1 Mechanistic Appr: focus to identify 2 Reliability=consistency of measurem. across 3 1. Def. Perform. outcomes for division 2. 5 1.

Needs assessment: Organizational

simplest way to structure work maximizes time/judges Validity=extent to which technique Devel employee goals, behavior&actions to (relation to strategy, available
efficiency by increasing simpl., measures intended KSAOs Content V=degree to achieve outc 3. Provide supp& ongoing resources, manager support) / Tasks
spec.&repet./Low meaningf./ which content of selection method is perform disc. 4. Evaluate perform 5. Identify (identify t, knowledge, skills, behaviors
Individ. easy replace; reduce need representative of job content. Criterion-related improvem 6. Provide consequences for needed)/Person (source of perform.
individual workers (Boredom&Fatigue) V: How well performance on selection method perform results Comparative Appr= Higher deficiencies? Tr/motivational issue?) 2.
Antidote: Job/Task Rotation: By designing predicts actual job performance. Predictive V = performers rewarded/Low performers Ensur employe readiness: Self-efficacy
jobs this way, organizations reduce reliance Whether score on selection measure correlate chance to improve/no improvement, leave (show tr success, comm. improvement
for high ability indiv&become less with futur job performance (large sample size) (threatens teamwork/ encourages sabotage/ as goal, comm. purpose) /Benefits of
dependent on individ. Concurrent V =Whether scores on a selection ignores mid performers) use only if training (comm. benefits)/ Awareness
Motivational Appr.: Focuses on job measure are related to job performance levels, discrepancies in perform wide & job no of tr. needs, career interests & goals
characteristics that affect meaning& when both measured at roughly same time benefit collaboration Attribute Appr= (explain why, share performance,
motivation by incr meaningfulness of jobs (easy&quick/problematic to apply if curr employees rated on basis of specific set of encourage self-evaluation, allow
- Job Characteristics Model workers don't represent curr job applicants) parameters (ambiguous&prone to biases/ choice)/ Basic skills (ensure employe
SV= different skills/ TI= begin to end, visible Utility=Refers to the practical economic value of definitions can differ/ less defens. court/ prerequisites, provid remedial tr.,
outcomes/ TS= impact/ A=discretion/ F= a selection method Integrity tests: (highest assessm. focuses on person than on modify program to meet level, use
knowledge of results multiple R) 1. Overt: attitudes towards theft 2. performance) Results Appr =Organiz rate visual method)/ Learning
Increase meaningfuln? 1. Job enlargement: Personality-oriented: attitude tow. employees on basis of employee perform GoalOrientat. (deemph. competition,
broadening types of tasks performed 2. J dependability, thrill seeking etc. 3. Conditional result (Sale, Producti, KPIs) Behavior allow making errors) 3. Create learning
enrichment: Empowering workers by giving Reasoning Tests: analyzing peoples justification Appr=Series of vertical scales for different environment: Underst. Object. and
more decision making authority 3. Self- mechanisms to tell how aggressive so is based dimens of job: BARSorBOS (BehObservScal). outc. (comm. goal)/ Feedback
manag teams: Leadership is distributed on how they interpret situations (tests correlate Scale based on parameters “anchors” decided (videotap, trainees, trainers)
trough team 4. Job, relational&cognitive with job performance pos, neg with counterpro. consens from all employees. Employ ranked /Meaningful content (relate t task&
crafting: people create own meaning, but behavior) Work sample test: high reliability & on each of anchors acc. to performance. make similar)/ Active & Social Learning
organizations can also be architects of highest validity (pos correlation with job (difficult develop but high validity/high (learning b doing, new perspectives,
meaning 5. Prosocial impact: Judgment performance) Selection biases: 1.Perceptual acceptance) Rater responding B: 1. Lenciency share experiences, observation)/
one's actions are beneficial to other people errors (DecoyE) (Consumers change preference B (only high end of scale rating others) 2. Opportunities for practice (allow
Biological Appr.: Address physical demands 2 options when 3rd option, that is asymmetry. Central tendency B Rater perceptual B: 1. demonstration of learned, let choose
by ergonomics&work conditions/Goal: red. dominated 2.Social desirability Contrast Eff 2. Rec + prim Eff (items end of their strategy) /Coordination &
physical strain on worker by structuring the 3. Soc perception errors: Fundamental sequence easiest to recall) Rater Social B: 1. administration (distraction-fr., comfy,
physical work environment around how the Attribution Error(we attribute behaviors to FAE, Halo, Horns, Similarity 2. Confirmatory B room&equipment, timely manner) 4.
body works./ DirEffects: physical health traits and personality and discount the (tendency search, favor&recall inform. in way Ensur transfer of training: Manager
Indir. Eff: employees psychological state & situational factor), Halo(rate favorably on one affirms prior beliefs/hypotheses) 3. Implicit B support (emphas. Import.&application
organizational climate of health & safety aspect because of a high rating on a different (occurs automatically & unintentionally) IAT of tr.)/Technological support (LMS)/
Perceptual-Motor Appr: Designing jobs aspect), Horns, Similarity (rate those who are (computer task measures implicit bias/ Peer support (enable discussion of
with peoples mental capacity & limitations similar to us / we like favorably) reaction times indicate how much you progress)/Self-manmgt skills (goals,
in mind (ensure jobs don't exceed humans Big Five Coda: 1. FAE 2. Person-Situation implicitly associate concept with another/ conditions, consequences, monitor,
mental capacities)/ Improves reliability, Interactionist view (reality, behavior is product scores correlate somewhat with people rewards, feedback)/ opportunity use
safety & user reactions by designing jobs to of personality & situational factors) Face Validity explicit associations) Ratee B: 1. Dunning- learned capability (more use &
reduce inform-processing requirements. (applicants perception that test/criteria is Kruger(cognitive bias in which people maintenance)/ HR practices sustain
relevant for selection) mistakenly assess their cognitive ability as and support the training (signal
greater than it is) importance)

1 Mechanistic Appr: focus to identify 2 Reliability=consistency of measurem. across 3 1. Def. Perform. outcomes for division 2. 5 1.Needs assessment: Organizational
simplest way to structure work maximizes time/judges Validity=extent to which technique Devel employee goals, behavior&actions to (relation to strategy, available
efficiency by increasing simpl., measures intended KSAOs Content V=degree to achieve outc 3. Provide supp& ongoing resources, manager support) / Tasks
spec.&repet./Low meaningf./ which content of selection method is perform disc. 4. Evaluate perform 5. Identify (identify t, knowledge, skills, behaviors
Individ. easy replace; reduce need representative of job content. Criterion-related improvem 6. Provide consequences for needed)/Person (source of perform.
individual workers (Boredom&Fatigue) V: How well performance on selection method perform results Comparative Appr= Higher deficiencies? Tr/motivational issue?) 2.
Antidote: Job/Task Rotation: By designing predicts actual job performance. Predictive V = performers rewarded/Low performers Ensur employe readiness: Self-efficacy
jobs this way, organizations reduce reliance Whether score on selection measure correlate chance to improve/no improvement, leave (show tr success, comm. improvement
for high ability indiv&become less with futur job performance (large sample size) (threatens teamwork/ encourages sabotage/ as goal, comm. purpose) /Benefits of
dependent on individ. Concurrent V =Whether scores on a selection ignores mid performers) use only if training (comm. benefits)/ Awareness
Motivational Appr.: Focuses on job measure are related to job performance levels, discrepancies in perform wide & job no of tr. needs, career interests & goals
characteristics that affect meaning& when both measured at roughly same time benefit collaboration Attribute Appr= (explain why, share performance,
motivation by incr meaningfulness of jobs (easy&quick/problematic to apply if curr employees rated on basis of specific set of encourage self-evaluation, allow
- Job Characteristics Model workers don't represent curr job applicants) parameters (ambiguous&prone to biases/ choice)/ Basic skills (ensure employe
SV= different skills/ TI= begin to end, visible Utility=Refers to the practical economic value of definitions can differ/ less defens. court/ prerequisites, provid remedial tr.,
outcomes/ TS= impact/ A=discretion/ F= a selection method Integrity tests: (highest assessm. focuses on person than on modify program to meet level, use
knowledge of results multiple R) 1. Overt: attitudes towards theft 2. performance) Results Appr =Organiz rate visual method)/ Learning
Increase meaningfuln? 1. Job enlargement: Personality-oriented: attitude tow. employees on basis of employee perform GoalOrientat. (deemph. competition,
broadening types of tasks performed 2. J dependability, thrill seeking etc. 3. Conditional result (Sale, Producti, KPIs) Behavior allow making errors) 3. Create learning
enrichment: Empowering workers by giving Reasoning Tests: analyzing peoples justification Appr=Series of vertical scales for different environment: Underst. Object. and
more decision making authority 3. Self- mechanisms to tell how aggressive so is based dimens of job: BARSorBOS (BehObservScal). outc. (comm. goal)/ Feedback
manag teams: Leadership is distributed on how they interpret situations (tests correlate Scale based on parameters “anchors” decided (videotap, trainees, trainers)
trough team 4. Job, relational&cognitive with job performance pos, neg with counterpro. consens from all employees. Employ ranked /Meaningful content (relate t task&
crafting: people create own meaning, but behavior) Work sample test: high reliability & on each of anchors acc. to performance. make similar)/ Active & Social Learning
organizations can also be architects of highest validity (pos correlation with job (difficult develop but high validity/high (learning b doing, new perspectives,
meaning 5. Prosocial impact: Judgment performance) Selection biases: 1.Perceptual acceptance) Rater responding B: 1. Lenciency share experiences, observation)/
one's actions are beneficial to other people errors (DecoyE) (Consumers change preference B (only high end of scale rating others) 2. Opportunities for practice (allow
Biological Appr.: Address physical demands 2 options when 3rd option, that is asymmetry. Central tendency B Rater perceptual B: 1. demonstration of learned, let choose
by ergonomics&work conditions/Goal: red. dominated 2.Social desirability Contrast Eff 2. Rec + prim Eff (items end of their strategy) /Coordination &
physical strain on worker by structuring the 3. Soc perception errors: Fundamental sequence easiest to recall) Rater Social B: 1. administration (distraction-fr., comfy,
physical work environment around how the Attribution Error(we attribute behaviors to FAE, Halo, Horns, Similarity 2. Confirmatory B room&equipment, timely manner) 4.
body works./ DirEffects: physical health traits and personality and discount the (tendency search, favor&recall inform. in way Ensur transfer of training: Manager
Indir. Eff: employees psychological state & situational factor), Halo(rate favorably on one affirms prior beliefs/hypotheses) 3. Implicit B support (emphas. Import.&application
organizational climate of health & safety aspect because of a high rating on a different (occurs automatically & unintentionally) IAT of tr.)/Technological support (LMS)/
Perceptual-Motor Appr: Designing jobs aspect), Horns, Similarity (rate those who are (computer task measures implicit bias/ Peer support (enable discussion of
with peoples mental capacity & limitations similar to us / we like favorably) reaction times indicate how much you progress)/Self-manmgt skills (goals,
in mind (ensure jobs don't exceed humans Big Five Coda: 1. FAE 2. Person-Situation implicitly associate concept with another/ conditions, consequences, monitor,
mental capacities)/ Improves reliability, Interactionist view (reality, behavior is product scores correlate somewhat with people rewards, feedback)/ opportunity use
safety & user reactions by designing jobs to of personality & situational factors) Face Validity explicit associations) Ratee B: 1. Dunning- learned capability (more use &
reduce inform-processing requirements. (applicants perception that test/criteria is Kruger(cognitive bias in which people maintenance)/ HR practices sustain
relevant for selection) mistakenly assess their cognitive ability as and support the training (signal
greater than it is) importance)
 Training career adaptability Unemploym. rate Mixed effects of online diversity
among newcomers 2 high as regular job Training: if online diversity training can
seekers/ can take 2 as long for newc to find chang atitude&behavior towrd womn.
job than in economically better times)/ Attitude supportive = less supportive/
negative consequences of underemployment training produced att. Change, no
similar to unemployment/ no research exam. behavior change/ some change in
whether career adaptability resources can be groups already were supportive
promoted/ whether CA is malleable construct Influencal factors: other initiatives
CA=resources individuals need to manage Innovat: measure of obj. behave. Outc
current& anticipated career transitions/ 4 3 exp. conditions: gender-bias,
dimensions: concern (car. planning, link general-bias, control training
present activities to desired future), control R1=Sign. Pos. E on employees
(expressed in decisiveness & competence in attitudes toward women (driven by
decision-making), curiosity (exploring intern. employees) R2=pos. E on
opport.& thinking about fit betw. self & diff. employee willing. to acknowledge own
environments, expl. own skills), confidence biases (all groups) R3= pos. E in
(perceived ability to solve problems& overc gender-incl. intentions (driven by
obstacles &pursue career aspirations) H1: outside-US) / effects intern. higher:
Compared to control G, the trainingG will more room to improve (were
show increase in CA, im. after&6m later. H2: beginning less supportive). Impact by
Comp. to controlG, trainingG will show higher 3 measures: 1 treatment no effect on
employment quality 6m later. 1. Value cards, #women selected as mentor, but pos
2. Job interview, 3. Ideal day, 4. Strategies effect on #women selected by US 2.
occupational aspirations, 5. Career plan, 6. no E on recognition of women, but
Actions & goals. 1 – TrainingG overall pos E by US 3. No difference in signup
increase in career concern, control, curiosity, rate but signif. E among fem.
no increase in concern/ overall decrease in employees wanting to speak with a
controlG/ training not as strony as hoped fem. Attitude change concentr. among
2 – Significant effect on quality on all 4 less supp. Groups. Main E on employ.
5Selecting tr methods: Presentation meth. (Easy t deploy/ less time t design, ease in revising measures. // Effect sizes show training effects Willingness to acknowledge extent to
content/ Distance-learning/ Accommodate wide range of audience sizes/ Trainer assurance were detectable post-training but larger at own rational biases/ Pos. E on
that trainees complete training// Less engaging&effective than handson where active learning) follow-up (ecxc. Concern) (acqu. & ability to minorities selected/ Pos. E minorities
– recomm.: Keep tr content simple/ Standardized learning desired/ Low-stakes consequence if effectively utilize resources may take time) being recognized for excellence
trainees fail to learn / Hands-on-meth. /Group meth. 6Evaluat tr design: Quantification (Not completely randomly assigned, (driven minorities). Benefici. spillover
(Determ. str&weakn of program/ For whom is tr most/least beneficial?/ Cost-benefit analysis) countries vary, same results for blue-collar (driven minority US) Empirical
6 Approaches to Career Development: 1. Assessment (Personality Tests, 360 degree feedback, workers?, a larger sample to investigate evidence: change in mindset strongest
assessment centre) 2. Formal education 3. Job experiences 4. Interpersonal Relationships change over time more detailed) with people already aware. Driven by
Versions of Job Experience: 1. Job enlargement (adding new challenges/responsibilities to Investigate whether lvl of CA before training demand E/ Soc. Desirability/ only 1
current job) 2. Job rotation 3. Transfer (assigned to job in different area of company) 4. In/decrease effectiveness). Future: influence firm/ test effect other settings) Better
Promotion (advancements into positions of greater challenge) 5. Expatriation of initial CA by including add. Exercises to interventions: recruit more women/
(transfer/promotion to different geographical loc.) 6. Downward move (less responsibility) 7. stimulate career confidence / conduct change structures/ longer trainings
Employee exchange (swap between 2 companies) 8. Sabbatical 9. Volunteer assignments training different samples & contexts
(teach, be responsible and involved with community projects)
Training career adaptability Unemploym. rate Mixed effects of online diversity
among newcomers 2 high as regular job Training: if online diversity training can
seekers/ can take 2 as long for newc to find chang atitude&behavior towrd womn.
job than in economically better times)/ Attitude supportive = less supportive/
negative consequences of underemployment training produced att. Change, no
similar to unemployment/ no research exam. behavior change/ some change in
whether career adaptability resources can be groups already were supportive
promoted/ whether CA is malleable construct Influencal factors: other initiatives
CA=resources individuals need to manage Innovat: measure of obj. behave. Outc
current& anticipated career transitions/ 4 3 exp. conditions: gender-bias,
dimensions: concern (car. planning, link general-bias, control training
present activities to desired future), control R1=Sign. Pos. E on employees
(expressed in decisiveness & competence in attitudes toward women (driven by
decision-making), curiosity (exploring intern. employees) R2=pos. E on
opport.& thinking about fit betw. self & diff. employee willing. to acknowledge own
environments, expl. own skills), confidence biases (all groups) R3= pos. E in
(perceived ability to solve problems& overc gender-incl. intentions (driven by
obstacles &pursue career aspirations) H1: outside-US) / effects intern. higher:
Compared to control G, the trainingG will more room to improve (were
show increase in CA, im. after&6m later. H2: beginning less supportive). Impact by
Comp. to controlG, trainingG will show higher 3 measures: 1 treatment no effect on
employment quality 6m later. 1. Value cards, #women selected as mentor, but pos
2. Job interview, 3. Ideal day, 4. Strategies effect on #women selected by US 2.
occupational aspirations, 5. Career plan, 6. no E on recognition of women, but
Actions & goals. 1 – TrainingG overall pos E by US 3. No difference in signup
increase in career concern, control, curiosity, rate but signif. E among fem.
no increase in concern/ overall decrease in employees wanting to speak with a
controlG/ training not as strony as hoped fem. Attitude change concentr. among
5Selecting tr methods: Presentation meth. (Easy t deploy/ less time t design, ease in revising 2 – Significant effect on quality on all 4 less supp. Groups. Main E on employ.
content/ Distance-learning/ Accommodate wide range of audience sizes/ Trainer assurance measures. // Effect sizes show training effects Willingness to acknowledge extent to
that trainees complete training// Less engaging&effective than handson where active learning) were detectable post-training but larger at own rational biases/ Pos. E on
– recomm.: Keep tr content simple/ Standardized learning desired/ Low-stakes consequence if follow-up (ecxc. Concern) (acqu. & ability to minorities selected/ Pos. E minorities
trainees fail to learn / Hands-on-meth. /Group meth. 6Evaluat tr design: Quantification effectively utilize resources may take time) being recognized for excellence
(Determ. str&weakn of program/ For whom is tr most/least beneficial?/ Cost-benefit analysis) (Not completely randomly assigned, (driven minorities). Benefici. spillover
6 Approaches to Career Development: 1. Assessment (Personality Tests, 360 degree feedback, countries vary, same results for blue-collar (driven minority US) Empirical
assessment centre) 2. Formal education 3. Job experiences 4. Interpersonal Relationships workers?, a larger sample to investigate evidence: change in mindset strongest
Versions of Job Experience: 1. Job enlargement (adding new challenges/responsibilities to change over time more detailed) with people already aware. Driven by
current job) 2. Job rotation 3. Transfer (assigned to job in different area of company) 4. Investigate whether lvl of CA before training demand E/ Soc. Desirability/ only 1
Promotion (advancements into positions of greater challenge) 5. Expatriation In/decrease effectiveness). Future: influence firm/ test effect other settings) Better
(transfer/promotion to different geographical loc.) 6. Downward move (less responsibility) 7. of initial CA by including add. Exercises to interventions: recruit more women/
Employee exchange (swap between 2 companies) 8. Sabbatical 9. Volunteer assignments stimulate career confidence / conduct change structures/ longer trainings
(teach, be responsible and involved with community projects) training different samples & contexts