Introduction -- Chapter 1 Select on Intelligence -- Co-author's Note -- What Is Intelligence? -- Higher Intelligence Leads to Better Job Performance -- Why Does Higher Intelligence Lead to Better Job Performance? -- What Is Required to Make This Principle Work? -- Are There Moderators or Exceptions to This Principle? -- Is Intelligence More Valid for More Complex Jobs? -- Can Job Experience Replace the Role of Intelligence? -- Can Intelligence Predict Nontask Performance? -- Five Common Questions About Implementing an Intelligence-Based Hiring System -- Can an Applicant Be Too Intelligent for a Job? -- Is Intelligence All That Matters? -- Does the Use of GMA Tests Have Any Adverse Impact? -- How Do Job Applicants React to the Use of GMA Tests? -- Economically, Is a GMA-Based Hiring System Really Worth the Effort? -- Case Examples -- The Philip Morris Plant in Cabarrus County, North Carolina -- US Steel Plant at Fairless Hill, PA -- References -- Exercises -- Hiring Office Workers -- Educating the CEO -- Discussion Questions -- Chapter 2 Select on Conscientiousness and Emotional Stability -- Select on Conscientiousness and Emotional Stability -- Conscientiousness and Emotional Stability Predict Broad and Diverse Outcomes -- Overall Job Performance -- Counterproductive Work Behavior -- Organizational Citizenship -- Teamwork and Collective Effort -- Attitudes - Job Satisfaction and Organizational Commitment -- Withdrawal Behaviors -- How Do Conscientiousness and Emotional Stability Affect Job Performance? -- Are There Exceptions to the General Principle? -- Subprinciple: Other Traits Predict Performance in Particular Jobs -- Are There Legal Issues in Implementing These Principles?.

Best Practices for Implementation -- Case Examples -- 1. Relationship of Conscientiousness and Emotional Stability to Career Success -- 2. Conscientiousness and Emotional Stability and Astronauts Going to Mars -- References -- Exercises -- Discussion Questions -- Chapter 3 Structure Interviews to Recruit and Hire the Best People -- Decision-Making Research -- Decision-Making in Interviews -- Interviewers' Decisions -- Applicant's Decisions -- Structured Interviews -- Improving Decision-Making by Increasing Interview Structure -- Subprinciple 1: Identify the primary goals for the interview: recruitment, selection, or a combined focus. -- Subprinciple 2: Develop a set of questions - based on job analysis - that ask about applicants' capacity to perform the job. -- Formats -- Subprinciple 3: Develop a set of scoring criteria for evaluating applicants' answers. -- Subprinciple 4: When interviewing, ask all applicants the same questions in the same order. -- Subprinciple 5: Ask interviewers to take brief notes on each applicant and to review their notes before rating applicants. -- Subprinciple 6: Select or train interviewers to build rapport with applicants. -- Subprinciple 7: If interviews receive preinterview information about applicants, make sure that it is valid. -- Subprinciple 8: Ask applicants about their decision process and criteria, and share realistic information tailored to those processes and criteria. -- Subprinciple 9: If it is not possible to structure interviews, then arrange for three to four independent interviewers to meet with each applicant. -- Case Examples -- Untrained Interview Case -- Past Behavior Description-Based Interview Case -- Untrained Recruitments Interview Case -- References -- Exercises -- Interviewing Applicants Exercise -- Evaluating Applicant Answers Exercise -- Video Analysis and Discussion.

Discussion Questions -- Chapter 4 Attain Emotional Control by Understanding What Emotions Are -- What Emotions Are -- The causal sequence -- A mood is an enduring emotional state -- Multiple emotions -- Secondary appraisal -- Emotions and action -- Emotions and reason -- Consequences of emotion at work -- Changing an emotion -- Emotions and life -- Moderators -- Achieving Emotional Control -- Auxiliary Issues in Emotion -- Is there such a thing as Emotional Intelligence (EI)? -- Emotional experience versus emotional expression -- The effect of the manager on the mood of the office -- Should you fake emotions? -- What about customer service personnel? -- Burnout -- Defensiveness -- Is the Core Role of the Leader Emotional or Rational? -- One's job and careers as a source of life happiness -- References -- Exercises -- Personal -- Group -- Discussion Questions -- Chapter 5 Motivate Employee Performance Through Goal Setting -- Main Principle -- Subprinciples -- Set Challenging Specific Goals -- Mediators -- MODERATORS -- Provide Feedback in Relation to Goals -- Gain Goal Commitment -- Provide Resources Needed to Attain the Goal -- Learning Versus Performance Goals -- Environmental Uncertainty -- Stretch Goals -- Use the High Performance Cycle -- Issues in Implementation -- For What Should Goals Be Set? -- Who Should Set the Goals? -- Training Self-Regulation -- Case Examples -- Positive: The University of Washington -- Negative: The Potential Downside of Goal Setting -- Goals Set in the Subconscious -- Future Research -- Conclusion -- References -- Exercises -- Exercise #1 -- Exercise #2 -- Exercise #3 -- Discussion Questions -- Appendix: Guidelines for Effective Goal Setting in Organizations -- Focus -- Types of Goals -- Prioritization -- Goals, Difficulty, and Effort -- Stretch (Very Hard or Impossible) Goals as an Exception -- Goals and Time.

Knowledge and Skill -- Feedback -- Gaining Commitment to Goals -- Who Sets the Goals? -- How to Prevent Cheating -- Goals and Pay -- Goals and Job Satisfaction -- Goals and Teams -- Goals and Bullying -- Recent Discoveries -- Writing About Goals and Values -- Subconscious Priming of Goals -- Chapter 6 Cultivate Self-Efficacy for Personal and Organizational Effectiveness -- Editors' Note -- Core Functional Properties of Perceived Self-Efficacy -- Diverse Organizational Impact of Perceived Self-Efficacy -- Principles Governing the Development of Personal and Collective Efficacy -- Enablement Through Guided Mastery -- Cultivation of Self-Regulatory Competencies -- Conclusion -- References -- Exercises -- 1. Personal Self-Efficacy Building -- 2. Building Team Efficacy -- Chapter 7 Pay for Performance -- What Is Required to Make the Principle Work? -- Define Performance -- Communicate -- Ensure Competence -- Make Pay Systems Commensurate with Employees' Values -- Use Nonfinancial Motivators Too -- Use Money in Conjunction with Intrinsic Motivation -- Promote a Culture of Honesty and Integrity -- Target the Appropriate Organizational Level -- Make Pay Commensurate with the Level of Risk Employees Are Required to Bear -- Possible Exceptions to the Principle of Paying for Performance -- When Employees Are Learning -- When the Employer Can Monitor -- When Other Motivators Are Sufficient or Compensatory -- When the Company Is Unionized -- Case Examples -- 1. Paying for Individual Performance -- Wells Fargo -- 2. Paying for Team Performance -- Children's Hospital of Boston -- 3. Paying for Organizational Performance -- Handelsbanken -- References -- Exercises -- Analyzing the Pay System at Your Job -- Discussion Questions -- Chapter 8 Promote Job Satisfaction Through Mental Challenge -- Job Characteristics Model -- Measurement of Job Characteristics.

Research Support -- How to Increase Mental Challenge in Jobs -- Criticisms and Limitations -- Measurement of Job Characteristics -- Motivational Versus Mechanistic Work Design Approaches -- Moderators -- Employees with Low Growth Need Strength -- Employees Who Value Other Job Attributes -- Personality -- Other Moderators -- Case Examples -- 1. Job Redesign at Volvo's Manufacturing Plants -- 2. A Case of Resolving Boredom at Work in the Catering Sector -- References -- Exercises -- 1. Identifying Factors Related to Job Satisfaction -- 2. Redesigning Jobs to Increase Mental Challenge -- Discussion Questions -- Chapter 9 Follow the Science to Make Training Work -- Analyze Training Needs -- Execute Due Diligence -- Define Performance Requirements -- Define Cognitive and Affective States -- Define Knowledge, Skills, and Abilities (KSA) Attributes -- Delineate Learning Objectives -- Develop Training Content -- Design Learning Architecture -- Forge Instructional Experiences -- Develop Assessment Tools -- Deploy Training -- Set the Stage for Learning -- Deliver the Blended Learning Solution -- Support Transfer and Maintenance -- Evaluate Training -- Execute Evaluation Planning -- Gauge Trainee and Team Learning -- Gauge Organizational Impact -- Case Examples -- 1. A Success: The Aviation Experience -- 2. A Failure: Training the Sales Force -- Acknowledgments -- References -- Exercises -- 1. Training Planning -- 2. Training Evaluation -- Discussion Questions -- Training Media Resources -- Chapter 10 Embed Performance Appraisals into Broader Performance or Management Systems -- Components of a Performance Appraisal -- Individual Objectives Attainment -- Behavior-Based Appraisal -- Personal Development Plan -- Summary -- How to Improve Individual and Organizational Performance -- Goal Setting -- Leader as Coach -- Multisource Feedback -- Training -- Summary.