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INDUSTRIAL ORGANIZATIONAL PSYCHOLOGY - Coggle Diagram

- - - - Pros -> they are a direct measures of productivity -> (e.g. how many car's sold in a dealership)
      - Cons -> not available for all jobs -> may be impacted by situational factors (e.g. malfunctioning equipment) -> Not very useful when evaluating complex jobs.
    - - Pros -> they can measure performance aspects that objective measures cannot -> they account for situational factors -> useful when measuring motivation, problem-solving ability and effectiveness of working with others.
      - Cons -> Subject to rater bias and errors -> can be completed by an employee, supervisor, peers or others involved with performance
      - (2) Types of Subjective Rating Techniques
        
        1. Relative Rating Scales -> head-to-head comparison of employees
        
        Forced Distribution -> assign a specific percent of workers to each category for each aspect of job performance
        
        Cons -> provides inaccurate info when employees don't match the pre-specified category -> not good for large groups
        
        Pros -> decreases rater biases
        
        Paired Comparisons -> compares all employees to all other employees in pairs on each dimension of job performance
        
        Pros -> decreases rater biases (strictness, leniency or central tendency)
        
        Cons -> very time consuming b/c lots of employees to rate
        
        2. Absolute Rating Scale -> requires rater to evaluate without considering the performance of other employees (e.g. independent comparison)
        
        Behaviourally Anchored Rating Scales (BARS) -> type of rating scale which each end point is anchored with descriptive bx's (e.g. Likert scale for a bx)
        
        Cons -> very time-consuming to develop & job specific
        
        Pros -> decreases rater biases, & provides useful feedback to workers
        
        Critical incident technique (CIT) -> identifies employee bx's associated with exceptionally poor or good performance (e.g. supervisor observes and completes +/- critical incident q's)
        
        Pros -> provides useful feedback to employees
        
        Cons -> time-consuming to develop & focuses on extreme bx's
    - - Actual Criterion -> what the job performance measure actually measures
      - Ultimate Criterion -> the ideal measure that assess all important aspects of job performance
      - Criterion Contamination -> occurs when the criterion measure is impacted by factors unrelated to job performance (e.g. what is not measured but should be)
      - Criterion Deficiency -> aspects of a job performance that are not assessed by the criterion measure (e.g. what should be measured that is not).
  - - - Identify measures of job performance
      - determine training needs
      - develop and validate selection instruments
      - obtain info needed to write a job description
      - make decisions about job design and re-design
    - - interviewing employees
      - surveys/questionnaires
      - Direct observation
      - electronic performance monitoring
      - work diaries
    - - 2. Worker Orientated (KSAO's) -> what knowledge, skills, abilities and other characteristics are required to do the job successfully (ex. education, physical ability ect.)
        
        Competency Modeling -> always worker-oriented which focuses on characteristics required to perform a job successfully (e.g. can your employee model the company values?)
      - 1. Work-orientated (task analysis) -> tasks that must be accomplished to do the job (lifting, typing, installing)
    - - KSAO example (waiting tables) -> knowledge of menu, interpersonal communication, multi-tasking, organizational skills, etc.
- - - - Central tendency bias -> rater consistently gives workers average ratings, regardless of their true performance
      - Leniency/strictness bias -> rater consistently gives workers high (leniency) or low (strictness) ratings, regardless of their true performance
  - - - Ex. Strong-Campbell Interest Inventory (SCII) or Kuder Occupational Survey- low validity for predicting success, however useful for predicting job satisfaction, perissitance and choice.
    - - Low validity for predicting job performance, they are used to select employees with reduced probability of counterproductive job behaviours.
    - - Conscientiousness (from the Big 5) is an accurate predictor of job performance and training success across a wide range of settings. Personality tests= contextual proformance.
    - - These tests measure a sample of work behaviour in standardized, job-like conditions. Genrally a good predictor of job performance. Samples of motor skills have higher validity than verbal skills
      - Less likely than other methods to unfairly discriminate against minorities.
    - - Moderaly accurate at predicting job performance. Situational interviews have higher validity, with structured board interviews using consensus ratings= highest corrected validity.
    - - Job specific and often conducted when an applicant has previous job experiance. Validity increases as as job complexity and job test similarity increase
    - - High validity, most valid predictor of job performance. High risk of adverse impact
    - - Consistes of information such as work history, education, interests and skills. highly predictive of job success and for predicting turnover. Equally valid across racial groups.
    - - Often used at the management level. In-basket test- how would you deal with this content of this in-basket. or leaderless group
      - Expensive and not an easy resource to access. Evaluations are susceptible to criterion contamination.
    - - Adverse Impact
        
        When it produces a substantially different rate of selection for different groups that are defined on the basis of race, gender, age ect.
        
        Determined mathematically using the 80% or 4/5ths rule. Adverse impact occurs when selection rate for a minority group is less than 80% of the selection rate of the majority group.
        
        May be permitted when selection criteria is a bona fide occupational qualification.
        
        Causes
        
        Unfairness: when one group consistently scores lower than another on a selection test but both group preform equally well on the job.
        
        Differential Validity: when a selection procedure is a valid predictor of job performance for one group and is less or not valid for another group.
        
        Scoring Adjustments
        
        Within Group Norming: Instead of comparing your performance to people in other teams or departments, within group norming focuses on how well you're doing compared to your teammates.
        
        Banding: treating scores within a given range as equivalent.
        
        Separate Cutoffs: setting different cutoff scores on the selection test for different groups.
      - American's with Disabilities Act (ADA, 1990): it is a civil rights law that prohibits discrimination against individuals with disabilities. It ensures equal opportunities and access for people with disabilities in various aspects of life, such as employment, public accommodations, transportation, and telecommunications.
    - - Incremental Validity= Positive Hit Rate (New)- Base Rate(Old)
        
        70% (new) - 50% (Old) = 20% (incremental validity)
        
        Taylor Russel Tables
      - Utility Analysis: assess the cost effectiveness of a selection procedure.
      - Combining Predictors: you want high correlation with the criterion but low correlation to each other. High correlation between predictors is called Multicollinearity (this is bad).
        
        Multiple Cutoff: Applicant must score above the minimum cutoff point on each predictor in order to be hired (non-compensatory).
        
        Multiple Hurdles: Applicants must score above a minimum cut-off and predictors are administered one at a time. If you do not pass the 1st you will not move onto the 2nd (non-compensatory). - Saves time and money.
        
        Multiple Regression: uses 2 or more predictors, one low score can be compensated for with a high score on another predictor (compensatory). Ex. EPPP
      - Criteria Contamination: when the criteria measure is impacted but factors unrelated to job performance. Ex. number of hours in office
      - Criteria Defficency: aspects of job performance that are not assessed by the criteria measure. Ex. evaluate secratry but not typing speed
  - - - Tasks analysis: similar to job analysis, specifies what knowledge and skills are needed.
      - Person analysis determines if employees have deficits in areas ID'd by the task analysis.
      - Organization analysis asks is training what will solve the problem.
      - Demographic analysis helps determine the training need of employees from different groups (ex. young v. old)
    - - Vestibule Training(Off the Job training): provided training with a simulation of the actual work.
      - Programmed Instruction: self-learning material provided by the employer. Can involve pen and paper or computer assisted instruction.
      - On the Job Training: Job Rotation is one approach where the individual is rotated through several jobs to increase their range of skills so they can preform multiple jobs in the company
    - - Summative Evaluation: evaluation administered at the summary of the program.
      - Comfirmative Evaluation: evaluation administered long after the completion of training to confirm it utility.
      - Formative Evaluation: evaluation administered while programs still being formed or participated in.
      - Meta-evaluation: happens after the previous 3 are completed to confirm reliability and validity.
      - Kirkpatricks 4 levels evaluation model: Reaction criteria, Learning criteria, Behaviour criteria and results criteria.
        
        Philips Return on Investment (ROI): Level 5 evaluation, proposed to calculate the return on investment of an intervention or training.
        
        typewriter clicking
    - - Frame of Reference (FOR) -> when managers are trained on how to evaluate staff -> improves accuracy by
        
        having raters practice identifying different levels of performance as defined by the standard
        
        provides raters with a common reference standard to be used in evaluating performance
        
        making sure raters understand multidimensional aspects of job performance
      - Inter-rater reliability -> indicates the consistency of scores (extent of agreement among raters)
      - consensual observer drift -> occurs when raters who rate together tend to become less accurate in their ratings
- - - - Happenstance Theory
        
        EPPP Q
        
        Which of the following statements is most consistent with Krumboltz's happenstance theory of career development?.
        
        A) Individuals who have a clear plan for their career are more likely to be successful in achieving their goals.
        
        B) Chance events and environmental factors have little influence on an individual's career path.
        
        C) Being adaptable and open to new experiences is important for career success.
        
        D) Personal values and interests are the only factors that matter in career decision-making.
        
        Correct answer: C
        Explanation: According to Krumboltz's happenstance theory, being adaptable and open to new experiences is important for career success. The theory emphasizes the role of chance events and environmental factors in shaping career development, and suggests that individuals who actively seek out opportunities and remain open to new experiences are more likely to encounter positive happenstances that can lead to fulfilling careers. Option A is incorrect because the theory suggests that individuals may not always have a clear plan for their career. Option B is incorrect because the theory highlights the significant influence of chance events and environmental factors on career development. Option D is incorrect because the theory recognizes that personal values and interests are important factors but not the only ones that matter in career decision-making.
      - 4 types of influences on career making decisions
        
        3) Learning experiences- observations and lessons we make about other people and their experiences.
        
        4) task approach skills -> problem-solving skills, work habits, etc -> the skills needed to choose a career path
        
        2) Environment Conditions and Events -> beyond one's control (e.g. political, cultural, technological forces, etc)
        
        1) Genetic Characteristics/Special abilities -> genetics may enable or limit career choice (e.g. intelligence, innate abilities, etc)
      - Based on Bandura's Social Learning Theory
      - Core assumption -> being adaptable to new experiences is NB for career success -> emphasis is on chance events and environmental factors in shaping career development
      - need a story and need to clean up mind map
    - - Artistic
        
        Creative, intuitive and imaginative (e.g. Writer, musician & artist)
      - Social
        
        Humanistic, idealistic and concerned for others (e.g. teacher or counsellor)
      - Investigative
        
        Analytical, observant and inquisitive (e.g. science, math and technology)
      - Enterprising
        
        Energetic, Ambitious, Adventurous and self-confident (e.g. sales, entrepreneurs and business executives)
      - Realistic
        
        Practical, physical, hands-on (e.g. gardener, engineer and military)
      - Conventional
        
        Efficient, careful conforming and organized (e.g. Accountant, secretary and banker)
      - Key Terms
        
        Incongruence – lack of fit between one’s type and work environment. People leave jobs because of too much incongruence or because of a chance to increase their congruence. Best decision makers are I’s; worst are C’s.
        
        Consistency – closeness on the hexagon of one’s first and second choices. The higher one’s consistency, the more integrated one’s characteristics (values, interests, traits) and the greater one’s vocational maturity, persistence and achievement.
        
        Differentiation - the amount of spread between one’s first and second code letters; denotes how clear one’s type is.
        
        story ideas -> truck on blocks = differential -> incongruence - can't put a puzzle together, consistency oobleck ???
      - Assumption -> when choosing a career, people prefer jobs where they can be around others who are like them.
      - need a story about Holland University
    - - 2 Phases
        
        Anticipation: individuals become aware of the need to make a career decision and begin to gather information about their interests, values, and skills.
        
        Implementation Phase: individuals put their career choice into action.
      - Differentiation: comes when their is a realization that an occupation is not 'fitting' with a person's personality.
      - Two kinds of reality: Personal reality and common reality- need to be aware of both realities to enhance the development of your career.
      - need a story
    - - Stages: (Getting Every Experience Means Death)
        
        Growth 0-14-> develop self concept and move from play to work.
        
        Interest 11-12- id likes and dislikes as basic career choices
        
        Capacity 13-14 incorporate reality, relate personal skills to specific jobs.
        
        Fantasy 4-10 career fantasies
        
        Exploration 15-24-> (Dora the Explorer) -> develop realistic self-concept, find preferences through exploration. Preferences become Choices when acted upon.
        
        Crystallization of Performance 18-21preferences converted into specific choice. Reality dominates as entering the job market. Secondary Education or Trade chosen.
        
        Specifiying of Vocational Preference 21-25 trial with little commitment, try life's work, person may cycle back through crystallizing and specifying.
        
        Tentative 15-17 tentative choices incorporate needs, interest and abilities. Attempted in fantasy, course work, parttime work and volunteering.
        
        Establishment 25-44 -> secure niche in ones field and advance.
        
        Trail and Stabilization 25-30 process of settling down, may make 1 or 2 changes before right job is found.
        
        Advancement 30-44 efforts to secure and continue to develop ones position.
        
        Maintenance 45-64-> (Mechanical shop) -> preserve our gains and develop non-occupational interests.
        
        Disengagement or Decline 65+ -> (Unplug off the grid) -> deceleration of career, gradual disentanglement from work to enter retirement. Find other sources of satisfaction
        
        Cam's comment - we only need to know the stages, not the specifics within each stage
      - Key Terms
        
        Life roles- 8 roles (child, student, leisurite, citizen, worker, parent, spouse, homemaker)
        
        Self-Concept- as self-concept becomes for realistic and stable so will vocational choice and behaviour. Work satisfaction tied to degree of implementation of self-concept.
        
        Career Maturity -> similarity between one's actual vocational behaviour and what is expected at that stage of development. Affective and Cognitive.
      - need a story here -> possible one might be GEMM's with Death being the final stage -> life-savers (life roles)
    - - 2 key factors
        
        Satisfaction -> an employee's satisfaction with their job
        
        Satisfactoriness -> an employer's satisfaction with their employee's
      - work adjustment = satisfaction
      - need a story
    - - 4 core concepts
        
        Expert career concept -> motivated by desire for job security, develop expertise that involves life-long committment
        
        Spiral Career concept -> motivated by need for personal growth & opportunities to be creative involving lateral movement
        
        linear career concept -> motivated by desire for power & achievement -> careers require upward movement with infrequent changes
        
        Transitory concept -> motivated by a desire for variety & independence which involves lateral movement across different occupations every 2-4 years.
      - need a story here
    - - Circumscription: progressive elimination of least preferred options or alternatives that occurs as children become aware of occupational differences in gender, prestige and then field of work.
      - Stages start at age 3 and end by mid-adolescents. The 4 stages are: orientation to size and power, orientation of sex roles, influence of social class, introspection and perceptiveness.
      - Compromise: expansion of occupational preference in recognition and accommodation to external constraints encountered in implementing preferences.
      - Cam's comment - don't have this stuff do I need to learn it
    - - Three parenting orientations: Overprotective, Avoidant and Acceptant. ex. a child with avoidant parents would gravitate towards object orientated fields such as science and technology.
      - EPPP Q
        
        According to Anne Roe's personality approach to career development, which of the following is most likely to influence an individual's occupational choices?
        
        A) Social and economic factors
        
        B) Educational and vocational training
        
        C) Personality characteristics and early childhood experiences
        
        D) Gender and cultural norms
        
        Correct answer: C
        
        Explanation: Anne Roe's personality approach to career development suggests that an individual's occupational choices are primarily determined by their personality characteristics and early childhood experiences. Roe identified six psychological needs and eight broad occupational fields that align with these needs. She believed that parents play a critical role in shaping their children's occupational choices, and that differential reinforcement from authority figures can influence the development of the child's personality and occupational preferences. While social and economic factors, educational and vocational training, and gender and cultural norms may also influence career development, according to Roe's theory, personality characteristics and early childhood experiences are the primary determinants of occupational choices.
      - Cam doesn' t have this stuff in his study materials - do I need to learn it? Clean up mind map
    - - Aptitude Tests: assess a persons potential for learning and performance.
        
        Special Aptitude Tests: used to assess specific abilities needed for a job, they have a high degree of specificity.
        
        Multiple Aptitude Batteries: a number or tests or subtests that each measure a different aptitude. DAT (Differentia Aptitude Test)for grades 8-12 and tests both job-related and general abilities. The GATB (General AptitudeTest Battery) for high school and adults for vocational counseling and job referral.
      - Achievement Tests: measure how well a person has mastered a particular domain.
      - Ability Test- both achievement and aptitude with the ability being 'capacity to preform tasks'.
      - not sure what this is - ask Janelle stuff was on the test
    - - Affective/attitudinal: a workers emotional attachment to a job, passion for their work and commitment to their organization. This only moderately relates to job performance.
      - Continuance: remain at a job for economic or social reasons, they perceive leaving as too costly.
      - Normative: sense of loyalty based on investments the organization has already made in the employee and they stay out of obligation.
      - not sure what this is?? Ask janelle
  - - - Herzberg's 2-factor theory -> Satisfaction & Motivation
        
        Lower-level needs Hygiene (job context & intrinsically motivated) -> factors that need to be present to ensure a reasonable level of employee satisfaction -> they are a pre-requisite for indiv motivation
        
        Relationship with co-workers
        
        job security
        
        interpersonal relations (overly nice)
        
        positive work environment
        
        Story -> Hermie's wants to be dentist & his motivators are hygiene related
        
        Higher level needs are Motivators (extrinsically motivated) -> factors that motivate others to work harder
        
        recognition
        
        responsibility
        
        achievement
        
        advancement
        
        Story ->Yukon is scaling the mountain to reach his goals
        
        Hygiene is about what is being practiced??
        
        Anchor Story -> Hermie (dentist), Abominable Snow Monster & Yukon
      - Maslow
      - Alderfer -> was interested in better understanding professional motivation -> professional motivation as an end - a desirable outcome of needs being met.
    - - Distrubutive Justice
      - Procedural Justice
      - Interactional Justice
      - Informational Justice
      - Interpersonal Justice
    - - Affiliation (nPow) -> motivated by opportunities to form relationship & interact w others
      - Power (nAff) -> ability to influence other people to gain status, prestige & recognition
      - Achievement (nAch) -> prefer tasks that are moderate difficulty & risk (50/50), & assume responsibility for accomplishing tasks, prefer not to delegate & desire clear feedback
      - As long as that primary need is met from the perspective of the worker then the worker will be motivated. The perspective bit is key.
      - core assumption -> people are primarily motivated (in the workplace) by one of 3 needs:
      - need a story
    - - Valence (value/reward) -> motivation is high only when all 3 factors are positive
      - Expectancy -> the belief that effort will lead to acceptable performance
      - Instrumentality -> worker's belief that successful performance will result in certain outcomes
      - If you think you can take an action that will directly lead to obtaining a reward you want, you will be motivated to take that action.
      - If someone seems unmotivated that means that
        
        they don’t believe that they can take the action (either because they lack the skills/knowledge to do so, or something in the environment makes it impossible)
        
        they don’t believe the action will actually lead to the reward
        
        they don’t care about the reward
      - Story -> VIE....Vroom -> Frat party initiation -> motorvation -> at the party limbo dance setting bar high (expectancy), while playing a tamborine (instrumentality) -> get the golden "V" which is the reward that goes on his jacket to wear with pride!
    - - core assumption -> goal acceptance& commitment is crucial which includes 5 principles
        
        Commitment -> being engage b/c it is something you actually care about
        
        Feedback-> helps to make adjustments along the way
        
        Challenge -> goals should be challenging enough to motivate you to action
        
        Complexity -> it can't be too complicated
        
        Clarity -> goals should be specific and clear
      - need a story
    - - Different from McClelland’s model however, this model suggests that all people have the SAME basic motivational “needs” (meaning, autonomy, and feedback) - as opposed to just one of three different options - and it’s a matter of making all 3 present in the job to elicit a motivated response.
      - Meaningfulness of work includes the following (3) variables
        
        task identity
        
        task significance
        
        skill variety
      - Atonomy -> responsibility of outcomes
      - Feedback -> knowledge of results
      - need a story
    - - 2 types of inequity
        
        Underpayment inequity -> when workers perceive their efforts to be greater that others (more work for less pay)
        
        Overpayment inequity -> when workers view their efforts to be less than others (less work for more pay)
      - core assumption ->people are motivated when they feel that things are fair -> If they are not fair, they will try to achieve a balance.
      - need a quick story
- - - - women and men are more effective in traditional masculine /feminine settings
      - woman are more likely to adopt participating/democratic style
      - men are more likely to adopt a directive/autocratic style
  - - - leader-member relations are good,
      - task structure is low,
      - the leader has limited position power.
    - - task structure is high
      - leader-member relations are poor
      - the leader has strong position power
  - - - Participative Leaders -> include subordinates in decision-making (e.g. a group of interns, looking for encouragement or validity from their leader)
      - Instrumental (directive) Leaders:-> leader provides specific guidelines and establish clear rules and procedures -> (e.g. leader tells people what to do)
      - Achievement-orientated leaders -> set challenging goals and encourage higher levels of performance -> (e.g. get out of my way leadership - sales team)
      - Supportive Leaders -> focus on establishing supportive relationships with subordinates (e.g. ????)
- - - - Career Orientation -> managers are career professionals, not owners of units they manage
      - Impersonality -> uniform application of rules, and controls, not according to personalities
      - Authority hierarchy -> positions are organized with a clear chain of command
      - Formal Rules & Regulations -> system of written rules and standard operating procedures
      - Division of labour -> jobs broken down into simple, routine, well-defined tasks
      - Formal Selection -> people selected for jobs based on technical qualifications
  - - - task assignment control & control methods to complete the task
      - group controls work schedule, budget, hiring/firing of staff
      - group has total responsibility & control over their work
      - group has control over performance appraisals
      - no supervisor -> leader changes based on project
    - - flextime -> increased job satisfaction & job productivity, decreased absenteeism
      - job enrichment -> design a job so it provides opportunities for challenge, advancements and other motivating factors to increase worker satisfactions & motivation
      - compressed work week -> strong positive effect on job satisfaction, weaker effect on job productivity and effects unclear on absenteeism