lOMoARcPSD|3868773

I/OPSYCHOLOGYAAMODT

Psychology (De La Salle Lipa)

StuDocu is not sponsored or endorsed by any college or university

Downloaded by Liandra Marie Collante ([email protected])
 lOMoARcPSD|3868773

CHAPTER 4: RECRUITMENT ⇒ (1) the jobs they represent tend to be higher-paying, non-entry level positions
Recruitment ⇒ (2) reputable executive search firms always charge their fees to organizations not on applicants
⇒ Attracting people with the right qualifications to apply for the job. ⇒ (3) fees charged by executive search firms tend to be 30% of the applicants first-year salary
⇒ Internal Recruitment – promote someone from w/in the organization C. Public Employment Agencies
⇒ External Recruitment – hire someone from outside the organization ⇒ Help the unemployed find work but they often offer services such as career advertisement and resume
⇒ Internal promotions can be a great source of motivation but if an org. always promotes employees from within it runs the risk application
of having a stale workforce ⇒ Recruiting kiosks – placing in locations to search for local job openings and get information on how to apply for
MEDIA ADVERTISEMENTS the job
A. Newspaper Ads 4) EMPLOYEE REFERRALS
⇒ Common method of recruiting employees ⇒ Current employees recommend family members and friends for specific job openings
⇒ Asks the applicant to respond in one of 4 ways: ⇒ Only those referrals made by successful employees should be considered.
i. Calling 5) DIRECT MAIL
⇒ Quickly screen applicants or hear an applicant’s phone voice ⇒ an employer typically obtains a mailing list and sends help-wanted letters or brochures to people through the
ii. Applying in person mail
⇒ want the applicants to fill out specific job application or want to get a physical look ⇒ useful for position involving specialized skills
⇒ Sending resume directly to organization 6) INTERNET
⇒ When the org. expects a large response and does not have the resources to speak with ⇒ (1) employer-based websites
thousands of applicants i. Organization lists available job openings and provides information about itself and the minimum
iii. Sending resume to blindbox requirements needed to apply to a particular job
⇒ (1) organization doesn’t want its name in public (can result to avalanche of resumes) ii. Major change is the use of .jobs domain (can no directly access jobs at the company by typing the url
⇒ (2) the company might fear that people wouldn’t apply if they knew the name of the with the “.jobs” domain
company ⇒ (2) internet recruiters
⇒ (3) a company needs to terminate an employee but wants first to find a replacement i. A private company whose website lists job openings for hundreds of organizations and resumes for
⇒ Writing recruitment ads thousands of applicants
i. Ads must display the company’s emblem ii. Largest internet recruiter is monster.com
ii. Ads must contain realistic info of the job iii. ADV: not costly
iii. Ads must contain detailed description of the job 7) JOB FAIRS
iv. Ads must contain the selection process affect the probability that applicants will apply for job ⇒ (1) many types of organizations have booths at the same location
B. Electronic Media ⇒ (2) many organizations in the same field in one location
⇒ Television or radio ⇒ (3) for an organization to hold its own job fair
⇒ Not so popular 8) INCENTIVES
C. Situation-Wanted Ads ⇒ Offer incentives for employees to accept the jobs with an organization
⇒ Placed by the applicants rather than by organization ⇒ Incentives often come in the form of a financial signing bonus other types of incentives are increasing in popularity
D. Point-of-Purchase Methods 9) NONTRADITIONAL POPULATIONS
⇒ Used to market products to consumers ⇒ When traditional recruitment methods are unsuccessful organizations look for potential applicants through
⇒ The idea is to get you buy more items once you are already in the store nontraditional populations
⇒ Job vacancy notices are posted in places where customers or current employees are likely to see them 10) RECRUITING PASSIVE APPLICANTS
i. Adv: inexpensive and targeted toward people who frequent the business ⇒ Recruiters find ways to identify this hidden talent and then convince the person to apply for the job
ii. Disadv: only a limited number of people are exposed to the sign REALISTIC JOB PREVIEWS (rjp)
RECRUITERS ⇒ Giving an applicant an honest assessment of a job
1) Campus Recruiters ⇒ Even though telling the truth scares away many applicants, the ones who stay will not be surprised about the job
⇒ Org. send recruiters to college campuses to answer questions about themselves and interview students for EXPECTATION LOWERING PROCEDURE (elp)
available position ⇒ Lowers an applicant’s expectations about work and expectations in general
⇒ Virtual Job Fairs – applicants can talk to or instant message a recruiter EFFECTIVE EMPLOYEE SELECTION TECHNIQUES
2) Outside Recruiters ⇒ THREE CHARACTERISTICS
⇒ (1) private employment agencies & (2) executive search firms – make a profit from recruitment activities I. Valid selection test
⇒ (3) public employment agencies – operated by state and local public agencies; strictly nonprofit II. Reduce the chance of a legal challenge
3) EMPLOYMENT AGENCIES AND SEARCH FIRMS (outside recruiters) III. Cost-effective
A. Employment Agencies (operate in two ways) EMPLOYMENT INTERVIEWS (TYPES OF INTERVIEWS)
⇒ (1) charge either the company 1. STRUCTURE
⇒ (2) charge the applicant when the applicant takes the job ⇒ Determined by the source of the questions
⇒ FEW RISKS ⇒ Structured interview
i. If employment agency cannot find an appropriate candidate, the organization has not wasted money i. The source of the question is a job analysis
ii. If employment agency is successful, the organization gets a qualified employee at no cost ii. All applicants are asked the same question
⇒ Disadv: company loses some control over its recruitment process and may end up with undesirable applicants iii. There is a standardized scoring key to evaluate each answer
B. Executive Search Firms ⇒ Unstructured interview
⇒ “head hunters” i. Free to ask anything they want

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

⇒ (1) highly structured (2) moderately structured (3) slightly structured (4) unstructured 3. Key Issues Approach – SMEs create a list of key issues they think should be included in the perfect answer. Each key issue,
2. STYLE the interviewee gets a point.
⇒ One-on-one interview – interviewer interviewing one applicant Conducting the structured Interview
⇒ Serial interview – series of single interviews ⇒ Build rapport. DO NOT begin asking questions until applicants have had tie to settle their nerves
⇒ Return interview – similar to serial but passing of time between the first and subsequent interview ⇒ Set the agenda for the interview by explaining the process
⇒ Panel interview – multiple interviewers asking questions and evaluating applicant the same time ⇒ Ask the interview questions. Score each answer after it has been given
⇒ Group interview – multiple applicants answering questions during the same interview ⇒ Answer any questions from the applicant
3. MEDIUM ⇒ End the interview with a complimenting the interview and let her know when you will be contacting the applicant
⇒ Face-to-face interview – interviewer and the applicant in the same room JOB SEARCH SKILLS
⇒ Telephone interview – screen applicants but do not allow the use of visual cues Successfully Surviving the Interview Process
⇒ Videoconference interview – conducted in remote sites • Scheduling the Interview
ADVANTAGES OF STRUCTURED INTERVIEWS o It will affect the score if applicants arrive late for the interview
⇒ It is job relatedness and standardized scoring most distinguish • Before the interview
⇒ More valid than unstructured. Viewed more favorably by the courts. Based on job analyses. o Organizations are impressed if an applicant knows its products and services, future needs, major problems faced
⇒ Disadvantage: because the interview is so structured, applicants may feel that they did not have the chance to tell the and philosophy or mission
interviewer everything they wanted to. o Avoid wearing flashy and big accessories
PROBLEMS WITH UNSTRUCTURED INTERVIEWS • During the interview
1. Poor Intuitive Ability o Nonverbal behaviors – firm handshake, eye contact, smiling, and head-nodding
⇒ They often based their decisions on “gut reactions” or intuition o Desired verbal behaviors – asking questions subtly pointing out how you are similar to the interviewer
2. Lack of Job Relatedness • After the Interview
⇒ Asking questions that are not job related and mostly illegal o Write a brief letter thanking the interviewer for her time
3. Primacy Effect
⇒ “first impressions” WRITING COVER LETTERS
⇒ Information presented prior to the interview or early in the interview carries more weight than does information ⇒ Should never be longer than one page and should include:
presented later in the interview 1. Salutation – name of the person to whom you want to direct the letter
⇒ To reduce primacy effect, interviewers must make judgements after each questions rather than waiting until 2. Paragraphs – one/two sentences long and communicate three pieces of information:
the end of the interview  fact that your resume is enclosed
4. Contrast Effect  name of the job you are applying
⇒ An applicant’s performance is judged in relation to the performance of previous interviewees  how you know about the job opening
5. Negative Information Bias 2nd paragraph – states that you are qualified for the job
⇒ Occur when interviewers aren’t aware of job requirements 3rd paragraph – explains why you are interested of the job
⇒ One might increase the accuracy of information obtained in the interview by reducing social pressure and using Final Paragraph – closes your letter and provides information on how you can be best reached
written or computerized interviews 3. Signature – use words such as cordially
6. Interviewer-interviewee Similarity  AVOID sounding so desperate and don’t beg
⇒ Interviewee will receive higher score if he or she is similar to the interviewer in terms of personality, attitude,  AVOID grammar and spelling errors
gender, race.  AVOID officious words or phrases
7. Interviewee Appearance  AVOID discussing personal circumstances
8. Nonverbal cues  AVOID tailoring your letter to each company
⇒ Nonverbal communication – correlated with interview scores  AVOID writing your cover letter on the stationery of your current employer
Creating Structured Interview WRITING A RESUME
⇒ Information about the job is obtained and questions are created that are designed to find out the extent to which applicants’ ⇒ Summaries of an applicant’s professional and educational background
skills and experiences match those needed to successfully perform the job Views of Resumes
Determining the KSAOs to Tap in the Interview ⇒ (1) written as history of one’s life tend to be long
⇒ (1) conduct a thorough job analysis and write a detailed job description ⇒ (2) written as an advertisement of skills tend to be shorter and contain both positive and relevant to a job seeker’s desired
⇒ (2) determine the best way to measure an applicant’s ability to perform each of the tasks identified in the job analysis career
Creating Interview Questions Characteristics of Effective Resumes
1. Clarifiers – clarify information in the resume, cover letter application etc. 1. Must be attractive and easy to read
2. Disqualifiers – questions must be answered a particular way or the applicant is disqualified 2. Cannot contain typing, spelling, grammatical, or factual mistakes
3. Skill-level determiners – tan an interviewee’s level of expertise 3. Should make the applicant look as qualified as possible
4. Future-focused questions – (situational questions), ask an applicant what she would do in a particular situation Types of Resume
5. Past-focused questions – (patterned behavior description interviews) focus on previews behavior rather than future intended 1. Chronological resume – list previous jobs in order from the most to the least recent
behavior 2. Functional resume – organizes jobs based on the skills required to perform them rather than the order in which they were
Creating a Scoring Key for an Interview Answers worked
1. Right/Wrong Approach – scored simply on the basis of whether the answer given was correct or incorrect 3. Psychological resume – contains the strengths of both the chronological and functional styles and based on sound
2. Typical Answer Approach – to creat a list of all possible answers to each questions, and have SMEs rate the favorableness of psychological theory and research
each answer then use these ratings to serve as benchmarks ⇒ Impression-formation principles of priming
⇒ Primacy
⇒ Short-term memory

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

⇒ Should also contain information about either education or experience. o Business games – allow the applicant to demonstrate such attributes as creativity, decision making & ability to
⇒ Three-impression management rules – relevance, unusualness, and positivity work with others
CHAPTER 5: EMPLOYEE SELECTION: REFERENCES & TESTING • ASSESSMENT CENTER – selection technique characterized by the use of multiple assessment methods that allow multiple
PREDICTING PERFORMANCE assessors to actually observe applicants perform simulated job tasks.
o In-basket technique – designed to simulate the types of daily information that appear on a manager’s or
1. USING REFERENCES & LETTERS OF RECOMMENDATION
employee’s desk.
• REFERENCE CHECK – the process of confirming the accuracy of information provided by an applicant o Simulations – enable assessors to see an applicant “in action”. Includes role plays, work samples, place an
• REFERENCE – the expression of an opinion, either orally or through a written checklist, regarding an applicant’s ability, applicant in a situation that is similar as possible to one that will be encountered on the job
previous performance, work habits etc. PERFORMANCE USING PRIOR EXPERIENCE
• LETTER OF RECOMMENDATION – a letter expressing an opinion regarding an applicant’s ability & performance • EXPERIENCE RATINGS – experience by itself is not enough.
REASONS FOR USING REFERENCES & RECOMMENDATIONS o Biodata – a selection method that considers an applicant’s life, school, military, community and work
1. CONFIRMING DETAILS ON A RESUME experience. Good predictor of job performance and best predictor of future employee tenure.
RESUME FRAUD – lying on their resumes about their experiences/education  File approach – obtain information from personnel files on employee’s previous employment,
2. CHECKING FOR DISCIPLINE PROBLEMS education, interests & demographics
a. to determine whether the applicant has a history of like poor attendance, sexual harassment & violence.  Questionnaire approach – biographical questionnaire that is administered to all employees &
b. Negligent hiring – if an organization hires an applicant without checking references & background, if there’s a crime, applicants
then the company is liable PREDICTING PERFORMANCE USING PERSONALITY, INTEREST & CHARACTER
3. DISCOVERING NEW INFORMATION ABOUT THE APPLICANT • PERSONALITY INVENTORIES – predict performance better than was once thought
4. PREDICTING FUTURE PERFORMANCE o For normal personality – measure the traits exhibited by normal individuals in everyday life. MMPI → Hogan
a. “the best predictor of future performance is past performance” Personality Inventory → California Personality Inventory → NEO-PI → 16PF → MBTI
b. Leniency – most of the recommendations are positive  Openness → bright, inquisitive
c. Negligent reference – if a company fails to divulge a fact to other company  Conscientiousness → reliable, dependable
d. Knowledge of the applicant – the person writing the letter often does not know the applicant well  Extraversion → outgoing, friendly
e. Reliability – involves lack of agreement between two people who provide references for the same person. Letters of  Agreeableness → works well with others, team player
recommendation may say more about the person writing the letter than about the person for whom it is being
 Emotional Stability → not anxious, tense
written
o For psychopathology – determine whether individuals have serious psychological problems
f. Extraneous factors – the method used by the letter writer is often more important than the actual content. Thus
 Projective tests
letters of recommendations often are not great predictors of performance.
 Rorschach Ink Blot Test
5. 3 ETHICAL GUIDELINES THAT REFERENCE PROVIDERS SHOULD FOLLOW:
 TAT
a. Explicitly state your relationship
• INTEREST INVENTORIES → tap vocational interests
b. Be honest in providing details
o Strong Interest Inventory (SII) → asks individuals to indicate whether they like or dislike 325 items such as
c. Let the applicant see your reference before sending it & give him the chance to decline to use it
bargaining, repairing electrical wiring & taking responsibility. Answers shows how similar a person is to people
PREDICTING PERFORMANCE USING APPLICANT TRAINING & EDUCATION already employed in 89 occupations that have been classified into 23 basic interest scales
• The use of GPA is most predictive in the first few years of graduation. It will result in high levels of adverse impact. o Vocational Counseling – helping people find the careers for which they are best suited
PREDICTING PERFORMANCE USING APPLICANT KNOWLEDGE o Integrity tests (honesty tests) → tell an employer the probability that an applicant would steal money or
• Used primarily in the public sector, especially for promotions merchandise.
• Job Knowledge Tests – designed to measure how much a person knows about a job. They have excellent content &  Overt integrity tests → person’s attitudes about theft as well as his previous theft behavior will
criterion validity accurately predict his future honesty. More reliable & valid in predicting theft
PREDICTING PERFORMANCE USING APPLICANT ABILITY  Personality based integrity tests → tap a variety of personality traits related to counterproductive
• Ability Tests – tap the extent to which an applicant can learn or perform a job related skill. Used primarily for occupations behavior such as theft, absenteeism & violence.
in which applicants are not expected to know how to perform the job at the time of hire.  PROBLEMS: “shrinkage” → the researcher does not know which of the employees is responsible for
• Cognitive ability – oral & written comprehension, oral & written expression, reasoning. Important for professional, clerical, the theft
& supervisory job. Commonly used because they are excellent predictor of employee performance. It has high level of  Conditional reasoning tests → reduce inaccurate responses & get a more accurate picture of a
adverse impact & lack face validity, difficulty of setting a passing score. It is thought to predict work performance in 2 ways: person’s tendency to engage in aggressive/counterproductive behavior
o By allowing employees to quickly learn job-related knowledge  Graphology → “handwriting”
o By processing information resulting in better decision making REJECTING APPLICANTS
Wonderlic Personnel Test – most widely used cognitive ability test in industry. 12 mins.
•
o
Applicants who were rejected properly were more likely to continue to be a customer at the organization and to apply for
• Perceptual ability – vision.
future job openings
• Psychomotor ability – finger dexterity; useful for jobs as carpenter, police officer etc. • Best way to address rejection in an applicant:
• Physical ability tests – jobs that require physical strength & stamina o A personally addressed & signed letter o A wish of good luck in future endeavors
o Job related ness – o The company’s appreciation to the applicant o A promise to keep the applicant’s resume on file
o Passing score – relative standards indicates how well an individual scores compared to others. Absolute passing o Compliment about high qualifications o Send rejection letters to applicants
score are set at the minimum level needed to perform a job o Comment about the high qualifications possessed by other o Don’t send the rejection letter immediately
o When the ability must be present – applicants o Be as personable & as specific as possible
PREDICTING PERFORMANCE USING APPLICANT SKILL o Information about the individual who was actually hired o Include a statement about the individual who received the
• WORK SAMPLE – the applicant performs actual job-related tasks. When a simulation does not involve situational exercise job
o Leaderless group discussions – applicants meet in small groups and are given a job-related problem to solve or o Do not include the name of a contact person
a job-related issue to discuss

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

CHAPTER 6: EVALUATION SELECTION TECHNIQUES & DECISIONS

CHARACTERISTICS OF EFFECTIVE SELECTION TECHNIQUES DETERMINING THE FAIRNESS OF A TEST

1. RELIABILITY - stable & free from error Bias → technical aspects of a test
a. TEST RETEST RELIABILITY – take the same test twice Fairness → includes political & social issues
i. TEMPORAL STABILITY – test scores are stable across time • ADVERSE IMPACT - adverse impact occurs if the selection rate for any group is less than 80% of the highest scoring group
b. PARALLEL FORM RELIABILITY – 2 forms of same test are constructed (practical significance) and the difference is statistically significant (statistical significance). Comparing the hiring rates of two
i. COUNTERBALANCING – designed to eliminate any effects groups,
ii. FORM STABILITY – if 2 forms are similar after being correlated • SINGLE-GORUP VALIDITY – the test will significantly predict performance for one group & not others.
c. INTERNAL CONSISTENCY – measuring the same construct • DIFFERENTIAL VALIDITY - valid for two groups but more valid for one than for the other.
i. ITEM STABILITY – if similar items are answered in similar ways
ii. ITEM HOMOGENEITY – if it measure same or different constructs. The more homogeneous items, the
higher the consistency
iii. Cronbach alpha – interval/ratio scales
iv. KR20 – dichotomous items
v. SPLIT-HALF METHOD – items are split into two and then correlated each test scores
vi. SPEARMAN-BROWN PROPHECY – formula used to adjust correlation
d. INTERRATER RELIABILITY – two interviewers give applicant similar ratings
i. SCORER RELIABILITY – issue on subjective/objective tests in w/c there are no correct answers
2. VALIDITY – measuring what it purports to measure
a. CONTENT VALIDITY – measure the content supposed to measure
b. CRITERION-RELATED VALIDITY – test score is related to some job performance called criterion
i. CONCURRENT – given to a group of employees who are already on the job & scores are correlated to
the employee’s performance
ii. PREDICTIVE – administered to a group who are going to be hired.
1. RESTRICTED RANGE - A narrow range of performance scores that makes it difficult to
obtain a significant validity coefficient.
2. VALIDITY GENERALIZATION OR VG - The extent to which inferences from test scores from
one organization can be applied to another organization.
c. CONSTRUCT – measure the construct is purports to measure
i. CONVERGENT
ii. DIVERGENT
iii. KNOWN GROUP VALIDITY – a test is given to 2 groups who are known to have different traits in
question; must be used when other methods are not practical
d. FACE VALIDITY – a test appears to be job related
i. BARNUM STATEMENTS – general statements that can almost be true to everyone
3. COST-EFFICIENCY – if two or more tests have similar validities then its costs must be considered
a. COMPUTER-ADAPTIVE TESTING (CAT) - type of test taken on a computer in which the computer adapts the
difficulty level of questions asked to the test-taker’s success in answering previous questions.
ESTABLISHING THE USEFULNESS OF A SELECTION DEVICE MAKING THE HIRING DECISION
• TAYLOR-RUSSELL TABLES – provide an estimate of the percentage of total new hires who will be successful employees if test • MULTIPLE REGRESSION - statistical procedure in which the scores from more than one criterion-valid test are weighted
is adopted according to how well each test score predicts the criterion.
o CRITERION VALIDITY COEFFICIENT – thru criterion validity study • UNADJUSTED TOP-DOWN SELECTION - applicants are rank-ordered on the basis of their test scores.
o SELECTION RATIO – percentage of people an organization must hire o COMPENSATORY APPROACH - A method of making selection decisions in which a high score on one test can
o BASE RATE – percentage of employees currently on the job who are considered successful compensate for a low score on another test. For example, a high GPA might compensate for a low GRE score.
• PROPORTION OF CORRENT DECISION – less accurate than taylor-russell tables. Compares the percentage of times a selection • RULE OF THREE - names of the top three applicants are given to a hiring authority who can then select any of the three.
decision was accurate with the percentage of successful employees. • PASSING SCORE - minimum test score that an applicant must achieve to be considered for hire.
• LAWSHE TABLE - to know the probability that a particular applicant will be successful o MULTIPLE-HURDLE APPROACH - Selection practice of administering one test at a time so that applicants must
• BROGDEN-CRONBACK-GLESER UTILITY FORMULA - computing the amount of money an organization would save if it used the pass that test before being allowed to take the next test.
test to select employees. • BANDING - hire the top test scorers while still allowing some flexibility for affirmative action
o UTILITY FORMULA - estimate the monetary savings to an organization. o STANDARD ERROR (SE) - number of points that a test score could be off due to test unreliability.

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

CHAPTER 7: EVALUATING EMPOYEE PERFORMANCE STEP 5: TRAIN RATERS

• Frame of reference training - the rater is provided with job-related information, a chance to practice ratings, examples of
EVALUATING EMPLOYEE PERFORMANCE ratings made by experts, and the rationale behind the expert ratings.
STEP 1: DETERMINE THE REASON FOR EVALUATING EMPLOYEE PERFORMANCE STEP 6: OBSERVE & DOCUMENT PERFORMANCE
• Forced-choice rating scale – excellent in determining compensation • Critical Incidents - supervisor records employee behaviors that were observed on the job and rates the employee on the
• Providing employee training & feedback – providing feedback about what employees do right & wrong basis of that record.
o Performance appraisal review – discuss strength & weakness of employees • Employee performance record - A standardized use of the critical-incident technique developed at General Motors.
• Determining salary increases – difference of tenure and job performance STEP 7: EVALUATE PERFORMANCE
• Making promotion decisions – the best employee in one level is not always the best at the next level • Obtaining & reviewing objective data
o Peter principle – promotion of employees until they reach highest level of performance • Reading critical-incident logs
• Making termination Decisions • Completing the rating form
• Conducting personnel research o Distribution errors - a rater will use only a certain part of a rating scale when evaluating employee
STEP 2: IDENTIFY ENVIRONMENT & CULTURAL LIMITATIONS performance.
STEP 3: DETERMINE WHO WILL EVALUATE PERFORMANCE  Leniency error - a rater consistently gives all employees high ratings, regardless of their actual levels
• 360-degree feedback – excellent source for improving employee performance. Feedback is obtained from multiple sources of performance.
such as supervisors, subordinates, and peers.  Central tendency error - a rater consistently rates all employees in the middle of the scale,
• Multiple-source feedback - employee receives feedback from sources (e.g., clients, subordinates, peers) other than just regardless of their actual levels of performance.
his/her supervisor.  Strictness error - a rater consistently gives all employees low ratings, regardless of their actual levels
• Supervisors – most common type of performance appraisal. See the results of the employees of performance.
• Peers – often see the actual behavior of the employees o Halo Errors – overall impression
• Subordinate feedback or upward feedback - appraisal of managerial effectiveness should include input from direct reports. o Proximity errors - a rating made on one dimension affects the rating made on the dimension that immediately
• Customers → through “secret shoppers” follows it on the rating scale.
• Self-appraisal → employee evaluate her own behavior o Contrast errors - performance rating one person receives can be influenced by the performance of a previously
STEP 4: SELECT THE BEST APPRAISAL METHODS TO ACCOMPLISH YOUR GOALS evaluated person
• Focus of the Appraisal dimensions  Assimilation - raters base their rating of an employee during one rating period on the ratings the
o Trait-focused performance dimensions – attributions as dependability, honesty & courtesy. → provide poor rater gave during a previous period.
feedback o Low reliability across raters
o Competency-focused – employee’s knowledge and skills; easy to provide feedback o Sampling problems
o Task-focused – organized by similarity of tasks  Recency effect
o Goal-focused – organized the appraisal as the basis of goals to be accomplished by the employee  Infrequent observation - The idea that supervisors do not see most of an employee’s behavior.
o Contextual performance – efforts of the employee makes to get along with peers o Cognitive processing of observed behavior
 Observation of behavior
• Should dimensions be weighted? → Weighting dimensions makes good philosophical sense, as some dimensions might be
 Emotional state
more important to an organization than others.
 Bias
• Use of employee comparisons, objective measure or ratings
STEP 8: COMMUNICATE APPRAISAL RESULTS TO EMPLOYEES
o Employee comparison - employees can be compared with one another instead of being rated individually on a
• PRIOR TO THE INTERVIEW
scale
o Allocating time
 Rank order - employees are ranked in order by their judged performance for each relevant
o Scheduling the interview
dimension
o Preparing for the interview
 Paired comparisons - comparing each possible pair of employees and choosing which one of each
• DURING THE INTERVIEW
pair is the better employee
 Forced distribution - which a predetermined percentage of employees are placed into a number of STEP 9: TERMINATE EMPLOYEES
performance categories. • Employment-at-Will Doctrine - The opinion of courts in most states that employers have the right to hire and fire an
o Objective Measures employee at will and without any specific cause.
 Quantity of work → simply counting the number of relevant job behaviors that take place. • Employent at will statements - Statements in employment applications and company manuals reaffirming an organization’s
 Quality of work → errors → deviation from a standard right to hire and fire at will.
 Attendance • LEGAL REASONS FOR TERMINATING EMPLOYEES
 Safety o PROBATIONARY PERIOD
o Ratings of Performance o VIOLATION OF COMPANY RULES
 Graphic Rating Scale – most common rating scale. Rating employee performance on an interval or  PROGRESSIVE DISCIPLINE
ratio scale. o INABILITY TO PERFORM
 Behavioral checklists - a list of behaviors, expectations, or results for each dimension. → o REDUCTION IN FORCE (LAYOFF)
CONTAMINATION → The condition in which a criterion score is affected by things other than those • THE TERMINATION MEETING
under the control of the employee. o PRIOR TO THE MEETING
DURING THE MEETING
Comparison with other employees → Supervisors can rate performance on a dimension by
o

o AFTER THE MEETING
comparing the employee’s level of performance with that of other employees.
 Frequency of desired behaviors - Behaviors can be rated based on the frequency with which they
occur.
 Extent to which organizational expectations are met – best approach

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

CHAPTER 8: DESIGNING & EVALUATING TRAINING SYSTEMS 3. Feedback – Positive feedback should be given when an employee correctly performs a
TRAINING – systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance. Training compensates for task during training. Negative feedback should also be accompanied by specific
the inability to select desired applicants. Employees might have the necessary knowledge & skills one year, but have deficiencies by the suggestions for how the employee can improve performance
next. Ultimate purpose is to increase an organization’s profits. ii. MOTIVATING TO USE THEIR TRAINING ON THE JOB – apply their knew knowledge & skills on the
job itself. Better to train employees together at the same time which in turn result helping &
DETERMINING TRAINING NEEDS encouraging each other.
NEEDS ANALYSIS – first step is to determine the types of training that are needed in an organization 3. CHOOSING THE BEST TRAINING METHOD
1. ORGANIZATIONAL ANALYSIS – determine those organizational factors that either facilitate or inhibit training effectiveness.
Should focus on the goals of the organization wants to achieve, the extent to which training will help achieve those goals, CONDUCTING CLASSROOM TRAINING
the organization’s ability to conduct training & extent to which employees are willing to be trained. Classroom instruction – seminar, lecture or workshop. Most common training method
2. TASK ANALYSIS – to use the job analysis methods. To identify the tasks performed by each employee, the conditions under 1. INITIAL DECISIONS
which tasks are performed & the competencies needed to perform the tasks under the identified conditions. Must include a. WHO WILL CONDUCT THE TRAINING? External trainers
“interviews, observations & task inventories”. It is usually conducted by listing tasks in one column & how the tasks are b. WHERE WILL THE TRIANING BE HELD? Onsite or offsite
learned in a second column c. HOW LONG SHOULD THE TRAINING BE? Distributed learning or Massed Learning
3. PERSON ANALYSIS – determining which employees need training & in which areas. Not every employee needs further 2. PREPARING FOR CLASSROOM TRAINING
training for every task performed. Uses the following: a. ADJUSTING FOR THE AUDIENCE – trainer must consider the size, demographics, & ability of the audience.
a. Performance appraisal scores – low ratings may indicate additional training needed while high ratings indicates Present training in moderate pace.
little training time needed. 3 PROBLEMS: b. DEVELOPING TRAINING CURRICULUM – 30 or 50 hours of preparation before training
i. LENIENCY & STRICTNESS ERRORS – if the scores are consistently high because of leniency error, HR c. CREATING HANDOUTS – provide material that trainees can take back to their jobs
might conclude that employees are proficient and thus need no training 3. DELIVERING THE TRAINING PROGRAM
ii. HR might conclude that training in a particular dimension is unnecessary due to only few employees a. INTRODUCTING THE TRAINER & TRAINING SESSION – introduction should be short & establish credentials of
score poorly the trainer but the length shall depends on the time allocated
iii. Current performance appraisal system may not provide the type of information needed to conduct b. USING ICE BREAKERS & ENERGIZERS –
a training needs analysis i. GOAL –
b. Surveys – asks employees what knowledge and skills they believe should be included in future training. ii. LENGTH OF THE TRIANING SESSION –
ADVANTAGES: (A) eliminate the problems of performance rating errors (B) employees know their own iii. NATURE OF THE AUDIENCE –
strengths & weaknesses best. DISADVANTAGE: employees may not be honest c. MAKING THE PRESENTATION
c. Interviews – can yield even more in-depth answers to questions about training needs. ADVANTAGE: employee i. Make eye contact
feelings & attitudes are revealed more clearly. DISADVANTAGE: data are often difficult to quantify & analyze ii. Use gestures effectively
d. Skills & Knowledge Tests – if only few employees score poorly, they are singled out for individual training. iii. Don’t read your presentation
Problem is that relatively few tests are available for this purpose iv. Don’t hide behind the podium
e. Critical Incidents – sorted into dimensions & separated into examples of good & poor performance v. Be confident
vi. Speak at a moderate pace
DEVELOPING A TRAINING PROGRAM vii. Avoid swearing
1. ESTABLISHING GOALS & OBJECTIVES – goals & objectives must be obtainable given the time & resources allocated to the viii. Try to make the presentation interesting
training. Should state the following: ix. Don’t force humor
a. What learners are expected to do 4. USING CASE STUDIES TO APPLY KNOWLEDGE
b. The conditions under which they are expected to do it a. Case studies - usually in a group, are presented with a real or hypothetical workplace problem and are asked to
c. The level at which they are expected to do it propose the best solution.
2. MOTIVATING EMPLOYEE b. living case - case study based on a real situation rather than a hypothetical one.
a. MOTIVATING TO ATTEND TRAINING 5. USING SIMULATION EXERCISES - designed to place an applicant in a situation that is similar to the one that will be
i. Require them to attend training “on the clock” encountered on the job.
ii. Relate the training to an employee’s immediate job 6. PRACTICING INTERPERSONAL SKILLS THROUGH ROLE PLAY – allows the trainee to perform necessary interpersonal skills
iii. Make the training interesting by acting out simulated roles
iv. Increase employee buy-in 7. THROUGH BEHAVIOR MODELING – similar to role play except that trainees role-play ideal behavior rather than the
v. Provide incentives behavior they might normally perform
vi. Provide food
vii. Reduce stress associated with attending PROVIDING INDIVIDUAL TRAINING THROUGH DISTANCE LEARNING
b. MOTIVATING TO PERFORM WELL IN TRAINING 1. PROGRAMMED INSTRUCTION - A training method in which employees learn information at their own pace.
i. Provide incentives for learning 2. USING BOOKS, VIDEOS, OF INTERACTIVE VIDEO
1. Skill-based pay – an employee participates in a training program that is designed to 3. COMPUTER-BASED OR WEB-BASED PROGRAMMED INSTRUCTION – e-learning is web-based while CBT is not. Employees
increase a particular skill an employee needs either to be promoted or to receive a pay can choose from a variety of training programs offered onsite & complete the training at their own pace. Interactive video
raise. VERTICAL SKILL PLANS → pay for skill in a single job. HORIZONTAL SKILL PLANS → → employees see a videotaped situation. Webinars → web-based seminar. Webcasts → training programs transmitted
focus on skills used across multiple jobs. DEPTH SKILL PLANS → reward employees for over the web.
learning specialized skills. BASIC SKILLS PLANS → focus on basic skills as math & English
2. Interest – interesting topic CONDUCTING ON-THE-JOB TRAINING
1. LEARNING BY MODELING OTHERS – employees learn by watching how other employees perform or model a behavior
a. We tend to model behavior of people who are similar to us who are successful & who have status.

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

b. Employee must pay attention to the behavior of other employees. Must be able to retain information that is Potential discrepancies between what employees want & what the job gives them affect how motivated & satisfied employees will be
being modeled. And must have the ability to reproduce the behavior that is seen with their jobs.
2. LEARNING THROUGH JOB ROTATION – employee performs several different jobs within an organization. For managerial. • JOB EXPECTATIONS – an employee expected a job to be like & the reality of the job can affect motivation & satisfaction.
Cross training →Teaching employees how to perform tasks traditionally performed by other employees. o Realistic job preview – method of recruitment in which job applicants are told both the positive and the
3. LEARNING THROUGH APPRENTICE TRAINING - A training program, usually found in the craft and building trades, in which negative aspects of a job.
employees combine formal coursework with formal on-the-job training. • JOB CHARACTERISTICS – theory which employees desire jobs that are meaningful, provide them with the opportunity to be
4. LEARNING THROUGH COACHING & MENTORING personally responsible for the outcome of their work (autonomy) & provide them with feedback of the results. Job will
a. Coaching have:
i. Experienced employees as coaches o Motivation potential – if they allow employees to use a variety of skills & to connect their efforts to an
1. Pass-through programs – formal method of coaching in which excellent employees outcome (task identification) which has meaning, and useful & appreciated by coworkers as well as by others in
spend a period of time in the training department learning training techniques and society (task significance).
training employees. • NEEDS, VALUES AND WANTS –
ii. Professional coaches – similar to consultants o Maslow’s Hierarchy – employees would be motivated by & satisfied with their jobs at any given point in time if
b. Mentoring – certain needs were met.
o ERG Theory – “Aldefer” suggested that a person can skip levels.
ENSURING TRANSFER OF TRAINING  Existence
• Transfer of training - The extent to which behavior learned in training will be performed on the job.  Relatedness
• Overlearning - Practicing a task even after it has been mastered in order to retain learning.  Growth
o Two-factor Theory – “Herzberg” believed that job-related factors could be dived into 2 categories:
 Hygiene factors – those job-related elements that result from but do not involve the job itself. Pay,
EVALUATION OF TRAINING RESULTS security, coworkers, working conditions, company policy, work schedule, supervisors
1. Pretest – taken before the implementation of training  Motivators – job elements that do concern actual tasks & duties. Responsibility, growth, challenge,
2. Posttest – taken after the training program is complete stimulation, independence, variety, achievement, control, interesting work
CHAPTER 9: EMPLOYEE MOTIVATION
DO EMPLOYEES HAVE ACHIEVABLE GOALS?
MOTIVATION – the internal force that drives a worker to action as well as the external factors that encourage that action. It determines Goal setting – each employee is given a goal such as increasing attendance, etc. S M A R T
whether the worker will do work properly. Increased worker motivation results in increased job performance • SPECIFIC – properly set goals are concrete & specific. The more specific the goal, the greater the productivity
• MEASURABLE – if one’s goal is to improve performance or increase customer service,
IS AN EMPLOYEE PREDISPOSED TO BEING MOTIVATED? • DIFFICULT BUT ATTAINABLE – high but attainable. Setting higher goals leads to better performance but the level of goal
• SELF-ESTEEM – the extent to which a person views himself as valuable and why. High self-esteem workers are more difficulty will most affect performance when employees are committed to reaching the goal
motivated than with lower self-esteem. • RELEVANT –
o CONSITENCY THEORY (Korman’s) – there is a positive correlation between self-esteem & performance. High • TIME-BOUND – there is time frame for completion
self-esteem actually desire to perform high levels & employees with low self-esteem desire to perform at low • EMPLOYEE PARTICIPATION – performance would increase even more if the employee participated
levels.
 Chronic self-esteem – person’s overall feeling about himself. ARE EMPLOYEES RECEIVING FEEDBACK ON THEIR GOAL PROGRESS?
 Situational self-esteem – “self-efficacy”. A person’s feeling about himself in a particular situation. Feedback –verbally telling employees how they are doing, placing a chart on a wall, or using nonverbal communication. Best increases
 Socially influences self-esteem – how a person feels about himself on the basis of the expectations performance when it is positive & informational rather than negative & controlling
of others. SELF-REGULATION THEORY – employees monitor their own progress toward attaining goals & then make the necessary adjustments;
o Self-esteem workshops – attend workshops. Outdoor experiential training that is; they self-regulate.
o Experience with success – an employee is given a task so easy that he will almost certainly succeed. ARE EMPLOYEES REWARDED FOR ACHIEVING GOALS?
 Self-fulfilling prophecy – individual will perform as well or as poorly as he expects to perform. OPERANT CONDITIONING – basis of incentive systems which state that employees will engage in behaviors for which they are
 Galatea effect – relationship between self-expectation and performance. “positive” rewarded
o Supervisor Behavior – if an employee feels that a manager has confidence in him, his self-esteem will increase, • TIMING OF THE INCENTIVE – most effective if it occurs soon after the performance of the behavior
as well his performance. • CONTINGENCY OF CONSEQUENCES – at least be clear that the employee understands the behaviors that brought reward or
 Pygmalion effect – higher expectation lead to higher performance punishment. Reward & punishment must be made contingent upon performance & must be clear to employees
 Golem effect – when negative expectations of an individual cause a decrease in their performance • TYPE OF INCENTIVE USED
• INTRINSIC MOTIVATION – they will seek to perform well because they either enjoy performing the actual tasks or enjoy the o Premack Principle – reinforcement is relative & that a supervisor can reinforce an employee with something
challenge of successfully completing the task. Extrinsically motivated → they don’t enjoy the tasks but are motivated to that on the surface does not appear to be a reinforcer. Construct a reinforcement hierarchy on which an
perform well to receive some type of rewards or to avoid negative consequences employee lists his preferences for a variety of reinforcers.
o Work Preference Inventory (WPI) – yield scores on intrinsic motivation (enjoyment, challenge) & two extrinsic o Financial Rewards – used to motivate better worker performance by making variable pay an integral part of an
(compensation, outward orientation) employee’s compensation package or by using financial rewards as a “bonus” for accomplishing certain goals.
• NEEDS FOR ACHIEVEMENT & POWER – “McClelland” suggests that employees differ in the extent to which they are o Recognition – “social recognition” → informal recognition programs consists of personal attention, signs of
motivated by the need for achievement, affiliation & power. approval & expressions of appreciation
o Need for achievement – motivated by jobs that are challenging o Travel
o Need for affiliation – motivated by jobs in which they can work with & help other people • INDIVIDUAL VS. GROUP INCENTIVES – designed to make high levels of individual performance financially worthwhile & the
o Need for power – motivated by a desire to influence others rather than simply be successful. research is clear monetary incentives increase performance over the use of a guaranteed hourly salary
o Pay for performance – “earnings-at-risk plans” → pay employees according to how much they individually
HAVE THE EMPLOYEE’S VALUES & EXPECTATIONS BEEN MET? produce. Include commission

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

o Merit pay – base their incentives on performance appraisal scores rather than on objective performance • Most commonly studied facets of job satisfaction: pay, supervision, coworkers, promotion opportunities
measures as sales & productivity. • AFFECTIVE COMMITMENT – an employee wants to remain w/ the organization, care about & is willing to exert effort
o Group incentives plans – to get employees participate in the success or failure of the organization • CONTINUANCE COMMITMENT – an employee believes she must remain due to the time, expense, & effort that she has
 Profit sharing – provide employees with a percentage of profits above a certain amount already put into it
 Gain sharing – ties groupwide financial incentives to improvements in organizational performance. • NORMATIVE COMMITMENT – an employee feels obligated to the organization and as a result, she remain with the
Baseline → The level of productivity before the implementation of a gain-sharing plan. organization
 Stock Options – employees are given the opportunity to purchase stock in the future, typically at
the market price on the day the options were granted WHAT INDIVIDUAL DIFFERENCES AFFECT JOB SATISFACTION
• EXPECTANCY THEORY - Vroom’s theory that motivation is a function of expectancy, instrumentality, and valence. The • Our predisposition to be satisfied is what influence levels of job satisfaction & commitment.
higher the score on each component, the greater the employee’s motivation. • INDIVIDUAL DIFFERENCE THEORY – some variability in job satisfaction is due to an individual’s personal tendency across
o Expectancy – if an employee believes that no matter how hard he works he will never reach the necessary level situations to enjoy what she does. Certain types of people will be satisfied & motivated regardless of the type of the job
of performance, then his motivation will probably be low • Genetic predispositions – suggests that job satisfaction not only may be fairly stable across jobs but also may be genetically
o Instrumentality – employee will be motivated only of his behavior results in some specific consequence determined. Some people probably not be satisfied with any job & supervisors should not lose sleep over the fact that these
o Valence – if an employee is rewarded, the reward must be something he values. employees are not happy or motivated.
o Internal Locus of control - The extent to which people believe that they are responsible for and in control of • Core self evaluations – series of personality variables related to job satisfaction. People prone to be satisfied with their jobs
their success or failure in life. & with life in general have high self-esteem & feeling of being competent, are emotionally stable & believe that have
• REWARDS VS. PUNISHMENT – punishment changes behavior only in the short run, does not teach an employee proper control over their lives. 4 PERSONALITY VARIABLES:
behaviors, & causes resentment. To be effective, employee must understand why he is being punished. o EMOTIONAL STABILITY –
o SELF-ESTEEM –
ARE REWARDS AND RESOURCES GIVEN EQUITABLY? o SELF-EFFICACY –
• EQUITIY THEORY - A theory of job satisfaction stating that employees will be satisfied if their ratio of effort to reward is o EXTERNAL LOCUS OF CONTROL –
similar to that of other employees. • CULTURE
o INPUTS – personal elements we put into our jobs. Time, effort, education, experience • INTELLIGENCE – bright people have slightly lower job satisfaction than do less intelligent employees in jobs that are not
o OUTPUTS – elements we receive from our jobs. Pay, benefits, challenge, responsibility complex
o INPUTS/OUTPUTS RATIO – the ratio of how much employees believe they put into their jobs to how much they
believe they get from their jobs. ARE EMPLOYEES SATISFIED WITH OTHER ASPECTS OF THEIR LIVES?
• Organizational justice - A theory that postulates that if employees perceive they are being treated fairly, they will be more • People who are satisfied with their jobs tend to be satisfied with life and vice versa.
likely to be satisfied with their jobs and motivated to do well. • People who are unhappy in life & unhappy on their jobs will not leave their jobs, because they are used to being unhappy.

ARE OTHER EMPLOYEES MOTIVATED? ARE EMPLOYEE’S JOB EXPECTATIONS BEING MET?
If an organization’s older employees work hard & talk positively about their jobs & their employer, new employees will model this • If there is a discrepancy, employees will become dissatisfied & less motivated.
behavior & be both productive & satisfied. • Discrepancy theory → when an employee’s expectations are not met, the results are lower job satisfaction, decreased
organizational commitment & increased intent to leave the organization.
INTEGRATION OF MOTIVATION THEORIES:
• We will be motivated in our jobs if the job itself & the organization meet our expectations & values & satisfy our needs. IS THE EMPLOYEE A GOOD FIT WITH THE JOB & THE ORGANIZATION?
• Goal-setting theory – we find that employees who have understand, and agree to goals will be more motivated than those • Which their values, interests, personality, lifestyle, skills match those of their vocation (career), job, organization, coworkers
without goals or unclear goals. & supervisor. → tend to be satisfied with their jobs
• Expectancy theory & goal-setting theory – we know that goals must be challenging but reasonable • The extent to which employees’ desire for a particular work schedule matches their actual schedule
• Operant learning & expectation theories – extrinsically motivated people will be more motivated if behavior results in a
reward ARE THE TASKS ENJOYABLE?
• Operant learning, expectation, goal-setting, needs theory, & Premack Principle – rewards must have value to the • Employees who find their work interesting are more satisfied & motivated.
employee to be motivating
• Equity theory – rewards that are valued will be motivating only if they are given in an equitable way DO EMPLOYEES ENJOY WORKING WITH SUPERVISORS & COWORKERS?
• Social influence theory – if other employees are motivated there is an increased probability that we will model their • People who enjoy working with their supervisors & coworkers will be more satisfied with their jobs.
behavior & be motivated.
CHAPTER 10: EMPLOYEE SATISFACTION & COMMITMENT ARE COWORKERS OUTWARDLY UNHAPPY?
• SOCIAL INFORMATION THEORY/SOCIAL LEARNING THEORY – employees observe the levels of motivation & satisfaction of
JOB SATISFACTION – the attitude an employee has toward her job other employees and then model those levels. Social environment does have an effect on employees’ attitudes/behaviors
ORGANIZATIONAL COMMITMENT – the extent to which an employee identifies with & is involved with an organization
ARE REWARDS & RESOURCES GIVEN EQUITABLY?
WHY SHOULD WE CARE ABOUT EMPLOYEE ATTITUDES? • EQUITY THOERY – employees perceive that they are being treated fairly
• Satisfied employees tend to be committed to an organization and employees who are satisfied & committed are more likely • DISTRIBUTIVE JUSTICE – perceived fairness of the actual decisions made in an organization
to attend work, stay with an organization, arrive at work on time, perform well and engage in behaviors helpful to the • PROCEDURAL JUSTICE – perceived fairness of the methods used to arrive at the decision
organization than are employees who are not satisfied. • INTERACTIONAL JUSTICE – perceived fairness of the interpersonal treatment employees receive
• Affective-cognitive consistency → their consistent beliefs about their level of job satisfaction
IS THERE A CHANCE FOR GROWTH & CHALLENGE?
WHAT CAUSES EMPLOYEES TO BE SATISFIED WITH AND COMMITTED TO THEIR JOBS?
• Employees may be satisfied with one facet of work (ex. Pay) but not another (coworkers).

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

• JOB ROTATION – A system in which employees are given the opportunity to perform several different jobs in an o Find out why employees are leaving by administering surveys or exit interviews
organization. Helps alleviate boredom by allowing an employee to change tasks o Is a process of disengagement from the organization that can take days, weeks or months. Employees typically
• JOB ENLARGEMENT – A system in which employees are given more tasks to perform at the same time. leave for five reasons:
o Knowledge enlargement – employees are allowed to make more complex decisions  UNAVOIDABLE REASONS
o Task enlargement – they are given more tasks of the same difficulty level to perform  ADVANCEMENT
• JOB ENRICHMENT – A system in which employees are given more responsibility over the tasks and decisions related to their  UNMET NEEDS
job.  ESCAPE
• Job characteristics model – enriched jobs are the most satisfying. Allows a variety of skills to be used  UNMET EXPECTATIONS
• Job diagnostic survey (JDS) – measure the extent to which these characteristics are present in a given job • EMBEDDED
• Self directed team or quality circles – employees meet as a group to discuss & make recommendations about work issues • COUNTERPRODUCTIVE BEHAVIORS – two types of behaviors those aimed at individuals and those aimed at organization.
• LACK OF ORGANIZAATION CITIZENSHIP BEHAVIORS – motivated to help the organization & their coworkers by doing the
MEASURING SATISFACTION & COMMITMENT little things they are not required to do

MEASURES OF JOB SATISFACTION CHAPTER 11: ORGANIZATIONAL COMMUNICATION

• FACES SCALES – lacks sufficient detail, lacks construct validity & because some employees believe it is so simple that it is
demeaning TYPES OF ORGANIZTIONAL COMMUNICATION
• JOB DESCRIPTIVE INDEX (JDI) – series of job related adjectives & statements that are rated by employees 1. UPWARD COMMUNICATION – subordinates to superiors or employees to managers. Employees speak directly to
• MINNESOTA SATISFACTION QUESTIONNAIRE (MSQ) – contain 100 items that yield scores on 20 scales management in an environment with an open door policy
• JOB IN GENERAL SCALE (JIG) – useful when an organization wants to measure the overall level of job satisfaction rather a. Serial communication – message is relayed form an employee to her supervisor, who relays it to her supervisor,
than specific aspects who, in turn, relays it to her supervisor & so on until the message reaches the top.
MEASURES OF COMMITMENT i. The content & tone changes as it moves/ relays from person to person.
• ORGANIZATIONAL COMMITMENT QUESTIONNAIRE (OCQ) – 15 item measure 3 commitment factors: acceptance of the ii. Bad news & complaints are seldom relayed
organizations values & goals, willingness to work to help the organization & desire to remain with the organization iii. Minimize unpleasant messages effect (MUM EFFECT) – negatively affects the organization by
• ORGANIZATIONAL COMMITMENT SCALE (OCS) – 9 item survey that measures 3 aspects of commitment: identification, keeping important information from reaching the upper levels.
exchange & affiliation iv. Communication channels – less effective the farther away two people are form one another.
• CUSTOM DESIGNED INVENTORIES – advantage of this is that an organization can ask employees questions specific to their v. Proximity – supervisor is more likely to pass along a message to another supervisor if they are close
organization. Hire consultant to specifically tapped employees’ thoughts about the changes b. Attitude surveys – usually conducted by outside consultant who administers a questionnaire asking employees
to rate their opinions on such factors as satisfaction with pay, working conditions & supervisors. Also an
CONSEQUENCES OF DISSATISFACTION & OTHER NEGATIVE WORK ATTITUDES opportunity to give list of complaints or suggestions.
• ABSENTEEISM – employees are dissatisfied or not committed to the organization are more likely to miss work. c. Focus groups & exit interviews – hold focus groups in which an outside consultant meets with groups of current
o Organizations are concerned with absenteeism not only because of its high monetary cost, but also because it employees to get their opinions & suggestions. Confidential
correlated with turnover d. Suggestion boxes – 1-800 numbers. Suggestions & complaints boxes.
o Punishment will reduce absenteeism only if employees make conscious decision about attending. Like wellness i. Suggestion boxes – provide safe voice for subordinates & customers & essential feedback to the
program will increase only if absenteeism is mostly the result of illness organization as well.
o 3 reasons for time off → personal errands, catching up sleep & relaxing ii. Suggestion boxes is not likely to get complaints as a box specifically labeled complaints
• REWARDS FOR ATTENDING e. Third party facilitators – “liaison” or “ombudsperson”, both are responsible for taking employee complaints &
o FINANCIAL INCENTIVES – reward employees for achieving certain levels of attendance. Well pay → paying suggestions & personally working with management to find solutions. Neutral & works for solution. Their job
typically handled by union steward
employees for their unused sick leave
2. DOWNWARD COMMUNICATION – superior to subordinate; management to employees. Originally involves news letter but
o FINANCIAL BONUS – employees who attain a certain level of attendance. Perfect attendance over a year
now considered a key method not only of keeping employees informed but of communicating vital information needed by
o GAMES – reward employees who attend work
employees to perform their jobs.
o TIME OFF – paid time off program or paid leave bank,
a. Bulletin boards – to communicate non-work-related opportunities like scholarships, optional meetings, etc
o RECOGNITION PROGRAMS – formal recognition programs & praise
i. Inhouse message networks – electronic bulletin boards
• DISCIPLINE FOR NOT ATTENDING- giving a warning or ales popular work assignment to firing an employee
b. Policy manual – place for posting important changes in policy or procedure
o CLEAR POLICIES & BETTER RECORD KEEPING – record the number of instances of absenteeism rather than
c. Newsletter – designed to bolster employee morale by discussing happy or innocuous events such 3B’s (babies,
number of days.
birthdays, ballgame scores)
o INCREASE ATTENDANCE BY REDUCING EMPLOYEE STRESS – removing negative factors associated with their
d. Intranets – replacement of bulletin boards, newsletters, manuals. Organization wide versions of the internet.
work. offer employee assistance program
Useful because the speed at which the company can survey employees about new ideas
o INCREASING ATTENDANCE BY REDUCING ILLNESS – rewarding employees whose physically fit
3. BUSINESS COMMUNICATION – the transmission of business-related information among employees, management &
o REDUCING ABSENTEEISM BY NOT HIRING ABSENCE-PRONE EMPLOYEES
customers. Includes memos, telephone calls, emails, & voice mails
o UNCONTROLLABLE ABSENTEESM CAUSED BY UNIQUE EVENTS
a. Memos – providing detailed information to a large number of people in a short period of time
TURNOVER
b. Telephone calls – in the past used when message was short. Videoconferencing etc
• COST OF TURNOVER
c. Email & voice mail – used to exchange general or timely information & ask questions; they
o The cost of losing an employee is estimated at 1.5 times the employee’s salary
d. Business meetings
o Higher turnover rates will result in lower organizational performance
i. Office design
o There is a U-shaped relationship between turnover & performance such that very low or very high levels of
1. Freestanding design –
turnover will result in lower organizational performance; moderate amount of turnover → higher performance
2. Uniform plans –
o The negative effect of turnover is strongest when an organization’s turnover rate is low
3. Free-form workstations –
• REDUCING TURNOVER

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

4. INFORMAL COMMUNICATION – transmitted through the grapevine → informal communication network iv. Escape - A response to communication overload in which the employee leaves the organization to
a. Single strand grapevine – a message is passed in a chainlike fashion from one person to the next until the chain reduce the stress.
is broken. l. Use of gatekeeper – A person who screens potential communication for someone else and allows only the most
b. Gossip grapevine – a message is passed to only a select group of individuals. important information to pass through.
c. Probability grapevine – a message is passed randomly among all employees. m. Use of multiple channels – A strategy for coping with communication overload in which an organization
d. Cluster grapevine – a message is passed to a select group of people who each in turn pass the message to a few reduces the amount of communication going to one person by directing some of it to another person.
select others. n.
e. Isolates – An employee who receives less than half of all grapevine information. 3. PROBLEM AREA 3: MESSAGE RECEIVED VS. MESSAGE INTERPRETED – its meaning can change depending on the way in
f. Dead enders - Employees who receive much grapevine information but who seldom pass it on to others. which the receiver interprets the message
g. GOSSIP – Poorly substantiated information and insignificant information that is primarily about individuals. a. Listening skills – most important communication skill that a supervisor should master
h. RUMOR – Poorly substantiated information that is passed along the grapevine. i. Attitudinal listening profile – measure an employee’s listening style
ii. Leisure listening – The listening style of a person who cares about only interesting information.
INTERPERSONAL COMMUNICATION – involves the exchange of message across a communication channel from one person to another iii. Inclusive listening – listens for the main ideas behind any communication
1. PROBLEM AREA 1: INTENDED VS. MESSAGE SENT – iv. Stylistic listening – listens to the way the communication is presented
a. Sender must know what she wants to say & how she wants to say it. THREE SOLUTIONS: v. Technical listening – who just want the “just the facts, ma’am”
i. Thinking about what you can communicate vi. Empathic listening – tunes in to the feelings of the speaker
ii. Practice what you want to communicate vii. Nonconforming listening – who attends only to information that is consistent with her way of
iii. Learn better communication skills thinking
2. PROBLEM AREA 2: MESSAGE SENT VS. MESSAGE RECEIVED – many factors affect how that message is received b. Emotional state – mad, anxious, depressed, elated or upset
a. The actual words used c. Cognitive ability – a person can receive message exactly as it was sent, yet not be bright enough to understand
b. Communication channel → message is transmitted; orally, nonverbally, second party or memo it
c. Noise →affect the way a message is received d. Bias – affect our ability to interpret information we receive
d. Nonverbal cues – or words often say one thing but our actions say another.
e. Body language IMPROVING EMPLOYEE COMMUNICATION SKILLS
f. Use of space – dominant people/ have authority are given more space & time take space from others 1. INTERPERSONAL – training workshop conducted by an outside consult but only bring short-term improvements in skills.
i. Intimacy zone – A distance zone within 18 inches of a person, where only people with a close 2. COMMUNICATION SKILLS –
relationship to the person are allowed to enter. a. Improving the writer’s skills -
ii. Personal distance zone – A distance zone from 18 inches to 4 feet from a person that is usually b. Concentrates on making material easier to read or Readability –
reserved for friends and acquaintances. i. Fry readability graph – uses the average number of syllables per word & average length of
iii. Social distance zone - An interpersonal distance from 4 to 12 feet from a person that is typically sentences to determine readability
used for business and for interacting with strangers. ii. Flesch index – uses the average sentence length & number of syllables per 100 words
iv. Public distance zone – Distance greater than 12 feet from a person that is typical of the iii. FOG Index – uses the number of words per sentence & number of three-syllable words per 100
interpersonal space allowed for social interactions such as large group lectures. iv. Dale Chall Index – uses the number of words that are not included in a list of words known by 80%
g. Use of time of fourth graders
h. Paralanguage- the way we say things & consists of variables such as tone, tempo, volume, number & duration 3. WRITTEN COMMUNICATION SKILLS –
of pauses
i. Artifacts - The things people surround themselves with (clothes, jewelry, office decorations, cars, and so forth) CHAPTER 12: LEADERSHIP
that communicate information about the person.
i. Open desk arrangement – An office arranged so that a visitor can sit adjacent to rather than across Personal Characteristics associated with Leadership
from the person behind the desk.  Leader Emergence – idea that people who become leaders possess traits or characteristics different from people who do
ii. Closed desk arrangement – An office arranged so that a visitor must sit across from the person not become leaders.
behind the desk. o Leadership gene? We inherit certain traits and abilities that might influence our decision to seek leadership
j. Amount of information o People High in openness, conscientiousness and extraversion and low in neuroticism are more likely to emerge
i. Level - Describes a message from which unimportant informational details have been removed as leaders
before the message is passed from one person to another. o High self-monitors
ii. Sharpen - Describes a message in which interesting and unusual information has been kept in the o More intelligent people
message when it is passed from one person to another; see Leveled. o Looking at patterns of abilities and personality traits
iii. Assimilate - A description of a message in which the information has been modified to fit the o 3 ASPECTS/FACTORS IN MOTIVATION
existing beliefs and knowledge of the person sending the message before it is passed on to another  Affective identity motivation – enjoy being in charge and leading others. People score high on this
person. has the high leadership potential
k. Reactions to communication overload  Noncalculative motivation – perceive positions that will result in personal gain
i. Omission - A response to communication overload that involves the conscious decision not to  Social-normative motivation – sense of duty
process certain types of information. o Role of gender is complex. Men emerge as leaders more in short-term groups with low social interaction.
ii. Error - Deviation from a standard of quality; also a type of response to communication overload that Women involves in high social interaction
involves processing all information but processing some of it incorrectly. o Glass ceiling for women
iii. Queuing - A method of coping with communication overload that involves organizing work into an  Leader Performance – leaders who perform well possess certain characteristics that poorly performing leaders do not.
order in which it will be handled. o Traits

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

 Management, decision-making and oral communication skills were highly correlated with leadership  Change you leadership style to better fit the existing climate
effectiveness  Change you follower’s perception of the climate
 Self monitoring – focus on what leaders do as opposed to what they are  Change the actual climate
o Cognitive Ability – when the leader is not distracted by stressful situations and when the leader uses a more  Subordinate Ability
directive leadership style o Leaders will be successful only if their subordinates perceive them as working with them to meet certain goals
o Needs and if those goals offer a favorable outcome for the subordinates
 Need for power, achievement, and affiliation o Path Goal Theory – a leader can adopt one of four behavioral leadership styles
 Implies that an effective leader should be concerned more with results than with being liked  Instrumental style – planning, organizing and controlling the activities of employees
 Leadership motive pattern – high need for power and low need for affiliation  Supportive style – shows concern for employees
 Thematic Apperception Test (TAT)  Participative style – shares information with employees and let them participate in decision making
 Job Choice Exercise (JCE)  Achievement oriented style – sets challenging goals and rewards increases in performance
o Gender – women are more effective as leaders in situations traditionally defined in less masculine terms and o Situational Leadership theory – a leader typically uses one of four behavioral styles:
vice versa for men  Directing Approach – unable and unwilling or insecure. The leader directs the follower by telling
o Task vs. Person Orientation him what to do and how to do it
 Person Oriented Leaders – act in a warm and supportive manner and show concern for their  Coaching approach – unable but willing or confident. They are willing to work but are not sure how
subordinates. They believe that employees are intrinsically motivated. They consult their to do it
subordinates before making decisions. Under pressure, they become socially withdrawn. Tend to  Supporting approach – Able but unwilling or insecure. Given plenty of emotional support
appreciate humor.  Delegating approach – Able and willing or confident. Most productive and happy
 Task oriented leaders – see their employees as lazy, extrinsically motivated, wanting security,  Relationship with Subordinates
undisciplined and shirking responsibility. Under pressure they become anxious, defensive and o Leader member exchange (LMX) – originally called vertical dyad linkage (VDL) theory. It is a unique situational
dominant. Tend to produce humor. theory that makes good intuitive sense. Concentrates on the interactions between leaders and subordinates. In-
 Leadership Opinion Questionnaire (LCQ) group- high quality relationship with leader. Trusting, friendly. Out-group – low quality of relationship with
 Leader Behavior Description Questionnaire (LBDQ) leader
o Unsuccessful Leaders  Leadership through Decision Making
 Lack of training o Vroom-Yetton Model – provide a flowchart that can tell a leader what process to go through to make a decision
 Cognitive Deficiencies – poor leaders are unable to learn from experience and are unable to think in a particular situation.
strategically, they consistently make the same mistakes and do not plan ahead  Leadership through Contact: Management by Walking Around (MBWA) – leaders and managers are most effective when
 Personality they are out of their offices, walking around and meeting with and talking to employees and customers around their needs
• Paranoid/passive aggressive – appear to be supportive but at the same time they will and progress.
stab another person in the back.  Leadership through Power - obtain more resources, dictate policy and advance farther in an organization than those who
• High likability floater – insecure and seldom rocks the boat or causes trouble. Their have little or no power. 5 basic types of power:
employees have high morale but low performance. o Expert power – knowledge must be something that others in an organization need. Must be aware that the
• Narcissists – insecurity by overconfidence. “center of attention. leader knows something
Interaction between Leader and Situation o Leadership power – best able to get employees to comply with their order but low follower satisfaction
 Situational Favorability o Reward and coercive powers
o Fiedler’s Contingency model – any individual’s leadership style is effective only in certain situations.  Reward – having control over both financial rewards, salary increases, promotions
o Least Preferred Coworker (LPC) Scale  Coercive – willing to use her ability to punish
o Favorableness of a situation is determined by 3 variables: o Referent Power – leaders who are well liked can influence others even in the absence of reward and coercive
 Task Structuredness –goals that are clearly stated and known by group members. epower.
 Leader position power – the greater the position or legitimate power of the leader, the more  Leadership through Vision: Transformational Leadership
favorable the situation o Transformational leadership - setting goals, monitoring performance and providing a consequence to success
 Leader member relations – the more the subordinates like their leader, the more favorable the or failure. 3 dimensions:
situations  Contingent reward – leaders who reward followers for engaging in desired activity
o Leader Match - Fiedler’s training program  Management by exception-active – leaders who monitor performance and take corrective action
 Organizational Climate when needed
o IMPACT Theory  Management by exception-passive – leaders who do not actively monitor follower behavior and
 Informational Style – provides information in a climate of ignorance, where important information who take corrective action only when problems are serious.
is missing from the group o focuses on changing or transforming the goals, values, ethics, standards, and performance of others. leaders are
 Magnetic Style – leads through energy and optimism and is effective only in a climate of despair often labeled as being “visionary,” “charismatic,” and “inspirational.”
which is characterized by low morale. The chances of successful leadership increase in a situation of o 3 highly related dimensions to transformational leadership:
general despair when a magnetic or charismatic individual assumes control.  Charisma
 Position Style – leads by virtue of the power inherent in that position  Intellectual stimulation
 Affiliation style – leads by liking and caring about others. Most effective in a climate of anxiety  Individual Consideration.
 Coercive style – leads by controlling reward and punishment and is most effective in a climate of  Good leaders possess 5 characteristics:
crisis o Vision
 Tactical style – leads through the use of strategy and is most effective in a climate of disorganization o Differentiation
o How to become an effective leader according to IMPACT Theory? o Values
 Find a climate consistent with your leadership style o Transmission of vision and values

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

o Flaws c. Member satisfaction

 Leadership through Persuasion d. Member interaction
o By Communication e. Employee courtesy
 Expertise – for leaders to persuade their followers, they must be the most knowledgeable about 2. Group Homogeneity – extent to which its members are similar.
their common interest a. Homogeneous group – similar in some or most ways
 Trustworthiness – communicate not only that he is similar to them but also his goals are the same b. Heterogeneous group – different than alike
as theirs c. Slightly heterogeneous group – between completely homo and completely hetero
 Attractiveness – more persuasive than unattractive people Homogeneous groups result in higher member satisfaction, higher levels of communication and interaction and low turnover.
o By Message 3. Stability of membership – members remain for long periods of time are more cohesive and perform better than groups
 Message Discrepancy that have high turnover and groups whose members previously worked together perform better than groups whose
 One-sided vs. Two-sided arguments members are not familiar with one another.
 Threats 4. Isolation – groups that are isolated or located away from other groups tend to be highly cohesive.
Cultural Differences in Leadership 5. Outside pressure – “psychological reactance”. When we believe that someone is trying to intentionally influence us to take
 PROJECT GLOBE some particular action, we often react to doing the opposite.
o Discover differences and similarities in cultures 6. Group size – more cohesive and perform best when small (app. 5 members)
o Determine why these differences exist a. Additive tasks – group’s performance is equal to the sum of the performances of each member
 Cultures can differ in 9 dimensions: b. Conjunctive tasks – depends on the least effective group member.
o Uncertainty avoidance – a culture avoids uncertainty by using social norms & rituals c. Disjunctive tasks – based on the most talented member.
o Power distance – extent to which power is unequally shared Social impact theory
o Social collectivism – a culture encourages collective distribution of resources 7. Group status – it is important that its members believe they have high status
o Ingroup collectivism – extent to which individuals express pride in their organizations & families a. To increase group status, increase the perception that the group is difficult to join but that once in, members
o Gender egalitarianism – a culture tries to minimize differences in gender roles & prevent discrimination will find that the group’s activities are special.
o Assertiveness – individuals in a culture are assertive & challenging in social relationships 8. Group ability and confidence – groups whose members believe that their team can be successful both at a specific task,
o Future orientation – culture plans for & invests in the future and at tasks in general perform better than groups who are not as confident.
o Performance orientation – culture encourages & rewards improvement in performance 9. Personality
o Humane orientation – culture encourages & rewards people for being fair, caring & giving 10. Common structure –
 Project Globe 6 main leadership styles 11. Group Roles
o Charismatic – involves vision, inspiration, integrity a. Task-oriented roles – offering new ideas, coordinating activities and finding new information
o Self-protective – follows procedure, emphasizing status differences, self centered b. Social-oriented roles – encouraging cohesiveness and participation
o Humane style – modest & helpful c. Individual role – blocking group activities, avoid group interaction
o Team-oriented - collaborative 12. Social Facilitation and Inhibition
o Participative – getting the opinions & help of others a. Social facilitation - positive effects of the presence of others on an individual’s behavior
o Autonomous – independent & individualistic & making one’s own decisions b. Social inhibition – negative effects of others’ presence
CHAPTER 13: GROUP i. Audience effects – when a group of people passively watch an individual
ii. Coaction – two or more people are performing the same task in the presence of on another.
c. Performance increases only when the task being performed is easy or well learned, performance decreases
Group 4 criteria when the task is difficult or not well learned.
1. Multiple members who perceive themselves as a unit d. 4 explanations:
2. Group rewards i. Mere presence of others naturally produces arousal.
3. Corresponding effects ii. Coacting audience provides a means for comparison
4. Common goals iii. Evaluation apprehension – individuals are aware that the presence of others can be rewarding or
Reasons for joining Groups punishing.
1. Assignment – most common iv. Presence of others is distracting to the individual who is trying to perform a task
2. Physical proximity – people tend to form groups with people who either live or work nearby. e. Social Loafing –
3. Affiliation – our needs to be with other people. If people are not allowed the opportunity for affiliation, they make f. Free rider theory
attempts to secure at least minimal contact. When even minimal contact is not possible, morale and will to live are g. Sucker effect
lessened. 13. Individual dominance – if the leader or group member has an accurate solution to a problem the group is trying to solve,
4. Identification – the group will probably perform at high levels.
5. Emotional support – provide emotional support for their members 14. Groupthink – members become so cohesive that they make poor decisions despite contrary information that might
6. Assistance or help – reasonably lead them to other options.
7. Common interests – a. the group leader should not state his own beliefs until decision making process
8. Common goals – b. leader should promote open discussion and encourage members to speak
Factors affecting Group Performance c. group can be separated into subgroups to increase disagreement
1. Group cohesiveness – extent to which group members like and trust one another, are committed to accomplishing a team d. devil’s advocate.
goal, and share a feeling of group pride. Cohesiveness also lowers group performance, they often lose sight of INDIVIDUAL VS. GROUP PERFORMANCE
organizational goal. The more cohesive the group, the greater its:  Nominal group – several people individually work on a problem but do not interact
a. Productivity and efficiency  Interacting group – several individuals interact to solve a problem
b. Decision quality  Brainstorming

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

TEAMS • PERCEPTION one of the key components to conflict. If one person perceives that their goals are different, the possibility of
Teams work best in situations in which: conflict increases
A. The job requires high levels of employee interaction • DYSFUNCTIONAL CONFLICT keeps people from working together, lessens productivity, spreads to other areas and increases
B. A team approach will simplify the job turnover
C. A team can do something an individual cannot • FUNCTIONAL CONFLICT moderate levels of conflict can stimulate new ideas, increase friendly competition and increase
D. There is time to create a team and properly train team members team effectiveness.
WORK TEAM TYPES OF CONFLICT
It is a collection of three or more individuals who interact intensively to provide an organizational product, plan, decision or service. 1. Interpersonal conflict – between two individuals
Several factors: 2. Individual-group Conflict – occurs when the individual’s needs are different from the group’s needs, goals or norms
A. Identification – group members identify with the team member than with other groups 3. Group-group Conflict – occurs annually as departments fight for budget allocations and space
B. Interdependence – members need and desire the assistance, expertise, and opinions of the other members. Empowerment CAUSES OF CONFLICT
increased the performance of teams with high task interdependence but decreased performance of teams with low task 1. Competition for resources
interdependence. 2. Task interdependence – when the performance of some group members depends on the performance of other group
C. Power differentiation – treating others as equals and taking steps to ensure equality. Members apologize for overstepping members
their roles, ask indirect questions to avoid challenges and are polite to one another. 3. Jurisdictional Ambiguity – found when geographical boundaries or lines of authority are unclear
D. Social Distance – by being casual, using nicknames and expressing liking, empathy and common views 4. Communication barriers – can be physical, cultural, psychological
E. Conflict management tactics – teams respond to conflict by collaborating. They try to understand the others’ views, make 5. Beliefs – belief systems of individuals or groups
attempts to compromise, and use nonthreatening tones 6. Personality – often the result of people with incompatible personalities who must work together
F. Negotiation process – members negotiate in a win-win style in which the goal is for every person to come out ahead. 5 a. Sniper – controls people by using sarcasm
factors: b. Know it all – controls others by dominating conversations, not listening to other’s ideas
a. Collaborative teams c. Tank – gets things done quickly by giving orders, being pushy, yelling & aggressive
b. Emergent teams d. Whiner – constantly complain
c. Adversarial teams e. No person – believes nothing will ever work & thus disagree w/ every suggestions
d. Nominal teams f. Nothing person – responds to difficult situations & doing & saying nothing- giving up
e. Doomed teams g. Yes person – agrees to everything
Teams differ in two ways: h. Maybe person – won’t commit or make decision
Permanency – some teams are designed to work together permanently, whereas others are formed to solve a particular i. Grenade person – throws tantrums
problem and then are expected to dissolve. j. Friendly sniper – uses jokes to pick on people
Proximity k. Think they know it all – exaggerates, lies, gives advice
Virtual teams – whose members carry out their team functions through email etc. 7. Conflict styles
TYPES OF TEAMS a. Avoiding style – ignore the conflict and hope it will resolve itself. Withdrawal. Triangling occurs when an
Teams differ on two major characteristics: temporal duration & product type employee discusses the conflict with a third party
1. Work teams – manage themselves, assign jobs, plan and schedule work, make work-related decisions and solve work- b. Accommodating style - when a person is so intent on settling a conflict that he gives in and risks hurting
related problems. There would be no supervisor. Each of the production workers would be called “team member” himself
2. Parallel teams - cross-cultural teams, consist of representatives from various departments within an organization. For them c. Forcing style – win-lose fashion and does what it takes to win with little regard for the person
to be successful, it is important that they have a clear purpose receive support from each functional area, and take steps to i. Winning at all costs – when a person regards his side as correct and the other person is regarded as
increase trust levels of committee members. the enemy whose side is incorrect
3. Project teams – produce one-time outputs such as creating a new product, installing a new software system or hiring a new d. Collaborating style – wants to win but also wants to see other person win
employee e. Compromising style – adopts give and take tactics
4. Management teams – coordinate, manage advice, and direct employees and teams i. Negotiation and bargaining
HOW TEAMS DEVELOP ii. Acceptable compromise
1. Forming stage – team members get to know each other and decide what roles each member will play Resolving conflict: Third party invention: mediation, arbitration
2. Storming – good behaviors disappears • THIRD PARTY INVENTION – When a neutral party is asked to help resolve a conflict.
3. Norming – team works toward easing tension from the storming stage • MEDIATION – A method of resolving conflict in which a neutral third party is asked to help the two parties reach an
4. Performing – begins to accomplish its goals agreement.
5. Punctuated equilibrium – suggests that rather than forming in stages, teams develop direction and strategy in the first • ARBITRATION – A method of resolving conflicts in which a neutral third party is asked to choose which side is correct.
meeting.
WHY TEAM DOESN’T ALWAYS WORK
CHAPTER 14: ORGANIZATION DEVELOPMENT
1. The team is not a team
2. Excessive meeting requirements
Managing Change
3. Lack of empowerment
1. Sacred cow hunts - which employees look for practices and policies that waste time and are counterproductive.
4. Lack of skill
a. The paper cow - Paper cows are unnecessary paperwork—usually forms and reports that cost organizations
5. Distrust of the team process
money to prepare, distribute, and read.
6. Unclear objective
b. The meeting cow - too many meetings or too much time spent at meetings
GROUP CONFLICT
c. The speed cow – unnecessary deadlines
• CONFLICT is the psychological and behavioral reaction to a perception that another person is either keeping you from
2. Employee acceptance of change
reaching a goal
a. Stages:

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

i. Denial - The first stage in the emotional reaction to change or layoffs, in which an employee denies i. Organizational socialization - The process whereby new employees learn the behaviors and
that an organizational change or layoff will occur. attitudes they need to be successful in an organization.
ii. Defense - When employees begin to believe that change will actually occur, they become defensive ii. Rituals - Procedures in which employees participate to become “one of the gang.”
and try to justify their positions and ways of doing things. iii. Symbols - Organizational behaviors or practices that convey messages to employees.
iii. Discarding - change is inevitable, and it is in the best interest of the employee to discard the old Empowerment - range from asking them for their opinions to giving them complete decision-making control.
ways and start to accept the change as the new reality. 1. Making the decision to empower
iv. Adaptation - employees test the new system, learn how it functions, and begin to make a. Factors in making the decision to empower
adjustments in the way they perform i. Importance of decision quality
v. Internalization - employees have become immersed in the new culture, become comfortable with ii. Leader knowledge of the problem area
the new system, and accepted their new coworkers and work environment iii. Structure of the problem
b. Important Factors: iv. Importance of decision acceptance
i. Type of change v. Probability of decision acceptance
1. Evolutionary - continual process of upgrading or improving processes vi. Subordinate trust and motivation
2. Revolutionary - “real jolt to the system” that drastically changes the way things are vii. Probability of subordinate conflict
done b. Decision-making strategies using Vroom-yetton model
ii. Reason behind the change - employees may understand that it is due to financial problems, i. Autocratic I strategy - Leaders use available information to make a decision without consulting their
external mandates or attempts to improve the organization. subordinates.
iii. Person making the change - more positive about change when the source of change is within the ii. Autocratic II Strategy - Leaders obtain necessary information from their subordinates and then
work group rather than an external source make their own decision.
iv. Person being changed iii. Consultative I strategy - Leaders share the problem on an individual basis with their subordinates
1. Change agents - people who enjoy change and often make changes just for the sake of it and then make a decision that may or may not be consistent with the thinking of the group
2. Change analysts - not afraid to change or make changes but want to make changes only iv. Group I strategy - Leaders share the problem with the group and let the group reach a decision or
if the changes will improve the organization solution.
3. Receptive changers - A person who is willing to change. 2. Levels of employee input
4. Reluctant changers - A person who will initially resist change but will eventually go a. Following – employees have no real control over their jobs
along with it. b. Ownership of own product - employees are still told what to do but are solely responsible for the quality of
5. Change resisters - person who hates change and will do anything to keep change from their output.
occurring. c. Advisory - employees are asked to provide feedback, suggestions, and input into a variety of organizational
3. Implementing change concerns.
a. Creating an atmosphere for change - Employees should be surveyed to determine how satisfied they are with d. Shared/participative/team - allows an employee to make a decision.
the current system. e. Absolute - gives an employee the absolute authority to make a decision on his own—no group consensus, no
b. Communicating details - employees should be aware of and involved in all aspects of the change, from initial supervisory approval.
planning to final implementation. 3. Empowerment charts - A chart made for each employee that shows what level of input the employee has for each task.
i. Communicating change is hard work. a. Consequences of empowerment
ii. Training is needed Downsizing
iii. Two-way communication is existential. 1. Reducing the impact of downsizing
iv. Honesty is the best policy. a. Signs of problems
c. Time frame - The longer it takes to change, the greater the opportunity for things to go wrong and the greater i. Temporary employees - Also called “temps”—employees hired through a temporary employment
the chance that employees will become disillusioned. agency.
d. Training needs - is often necessary to train employees. ii. Outsourcing - The process of having certain organizational functions performed by an outside
4. Organizational culture “corporate culture” - comprises the shared values, beliefs, and traditions that exist among vendor rather than an employee in the organization.
individuals in organizations. establishes workplace norms of appropriate behavior (what’s wrong or right) and defines roles b. Selecting the employees to be laid off
and expectations that employees and management have of each other c. The announcement
a. Changing culture d. Outplacement programs
b. Assessing the new culture: a great deal of discussion and analysis i. Emotional counseling
i. Needs assessment - current culture must be analyzed and compared with the desired culture to 1. Denial stage - The first stage in the emotional reaction to change or layoffs, in which an
determine what might need to change. employee denies that an organizational change or layoff will occur.
ii. Determining executive direction - Management must then analyze the needs 2. Anger stage - The second stage of emotional reaction to downsizing, in which
iii. assessment to determine the decisions or actions that will reinforce the culture and to assess the employees become angry at the organization.
feasibility of certain changes 3. Fear stage - The third emotional stage following the announcement of a layoff, in which
iv. Implementation considerations - how the new culture will be implemented. employees worry about how they will survive financially.
v. Training - all organizational members must be trained in a new philosophy for the new culture to 4. Acceptance stage - which employees accept that layoffs will occur and are ready to take
thrive and be long-lasting. steps to secure their future.
vi. Evaluation of the new culture - an evaluation mechanism must be established to review the new ii. Financial counseling - should include the issues of severance pay, unemployment insurance,
culture. medical insurance, and any special programs that might be available to help the layoff victims.
c. Creating dissatisfaction with existing culture iii. Career assessment and guidance
d. Maintaining the new culture 2. Effects of downsizing
e. Selection of employees a. Victims - Employees who lose their jobs due to a layoff.

Downloaded by Liandra Marie Collante ([email protected])

 lOMoARcPSD|3868773

b. Survivors - Employees who retain their jobs following a downsizing.

c. Local community
d. The organizaation
Work Schedules
1. Compressed workweeks
2. Moonlighting - People moonlight because they want or need to earn extra money, and they may even enjoy the second job
3. Flexible work hours
a. Flextime - A work schedule that allows employees to choose their own work hours.
b. Bandwidth - The total number of potential work hours available each day.
c. Core hours - The hours in a flextime schedule during which every employee must work.
d. Gliding time - A flextime schedule in which employees can choose their own hours without any advance notice
or scheduling.
e. Flexitour or modified flexitour - A flextime schedule in which employees have flexibility in scheduling but must
schedule their work hours at least a week in advance.
4. Peak-time pay - certain employees are encouraged to work only part time but are paid at a higher hourly rate for those
hours than employees who work full time.
5. Job sharing - involves two employees who share their work hours.
6. Work at home
a. Telecommuting - Working at home rather than at the office by communicating with managers and coworkers
via phone, computer, fax machine, and other offsite media.
7. Shift work
a. Circadian rhythms - the 24-hour cycles of physiological functions maintained by every person.
b. Uniqueness of shift
c. Fixed shifts - separate groups of employees permanently work the day shift, swing shift, and night shift
d. Rotating shifts - employee rotates through all three shifts, working the day shift for a while, then switching to
the swing shift, then working the night shift and so on.
e. Frequency of rotation - shifts must be rotated because employees who feel stuck on swing and night shifts
insist on having the opportunity to work days.
f. Individual differences

Downloaded by Liandra Marie Collante ([email protected])