The Emerald Review of Industrial and Organizational Psychology 1st Edition by Robert L Dipboye ISBN 9781787437852 178743785X

Chapter 1. A History of I/O Psychology

Introduction

The Early Years (1880–1920)

What Were the Major Forces Shaping Work during the Early Years?

Industrialization and Mass Production

Massive Waves of Immigration

Rise of the Corporation

Rise of Consumerism

What Were the Early Theories of How to Organize and Manage Work?

Fayol’s Administrative Management Theory

Scientific Management

Weber’s Ideal Bureaucracy

The Emergence of Psychology as a Separate Discipline

The Early Applications of Psychology to Work

The Founders of I/O Psychology

The First Standardized Cognitive Ability Test

Psychometric Theory

The Middle Years (1920–1945)

What Were the Major Forces Shaping Work during the Middle Years?

Economic Boom and Bust

WWII Leads to Widespread Applications of Psychology

What Was Happening in Psychology during the Middle Years?

What Theories of Work Behavior Emerged in the Middle Years?

The Hawthorne Studies

The Early Human Relations Movement

The Neoclassical and Other Notable Organizational Theorists

The Post-WWII Era (1945–1990)

What Were the Major Forces Shaping Work during the Post-WWII Years?

Economic Growth and the Dominance of the United States

The Cold War

Space Exploration

Protest and Social Activism

What Was Happening in Psychology during the Post-WWII Era?

What Were the Theories of How to Organize and Manage Work in the Post-WWII Era?

The Rise of Organizational Psychology

Modern Human Relations Theorists

The Decision Theorists

The Open Systems/Contingency Approach

The Contemporary Era (1990–Now)

What Are the Major Forces Shaping Work during the Contemporary Era?

Globalization

Computer Technology, Robotics, the Internet and Artificial Intelligence

Terrorism

Differences Between Poor and Rich Countries in Population Growth

Diminishing Natural Resources

Climate Change

Immigration

The Great Recession and Concerns about Corporate Corruption and Ethics

Increased Flexibility of Work Arrangements

What Is Happening to Psychology during the Contemporary Era?

What Are Theories of How to Organize and Manage Work in the Contemporary Era?

Conclusions

Notes

Chapter 2. Research Methods in I/O Psychology

Introduction

Distinguishing Science from Nonscience

Characteristics of Nonscientific Knowledge

Characteristics of Scientific Knowledge

Science is Empirical

Science is Objective

Science is Concerned with General Understanding

Science is Logical

Science is Precise

Science is Probabilistic

The Scientific Method

The Hypothetico-Deductive Method

The Inductive Approach

Some Basic Terms

Statistics

Distributions

Descriptive Statistics

Descriptive Measures of Central Tendency

Descriptive Measures of Variability

Computing Standard Scores

Correlation

Prediction and the Use of Regression

How Do You Judge the Strength of an Effect?

Inferential Statistics

Testing the Significance of a Difference

Confidence Intervals

Measurement of Variables

Levels of Measurement

Reliability of Measurement

Validity of Measures

Criterion-Related Validity of Measures

Content Validity of Measures

Construct Validity of Measures

Validity is Unitary

The Use of Self-report Measures – Threat to Validity?

Meta-Analysis

Basic Steps Involved in Conducting a Meta-analysis

Corrections for Statistical Artifacts in Meta-analysis

Corrections for Sampling Error.

Corrections for Restriction of Range

Corrections for Unreliability in Measurement of Variables

Issues in Artifact Corrections

Terms to Keep in Mind

Designing Research for Explanation

Hold Constant or Eliminate Variables

Manipulate the Variable

Measure the Variable

Randomly Assign Research Participants to Conditions

Match on the Variable

Different Types of Research

Experimental vs Nonexperimental

Laboratory vs Field Research

Obtrusive vs Unobtrusive Research

Factors Influencing the Validity of Explanations

Threats to the Internal Validity of Nonexperimental Research

Differences Between Internal and Construct Validity

Threats to the Construct Validity of a Research Design

Threats to External Validity of a Research Design

Criticisms of Research in Lab Settings

In Defense of Lab Research

Evaluating External Validity with Statistical Interaction

Ethics in I/O Psychology Research

Academic Research vs Practical Realities

Conclusions

Notes

Chapter 3. Work Motivation

Introduction

Key Behavioral Indicators of Motivation

Performance Versus Motivation

The Internal Focus of Motivation Theory

The Interaction of the Environment with Internal Forces

Seven Practical Questions

What are Employees’ Goals?

What Goal Characteristics Influence Motivation and Performance?

Goal Difficulty and Specificity

Knowledge of Results (Feedback)

Participation in Goal Setting

Why Goals Improve Performance: Mediators of Goal Effects

Moderators of Goal Effects

The Research Setting: Laboratory Versus Field

Goal Acceptance and Commitment

Self-Efficacy (The Expectancy that if I Try I Can Achieve the Goal).

Public Commitment.

Monetary Rewards.

Achievement Priming

Task Complexity

Required Cooperation

Learning Versus Performance Stage of Task

Individual Differences

What are the Consequences of Employee Behavior?

Radical Behaviorists

Types of Conditioning

Schedules of Reinforcement

Application of BMod in the Workplace

Implications and Current Trends

What are Employees’ Expectations?

Basic Components and Predictions of VIE Theory

Research Testing VIE Theory

Between-Persons Versus Within-Person Research Designs

Use of Standard Versus Individualized Lists of Outcomes

Use of Performance Rather Than Motivation as the Dependent Variable

Individual Differences

Implications

What do Employees Need?

Murray’s Taxonomy of Needs

Maslow’s Need Hierarchy

Alderfer’s Existence, Relatedness, Growth (ERG) Theory

McClelland’s Three-Need Theory

Need for Achievement (nAch)

Need for Affiliation (nAff)

Need for Power (nPow)

Criticisms of McClelland’s Three-Need Theory and Later Modifications

Practical Implications of Need Theories

What is Fair?

Distributive Fairness

Adams Theory of Distributive Justice

Experimental Research Testing Adams’ Equity Theory

Procedural Fairness

Attributes of Fair Procedures

Explanations for Procedural Fairness Effects

Interactional Fairness

Informational Fairness

Inter-relationships Among Types of Justice

Does Work Engage the Self?

Finding Meaning through Self-conception and Self-evaluation

Theories of Self-Enhancement and Self-maintenance

Self-Related Constructs

Self-Efficacy Expectations

Global Self-Esteem and OBSE

Core Self-Evaluations

Limits to Self-Enhancement

Are Employees Intrinsically Motivated?

Herzberg’s Two-Factor Theory

Self-Determination Theory

Under What Conditions does Money Destroy Intrinsic Motivation?

Modifications in the Theory

Job Enrichment as a Strategy for Increasing Intrinsic Motivation

Job Characteristics Theory

Research

Integrative Approaches to Work Motivation

The Motivational Theories are Reconcilable

Integrating with VIE Theory

Work Motivation as an Unfolding Process

Control Theory as an Integrative Framework

Conclusions

Notes

Chapter 4. Work-Related Attitudes in Organizations

Introduction

Job Satisfaction

How is Job Satisfaction Measured?

Interviews

Single-Item Questionnaire Measures

Multi-Facet Questionnaire Measures

Work Environment Characteristics Associated with Job Satisfaction

Job Characteristics

Fairness

Supervisory Behavior

Cohesiveness of the Group

Participation in Decision Making

Pay

Working Conditions

Flexibility of Work Schedules

Perceived Discrimination, Harassment, and Bullying

Personal Characteristics Associated with Job Satisfaction

Is Job Satisfaction Stable Across Time and Jobs?

Person–Environment Fit as an Antecedent to Job Satisfaction

How Does Job Satisfaction Form?

Comparison against Internal Standards

Social Comparisons

Affective and Physiological States

Outcomes of Job Satisfaction/Dissatisfaction

Does Higher Job Satisfaction Cause Higher Performance or Vice Versa?

Moderators of the Relation between Satisfaction and Performance

Relation of Job Satisfaction with Life Satisfaction and Well-being

The Relation of Satisfaction to Withdrawal Behaviors

The Relation of Job Satisfaction and OCB

Job Involvement

Measurement of Job Involvement

Correlates of Job Involvement

Organizational Commitment

Three Components of Organizational Commitment

Correlates of Organizational Commitment

Commitment as an Exchange Process

Satisfaction, Involvement and Commitment: Same or Different Constructs?

Employee Engagement: An Aggregate Attitudinal Construct?

Conclusions

Notes

Chapter 5. Occupational Stress

Introduction

Definition of Stress

Stressors

Stress Responses

Demands Relative to Personal Resources

A Transactional Process Model of Stress

The Physiology of Stress

Fight or Flight

General Adaptation Syndrome

The Psychology of Stress

Cognitive Appraisal

Person–Environment Fit

What are Potential Stressors for Workers?

Lack of Support

Work Overload

Lack of Control and Autonomy

Work Underload: Monotony and Lack of Challenge

Aversive Physical Work Environment

Noise

Extreme Temperatures

Shiftwork and Lack of Sleep

Role Stress

Interpersonal Conflict

Organizational Politics

Organizational Injustice

Unfair Discrimination

Downsizing and Job Insecurity

The Effects of Unemployment

The Effects on the Survivors

The Effects of Job Insecurity

Nonwork Stressors

Stressful Life Events, Daily Hassles, and Daily Uplifts

The Relative Influence of Work and Nonwork

Summary

Strains: Work-Related Consequences of Sustained Stress

Effects of Stress on Performance

Effects of Stress on Unsafe Work Behaviors and Accidents

Effects of Stress on Work-Related Attitudes and OCBs

Effects of Stress on Burnout

Effects of Stress on Counterproductive Work Behavior and Violence

Effects of Stress on Withdrawal Behaviors

Who Is Most Likely to Suffer from Stress?

Demographic Variables

Personality

The Big Five Personality Traits

Locus of Control

Self-efficacy and Self-esteem

Type A–B personality

Hardiness

Negative Affectivity

What Occupations Are Most Stressful?

Conceptual Approaches to the Role of Personal Characteristics in Stress

Person–Environment Fit

The COR Model

Personal Interventions to Improve Stress Management?

Physical Exercise

Relaxation and Meditation Techniques

Biofeedback

Cognitive Behavior Therapy

Expressive Writing

Personal Coping Styles

Do Stress Management Interventions Work?

Organizational Interventions to Reduce Stress

Team-Building Interventions

Structural Interventions: Changing the Organization

Conclusions

Notes

Chapter 6. Social Processes in Organizations

Introduction

A Working Model of Emergent Social Process

Contextual Factors

Physical Space

Task and Goal Interdependence

Interpersonal Factors

Closeness and Quality of Relationship

Homophily

Personal Factors

Personality Traits

Knowledge, Skills, and Abilities

Personal Needs

Demographics

Formal Versus Informal Social Processes

Communication Processes

A Model of Organizational Communication

Points of Vulnerability in the Communication Process

Points of Vulnerability in the Encoding of a Message

Points of Vulnerability in Transmission

Points of Vulnerability in Reception

Points of Vulnerability in Decoding

Points of Vulnerability in the Response to the Message and Feedback

Picking a Medium Appropriate to the Message

Gossip and Rumor

Social Exchange Processes

Cooperation, Competition, and Conflict Processes

Contextual Factors Affecting Cooperation, Competition, and Conflict

Personal Causes of Cooperation, Competition, and Conflict

The Development of Conflict

Managing Conflict

Organizational Citizenship Behavior

Negative Work Behavior

Counterproductive Work Behavior

Unethical Pro-Organizational Behavior

Incivility

Social Power and Influence Processes

The French and Raven Model of Social Power

Reward Power

Coercive Power

Legitimate Power

Referent Power

Expert Power

Social Influence Tactics

Relative Effectiveness of Influence Tactics

Responses to Influence Attempts

Political Behavior

Political Tactics

Situational Antecedents of Political Behavior

Perceptions of Politics

Political Skill and Will

Conclusions

Notes

Chapter 7. Social Structures in Organizations

Introduction

A Model of Imposed and Emergent Social Structure

Formal Versus Informal Social Structures

Division of Labor

Formal Horizontal and Vertical Differentiation of Labor

Social Roles

Katz and Kahn (1978) Role Sending Model

Emergent Social Roles

Distribution of Power and Status

Formal Distribution of Power

Alternative Power Distributions

The Universality of the Pyramid

Why is the Traditional Pyramid So Common?

Emergent Distributions of Power and Status

Why Do Informal Power Distributions Emerge?

Rules

Formal Rules

Social Norms

What is a Social Norm?

The Return Potential Model

Reasons for Norms

Responses to Norm Violation

A Normative Theory of Helping

Core Values as Social Structures

Formal Communication of Core Values

Informal Communication of Core Values via Climate and Culture

Psychological and Organizational Climate

Organizational Culture

Schein’s Three Occupational Cultures

Shared Social Identity as a Social Structure

Formal Attempts to Create a Shared Identity

Emergent Identities in the Organization

The Emergence of a Shared Social Identity

Social Networks

The Method of Social Network Analysis

Dynamics Influencing the Emergence and Maintenance of Social Networks

Balance

Contagion Effects in Social Networks

Small Worlds

The Social Network as a Source of Social Capital

Accumulating Social Capital with Internal Bonding

Connectedness and Centrality in the Social Network

Multiplexity and Embeddedness

Density and Strong Ties

Accumulating Social Capital with Internal and External Bridging

Guanxi

Weak Ties

Structural Holes

Brokerage and Betweenness

Socialization

Outcomes of Socialization

Anticipatory Socialization

The Initial Encounter

Socialization Tactics

Formal (vs Informal)

Individual (vs Collective)

Sequential (vs Random or Nonsequential) Socialization

Fixed (vs Variable) Socialization

Serial (vs Disjunctive)

Investiture (vs Divestiture)

Meta-Analyses of the Effects of Socialization Tactics

Conformity, Rebellion, Creative Individualism, and Cooptation.

The Interplay of Imposed Formal Structures and Emergent Informal Structures

Conclusions

Notes

Chapter 8. Groups and Teams in Organizations

Introduction

What is a Group?

Formal Work Groups

How Does a Team Differ From a Group?

How Do Groups Change Over Time?

Model 1: Groups Move through Fixed Stages

Model 2: Group Development Cycles Back and Forth in Response to Tensions

Model 3: Groups Experience Punctuated Equilibrium

Model 4: Groups Become More Homogeneous and Less Creative

Why are Some Groups More Effective than Others?

Group Inputs

Group Interaction Processes

Emergent Group Structures

Proximal Influences on Group Effectiveness

Group Effectiveness

Critical Task Contingencies

Group Inputs

Whom Do We Choose As the Members of the Group?

The KSAs of Group Members

Team KSAs

Personalities of Group Members

Attitudes about Working in Groups

Diversity

Faultlines

Moderators of Diversity and Faultlines

How Many Members Are Needed?

Group Tasks

What Combination Rule Does the Task Impose?

What Goal Does the Task Impose on the Group?

Other Task Distinctions

Common Problems Associated with Misconstrual of Tasks

Group Interpersonal Processes

What Type of Influence Is Exerted in a Group and How Do Team Members Respond?

What is the Distribution of Power in the Group?

Do Members Share Leadership?

Is There Conflict among Members and Why?

Do Members Share Information with Each Other?

Do Members Coordinate and Synchronize Their Activities?

Do Members Engage in Prosocial Behavior?

What is the Affective Tone in the Group?

How Motivated Are Members to Work with Their Groups?

Do Members Reflect, Learn, and Adapt?

Do Members Engage in Transactive Memory?

Higher Order Process Dimensions

Emergent Group Structures

What Social Roles Emerge?

What Mental Models Emerge?

What Social Norms Emerge?

What Interpersonal Relationships Emerge?

How Cohesive Is the Group?

Antecedents of Cohesion

Effects of Cohesion on Pressures to Conform

Effects of Cohesion on Group Effectiveness

Downsides to Cohesion

Do Members Identify with the Group?

Interventions to Improve Group Performance

Interventions That Target Group Processes

Team Training

Guided Reflexivity

Team Building

Process Consultation

Interventions That Target the Group Context

Group Goal Setting

Group Feedback

Group Incentives

Group Involvement in Decision Making

Programs That Combine Incentives, Feedback, Goal Setting, and Involvement

Interventions in the Form of Aids, Tools, and Technologies

Structured Group Problem-Solving Techniques

Computer-Mediated Communication and Virtual Teams

Conclusions

Notes

Chapter 9. Leader Emergence and Effectiveness in Organizations

Introduction

The Romance of Leadership vs Science

A Working Definition of Leadership

Leadership as Incremental Compliance

Leader vs Manager or Supervisor

Alternative Approaches to Understanding Leadership

Effective Leaders Make the Most of the Situation: Situational Approaches

Situational Forces Shape Leader Behavior

Situational Forces Shape Effectiveness

Implications of the Situational Position for Leader Effectiveness

Summary of Situational Approaches

Effective Leaders Possess the Personal Characteristics of Leaders: The Trait Approach

Personality and Cognitive Ability

The Motivation to Lead

Physical Traits

Sex Differences

Is Leadership Inherited?

Moderating Effects of Situation on Relation of Traits to Leadership

Summary of the Trait Approach

Leaders Do the Right Things: The Behavioral Approach

Leader Behaviors Initiate Structure and Show Consideration

The Ohio State Leadership Studies

The Grid Model of Leadership

Correlations of Initiation of Structure and Consideration with Leader Effectiveness

Summary of Research on Initiation of Structure and Consideration

Effective Leaders Communicate Effectively

Effective Leaders Use Referent and Expert Power

Effective Leaders Manage Conflict

Effective Leaders are Charismatic, Inspirational, and Transformational

The Charismatic Leader

The Inspirational Leader

Transformational Leadership

Effective Leaders Develop High Quality Relationships with Followers (i.e., High LMX)

Effective Leaders Avoid Doing the Wrong Things: The Dark Side

Power that Corrupts

Abusive Supervision

Destructive Leader Behavior

Narcissistic and Self-Serving Leaders

Effective Leaders Manage Perceptions: The Cognitive Approach

Categorization in Leadership Perception

Structure of Cognitive Categories Used in Describing Leaders

Effects of Performance Cues on Perceptions of Leadership

Effective Leaders Have Confidence in Their Followers

Leaders Manage Impressions

Effective Leaders Diagnose and Adapt to the Situation: The Contingency Approach

Effective Leaders Change the Situation to Fit their Traits (Fiedler)

Effective Leaders Modify their Participativeness to Fit the Situation

Effective Leaders Help Followers Attain Goals

Leader Directiveness

Leader Supportiveness

Leader Participativeness

Achievement Oriented Leadership

What is the Support for Path-Goal Theory Predictions?

Effective Leaders Consider the Maturity of Followers

Conclusions

Notes

Chapter 10. Work Analysis

Introduction

What is a Job?

What is Measured in a Job Analysis?

Why Do Job Analyses?

Reducing Role Conflict and Ambiguity

Design and Evaluation of Training

Performance Appraisal and Criterion Development

Job Design

Personnel Selection

Wage and Salary Administration

Compliance with Regulations and Laws

How are Job Analyses Evaluated?

How is a Job Analysis Conducted?

Methods of Collecting Job Information

Observation Method of Job Analysis

Interview Method of Job Analysis

Questionnaires

Using a Combination of Methods

Who Provides the Information?

How Much Information Is Needed?

Specific Methods of Job Analysis

Behaviorally Oriented Techniques

Techniques Focused on Requirements

Personality-Oriented Job Analysis

Eclectic Techniques

Job Evaluation and the Gender Gap in Compensation

Methods of Job Evaluation

Ranking

Classification Systems

Point Systems

Evaluating Internal Equity in the Wage Structure

Comparable Worth and the Gender Gap in Wages

Are Job Evaluation Procedures Biased?

How Do Occupations Become Sex-Typed?

Conclusions

Notes

Chapter 11. Criterion Development, Performance Appraisal, and Feedback

Introduction

What Criteria Are Used to Evaluate Performance?

What Is Evaluated?

How Is Performance Measured?

Evaluating Performance Appraisal Measures

Objective Measures

Evaluating Employees on Graphic Rating Scales

Rating Effects

Cognitive Structures and Processes in an Evaluator’s Ratings of an Employee

Contextual Determinants of Ratings.

Purpose of the Rating

Organization Culture/Climate

Accountability of the Rater for the Appraisal

Politics of the Organization

Supervisor Motives

Macroeconomic Environment

Using Rating Scales to Improve Ratings

Behaviorally Anchored Rating Scales and Behavioral Expectation Scales

Mixed Standard Scale (MSS)

Behavioral Observation Scale

Forced Choice Measures

Weighted Checklist Measures

Summary of Research on Rating Scales

Forcing Comparisons to Improve Evaluations

Training to Improve Performance Appraisals

Who Should Judge Performance?

Supervisors?

Peers?

Self-Appraisals?

Subordinates?

Customers?

Who Agrees with Whom?

360-Degree Evaluation and Feedback

When Are Performance Evaluations Conducted?

How Is Feedback Given to Employees on Their Performance Appraisals?

Feedback Giving and Seeking

Processing of Feedback

Feedback in the Formal Appraisal Session

Focus on Performance Rather than the Person

Ask for Self-Appraisals

Encourage Participation

Set Goals

Build a High Quality Relationship

Conclusions

Notes

Chapter 12. Employee Training and Development

Introduction

An Instructional Systems Model of Training

Needs Assessment

Organization Training Needs Analysis

Task Training Needs Analysis

Person Training Needs Analysis

An Example of a Training Needs Assessment

Specification of Instructional Objectives

Gagne’s Learning Outcomes

Verbal Information

Intellectual Skills

Cognitive Strategies

Motor Skills

Attitudes

Stating Instructional Objectives

Training and Development Phase

Incorporating the Findings of Learning Research

Provide Advance Organizers

Practice and Recite

Distribute Practice

Use Part-Task Practice on Complex, Low Organization Tasks and Whole-Task Practice on Simple, Organized Tasks

Set Goals

Give Positive Reinforcement

Give Knowledge of Results (Feedback)

Provide Models

Make Learning a Team Effort

Gagne’s Model of Instructional Events

Ways to Enhance Positive Transfer of Learning to Workplace

Maintain What was Learned

Increase Similarity of Stimulus and Response in Training and the Workplace

Create Difficulties for Trainees

Instruction in How to Overcome Barriers in the Workplace

Increase the Motivation to Learn

Create a Climate Supportive of the Training

Type of Skill Learned as a Moderator of Transfer

Alternative Training Methods

On-the-Job Training

Informal Learning Behavior

Mentoring and Coaching

Modeling

Internships

Apprenticeships

Job Rotation and Transfers

The Hidden Costs of On-The-Job Training

Integrating On-The-Job and Classroom Training

Off-The-Job Training Methods

Lecture

Programmed Instruction

Simulation

Gaming

Conference Discussion

Case Method

Role-Playing

Behavior Modeling

Choosing Among Alternative Instructional Methods

Implementation of Training

Instructor Effects in Face-to-Face Instruction

Implementation with Recorded Presentations

Implementation on the Internet

Other Implementation Issues

Evaluating Training Programs

Criteria for Evaluating Training

Research Designs for Evaluating Training

Pseudo Experiments

True Experiments

Complications Associated with Experimenting in an Organization

Taking into Account Individual Differences among Trainees

Summative Versus Formative Evaluation of Training

Conclusions

Notes

Chapter 13. Principles of Employee Selection

Introduction

Staffing and the Matching Strategy

The Scientific and Intuitive Approaches to Selection

Two Hypothetical Examples

Important Differences

I O Psychology’s Role

Adaptation to Special Circumstancess

Evaluation of Selection Techniques

Reliability

Test–Retest (Stability)

Equivalent (Alternate) Forms

Internal Consistency (or Internal Reliability)

Interrater (or Interjudge) Reliability

Validity

Criterion-Related Validation

Validity Generalization Versus Situational Specificity

Content Validation

Construct Validation

Face Validity

Summary

Evaluating Selection on Fairness

Legality

U. S. Civil Rights Legislation

U. S. Executive Order 11246 (1965)

The EEOC Uniform Guidelines

U. S. Supreme Court Decisions Interpreting the Civil Rights Act of 1964

Age Discrimination in Employment Act (ADEA)

Americans with Disability Act of 1990 (ADA)

U. S. Civil Rights Act of 1991

Disparate Treatment Versus Disparate Impact Discrimination

Psychometric bias

Values and Fairness

Evaluating Selection Procedures Based on Utility

Using the Taylor–Russell Tables To Calculate Utility

Brogden–Cronbach–Gleser Utility Formula

Using Predictor Measures to Make Selection Decisions

The Top-Down Procedure

The Angoff Procedure in Setting Cut Scores

Banding of Cut Scores

Using Multiple Predictor Measures

Compensatory Strategy of Combining Predictors

Noncompensatory Strategies of Combining Predictors

Clinical Versus Mechanical Combination of Predictors

Placement and Classification

Recruitment

Factors That Affect Applicant Attraction and Choice

Realistic Job Previews (RJPs)

Moral Ethical Versus Scientific Questions

Conclusions

Notes

Chapter 14. Constructs and Methods in Employee Selection

Introduction

Constructs Used in Selection

Methods Used in Assessing Applicants

Source of Assessments

Structure of Selection Methods

Maximum Versus Typical Performance Tests

Predictors Based on Stable Worker Traits

Worker Abilities

Specific Cognitive Abilities

General Cognitive Ability (also called General Intelligence, IQ, General Mental Ability)

Controversy Surrounding the Construct of Cognitive Ability

Physical and Psychomotor Abilities

Occupational Interests

Work Values

Personality Traits

Alternative Models of Personality

Alternative Methods of Measuring Personality

Criterion-Related Validity of Personality Tests

Reasons for the Relatively Low Validities of Personality Tests

Knowledge and Skills Acquired Through Education and Experience

The O*NET Description

Criterion-Related Validity of Experience, Education, and Tenure

Criterion-Related Validity of Knowledge Tests

Work Samples

Predictors where Uncertainty Surrounds the Constructs

Interviews

Unstructured Interviews

Structured Interviews (Behavioral Interview)

Criterion-Related Validity of Interviews

Biographical Information

Weighted Application Blank

Biographical Inventory Blank

The Empirical Versus Rational Approach to Constructing BIBs and WABs

Criterion-Related Validity of Biographical Inventories

Potential Problems with Biographical Information

Assessment Centers

What is an Assessment Center?

Criterion-Related Validity of Assessment Centers

Construct Validity Issues

References and Referrals

Grades

Emotional Intelligence

Three Models of Emotional Intelligence

Criticisms of Emotional Intelligence

Meta-Analyses of Criterion-Related Validities for Emotional Intelligence

Situational Judgment Tests

Criterion-Related Validity of SJTs

Construct Validity Issues

Polygraph, Integrity, and Drug Testing

Polygraph Testing

Integrity Testing

Drug Testing

Individual Assessments

Criterion-Related Validity

Potential Value of Individual Assessments

Comparisons of Predictors on Validity, Fairness, and Applicant Reactions

Criterion-Related Validity

Fairness

Adverse Impact

Differential Validity

Differential Prediction

Construct Bias

A Matter of Values

Applicant Reactions to Selection Procedures

Conclusions

Notes

Chapter 15. Epilogue

Three Levels of Generality in Practical Principles

Level 1: Concrete Take Aways

Fit the Person to the Situation

Fit the Situation to the Person

Leave Room for Growth

Set Goals and Then Monitor and Reward Progress

Provide Opportunities for Learning and Growth

Justice for All

Cultivate Teamwork

Cultivate High Quality Relationships: The Human Relations Movement Redux

Empower

Engage the Self

Manage Perceptions

Level 2: Midrange Principles

Define Success

Build Human Capital

Build Social Capital

Diagnose the Situation and the Contingencies

Integrate the Formal and the Informal

More Is Not Always Better

Level 3: Fundamental Principles

Take a Scientific Perspective: Measure, Theorize, and Empirically Test

Conduct Meta-Analyses

Keep It Simple

Take Effect Sizes Seriously But Not Too Seriously

Use Multiple Methods

Ethics Trump Efficacy

Conclusions

Appendix: What is I/O Psychology?

I/O as a Specialty within Psychology

What Do I/O Psychologists Do?

Where Do I/O Psychologists Work?

How Much Do I/O Psychologists Earn?

I/O Is a Psychological Discipline

I/O Adheres to the Scientist–Practitioner Model

I/O is a Profession as Well as a Job

A Body of Specialized Knowledge: Expertise

A Normative Orientation to the Service of Others: Ethics

General Ethical Principles

Ethical Standards

Ethical Principles in Other Countries

Technical Autonomy: Self-Governance in Professional Associations

Becoming an I/O Psychologist

The Future Looks Bright for I/O Psychology

Conclusions

Notes

References

Index