leading to adverse impact.
  100. 100Erez & Judge (2001)Core Self-Evaluations: Self-esteem, locus of control, generalized self-efficacy, neuroticism. All 4 loaded on 1 higher order factor. More consistent as a nomological network than individually when predicting job behaviors. Relate to goal-setting motivation. Core trait relates to task motivation and performance in lab; core trait relates to task activity and productivity in the field.
  101. 101Feingold (1994)Gender differences in personality: men are higher in assertive and self-esteem. Women higher in extraversion, anxiety, trust, and tender-mindedness. No gender differences in social anxiety, impulsiveness, activity, ideas, locus of control, and orderliness.
  102. 102Hogan (2005)When studies are conducted well, relationships between assessment center job performance dimensions and personality are reliably above .30. Personality predicts occupational performance almost as well as cognitive ability. No adverse impact of personality. Suggest personality is a measure of reputation (i.e., equates to past behavior), which predicts future behavior.
  103. 103Hurtz & Donovan (2000)Conscientiousness has the highest validity for predicting overall job performance. Other Big 5 dimensions are important for certain occupational-specific criteria. Conscientiousness had equal predictive validity for task performance, job dedication, and interpersonal facilitation. Conscientiousness, ES, and agree have a stable impact on interpersonal facilitation criteria.
  104. 104Judge & Bono (2000)Extraversion and agreeableness predict transformational leadership. Facets of Big 5 predicted transformational leadership less well than the generalized constructs. Transformational leadership predicted outcomes such as leadership effectiveness (satisfaction w/supervisor, subordinate work motivation, subordinate organizational commitment, rated by supervisors as effective leaders).
  105. 105Salgado (2002)The more conscientious you are the less likley you are to exhibit deviant behaivors and turnover. The more agreeable, extraverted, and emotionally stable you are, and open to experience you are the less likely you are to leave (turnover). Null findings for Big 5 to absenteeism and accidents.
  106. 106Triandis & Suh (2002)Recommend incorporating emic and etic approaches to the Big 5 and its appropriateness across cultures. The Big 5 emerges in many non-US samples, but more research is needed to see what other personality traits may emerge.
  107. 107Judge et al. (2002)Some of job satisfaction's variance can be accounted for by the Big 5 (as a whole .41). Across studies, neuroticism and extraversion related to job satisfaction.
  108. 108Mueller-Hanson et al. (2003)Applicant faking may negatively impact the criterion-related validity of test scores (personality). Recommend using personality for select-out. When incentives were present, more faking was exhibited and the fakers were rated as higher performers.
  109. 109Ryan et al. (1998)Suggest personality may diminish adverse impact for African Americans, but increase adverse impact for women. Use personality to improve validity, not minimize adverse impact. Focus on org goals and checking your applicant pool characteristics before assuming it will cause adverse impact.
  110. 110Tett & Christiansen (2007)Recommend meta-analyses have proven that personality is a valid measure and provides useful information in relation to job performance.
  111. 111Aguinis & Kraiger (2009)Training may relate to organizational performance and a nation's societal effectiveness. The authors recommend the following to maximize the benefits of training: (1) conduct a needs assessment, (2) apply theory-based learning principles (such as allowing error in training), (3) use technology w/adaptive guidance to deliver results, (4) consider interpersonal factors as moderators (supervisor and peer support).
  112. 112Arthur et al. (2003)Training effectiveness typically had a weight of d=.60 for reaction criteria, d = .63 for learning criteria, d=-.62 for behavioral and results criteria. Rigor of needs assessment did not show a clear pattern of how it related to training effectiveness (based on a small # of data points). Contrary to public opinion, lectures related robustly to training effectiveness.
  113. 113Colquitt et al. (2000)Motivation to learn incrementally accounted for variance in learning outcomes above cognitive ability. Personality, age, and climate explained incremental variance in motivation to learn, declarative knowledge, skill acquisition, post-training self-efficacy, reactions, transfer, and posttraining job performance. Individual and situational characteristics may be critical factors before training (by relating to training motivation), during training (by relating to learning levels), and after training (by relating to transfer and job performance). Regardless, person and org contexts should be assessed in the needs assessment.
  114. 114Baldwin & Ford (1988)Transfer of training (degree of effective application of material learned in training) continues to be a problem for training batteries. Training input factors: (1) training design, (2) trainee characteristics, (3) work-environment characteristics. Training outcomes: amount of original learning and the retention of that learning. Transfer of training: (1) generalization of material and (2) maintenance of the training material over time.
  115. 115Dipboye (1997)Training systems should fulfill task-based needs as well as functions defined by the larger system (i.e., meeting personal needs, good fit to job context, maintaining power, complying with the norms for justice, and conveying the values of the organizational culture). Steps: (1) needs assessment (KSA, person, org), (2) training and development (environment & learning), (3) evaluation, (4) training (goal, validity, transfer of training).
  116. 116Kraiger et al. (1993)Suggest learning is multidimensional. Learning is composed of cognitive outcomes, skill-based outcomes, and affective outcomes.
  117. 117Taylor et al. (2009)Manager transfer of training is most effective when: (1) not conducted in a military setting, (2) raters were likely to have known whether the manager being rated had attended training, (3) criteria were targeted to training content, (4) training content was derived from an analysis of tasks and skill requirements, (5) training included opportunities to practice. Recommend multiple raters, adequate sampling of the criterion, and have ratings specific to training.
  118. 118Martocchio & Judge (1997)Conscientiousness related to both self-efficacy and self-deception. Self-efficacy had a positive relationship with learning. Self-deception had a negative relationship with learning. Used parts of Kraiger et al.'s (1993) learning model. Self-deception = ignore minor criticisms, discount failures, and avoid negative thoughts.
  119. 119May & Kahnweiler (2000)Compared mastery practice outcomes to conventional practice outcomes. Mastery: video feedback and reciprocal teaching techniques. Mastery practice improved retention and behavioral demonstration are conventional. Still need to remove barriers to transfer because it did not assist transfer.
  120. 120Burke & Hutchins (2007)Integrative review of transfer of training. Personal characteristics: cognitive ability, self-efficacy, motivation (training motivation, motivation to transfer, extrinsic and intrinsic), personality (openness to experience, extraversion, conscientiousness), perceived utility/value, and job and career variables (depending on how you feel about your career and desire for opportunities). Locus of control (internal vs. external).
  121. 121Noe & Tews (2012)Suggest training can be strategic in building up human capital. Recommend future research should look at the link between business strategy --> training --> firm performance.
  122. 122Rogers & Spitzmueller (2009)Goal-orientation interacting with individualism-collectivism to relate to training transfer. Performance vs. learning goal orientation. Collectivists exhibited higher motivation to learn and transfer training; however, this rate diminished when performance goal orientation was added. Learning goal orientation more impactful than performance goal.
  123. 123Sue-Chan et al. (2012)Regulatory focus: how individuals pursue goals; promotion focus: rewards, positive outcomes, prevention focus: avoidance, negative outcomes. Implicit Person Theory (IPT): entity vs. incremental. Regulatory fit: degree to which demands and opportunities people experience in performance tasks can sustain motivational orientation. Prevention-focused benefited entity more than incremental. Promotion-oriented coaching benefited both entity and incremental coaches, but the effect was stronger for incremental coaches. Promotion-oriented coaching should be used if incremental or if implicit person is unknown/coaching a heterogeneous group.
  124. 124Heneman et al. (2002)Motivation theory delineates how compensation may affect employee perceptions and behaviors, while the criterion-problem plagues pay-for-performance systems. Theory suggests that pay for performance plans may encompass performance, but theory lags behind.
  125. 125Barrett & Kernan (1987)Brito v. Zia (1973) specifies that performance appraisals are a test. Thus, they fall under the purview of the Uniform Guidelines. They must be validated empirically and truly measure job performance. Not supported by other cases. Recommend 6 ways to make defensible performance appraisals:
    (1) job analysis, (2) incorporate rating instruments (preferably BARS), (3) train supervisors, (4) appeal mechanisms and upper management review, (5) keep documentation, (6) provide performance counseling and corrective guidance.
  126. 126Beehr et al. (2001)360 degree feedback. Self-ratings are consistently more lenient than peer and supervisor ratings. Peer and manager ratings correlated with performance. Self-ratings correlated negatively with selection tests and performance. 360s did not differentiate well among dimensions, hindering their developmental capabilities. 360s have halo errors.
  127. 127Bommer et al. (1995)Subjective and objective job performance measures are related, but not interchangeable. Objective measures can be too narrow, even though they may have less error and bias.
  128. 128Cooper (1981)"Halo effect:" High intercategory correlations or low intercategory variance. Best method of reducing the halo effect is increasing the sample of the ratee's current behavior. Practitioners should ensure that performance categories are internally homogenous and content valid. Ensure rating-relevant exposure of the rater to the ratee. Use workshops to make raters aware of halo.
  129. 129Feldman (1981)An interaction of perceiver and situational factors affect the automatic decision-making (i.e., categorization) of employees. Categorization limits information gathered and retrieves memory-based judgments affected by attributional bias. Use of BARS and training may better delineate the performance prototype. Recommend having multiple evaluations, train evaluators in sampling the performance behavioral domain, make positive consequences for valid ratings.
  130. 130Greenberg (1986)Qualitative data; open-ended feedback from middle managers on determinants of fair and unfair performance appraisals. 7 determinants arose from the Q-sort, which measured two latent factors: procedural justice and distributive justice. Found 7 determinants (5 proc just, 2 dist just): (1) soliciting input prior to eval and using it, (2) two-way communication during interview, (3) ability to challenge/rebut evaluation, (4) rater familiarity w/ratee's work, (5) consistent application of standards, (6) receipt of rating based on performance achieved, & (7) recommendation for salary/promotion based on rating.
  131. 131Heslin et al. (2005)Implicit theories are lay beliefs about the malleability of personal attributes (e.g., ability and personality). Implicit person theory (IPT) effects assessments of others, even when managers performing the role-salient task of appraising observed job behaviors. People anchor performance appraisals by initial judgments. You can train raters to move from an entity view of people to an incremental through inducing cognitive dissonance. Training to move towards an incremental view may decrease the effect of rater's negative stereotypes of people groups.
  132. 132Ilgen et al. (1993)Observation is important in performance appraisals. Raters use observations, knowledge of ratee, job etc. to make appraisals. Rating errors (i.e., halo error) do not equal rating inaccuracies. Regardless of instructions presented w/rating scales, raters do not only report what has occurred. Purposes of the ratings must be the same before researchers link past and present performance outcomes (such as validating selection procedures or ascertaining the effectiveness of training).
  133. 133Landy & Farr (1980)Moved the field from assessing method of rating to how rating bias and cognitions may affect ratings. Proposed that Roles (i.e., rater or ratee), Context (type of org/purpose of rating), and Rating format (i.e., rating scale; "vehicle") relate to rating process (administrative constraints, individual rating strategies), which then effects results.
  134. 134Keeping & Levy (2000)Performance appraisal reactions. Found support for 6 appraisal reactions: (1) system satisfaction, (2) session satisfaction, (3) perceived utility, (4) procedural justice, (5) distributive justice, and (6) perceived accuracy. Appraisal reactions and appraisal constructs are better conceptualized and operationalized as separate, yet related entities. Positive and negative affect did not bias the appraisals in a meaningful way.
  135. 135Kluger & DeNisi (1996)Performance feedback interventions work 1/3 of the time, do nothing 1/3 of the time, and work 1/3 of the time. Tested a broad-reaching appraisal model. Found that feedback interventions became less effective as the focus of attention moved up more to the person.
  136. 136Martin et al. (2000)Procedural justice is needed in performance appraisals for defensibility.
  137. 137Pulakos (1997)Understanding the dimensionality of a rating structure is important. Different rating goals require different rating formats. There is no one absolute best rating format. However, rater training is incredibly helpful in improving rating quality and are more likely to meet legal defensibility (think of frame of reference (FOR) training). BARS have behaviors, BOS has frequencies of behaviors. Catch all cite for error types, need for buy-in from upper management, and about training recommendations.
  138. 138Skowronski & Carlston (1989)Proposed the category diagnostic approach. Suggests that negative and extreme cues are more influential because of people's implicit hypotheses concerning the relationships between behavioral cues and trait categories. Suggest that negativity biases are characteristic of morality judgments and positivity biases of ability judgments.
  139. 139Sulksy & Day (1992)Performance appraisals have focused on how to measure performance, but not the what of performance. Research should focus more on management and employee perceptions of performance appraisal systems. Link to employee and organization performance. Discuss the "criterion-problem" of performance appraisals.
  140. 140Varma et al. (1996)Field study of interpersonal affect and its relationship with ratings of job performance. They used a performance diary keeping to see its relationship with interpersonal affect and the appraisal instrument. Affect related to all ratings, but more strongly for trait-like ratings compared to task/outcome like ratings. Having raters keep performance diaries actually strengthened the relationship. Suggest that affect may not be a bias, but results of improved subordinate performance. Potentailly helps raters (bosses) see how much an employee helps them by making their performance more salient. As such, they may have greater LMX with said employee, rendering affect not a bias, but reality of performance. Overall performance correlated more highly with trait than task performance. Affect correlated more highly with trait. If trait ratings underlie overall performance, then affect may not be bias but performance variance.
  141. 141Viswesvaran et al. (2002)Peer-supervisor convergence does not vary across performance dimensions much by job performance dimensions at either level (observed or construct level). Therefore, rating content is not as strong of a moderator as previously proposed. Their findings suggest that the rating processes and influences on the performance appraisal systems may not be specific to the job performance dimension being rated.
  142. 142Thorndike (1920)First proposed halo error. Halo exists even after providing explicit instructions for rating or creating benchmarks of performance (by a person).
  143. 143Adler et al. (2016)Pros and cons of keeping performance appraisals. Cons: (1) disappointing interventions, (2) lack of inter-rater agreement, (3) failure to develop adequate criteria for evaluating ratings, (4) weak correlation between performance and ratings, (5) conflicting purpose of appraisals in orgs, (6) inconsistent impact of appraisals on performance, (7) weak relationship between research and practice. Pros: (1) acknowledge change have minimal impact on appraisals, (2) performance is always assessed in some manner, (3) "too hard" is no excuse, (4) ratings and differentiated evals have potential to positively impact orgs, (5) artificial tradeoffs are causing orgs to preemptively abandon appraisals, (6) alternatives are worse, (7) need to refocus on how to make them better.
  144. 144Arvey & Murphy (1998)Progress in creating broad taxonomies of job performance that cut across jobs. Move from viewing the rating error in subjective measures is not necessarily bias, but related to valid reflection of true performance.
  145. 145Bracken & Rose (2011)360 degree feedback has equivocal findings, but it may be related to quality of 360, not the tool itself. Recommend 4 characteristics of 360 feedback to improve quality of results: (1) relevant content, (2) credible data, (3) accountability, (4) census (organization-wide) participation. (1) use custom 360s that reflect the organization's business and people strategies, (2) reliable data to both science and stakeholders (clear, good amount of raters who have enough exposure to an employee's performance, good scale, rater training, employee pick rater w/management approval). (3) provide coaching on feedback, have boss involved in creation of a development plan, have ratee review results with raters (subordinates, bosses, etc.) have consistent policies on use of 360s in succession planning, HIPO, etc. (4) have all managers and leaders participate.
  146. 146Kerr (1995)Organizations wonder why their rewards systems don't work, but they reward A while expecting B. Suggests this happens because of 4 things: (1) obsessed with "objective" criterion, (2) overemphasis on highly visible behaviors, (3) hypocrisy, (4) emphasis on morality or equity rather than efficiency.
  147. 147Peretz & Fried (2012)National culture correlates with performance appraisal (PA) type implemented. Congruence between culture and PA tended to reduce turnover and/or absenteeism. These were stronger for absenteeism than turnover. For instance, 360 degree is expensive and most effective in lower power distance (PD), in high future oriented societies, and individualistic societies. Implementing both personal- and organizational-based PA may help mitigate negative reactions to PA due to culture incongruence. Experiment.
  148. 148Ployhart et al. (2006)Assesses the Attraction-Selection-Attrition (ASA) framework from a multilevel perspective. Theory: the homogeneous result of ASA may be best viewed as the amount of variance of a construct in one unit rather than a mean of the unit. Practice: propose creating an organizational personality based on conscientiousness, agreeableness, emotional stability, and extraversion to attract and retain similar employees. Overall: individual and aggregate levels of emotional stability, extroversion, agreeableness, and conscientiousness related to individual-level performance and satisfaction.
  149. 149Roch et al. (2012)Frame of reference (FOR) training is effective in improving rating accuracy. Conceptually, FOR accomplishes 2 things: (1) assisting raters in identifying what behaviors constitute good performance and (2) by establishing performance prototypes to combat memory loss and allow raters to categorize employees based on prototypes.
  150. 150Warech et al. (2012)Self-monitoring accounts for little variance in 360 degree ratings and ratings do not appear to be contaminated by target's self-monitoring. The small, but significant, relationship between self-monitoring, ability, and ratings appear to be job-related. Self-monitoring relates negatively to perceived business competence. Recommend leadership training may need to be different depending on self-monitoring.
  151. 151Allen & Rush (1998)Citizenship behaviors (e.g., "going above and beyond") facilitate the accomplishment of organizational goals and improve organizational performance. Task-related performance and OCB contribute independently to overall performance. Social information processing theory --> limited information processing capabilities --> shortcuts when attaching meaning to behaviors and individual traits. Raters use both task-related and OCB behaviors to rate performance, thus they both contribute to employee performance perceptions.
  152. 152Borman & Motowidlo (1997)Both task and contextual (i.e., OCB) performance are equally weighted by supervisors. Contextual performance is predicted well with personality measures. Contextual performance is empirically and conceptually distinct from task performance. When contextual performance is included in selection criteria, personality measures have stronger correlates with performance.
  153. 153Griffeth et al. (2000)Job satisfaction, organizational commitment, job search, comparison of alternatives, withdrawal cognitions, and quit intentions are all correlates of turnover. Distal correlates include characteristics of the work environment (job content, stress, work group cohesion, autonomy, leadership, and less strongly dist just and promotional opportunities). Women's quit rates are similar to men's, meaning women are not less stable on the job.
  154. 154Hattrup et al. (1997)Following Borman and Motowidlo's suggestion to measure more contextual performance may diminish adverse impact and increase minority hiring. Suggest aggregate performance predictors can be strategically selected to decrease adverse impact and increase predicted job performance. Suggest weighting contextual performance more or as much as task performance to minimize adverse impact, even though that should still be checked because it may not completely eliminate adverse impact. Must use an appropriate procedure when deciding how to weight a predictor.
  155. 155LePine et al. (2002)Teams have increased organizational need for OCBs. Organ (1988) first suggested that OCBs were discretionary and nonrewarded, but later (Organ, 1997) changed OCBs to be behaviors that contribute to social and psychological context that supports task performance. Many OCB dimensions are highly intercorrelated. Future research is needed to assess their distinctness.
  156. 156Mitra et al. (1992)Some suggest that under certain circumstances, absenteeism and turnover reflect different manifestations of the same underlying construct. Found that continuum of withdrawal behaviors moving from absenteeism to turnover. Consistent relationship between absenteeism and turnover.
  157. 157Murphy & Shiarella (1997)Suggest that test must be matched with the definition of performance adopted by the organization to provide the best tools for personnel selection. The validity is strongly a function of the weights given to the predictors and criterion. Binning and Barrett (1989) suggest that equal weights are best, but depends on org. Link to 5 & 8.
  158. 158Organ & Ryan (1995)OCBs are more related to satisfaction than in-role performance for non-managerial and non-professional performance. Perceived fairness, organizational commitment, and leader supportiveness correlate with OCBs just as strongly as job satisfaction.
  159. 159Roth et al. (2003)Meta-analysis of race differences in job performance. Objective measures had greater race differences than subjective.
  160. 160Rotundo & Sackett (2002)Raters weight performance from most to least by (1) task performance, (2) CWBs, (3) OCBs. Train managers on what performance is most important.
  161. 161Van Scotter et al. (2000)Both task and contextual performance predict variance in promotability over 2 years. Task performance predicted incremental variance in career advancement; contextual predicted variance in informal rewards. Supports Borman & Motowidlo (1997)
  162. 162Shoss et al. (2012)Adaptive performance = acquiring new competencies in response to change. In a sample of 92 call center employees,
    they found that adaptive performance is positively associated with task performance but that conscientiousness
    and organizational politics jointly influence the adaptive performance–task performance relationship.
  163. 163Podsakoff et al. (2009)OCBs are related to many individual-outcomes: (1) managerial ratings of performance, (2) reward allocation decisions, (3) and a variety of withdrawal-related criteria (turnover intentions, turnover, absenteeism). Organizational-outcomes = (1) productivity, (2) efficiency, (3) reduced costs, (4) customer satisfaction, (5) unit-level turnover. Stronger relationships were observed between OCBs and unit-level performance measures in longitudinal studies.
  164. 164Arthur et al. (2003)Overall Assessment Ratings (OAR) collapse dimension ratings, losing overall assessment rating criterion validity. Recommend decreasing intercorrelations of dimensions, use I-O psychologist raters, FOR training, assess criterion-related validity by dimension, rate by dimensions, don't aggregate ratings across dimensions.
  165. 165Arthur et al. (2000)Use 3-6 dimensions in assessment centers. 2:1 ration assessee to assessor. Raters are more accurate when asked to rate fewer dimensions. Assessment centers have good construct validity. An assessment center is only as good as its development, design, and implementation.
  166. 166Barrett et al. (1981)Differences between validity of concurrent and predictive designs are exaggerated, but still matter. Concurrent creates a "missing person" effect. Meaning, people leave or are promoted and no longer available for the concurrent sample. Both have range restriction (concurrent = missing person; predictive = not everyone hired). Predictive allows for more experimental controls.
  167. 167Breaugh (2009)Biodata is viewed as encompassing (a) personality traits, (b) attitudes, (c) preferences, (d) future expectations, (e) self-assessed skills, (f) values, and (g) interests. "Dust bowl empiricism." Relates to employee performance and turnover. Concerns are validity (face validity), practicality, and legality.
  168. 168Guion & Cranny (1982)Explain predictive and concurrent validation techniques. Suggest different criterion-related validation are not equivalent. Consider the characteristics of situation before considering substituting one procedure with another.
  169. 169Davison et al. (2012)Using online information about applicants is rich in information and great if you do not have time to collect more applicant data. Can assess "fit" with the organization. Cons are whether the information gathered is legal, a violation of privacy, or job-relevant. Disparate impact because not everyone can afford to have a computer or cell phone to access social media. 4th amendment --> right to privacy. Defamation laws.
  170. 170Highhouse (2002)Thematic apperception test (TAT) --> a projective device for revealing unconscious motivations, bad test with no psych background. Humans are not "intuitive experts" as we suspect. Use objective measures. Make tests with employment law and validation in mind.
  171. 171King & Miles (1995)Computerized tests have the same validity as paper-and-pencil tests. Less impression management with computerized.
  172. 172Lievens & Patterson (2011)Low-fidelity (situational judgment tests) and high-fidelity (assessment centers) have complementary relationships predicting job performance. Both SJTs and ACs have predictive validity over the knowledge tests. Field study w/predictive design. High-fidelity is more incrementally predictive than low-fidelity of non-cognitive oriented performance, which is more difficult to train.
  173. 173Mael et al. (1996)Perceived invasiveness of biodata items were lower if the items were verifiable, more transparent in purpose, and more impersonal. 4 areas of greatest concern: (1) stigmatization, (2) applicants recall traumatic events, (3) intimacy, (4) religion (and politics).
  174. 174McDaniel et al. (2001)SJTs have validity of .34, which is comparable to assessment centers, employment interviews, and biodata. Base on job analysis. Correlate with cog ability (.46). SJT may tap into tacit knowledge. Declarative = what; procedural = how; tacit = when, where, & why.
  175. 175Motowidlo et al. (1990)Suggest that hypothetical work behaviors can predict performance without the needed equipment and environment of high-fidelity simulations (work samples, assessment centers). Less costly and easy to administer. Predict performance better than "predispositional signs" (e.g., personality).
  176. 176Mount et al. (2000)Empirically-keyed biodata (items are weighted and selected based on their ability to discriminate between high and low performers in the initial validation sample; concurrent design) accounted for variance in performance above and beyond GMA and FFM.
  177. 177Mumford & Owens (1987)Suggest that any biodata development (or "background data measures") should begin with a domain of antecedent behavior and experiences which will then provide a basis for item development. Suggest this may improve the content, construct, and criterion related validity.
  178. 178Truxillo et al. (2004)Selection fairness has a consistent effect on "soft outcomes," such as satisfaction with the selection process, self-efficacy, legal intentions, and test-taking motivation.
  179. 179Tippins et al. (2006)Unproctored internet tests have pros and cons. Pros: (1) conssitency, (2) reduce costs, (3) faster, (4) high tech image, (5) can use for select-out. Cons: (1) security, (2) hardware, (3) cannot verify identity, (4) cheating/faking, (5) familiarity, (6) potential adverse impact by selecting those w/computer and internet, (7) do not use as sole basis for hire or for high stakes selection. Divided on ethics. Cognitive or non-cognitive is a big aspect of the decision.
  180. 180Ones & Viswesvaran (2001)The incremental validity of integrity tests over cognitive ability is .14. Integrity tests link to general performance.
  181. 181Barrick et al. (2009)Self-presentation tactics within the interview correlate more highly with interview scores than job performance. Social influence theory and interdependence theory suggest that the interview is a social exchange, thus as long as that holds true, appearance, impression management tactics, and verbal and nonverbal cues may be used in the interview to impact ratings. Structuring the interview is best to help ameliorate the effects of self-presentation tactics.
  182. 182Campion et al. (1997)15 facets of structure. Suggest standardizing interviews, but do warn that standardization may relate to both negative interviewer and applicant reactions.
  183. 183Cortina et al. (2000)Structured interviews provide incremental predictive validity (up to 17%) above and beyond GMA and conscientiousness. Unstructured interviews add little to prediction.
  184. 184Ellis et al. (2002)Impression management tactics (i.e., self-promotion and ingratiation) are used in structured interviews. Behavioral questions relate to more self-promotion; Situational questions relate to more ingratiation
  185. 185Hanna (2012)Using Skype allows for the flexibility and privacy of a telephone interview with the qualitative data from a face-to-face interview.
  186. 186Huffcutt & Arthur (1994)Interview structure moderates interview validity. Interviews are highly valid and, when structured, reach levels of validity that are comparable to mental ability tests. There is a point where adding structure does not add to the incremental validity of the interview.
  187. 187Huffcutt & Woehr (1999)Regardless of structure, training should be provided to interviewers. The same interviewer should be used for all interviews for a job opening. A panel of interviewers did not add to the incremental validity of the interview and may actually have detrimental effects. Note-taking inconclusive. While note taking is inconclusive, it does add to the defensibility of the interview in court (see Williamson et al., 1997).
  188. 188Huffcutt et al. (1996)Correlation between an interview and GMA decreases as structure increases. Correlation changes based on question type (situational higher than behavioral). Reflection of GMA in interview ratings is higher when the interviewer has access to scores on cognitive ability tests. Correlation with GMA is higher for low-complexity jobs (due to range restriction in high complexity jobs). Interviews correlating higher with GMA are better predictors of job performance.
  189. 189Huffcutt et al. (2001)Situational interview (SI) questions are less effective in predicting job performance for higher level positions when compared to behavioral description interviews (BDI). Little correspondence between SI and BDI questions about the same job characteristics (MTMM; SI and BDI different methods to examine the same trait). Little correspondence means they are not measuring the same thing well. Better correspondence between SI and BDI for lower level jobs. Assessed correspondence through mean correlations.
  190. 190Hunter & Hunter (1984)Recommend use of ability testing (.53) and work sample (.54). Using only cognitive ability causes adverse impact. Setting a lower cutoff score diminishes utility by 83%. Fulfilling quotas decreases utility by 5%. Suggest potentially using multiple predictors to diminish adverse impact (had not been tested at that time).
  191. 191Kleinmann & Klehe (2011)Interviewee impression management correlated with future performance (i.e., correlated with proxy performance measures of average and maximum performance). IM may contribute to the interviews construct validity. IM was an individual difference (construct validity) that varied across interview types.
  192. 192Latham & Skarlicki (1995)The situational interview had criterion-related validity with OCB-O and OCB-I, but not the patterned behavior interview. Suggest SI relates to goal-setting theory. Patterned behavior = past behavior question; past behavior predicts future behavior.
  193. 193Levashina et al. (2014)Literature review. Found support for Campion et al.’s (1997) structure components classification as content or evaluation, except for ancillary information. Ancillary information may, thus, be an evaluation component when compared to content. Structure reduces effects of IM on interview ratings. Reduces sub-group differences when more structured. SI measure job knowledge; past behavioral measure experience. Anchored rating scales enhance validity and reliability of the interview.
  194. 194Roth et al. (2002)Race differences in interview ratings exist. To fully assess these differences, data must be used for the same level of analysis. Meaning, if the selection device is a first-hurdle, first-hurdle data needs to be used to assess subgroup differences.
    Monitor individual ratings to assess how subgroups may be affected. Range restriction has hidden this problem up until this point. Consider including diversity as a measure in the interview to maximize ds.
  195. 195Roulin et al. (2014)Interviewers are better at detecting honest IM compared to deceptive IM. Deceptive IM is a problem because you may hire less qualified workers. Suggest putting practices in place to help interviewers better detect IM.
  196. 196Sacco et al. (2003)Looked at race and sex similarity in interview ratings; no effect. If highly structured, don’t be concerned about race and sex mismatch bias. Need to consider the nested nature of the interview (levels of analysis issues)
  197. 197Williamson et al. (1997)Structure improves defensibility of the selection practice during litigation (both disparate treatment and disparate impact cases). Three composites of structure most related (in order of predictiveness): objectivity/job relatedness. Objective and specific criteria: Trained interviewers who are familiar with job requirements; Validation evidence. Structured administration: Guidelines; Minimal discretion; Common questions; Consistency; Multiple interviewers; Panels; Reviews of decisions.
  198. 198Goldstein et al. (2002)Suggest that we overly rely on cognitive ability predictors in our selection method, thus not truly predicting future performance well. Suggest that the processes we use to identify (i.e., job analysis), create (i.e., predictor), and validation (i.e., criterion) all are cognitively loaded, thus we overly sample cognitive ability without fully measuring the job performance criterion domain.
  199. 199Schmidt (2002)Suggests that we do know the theory behind why cognitive ability predicts future performance. Argues against Goldstein et al. (2002) that it is the best predictor and we need to understand that it has the best predictive validity. Encompasses the ability to learn. His opinion: The disparate (i.e., adverse) impact of cognitive ability is disappointing, but it is based on research. As a field based on research, we must accept it.
  200. 200Ree et al. (1994)Assessed how g (cognitive ability) and s (knowledge) might predict work sample performance for 7 jobs in the air force. g is the best predictor, s predicts some, but g is better.

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Doctorate I-O Flashcards on I-O Comprehensive Exam (Deck 1), created by Kara Polk on 21/05/2018.
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