Generated Deck

Good science uses real evidence, clear testable ideas, objectivity, and allows ideas to be proven wrong.

A scientific idea must be testable in a way that could show it is wrong.

Induction builds a theory from observations; deduction uses a theory to make a specific prediction.

Experiment = manipulation + random assignment; quasi = intervention without random assignment; non-experiment = observation only.

Lab studies give more control; field studies give more realistic workplace conditions.

How well a study's findings apply to other people, jobs, organizations, or situations.

Descriptive summarizes collected data; inferential uses sample data to draw conclusions about a population.

Mean = average; median = middle value; mode = most frequent value.

A bell-shaped distribution; about 68% of scores fall within 1 SD and 95% within 2 SD.

The chance of detecting a real effect. Larger samples usually increase power.

Shows the strength and direction of a linear relationship; ranges from -1 to +1.

Closer to -1 or +1 = stronger. Example: -.79 is strong negative. Correlation alone does not prove causation.

Different methods or pieces of evidence point toward the same conclusion.

Reliability = consistent measurement; validity = measuring the correct thing. A test can be reliable but invalid.

Predictive validity forecasts a future outcome; concurrent validity compares test and criterion measured around the same time.

Overall thinking ability, including reasoning, learning, planning, and problem solving.

GMA predicts job performance better when the job is more mentally complex.

Fluid = solve new problems; crystallized = use knowledge gained through education and experience.

Openness, Conscientiousness, Extraversion, Agreeableness, and Emotional Stability.

Individualism is not a Big Five trait, and the Big Five is not designed to diagnose psychopathology.

A combination of knowledge, skills, abilities, traits, and behaviors needed for good performance.

Using several different assessments together instead of relying on one test.

Speed = how much can be done quickly; power = ability to solve increasingly difficult items.

Structured = same job-related questions/scoring; unstructured = flexible and more subjective.

Situational asks what you WOULD do; behavioral asks what you DID in a real past situation.

The applicant performs tasks similar to those required in the actual job.

Candidates complete several realistic job exercises while being evaluated by assessors.

A simulation where you prioritize and respond to realistic messages, problems, and tasks.

How much extra predictive value a new test adds beyond tests already being used.

Trying to predict personality or performance from handwriting; it has very poor validity.

Goal-relevant actions and behaviors, not simply the final results.

Declarative knowledge = knowing WHAT; procedural knowledge/skill = knowing HOW; motivation = effort and persistence.

Personality can influence performance but is not one of Campbell's three direct determinants.

Continuing to work hard and persist even when a task becomes difficult.

Ultimate = everything performance should include; actual = what the organization really measures.

The performance measure leaves out something important.

The performance measure includes something irrelevant.

Task = core technical duties; contextual = behavior supporting the social and organizational environment.

Voluntary extra-role behavior that helps coworkers or the organization.

Voluntary behavior that harms the organization or its members.

CWB involving company property, such as theft, sabotage, or damage.

Successfully adjusting to change, uncertainty, new technology, or new demands.

Extremely high performance developed through extensive focused and deliberate practice.

Identifies job tasks and required worker characteristics; it does not choose who gets hired, and objective SME reporting is not distortion.

Objective = numerical results; subjective = human judgments; administrative = records such as absence or promotions.

Different measures show different sides of performance and should not be treated as interchangeable.

One general score; simple but weak for detailed developmental feedback.

Behaviorally Anchored Rating Scale; rating levels are defined using concrete examples of job behavior.

Behavioral Observation Scale; rates how frequently specific job behaviors occur.

BARS = level/quality of behavior; BOS = frequency of behavior.

Employees are compared two at a time to decide who performs better.

Central tendency = too many middle scores; leniency = too positive; severity = too negative; halo = one impression affects many ratings.

Teaches raters to understand and use the same performance standards.

Appraisal = formal evaluation; performance management = ongoing goals, feedback, and improvement.

Performance ratings based directly on duties identified through job analysis.

More accepted when job-relevant, transparent, fair, participative, and focused on improvement.

Fairness of the process used to evaluate performance or make an appraisal decision.

Managing employees entering, moving within, and leaving an organization; good staffing uses valid evidence-based methods.

Important qualities include predictive validity, utility, and fairness/social validity.

True positive = hired and performs well; true negative = rejected and would have performed poorly.

False positive = hired but performs poorly; false negative = rejected but would have performed well.

Validity of the selection method, base rate, and selection ratio.

Number hired divided by number of applicants. Example: 8 hired from 20 applicants = .40.

The minimum test score required to continue or be selected.

Higher cut-off = fewer false positives but more false negatives; lower cut-off = the opposite.

Clinical = human judgment or intuition; statistical = a fixed mathematical rule.

A high score on one predictor can compensate for a low score on another.

Applicants must pass each requirement before moving to the next stage.

Good performance is more likely when the person's attributes match the requirements of the job.

Training is the planned teaching process; learning is the lasting change in knowledge, skill, or attitude.

Cognitive = knowledge; skill-based = ability to perform; affective = attitudes or feelings.

Determines where training is needed, what should be taught, and who needs it.

Mastery = learn and improve; performance = prove ability and avoid failure.

Belief that you can successfully perform a specific task.

Actually succeeding at the task yourself: a mastery experience.

Continuing to practice after mastery so performance becomes highly automatic.

Moving through different jobs or departments to broaden experience.

Linear = same sequence for everyone; branching = next material depends on the learner's response.

Using what was learned in training successfully in the real job; workplace support improves transfer.

Reaction -> Learning -> Behavior -> Results. Level 3 Behavior asks whether training is actually used at work.

Utility reaction = perceived usefulness; utility analysis checks whether training benefits justify its costs.

Determines what you choose to do, how much effort you use, and how long you keep trying.

Performance = Motivation x Ability - Situational Constraints.

Physiological -> Safety -> Social -> Esteem -> Self-Actualization. Coworkers can be at different levels.

Hygiene factors like pay/conditions prevent dissatisfaction; motivators like achievement and growth create satisfaction.

Positive adds a reward; negative removes something unpleasant; punishment reduces behavior; extinction removes reinforcement.

It focuses strongly on consequences and gives relatively little attention to thinking and cognition.

Motivation = Expectancy x Instrumentality x Valence.

Expectancy = effort -> performance; Instrumentality = performance -> reward; Valence = how valuable the reward is.

People compare what they contribute and receive with what other people contribute and receive.

Mental discomfort when your behavior, attitudes, or beliefs contradict each other.

Successfully doing a task yourself is the strongest way to build confidence that you can do it again.

Autonomy = choice; Competence = feeling capable; Relatedness = feeling connected to others.

Intrinsic = activity itself is rewarding; extrinsic = doing it for a separate outcome or reward.

Specific challenging goals improve performance; feedback shows the gap between current performance and the goal.

Skill Variety, Task Identity, Task Significance, Autonomy, Feedback. Social Support is not one of the original five.

A participative system using objectives, performance indicators, feedback, goals, and improvement plans.

How positively or negatively a person feels about their job.

Facet = satisfaction with one job aspect; global = overall satisfaction with the job.

Intrinsic = satisfaction from the work itself; extrinsic = satisfaction with pay, benefits, status, or conditions.

Measures five separate job-satisfaction facets; it does not include its own overall satisfaction measure.

The employee is unhappy and puts in little effort but has mostly given up trying to improve the situation.

Mood = broad and generalized; emotion = specific and connected to a particular event.

Neuroticism is associated with negative affectivity, not positive affectivity.

Self-Esteem + Self-Efficacy + Locus of Control + low Neuroticism.

Stimuli observation is not part of core self-evaluations.

Wanting to remain, accepting organizational values, and being willing to exert effort for the organization.

Affective = WANT to stay; Continuance = leaving COSTS too much; Normative = feel you OUGHT to stay.

Retrospective = emotion about a past event; prospective = emotion about an expected future event.

Work demands or stressors can produce physical, psychological, or behavioral strain.

Stressor = the cause or demand; strain = the reaction or consequence.

Eustress = useful motivating challenge; distress = harmful prolonged stress.

Ambiguity = unclear expectations; conflict = incompatible demands; overload = too much for available resources.

Alarm -> Resistance -> Exhaustion.

Alarm = immediate reaction; Resistance = continued coping; Exhaustion = resources depleted, increasing burnout or illness risk.

Problem-focused changes the problem; emotion-focused manages the emotional reaction.

A variable that changes the strength or direction of the relationship between two other variables.

A resilient personality pattern consisting of Control, Commitment, and Challenge.

Being critical of the environment is not one of the three hardiness components.

Primary = remove stressor; secondary = improve coping; tertiary = treat stress consequences.

Education -> Rehearsal -> Application. Reflection is not one of the listed stages.

Employees' overall perception of whether workplace outcomes and treatment are fair.

Fairness of the final outcome, such as pay, rewards, or promotions.

Procedural justice = fairness of the process; voice = having a chance to give input into that process.

Fairness in how people are personally treated and how decisions are explained.

Interpersonal = dignity and respect; informational = clear, honest explanations.

A positive review delivered rudely is still an interactional-justice problem.

The supervisor knows the job, observes performance properly, and gives useful improvement suggestions.

How a person's demographic characteristics compare with the demographic makeup of the group.

Demographic = surface-level differences; psychological = differences in values, attitudes, and beliefs.

Assimilation minimizes differences; protection focuses on protecting disadvantaged groups and can create fairness debates.

Value differences as useful resources and allow people to remain different while participating fully.

Reduce bias and conflict and support diversity throughout the organization, not only at formal levels.

Explains WHO becomes or is seen as a leader.

Emotional Stability, Extraversion, Openness, Conscientiousness, and Self-Monitoring.

Agreeableness is not one of the traits emphasized in the quiz.

Attempted = influence tried; successful = behavior changed; effective = valued organizational result achieved.

Leader development improves one individual; leadership development improves relationships and interpersonal processes.

Trait asks what leaders should BE; modern trait theory defines traits more clearly and considers the situation.

Behavioral theory asks what leaders DO; Ohio State identified Consideration and Initiating Structure.

Consideration = relationship/support focused; Initiating Structure = task, organization, and role focused.

There is no one best leadership style; what works depends on followers and the situation.

Supportive helps with boring/stressful work or low confidence; directive helps when tasks are unclear.

The relationship with the leader is mainly formal, limited, and contractual.

Inspires followers to exceed normal expectations for a higher collective goal.

Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration.

Transformational emphasizes collective goals and empowerment; charismatic emphasizes leader admiration.

Transformational is considered most effective; MLQ criticism concerns unclear number/distinctness of its dimensions.

Interdependent people working together toward a common goal with shared responsibility.

A small group of workers who meet to identify and solve work-related quality or productivity problems.

Research in the quiz suggests quality circles are most successful in the short term.

Temporary, often cross-functional team created for a particular project or problem; it is not normally permanent.

A self-managing group with substantial control over planning and performing its work.

Communication = exchange ideas clearly; collaboration = coordinate work and request feedback on team process.

Organizational context + Team task + Team composition. Norms are not a team input.

A shared understanding of the task, roles, expectations, and how team members should coordinate.

Informal rules developed from early behavior, old habits, or explicit member statements; formal mandatory directives are different.

Forming -> Storming -> Norming -> Performing -> Adjourning. Conforming is not a stage.

After group discussion, the group's decision becomes more extreme than members' original individual opinions.

For the quiz question, Team Leader Training is the exception among the listed commonly used team-training strategies.

Views an organization like a machine and emphasizes efficiency, hierarchy, control, and specialization.

Division of Labor + Delegation of Authority + Span of Control. Worker satisfaction is not one.

The number of employees reporting directly to one manager; a larger span usually means fewer hierarchical levels.

Growth moves from passive to active, dependent to independent, and from using few abilities to many abilities.

Unawareness -> awareness of surroundings is not one of the development dimensions used in the quiz.

Large numbers of standardized products are produced, usually using an assembly line.

Mechanistic = formal and centralized; organic = flexible and decentralized with generally wider spans.

How task relationships, authority/power relationships, and reporting relationships are arranged.

Communication relies strongly on context, relationships, subtle cues, and nonverbal behavior.

Power Distance, Individualism-Collectivism, Masculinity-Femininity, and Uncertainty Avoidance.

Climate = shared perception of the current work context; culture = deeper shared values, meanings, and assumptions.

Different departments or groups inside the same organization can experience different organizational climates.

How newcomers learn organizational values and procedures; stages are Pre-arrival, Encounter, and Metamorphosis. Selection is not a stage.

Large intentional change where stability is normally the rule and change is the exception.

Unfreezing -> Changing -> Refreezing. "Freezing" is not a separate stage.

Explains why some organizations survive and grow while others decline or disappear.

Small ongoing adjustments where change is normal; the quiz model is Freeze -> Rebalance -> Unfreeze.

Episodic = occasional major change; continuous = ongoing small changes that accumulate over time.