Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
AOP Exam 1
Advanced Organizational Psychology Exam 1
| Question | Answer |
|---|---|
| Taylor | Principles of Management |
| Principles of Management (Taylor) | 1- Those that perform should be separate from those who design work tasks. 2- Workers are rational beings, and they will work harder if provided with favorable econ incentives. 3- Probs in the workplace can and should be subjected to empirical study. |
| Weber | Bureaucracy |
| Bureaucracy | employees know exactly what they are supposed to be doing, and the lines of authority are clearly stated. Another major principle of bureaucracy is that advancement and rewards should be based on merit and not on things such as nepotism or social class. |
| Lewin | Research Center for Group Dynamics at MIT, and innovative in blending science and practice |
| Industrial Topics | Selection, Compensation, Recruitment, Classification, Performance Appraisal, Training |
| Organizational Topics | Motivation, Socialization, Health/ Well-Being, Social Norms, Leadership, Fairness |
| Top Journals in I/O Psychology | Journal of Applied Psychology, Personnel Psychology, and possibly Journal of Management or Academy of Management |
| Early 1900s | Development and growth of scientific management (Taylor); beginning of the scientific study of organizational structure (Weber) |
| 1920s-1930s | Hawthorne Studies; growth of unionization |
| 1940s-1950s | WWII; publication of Vitele’s book Motivation and Morale in Industry; development of the “Human Relations” perspective; Lewin established Research Center for Group Dynamics at MIT and conducts action research projects for Commission on Community Relations |
| 1960s-1970s | U.S. involvement in Vietnam; Division 14 of APA is changed to “Industrial/ Organizational Psychology”; multilevel perspective in organizational psychology; increasing attention to nontraditional topics like stress, work-family conflict, and retirement |
| 1980s-1990s | Increasing globalization in the economy; changing workforce dynamics; increasing reliance on temporary or contingent employees; redefining the concept of a “job” |
| 2000-2010 | Advances in communication technology; continued increase in globalization; greater flexibility in work arrangements; blurred boundaries between “work” and “non-work” |
| 2010-Present | Greater focus on retirement; new focus on emergency preparedness (post 9/11); increasing advances in communication technology; resurgence of research in unemployment and job insecurity (2008 recession); still increasing globalization |
| I/O | I/O-macro-level processes and variables only to extent to which they affect individual behavior; less eclectic theoretical base, taught in psych programs |
| OB | OB-individual behavior and macro-level processes and variables; draws from variety of disciplines; taught in business schools |
| Organizations | have structure imposed upon them by patterned human behavior |
| Formal vs informal organizations | F-exist to fulfill some explicitly stated purpose, often stated in writing, and exhibit continuity over time (I/O interest) I-less explicit purpose, and lack continuity. |
| I/O Psychology | the scientific study of individual and group behavior in formal organizational settings. |
| Organizational Behavior (OB) | the study of human behavior in organizational settings, the interface between human behavior and the organization, and the organization itself. |
| SIOP | APA division 14- the Society for Industrial and Organizational Psychology |
| Hawthorne Studies | 27-32 Western Elec Co & Harvard collab investigate impact of environ factors on employee productivity. 1 of first attempts to provide employee counseling prog, found work groups estab & strongly enforce prod norms, & employees respond diff to diff leaders |
| Hawthorne Effect | the idea that people will respond positively to any novel change in the work environment. |
| Discuss the importance of research methods in I/O psychology | important in all aspects of I/O psychology (practice, theoretical research, and applied research). Research methods are the backbone of Psychology- what makes us a scientific discipline- keeps us from relying on intuition |
| Observation | Observing overt behaviors Generates hypotheses- good starting point. Used in job analysis. - Labor intensive, Experimenter bias, Obtrusiveness- desirability bias, reactivity |
| Archival Data | Data or records collected for purposes other than the research project. Readily available and accessible usually more objective than self-report data. Usually contains only indirect measures, accuracy- have to trust others’ work |
| Survey | Self-report data on attitudes/behaviors. Economical, sometimes the only available method, less obtrusive. Integrity of data, awareness of phenomenon, truthfulness, response rate, common method bias, correlational |
| Experiment | Study conducted in a contrived environment (lab) Can examine cause and effect relationships (control for confounds/ extraneous variables), good internal validity Time consuming, lack of generalizability |
| Quasi-Experiment | Similar to a true experiment but cannot assign 1 variable assess causal relationships in naturalistic settings-generalizability. Difficult to conduct in a field setting due to lack of access and control- lack one of the 3 features of a true experiment |
| Link between research design and control/realism | Design dictates how much control or realism you have- two sides of a scale- high control = low realism and vice versa. |
| Explain how cross-cultural issues impact organizational psychology research | Cross-cultural studies are imperative to organizational psychology research, as globalization continues to expand. However, the meaning and importance of constructs may differ across cultures, which makes things tricky. |
| Inter-rater Reliability | different people take the measures and make sure that they’re getting at the same concept. Pilot testing. Interclass correlation. |
| Test-Retest Reliability | Taking the measure at one point, and taking the same measure again- you want it to be reasonably similar. (Pearson’s r) |
| Internal Consistency reliability: | the goal is to get at the concept consistently with multiple items (Chrombach’s alpha- want .70 or higher .80 is better). Always use minimum of 3 items, but more is better. |
| Differentiate validity and reliability | Reliability= consistency, Validity= truthfulness. Bathroom scale- repeatedly gives same answer is reliable, giving correct weight is valid |
| Give examples of inferential statistics | Inferential Stats are used to make inferences about the population from a sample. Ex: ANOVA, t-test, regression, correlation. |
| Interpret a correlation | + or - gives the direction, # gives the strength. # is always between 0 and 1- higher number, stronger correlation. |
| Differentiate mediation and moderation | Mediation: Why/ How. Continuous variables. Accounts for relation between IV and DV Moderation: When. Continuous or categorical variables. Impacts direction and strength of relation between IV and DV |
| explain why we have SEM and path analysis and what they do | In both, you look at the paths to see how well the overall model works, as well as how each of the variables relate to each other. more pure- higher reliability- partitioning out error of each item. Multiple indicators of “fit” between model and data |
| Explain what statistical aggregation represents/why it’s important to advanced organizational psychology | Nested data and levels of analysis- each must be analyzed and measured differently. Aggregation- should be some agreement about construct. Important in I/O because a lot of our topics of interest occur across levels, we need to analyze such data |
| Differentiate between type I and Type II error and explain the relevance of these errors to the legitimacy of I/O as a science | Type 1 is rejecting Null when we shouldn't- faulty theories and wasting money Type 2 is failing to reject Null when we should- missing opportunities |
| Scientist-practitioner model | Model that emphasizes that practice should be based on research and vice versa. Science and practice are not independent, but actually feed off of each other. |
| Primary and secondary research methods | Primary include observation, experimentation, quasi-experimentation, and survey; secondary include archival data and meta-analysis. |
| IV/DV and predictor/criterion | IV is the one that is manipulated (AKA predictor). DV is the one that is measured to see if IV manipulation had effect (AKA criterion) |
| Central tendency: mean, median, mode | Descriptive.mean is the average of the scores, median is the middle score when put in order, and mode is the most frequent score Mode used for discreet/ qualitative variables, Median used when you have outliers, because they will throw off the average. |
| Variability: range, standard deviation | range is the difference between the lowest and the highest score, standard deviation is the square root of variance from the mean. |
| Simple Random Sampling | ask random people from the population to participate. |
| Cluster Sampling | use an available convenience group within the population (like a department within an organization). |
| Stratified Random Sampling | randomly sample from subgroups within the population. |
| Null hypothesis testing | the null hypothesis is the statement that no changes exist, and we seek to prove that statement wrong |
| Power | sensitivity to detect meaningful impact. Influenced by sample size (larger is better), measurement error, alpha level, and effect size. |
| HARKing | Hypothesizing After Results are Known |
| Costs and Benefits of Internal Recruiting | economical, incentive for employees, less training and socialization required, employees more likely to stay. can result in homogeneous workplace, lack of fresh perspective, possible that current employees lacking skills needed for the position. |
| Costs and Benefits of External Recruiting | large applicant pool, invites fresh perspective. can be expensive and time consuming, employee referrals may promote nepotism. |
| Identify behavioral and affective outcomes of socialization | Behavioral: Job performance, innovation, and turnover Affective: Attitudes toward work, motivation, and job involvement |
| Identify types of information seeking tactics | Testing limits, direct questioning, indirect questioning, surveillance, observation, disguised conversations, and third parties. |
| Explain how to help socialize women and minorities into organizations | Establish a positive diversity climate, assess and develop capabilities, enhance social support, promote collective identities, and support unique identities. |
| Identify Chaos et al.’s (1994) six dimensions of organizational socialization | 1. History 2. Language 3. Politics 4. People 5. Organizational goals and values 6. Performance proficiency |
| Identify the stages in Feldman’s stage model of socialization | 1. Anticipatory Socialization stage 2. The Encounter stage 3. The Change and Acquisition stage 4. Behavioral Outcomes level 5. Affective Outcomes |
| Identify the six dimensions of organizational socialization (van Maanen & Schein, 1979) | 1. Collective-Individual 2. Formal-Informal 3. Sequential-Random 4. Fixed-Variable 5. Serial-Disjunctive 6. Investiture-Divestiture |
| Recruiting | purpose- generate lg pool of highly qualified apps so org can select those who stand best chance of being successful and staying w org for long time. also increases chances that new employees will fit well w culture of org & be successfully socialized |
| Strategic plan | an organizations plan of where they want to go and how they will get there. Often has implications for staffing needs. |
| Yield ratio | either the total number of candidates generated by a recruitment source relative to the number actually hired OR the absolute number of applicants generated relative to the number of highly qualified applicants. |
| Time lapse data | estimates of time it takes to go from one step to the next in the recruitment and hiring process- helps the organization identify bottlenecks. |
| ASA model | Attraction-Selection-Attrition Model (Schneider): applicants are attracted to and stay with organizations whose cultures that are compatible with their personalities |
| Big 5 | The Big 5 Personality Traits model- Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism |
| Onboarding | refers to all of the formal and informal practices, programs, and policies enacted or engaged in by an organization or its agents to facilitate newcomer adjustment. (Type of socialization- shorter time frame) |
| RJP (realistic job preview) | when an individual is given a realistic preview of what a job will entail, even if some of the information is negative, before entering the organization. |
| ELP | Expectation Lowering Procedure: Similar to the RJP in that it lowers expectations and decreases turnover, but more lecture-based, and less specific to the vacancy being filled, this less time-consuming. |
| Describe factors that led to the increased research and applied focus on work-nonwork issues | Flex work situations, the recession, dual earner households, baby boomers, technology, expectation of availability, globalization. |
| Identify types of work-nonwork conflict | Work to Family and Family to Work. These can be time-based, strain-based, or behavior-based. |
| Identify types of work-nonwork enhancement | Efficiency, development, affect, and capital |
| Identify antecedents of work-nonwork conflict | interdependence, responsibility for others, interpersonal conflict, supervisor and organizational support (L)- disposition/ personality, number and age of children/ elders, spousal and family support. |
| Identify outcomes of work-nonwork conflict | Job, family and overall life satisfaction; commitment and turnover; psychological well-being; productivity; absenteeism |
| Distinguish conflict, enhancement, and balance | Conflict= demands of one domain are incompatible with the demands of another domain. Enhancement= when the positive effects of our role in one domain spill over into the other domain. Balance involves dividing your time 50/50 between the domains/ satisfie |
| Identify outcomes of work-nonwork conflict | Physical health symptoms, depression, hypertension, increased alcohol intake, psychological distress, anxiety disorders, mood disorders, substance abuse disorders, decreased career satisfaction, increased desire to quit their job, burnout, decreased life |
| Describe potential individual and organizational interventions for reducing work-nonwork conflict | Supportive supervisors, family-friendly policies, personal coping (time management, change jobs, lean on supportive family) |
| Characterize the type of work typically done by youth in the US | Service (retail, grocery stores, amusement parks, golf courses, and recreational facilities (pools, baseball parks, etc.) and restaurant jobs |
| Describe the outcomes of youth employment | Academic performance, social development, and physical health and safety |
| Describe the process of retirement and its importance in an individual’s lifetime | financial planning to the implementation of the retirement. Now, with technology increasing our life expectancies, people are in retirement for longer than ever, which means it’s important to start planning for it sooner. |
| Phased retirement | When a person's responsibilities and presence is gradually cut back leading up to complete withdrawal |
| Bridged employment | when a person retires from their main job but continues on a part time or intermittent basis (or keeps a part time job in an unrelated field). |
Created by:
hjones05
Popular Psychology sets