Applied Psychology in Human Resource Management seventh.ppt

1、Applied Psychology in Human Resource Management seventh edition Cascio & Aguinis,PowerPoint Slides developed by Ms. Elizabeth Freeman University of South Carolina Upstate,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-1,Chapter 4 Criteria: Concepts, Measurement, and Evaluation,

2、Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-2,Criterion: a standard, rule, or test by which a person may be judged or measured Empirical: based on results of scientific method experiment or observation practical experience,Copyright 2011 Pearson Education, Inc. publishing as

3、 Prentice Hall,4-3,Criteria deal with the what, why, & how of work performance include operational statements, goals, outcomes are used to make judgments are used to make predictions are dynamic or changeable by nature,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-4,Applied Ps

4、ychologists use criteria To assist with the recruiting, selection, evaluation, & retention of employees (i. e., to determine the usefulness of programs) To improve the understanding of what it takes to be a success as an employee,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-5

5、,Criteria traditionally used to Predict success Evaluate performance,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-6,Comprehensive definition for criterion An EVALUATIVE STANDARD used to measure Performance Attitude Motivation Other work behaviors,Copyright 2011 Pearson Educat

6、ion, Inc. publishing as Prentice Hall,4-7,Possible Criteria include Output measures Quality measures Lost time Trainability & promotability Ratings Counterproductive behaviors (or their absence),Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-8,If assessments could include every

7、 possible aspect of performance, then you could assume that you are evaluating based on the ULTIMATE CRITERION accounting for highs vs. lows, maximums vs. typicals,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-9,Truthfully, though, an ultimate criterion is a concept rather tha

8、n a fact,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-10,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,Dimensionality of Criteria Static (fixed) Dimensions of Task & ContextTask Performance Activities that convert raw materials into products or services A

9、ctivities that help production or service replenishing raw materials distribution of products planning, coordination, staff support functions,4-11,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,Dimensionality of Criteria Contextual PerformanceEnthusiasm, punctuality, attendance V

10、olunteering for extra work Agreeableness Following rules & procedures Organizational support,4-12,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,Dimensionality of Criteria Is there a dark side to contextual performance? Yes.Padding hours workedParticipating in negative rumorsGoss

11、ipingHiding mistakesIntentional work slow-downsPirating ideas,4-13,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,Dimensionality of Criteria Dynamic (changing) / Temporal (time) Employee performance will vary over timeCriteria Measurement must accommodate these variations ofchang

12、es in time for everyone in a positionvalidity coefficientsrank ordering,4-14,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,Dimensionality of Criteria Dynamic (changing) / Temporal (time) Employee performance varies over timeMust consider characteristics of individuals who succee

13、dand compare to characteristics of individuals who leave or who do not perform well,4-15,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,Dimensionality of Criteria Dynamic (changing) / Temporal (time) Validity coefficients vary over timeBehaviors or characteristics that predict su

14、ccess do not guarantee that the same behaviors will predict future successchanging tasks jobs will changechanging subjects skills will change,4-16,Individual Dimensionality,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,Dimensionality of Criteria,Performance Measurement Criteriam

15、ust consider the varying types of skills relative contribution to the organization must acknowledge that different skill sets may have equal value to an organization,4-17,Challenges to successful criterion development Job performance unreliability Job performance observation Dimensionality of job pe

16、rformance Situational impacts on performance,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-18,Criterion development challenges Job performance unreliability Intrinsic having a “good” versus “bad” day Extrinsic variations in aspects of job beyond personal control (weather, equi

17、pment, supply delays),Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-19,Criterion development challenges Job performance observation Assessment Centers Quantitative performance records Independent evaluators Supervisor ratings Peer group evaluations Self evaluations,Copyright 2

18、011 Pearson Education, Inc. publishing as Prentice Hall,4-20,Performance & Situational Characteristics Environmental & Organizational Environmental Safety Life-space Variables Job & Location Sales Performance Leadership,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-21,Performa

19、nce & Situational Characteristics Environmental & Organizational Absenteeism, turnover, pay, promotion policies, group cohesiveness, friendship, respect, role clarity, task repetitiveness, autonomy, age, tenure, mood, family size,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-2

20、2,Performance & Situational Characteristics Environmental Safety Injury rate Positive safety climate High management commitment Safety communications & training program,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-23,Performance & Situational Characteristics Life-space Variab

21、les Task challenge on assignments Life stability Supervisor-subordinate personality match Immediate supervisors success Personal orientation Career confidence Cosmopolitan versus local orientation Job stress,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-24,Performance & Situat

22、ional Characteristics Job and Location Performance depends on job demands and on policies and practices of a particular company,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-25,Performance & Situational Characteristics Extraindividual Differences and Sales Performance Sales Ex

23、perience Market Share Performance Ratings Territory Workload Market Potential Advertising Effort Sales Effort,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-26,Performance & Situational Characteristics Leadership Impacts morale Impacts performance Impacts vary by Age Gender Exp

24、erience,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-27,Criterion Development Steps 1. Analyze jobs & organizational needs 2. Develop measures of actual & expected behaviors 3. Statistically analyze criterion dimensions Factor analysis Cluster analysis Pattern analysis 4. Dev

25、elop reliable measures 5. Determine predictive validity of each predictor for each criterion,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-28,Evaluating Criteria 1. Relevance 2. Sensitivity or Discriminability 3. Practicality,Copyright 2011 Pearson Education, Inc. publishing a

26、s Prentice Hall,4-29,Evaluating Criteria 1. Relevance A criterion “reflects the relative standing of employees with respect to important work behavior(s) or outcome(s)” Not always cheap or easy to develop Must decide what success means Objective and subjective measures are not interchangeable,Copyri

27、ght 2011 Pearson Education, Inc. publishing as Prentice Hall,4-30,Evaluating Criteria 2. Significance or Discriminability Must be able to distinguish between effective and ineffective employees May be completely different from variance,Copyright 2011 Pearson Education, Inc. publishing as Prentice Ha

28、ll,4-31,Evaluating Criteria 3. Practicality Must be able to balance the requirements and needs for criterion data to needs of organization to run cost effectively and to maintain profitability,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-32,Criterion Deficiency Criterion must

29、 be complete in addressing all critical aspects of successful job performance,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-33,Criterion Contamination Contamination happens when operational or actual criterion include variation not related to the performance measurement. Two t

30、ypes of contamination: Error random or chance variation Bias systematic variation,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-34,Criterion Contamination Bias may happen in 3 ways 1. Knowledge of Predictor 2. Group Membership 3. Ratings inadequate observations limited opportu

31、nities to perform inability to distinguish skills,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-35,Criterion Equivalence occurs when 2 or more criteria: are perfectly correlated measure the same set of skills can be used interchangeably is very rare when considering equivalenc

32、y must look at time of measurement and type of measurement,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-36,Criterion Equivalence Management may decide to drop one (reducing redundancy) may keep “just in case” more is better may collect data relevant to both criteria,Copyright

33、 2011 Pearson Education, Inc. publishing as Prentice Hall,4-37,Composite Criterion versus Multiple Criteria Composites: “Sum” to give one score or rating Must address issue of weighting each part Assumes performance can be translated into dollars contributed Validation addresses economic needs of or

34、ganization,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-38,Composite Criterion versus Multiple Criteria Multiples: Different job skills require different scores Criterion reflect required behaviors View validation as necessary for understanding as well as economic need,Copyri

35、ght 2011 Pearson Education, Inc. publishing as Prentice Hall,4-39,Composites or Multiples? BOTH ARE NECESSARY TO REACH THE GOALS OF UTILITY & UNDERSTANDING,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-40,Research Design / Criterion Theory Summary Criterion-related Construct v

36、alidity Job specifications,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-41,Research Design / Criterion Theory Summary Criterion-related: empirically valid measurement of performance, criterion will predict performance,Copyright 2011 Pearson Education, Inc. publishing as Prent

37、ice Hall,4-42,Research Design / Criterion Theory Summary Construct validity: if test measures skill critical to performance, then test performance can predict successful performance,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-43,Research Design / Criterion Theory Summary Job

38、 specifications: skills identified as necessary for job success based on results of job analysis *more commonly known as job description *,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-44,All rights reserved. No part of this publication may be reproduced, stored in a retrieval

39、 system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall,4-45,