New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Industrial Psychology notes Week of 2-15-2016

by: Courtney Luber

Industrial Psychology notes Week of 2-15-2016 Psyc 3640

Marketplace > Clemson University > Psychlogy > Psyc 3640 > Industrial Psychology notes Week of 2 15 2016
Courtney Luber

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Notes covered in class from 2/15-2/19
Industrial Psychology
Eric S McKibben
Class Notes
25 ?




Popular in Industrial Psychology

Popular in Psychlogy

This 5 page Class Notes was uploaded by Courtney Luber on Friday February 19, 2016. The Class Notes belongs to Psyc 3640 at Clemson University taught by Eric S McKibben in Fall 2016. Since its upload, it has received 35 views. For similar materials see Industrial Psychology in Psychlogy at Clemson University.

Similar to Psyc 3640 at Clemson


Reviews for Industrial Psychology notes Week of 2-15-2016


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 02/19/16
2/15/2016 Chapter 3 cont’d  Personality o Screen-out tests → Identify psychopathology  Some people have forms of psychopathologydon’t want this for certain jobs such as the FBI, other jobs where they would have access to a gun  Generally used for positions of public trust  May only be administered after offer of employment  Best known example is the MMPI o Screen-in tests → Identify normal personality  May be administered as pre-employment tests  Always administered fairly early  Measure things like the Big 5  Examples include HPI, NEO-PI, PCI o Emotional intelligence  Capacity that we have to understand our emotions and others emotions and also to regulate our own emotions  High emotional intelligence—can change emotions quickly; very strong predictor of success according to those who believe in this  Are some emotions easier to regulate than others?  Class thoughts:  Maybe based on experience with feeling certain emotionsskill of regulating certain emotions  Feardo not know outcome of events; there is ambiguity in this situation  Angerthis is a response to something that has already happened  Controversial construct: Little agreement on definition or how to measure it  Ability-based EI measures have lower overlap with Big 5 personality measures, whereas self-report EI measures overlap strongly with Big 5  Integrity Testing o Overt Integrity Test  Asks questions directly about past honesty behavior (stealing, etc.) as well as attitudes toward various behaviors (employee theft, etc.)  Difficult to get truthful responses from this  i.e. there is nothing wrong with telling a lie if no one suffers any harm (True of False?) o Personality Based Integrity Test (Covert)  Test that infers honesty and integrity from questions dealing with broad personality constructs (conscientiousness, reliability, and social responsibility)  High conscientiousness, high agreeableness, low neuroticism found to be more truthful  i.e. do you like taking risks? Would your friends describe you as impulsive? 2/17/2016  Individual Assessment o Only one candidate (or a very few) is assessed on many different attributes o Likely to include ability & personality tests, personal history statement, & interviews o May include simulation exercises o Criticisms of individual assessment  Issues of validity, reliability, & ethics  Interviews o Structured interview  Behavioral Descriptive Interview (BDI)—tries to predict future behavior by asking about past behavior  Situational interview (SI)—places the interviewee in a future situation and is asked to tell the interviewer what they would do  Critical incident method—example of a behavior that has occurred that one can compare interview answers against to decipher good answers from bad answers o Unstructured interview  No rhyme or reason to the questions that are asked; each candidate may be asked different questions  They make the interviewer and the interviewee feel in control o Tend to cover job knowledge, abilities, skills, personality, & person-org. fit o Positive relationship between interview performance and job performance (0.3 for unstructured interviews & 0.5 for structures interviews)  Assessment Centers o Collection of procedures used for evaluation, often for possible promotion o Feels more comfortable than an interview; perceived as being fun & relevant o Typical characteristics  Assessment done in groups  Assessment done by groups (i.e., assessors)  Multiple methods of assessment employed  Assessment centers have “feel” of relevance  Work Sample Tests o Measure job skills by taking samples of behavior under realistic, job-like conditions o Examples:  Rudder control test for pilots  Speech interview for foreign student  Situational Judgment Tests o Present candidate with written scenario, then ask candidate to choose best response from series of alternatives o Multiple choice test o Important characteristics:  Job-related  Well-accepted by test takers  Reduced adverse impact compared to other devices  Special Topics in Assessment o Incremental validity  Value in terms of increased validity of adding a particular predictor to an existing selection system  Biographical Data o Biodata  Includes type of information collected on an application blank  e.g., previous jobs, education, & special training o Ecology model  Events constituting person’s history represent choices made by individual to interact with his/her environment o Distinguishing characteristics of biodata  Historical  External  Objective  Discrete  Control  Relevant & noninvasive  Grades & Letters of Recommendation o May be able to predict job offers, but not job success o Little serious research on validity & fairness of these devices  Controversial Assessment Practices o Graphology  Assumes traits can be assessed from various characteristics of a person’s handwriting o Polygraph  Machine that measures person’s physiological reactions & signals deception  Physiological responses assessed by the polygraph  Other Assessment Techniques o Drug & alcohol testing  Issues with acceptance by employees & prospective employees  Legal Issues  Drug Free Workplace Act o Integrity testing  Overt integrity test  Personality based integrity test  Computer-based Assessment o Are we measuring same thing as we are with paper & pencil test or interview?  Yes AND No o Computer Adaptive Testing (CAT)  Based on preliminary routing test; allows for test to be “tailored” to test-taker’s approximate level of ability 2/19/2016 Chapter 4—Job Analysis and Performance  A Basic Model of Performance o Basic definitions  Performance: Actions or behaviors  Effectiveness: Evaluation of results of performance  Productivity: Ratio of effectiveness (output) to cost of achieving that level of effectiveness (input)  Most expensive line item of organizations is employees  Campbell’s Model of Job Performance o 3 direct determinants of job performance  Declarative knowledge (DK)  The facts that we learn  Procedural knowledge & skill (PKS)  Knowing how to do things  Motivation (M)  Maximum vs. Typical Performance o Typical performance—how we tend to perform a job on a daily basis o Maximum performance—when we utilize all of our DK, PKS, and M  Campbell’s Model o 8 basic performance components  3 are essential for every job  Core task proficiency  Demonstrated effort  Maintenance of personal discipline  Criterion Deficiency and Contamination o Ultimate (theoretical) criterion  Ideal measure of all relevant aspects of job performance o Actual criterion  Actual measure of job performance obtained o Differences between ultimate criterion & actual criterion represent imperfections in measurement – deficiency & contamination o Criterion deficiency  When actual criterion is missing information that is part of behavior one is trying to measure o Criterion contamination  When actual criterion includes information unrelated to the behavior one is trying to measure


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Allison Fischer University of Alabama

"I signed up to be an Elite Notetaker with 2 of my sorority sisters this semester. We just posted our notes weekly and were each making over $600 per month. I LOVE StudySoup!"

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."


"Their 'Elite Notetakers' are making over $1,200/month in sales by creating high quality content that helps their classmates in a time of need."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.