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| Industrial/Organizational Psychology |
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| applied field that is concerned with the development and application of scientific principles to the workplace. *Do not deal with employee's emotional/personal problems. |
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| I/O Psychologist's Settings |
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*39% Universities
*25% Consulting Firms
*17% Private Companies
*10% Other
*9% Government |
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managing organizational efficiency. Older branch.
*efficient job design, employee selection, employee training, performance appraisal. |
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| Understanding behavior and enhancing the well-being of employees in the workplace. *Employee attitudes, employee behavior, job stress, supervisory practices. |
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| knowledge of being in an experiment->increase in performance.*Lighting exp. no effect, repeated trials improved performance. *Social factors *O Side |
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| Society for Industrial and Organizational Psychology. |
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| manipulated by the researcher i.e. stressors |
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assessed in response to the IVs. i.e. blood pressure
*must be a behavior |
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| conclusions of a study can be extended to other groups of people, orgs, settings or situations. *Lab settings often too dissimilar to field settings. |
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| rule out alternative explanations for results. |
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| anything a researcher cannot control or account for. |
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| one or more IVs and one or more DVS, random assignment. *Adv: precise control, ID cause and effect Dadv: ethical, limitations, artificiality, confounders, bias. |
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| one or more features of a true exp have been compromised. |
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| Adv: manipulate IVs in natural setting, realistic, more generalizable, real workers and real setting, can suggest causality. Dadv: less control over confounders, resistance by employees, can't ethically manipulate things |
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| Classical Measurement Theory |
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| every observation of a variable can be divided into two components: true score (variable of interest) and error (random influences). *observation = true score + error |
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| the consistency of measurement across repeated observations of a variable on the same subject. |
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| internal consistency reliability |
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| how well the multiple measures on the same subject relate to one another. |
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| inferences made about what an observed score measures or represents. * concerned with the measuring device. |
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| interpretation of a measure's meaning. *confidence in our interpretation of the measure represents. |
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| the measure appears to assess what it is supposed to. |
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| measure assesses entire variable. |
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| criterion-related validity |
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| measure related to other measures they should relate to. |
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| a method for describing jobs and/or the human attributes necessary to perform them. *3 elements: 1. systematic procedure. 2. job is broken into smaller units. 3. analysis results in written product. |
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| provides info about the nature of tasks done on the job. describe tasks or characteristics of tasks. |
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| provides a description of the characteristics (KSAOs) necessary for a person to successfully perform a particular job. |
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Knowledge: what a person needs to know to do a job.
Skill: what a person is able to do on the job.
Ability: a person's capability to do a job or learn to do job tasks.
Other personal characteristics: anything relevant to the job that is not already covered. |
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-career development
-legal defense
-performance appraisal
-Recruitment and selection
-Training
-Vocational counseling
-Job classification, description, design
-Research |
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job analysts,
-SMEs: subject matter experts: people with details knowledge about the content and requirements of a job. employees, supervisors.
-trained observers |
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| approaches to collect info |
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-perform the job
-observe employees on the job
-interview/survey SMEs
p. 64 adv/disadv |
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Job Components Inventory: match job requirements to worker characteristics.
5 components: use of tools and equip, perceptual and physical requirements, mathematics, communication, decision making and respobsibility |
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Functional Job Analysis: observations and interviews of SMEs to provide description of a job.
*DOT and ONET |
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| Dictionary of Occupational Titles: produced by the US Dep of Labor. Contains job analysis info on 20K + jobs. |
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| Occupational Information Network: computer-based source of job descriptions. Six domains: experience requirements, worker requirements, worker characteristics, occupation requirements, occupation-specific info, occupation characteristics. |
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| Position Analysis Questionnaire: instrument used to analyze any job. |
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| questionnaire that contains a list of specific tasks that might be done on a job that is being analyzed. *ex: C-JAM |
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| Combination Job Analysis Method: uses interviews and questionnaires to collect info on KSAOs and tasks. |
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a family of quantitative techniques that are used to determine the salary levels of jobs.
*point method most popular. |
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| characteristics that serve as the basis for evaluation (point method): consequences of error on the job, responsibility, education required, skill required. |
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| different, but comparable, jobs should be paid the same. |
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| purpose of performance appraisal |
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*Administrative decisions i.e punishments (termination) and rewards (promotion); union and legal issues.
*employee development and feedback
*criteria for research |
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| a standard by which you can judge the performance of anything. |
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| definition of what is good performance. aka theoretical construct. |
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| the way in which the theoretical criterion is assessed or operationalized. |
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| actual measures something other than the theoretical. *common when people's judgments are used as the actual |
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| actual fails to capture theoretical. actual is an incomplete representation of what we are trying to assess. |
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| extent to which the actual measures the theoretical. |
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| multiple criterion measures are necessary to assess performance adequately. quality vs quantity |
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| composite criterion approach |
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| combining individual criteria into a single score. *disadv: some things more imp than others. |
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| multidimensional approach |
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| does not combine individual criterion measures. *disadv. not as easy to compare employees, but good for individual feedback |
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| variability of performance over time. |
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| performing extra, voluntary tasks to help co-workers or the organization. |
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counts of behaviors (# days absent from work) or outcomes of behaviors (total monthly sales).
*Adv: consistent standards, not biased, easily quantified, face validity.
*Disadv: not always applicable, performance not always under individual's control, too simplistic, performance unreliable. |
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| most frequently used. people's judgments about performance. |
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| most popular subjective measure. focuses on characteristics of the person or person's performance. multipoint scale and several dimensions. 1-5 point scale with poor-outstanding. *p. 85 |
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focuses on specific instances of behavior that the person has done or could be expected to do.
*Ex: "Can be counted to be at work on time." |
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| Behaviorally Anchored Rating Scale: response choices are defined in behavioral terms. |
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Mixed Standard Scale: provides the rater with several dimensions on behaviors, with each dimension having behaviors assoc with it. Then, rater indicated if subject is better than/as good as/worse than each statement.
*Ex. p.92 |
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| Behavior Observation Scale: statements of critical incidents reflecting effective or ineffective behavior of an employee. Rater indicates amount of time the employee engaged in behavior (usually percentage). |
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| Development of behavior-focused forms |
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4 step process involving several people in an organization.
*p.93 |
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| models of the rating process |
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| there are several models that influence ratings of performance. Suggest that rating process involves several steps: observing performance, storing information about performance, retrieving info about performance from memory, translating retrieved info into ratings. |
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| categories or frames of reference i.e. stereotypes, prototypes |
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| a rater gives someone the same rating across all rating dimensions despite differences in performance across those dimensions. |
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| rater tends to rate everyone the same. |
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| rater rates everyone a the favorable end of the performance scale. |
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| rater rates everyone at the unfavorable end of the scale. |
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| rater rates everyone in the middle of the scale. |
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| reduces the rating error (halo,leniency, etc). behavior-focused(BARS MSS) originally created for this purpose, less idiosyncratic judgments. |
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| RET: familiarize raters with rater errors and teach them to avoid these rating patterns. *adv: reduces leniency and halo errors *disadv: less accurate ratings. |
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| frame of reference training |
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| give raters examples of performance and correct ratings. *adv: reduces errors *disadv: not sure accuracy. |
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| other factors that influence ratings |
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-mood of rater
-liking of subordinates
-subordinate race/gener/etc. similarity #1
-views of subord's motivation |
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multiple raters to reduce bias.
*adv: good for personal growth
*disadv: not good to determine promotion |
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| provides ways for reducing large amounts of data to summary stats such as means and variances. |
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measures of dispersion indicate the degree to which the observations differ from
one another. |
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a dispersion measure that is the arithmetic mean of the squared
differences between each observation and the arithmetic mean of the same observations |
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| square root of the variance. |
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equation that is used to predict one variable from another.
*predictor and criterion variable. |
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technique used to combine the predictive power of several variables to improve prediction of a criterion variable.
*ex: high school grades and SAT to predict college grades. |
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| allow us to draw conclusions that generalize from the subjects we have studied to all the people of interest. |
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| the variability among subjects who receive the same treatment in an experiment. |
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| two or more independent variables. |
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used to determine if two groups of subjects differ on a dependent
variable. |
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| ANOVA: Analysis of Variance |
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| used to determine if two or more groups of subjects differ on a dependent variable |
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used to determine the significance of effects of two or more independent
variables on a dependent variable. |
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| used to determine if the correlation between two variables is significantly greater than zero. |
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| quantitative way of combining results of studies. |
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| explains why two variables relate to one another. |
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| a variable that affects the relationship between two other variables |
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