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| employers are required to modify and accommodate their business practices in a reasonable fashion to meet the needs of disabled persons |
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| PGA refused to give a disabled player a golf cart because it would be an “unfair advantage.” Martin sued PGA for right to use golf cart under the ADA, claiming that it was a reasonable accommodation. Supreme Court ruled in favor of Martin. |
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| challenged the process used by the University of Michigan in admitting students to the undergraduate program; U of M assigned points to all aspects of a students application; the university automatically assigned 20 points if a minority |
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| a method of interpreting test scores such that scores of different magnitude in a numeric rang or band (i.e. 90-95) are regarded as being equivalent |
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| the process of comparing a company’s products or procedures with those of the leading companies in the industry |
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| the processes of assigning individuals to jobs based on two or more test scores |
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| a body of knowledge that about facts and things. Often compares with procedural knowledge. |
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| a body of knowledge about how to use information to address issues and solve problems. Often compares with declarative knowledge. |
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| a phase of training needs analysis directed at determining whether training is a viable solution to organizational problems, an if so, where in the organization training should be directed |
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| a training method directed primarily at enhancing interpersonal skills in which training participants adopt various roles in a group exercise. |
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| Error management training |
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| a system of training in which employees are encouraged to make errors and then learn from their mistakes. |
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| a legal classification of harassment in which specified organizational rewards are offered in exchange for sexual favors |
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| where individuals regard conditions in the workplace (such as unwanted touching or off-color jokes) as offensive. Often compared with Quid pro quo. |
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| a type of rating error in which the rater assesses a disproportionately large number of ratees as performing in the middle or central part of a distribution of rated performance in contract to their true level of performance. |
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| a process of evaluating employees from multiple rating sources, usually including supervisor, peer, subordinate, and self. Also called multi-source feedback. |
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| the concept that organizations should be divided into units that perform similar functions. |
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| a method of improving business processes using statistical information to achieve greater customer satisfaction |
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| those beliefs or concepts that are specifically endorsed by management or the organization at large. |
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| the degree to which a person identifies psychologically with his or her work and the importance of work to one’s self-image |
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Equity
Equity Distribution Rule |
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| People should receive rewards that are consistent with the contributions they make or bring to a situation |
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| the equality distribution rule suggests that all individuals should have an equal chance of receiving the outcome or reward, regardless of differentiating characteristics such as ability; suggests that developmental training recipients should be selected randomly |
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| the implied exchange relationship that exists between an employee and the organization |
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| 1) Based on the exercise in class on job satisfaction, where the most selected category was Meaningfulness of the job, followed by Flexibility, Pay, and Autonomy, how would you set up a performance appraisal process for everyone in the class? Is it possible to set unique appraisals and still run the company for profit? Is there a common goal possible? Please state your opinions and justify. |
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Performance appraisal is the process of assessing performance to make decisions (for example, about pay raises).
Performance appraisals can enhance the quality of organizational decisions ranging from pay raises to promotions to discharges.
Performance appraisals can enhance the quality of individual decisions, ranging from career choices to the development of future strengths.
Performance appraisals can affect employees' views of and attachment to their organization, successful appraisal system building employee commitment and satisfaction. |
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| 2) Chapter 5 addresses the more complex area of statistics as relevant to the selection process. Please identify, via applied, real-life examples different from the text, precisely how the following methods can be understood in selecting applicants: regression; multiple predictors; multiple regression; validity generalization. |
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Regression analysis permits us to predict a person's status on one variable (the criterion) based on his or her status on another variable (the predictor).
Better personnel decisions are made on the basis of more than one piece of information, by combining two or more predictors may improve the predictability fo the criterion depending on their individual relationships to the criterion and their relationship to each other.
Multiple regression analysis permits prediction on the basis of multiple predictors. It enhances prediction of the criterion.
Validity generalization refers to a predictor's validity spreading or generalizing to other jobs or contexts beyond the one in which it was validated. |
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| 4) Discuss workplace violence in terms of predictability, as discussed in the text and in class. |
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| Aggressive acts are frequently retaliatory responses to a previous act or acts by the aggressor. Perpetrators of workplace violence often see themselves as victims of some injustice in the workplace. Violation of the psychological contract is one of the leading causes of workplace violence. They tend to see themselves as having their relationship (contract) with the organization violated, while accepting little or no responsibility for their own behavior. These individuals typically have maladaptive behavior and have experienced interpersonal conflict in other aspects of their lives. |
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7) Choose a mentor, in theory. What will you look for and why?
Mentors? Outside? Coaches? |
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- helps guide the person
- helps get them as far as they can
- race
- gender (one might be preferred over the other)
- Two Types of Mentors:
o Psychosocial
o Job
- How involved do you get?
- Too many mentees might be problematic – not enough attention to each
- The mentor – mentee relationship eventually might end
- Generally a one on one relationship
- An assigned mentor? |
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| Use chapter 6 as your source…assess the training needs for a Chapman University Professor job. Next, having hired the person, what types of training do you believe would be necessary and then, possible…2 different categories.? Why? Which evaluation criteria listed in chapter 6 would you most focus on and why? |
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-what is person like?
-do you develop skills or the person? Train them to use powerpoint, or overhead? Do you train them for something else?
-follow up
-money
-consistency
-on site? Bring all new teachers in a week early? A day early?
-offsite? More likely to feel motivated? Appropriate for training program?
-computers
-role play? |
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| 10) Using an example unique to you, set up a performance appraisal. which methods would you find most useful for your example and which ones would you find least effective to provide essential data to make your evaluations? Why? Justify. |
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-Objective Production Data--Accessible data, but meaning is not always evident. Variability in job performance can be due to factors beyond the individual's control, external factors that are criterion contamination.
-Personnel Data---Data retained by a company's human resources office, such as absenteeism and accidents
-Judgmental Data---Subjective assessment, made by supervisor or self and peer assessment. -Behavioral checklists and scales, critical incidents method, critical incidents being behaviors that result in good or poor job performance. Behaviors are less vague than other factors. |
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11) Field Note 3, page 278…comment. Are you customers of Chapman University and the Psychology dept. or are you more like the “patients” described in the example?
-Should chapman treat you differently than they are? |
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| As students wanting to learn about and specialize in a specific field, we should trust in the expertise and knowledge of the faculty who have been in their field for a number of years and have experience. As professors and faculty that are paid to act in the students' best interest, we should trust in them to do so. |
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| 9) When conducting a performance appraisal, the theory of person perception, basically straight from Social Psychology, is relatively new. Describe the theory by illustrating an example in the chart form from your book. Please provide relevant details for your hypothetical example. |
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| INPUTS (target, perceiver, context) >>>>> PROCESSES (info processing, motivational/affective, interpersonal/social) >>>>> OUTPUTS (consequences for perception of target, consequences for perceiver/decision maker) |
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| 3. Please identify, via applied, real-life examples different from the text, precisely how the following methods can be understood in selecting applicants: predictor validity; selection ratio; selection decisions; and determination cutoff scores. |
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- Predictor validity: the greater the validity of the predictor, the greater its value as measured by the increase in average criterion performance for the accepted group over that for the total group
- Selection ratio: a numeric index ranging between 0 and 1 that reflects the selectivity of the hiring organization in filling jobs; the number of job openings divided by the number of job applicants
- Selection decisions: uses true negatives (individuals who were correctly rejected for employment because they would have been unsuccessful employees) and true positives (individuals who were correctly selected for hire because they will be successful) and criterion cutoff (minimum requirements). Also might consist of false negatives (individuals who were incorrectly rejected for employment because they would have been successful employees) and false positives (individuals who were incorrectly accepted for hire because they were unsuccessful employees)
- Determination of cutoff scores:
o Relative levels of proficiency on critical knowledge, skills and abilities
o Scores should be set high enough to ensure that minimum standards of job performance are met
o Data on actual relationship of test scores to criterion measures of job performance should be considered carefully |
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