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I/O Psychology > General review > Flashcards

General review Flashcards

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1
Q

Safety and education programs effective when

A

Practice, feedback, reinforcement

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2
Q

Night shift work

A

Increased error decreased output

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3
Q

Rest breaks

A

Ups morale and productivity
4th and 8th hr
Reduces fatigue boredom

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4
Q

Flex time

A

Mixed findings
No diff on productivity, satisfaction
Better morale, productivity
May decrease lateness, absence, turnover

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5
Q

Compressed work week

A

Positive, effects wear off after time
Increase satisfaction
Decrease turnover, anxiety

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6
Q

Longer the work day or week

A

Lower productivity even for motivated

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7
Q

Music

A

Better production for simple repetitive tasks

For demanding work, no difference

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8
Q

Color

A

Blues greens soothing
Yellow alert
Red excitement

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9
Q

Noise

A

Constant continuous easier to adapt
Intermittent is a problem
Perception of control important

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10
Q

Illumination

A

More light sources better, rather than one main overhead

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11
Q

Temperature and humidity

A

Increases in both lowers performance

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12
Q

Groupthink

A

Members seek concurrence, consensus, unanimity more than best alternative

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13
Q

Response polarization

A

More extreme in views

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14
Q

Risky shift

A

Riskier decisions made in groups

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15
Q

Brainstorming

A

Brainstorming alone better than in a group

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16
Q

Heterogenous groups

A

Better decisions than homogenous

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17
Q

Ideal group size for decision making

A

5-7

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18
Q

Groups work best when

A

Common goals more important to members than individual

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19
Q

Disjunctive tasks

A

One group member responsible for group outcome

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20
Q

Conjunctive tasks

A

Group accomplishment limited by one person, weakest link

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21
Q

Additive tasks

A

Group members various diversity positively impacts group as whole

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22
Q

Social loafing aka ringelmann effect

A

People don’t t work as hard in groups as alone

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23
Q

Decentralized networks

A

More satisfaction
Best for problem solving
Slower

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24
Q

Greater the cohesiveness

A

Greater the power to conform

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25
Q

Stages of group development

A 
Forming
Storming - conflict
Norming
Performing
Adjourning
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26
Q

Centralized networks

A

Best for simple tasks, fast communication

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27
Q

What is key for successful organization culture

A

High involvement high participation

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28
Q

Organizational development

A

Systems approach

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29
Q

Quality control circles

A

Level of production, improving finished product

Workers have higher responsibility
Participate in decisions
Lowers turnover
Increases production

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30
Q

Quality of work life programs

A

Greater effect on satisfaction than performance

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31
Q

Participative organizational style assumptions

A

participation in decisions
High involvement
People have valuable knowledge

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32
Q

Traditional organizational structure

A

Top down bureaucracy

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33
Q

Project organizational structure

A

Divided into production areas

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34
Q

Team organizational structure

A

Work teams report to upper level

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35
Q

Multidimensional organizational structure

A

Involves multiple structures

36
Q

Job enlargement

A

Less responsibility
Increasing more tasks
Satisfaction but less performance

37
Q

Job enrichment

Cue: r

A

R = responsibility
Increases responsibilities

Better satisfaction and performance
Decrease turnover, absence

38
Q

Psychological approach

A

Emphasizes satisfaction

Efficiency, effectiveness - more satisfaction

39
Q

Human factors approach

A

Physical aspects

Machine interaction

40
Q

Absenteeism

A

More in females
Less in small companies
Less in older workers

41
Q

More turnover rates

A

Routine work

42
Q

Less turnover

A

Tenure
Pay
Opportunity for promotion

43
Q

Job satisfaction and productivity

A

Weak but positive correlation

44
Q

Pay and satisfaction

A

Positive correlation

45
Q

Job satisfaction and turnover

A

Moderate negative correlation

46
Q

Age and satisfaction

A

Better as age increases

47
Q

Genetic factors and job satisfaction

A

30-40%

48
Q

The reinforcement model

A

Set of principles

Performance contingent awards are strongly correlated with performance and satisfaction

49
Q

Cognitive theories of motivation

A

General expectancy theory
Adams equity
Locke’s goal setting

50
Q

Locke’s theory

A

Goals 5 points:

Specific
Moderate to challenging difficulty
Receiving feedback 
Sense of self efficacy
Person must accept the goals
51
Q

Adams equity theory

A

Social comparison

Performance based on what we view as fair

52
Q

General expectancy theory
Aka
Vrooms VIE theory

A

Behaviour based on expectancy of rewards

Instrumentality - expecting reward
Valence - value of the reward to individual
Expectancy - expecting success on a task

53
Q

Theories of motivation

A

Maslow
Herzberg
Alderfer

54
Q

Maslow

A 
5 needs
Low validity in workplace
Lowest to high:
Physiological
Safety
Belonging
Esteem
Self actualization
55
Q

herzberg

A

What creates or avoids Dissatisfaction:

Lower level needs ( dissatisfied)

  • if not met, dissatisfaction results
  • meeting them may not produce satisfaction
  • pay, working condition, supervision

Higher level needs

  • if not met, dissatisfaction does not result
  • if met, can increase satisfaction, motivation
  • achievement, opportunity, responsibility
56
Q

Alderfer

A

Existence,relatedness, growth

All needs influence at same time

Satisfying a need can make the need stronger!

57
Q

Principle of frustration- regression

A

If frustrated, person moves to previous met need

58
Q

Administrative approach

A

Herbert Simon
Satisficing style
Ambiguous , partial knowledge
First satisfying alternative chosen

59
Q

Rational economic model

A

Careful analysis, picking best optimal option

60
Q

Types of power

A 
Reward
Coercive
Legitimate
Referent
Expert
61
Q

Referent power

A

Liking the leader

62
Q

Most effective power

A

Referent and expert

63
Q

Transformational leader

A

Broadens and elevates goals of oeopke

64
Q

Transactional leader

A

Cold, less invested in workers, more concerned with performance, production

65
Q

Situational contingency theories of leadership

A 
Fiedler 
Cognitive resource theory
Vroom and yettons normative model
Houses path goal theory 
Hersey and Blanchard situational leadership
66
Q

Fiedler

A

High LPC is relationship
Low LPC is task

Low Lpc effective in highly favourable or unfavourable

High LPc effective in moderate favourable condition

67
Q

Cognitive resource theory

A

Directive vs non directive based on cognitive resources of employees

68
Q

Vroom and Yetton normative model

A

Allowing employees in on Decision making

69
Q

Houses path goal theory

A

Leaders help reduce roadblocks and increase path to more incentives and rewards for each employee

70
Q

Hersey and Blanchard situational theory

A

Readiness of employees
More ready less direction
Less ready more direction

71
Q

Theory x

A

Assumes workers are lazy

72
Q

Theory y

A

Believes people seek challenge, responsibility, are creative

Participative leadership

73
Q

Theory z

A

Japanese

Loyalty, tenure with same company

74
Q

Hawthorne effect

A

Observation influences behaviors

75
Q

Holland’s theory

A

Personality types matches to work environments

2-3 letter codes from below options

Realistic- physical
Investigative - thinking
Artistic - ambiguous, unsystematic
Enterprising - power
Social
Conventional - orderly, rule based
76
Q

Holland

Congruence vs consistency

A

Congruence - matches personality to work environment

Consistency - how related a persons letter codes are

77
Q

Holland

Differentiation

A

Distinct profile - a dominant personality type

78
Q

Super theory

A

Lifespan

Stages

Growth up to 13
Exploration
Establishment 25-45
Maintenance
Decline - 65+
79
Q

Krumboltz

A

Modelling
Reinforcement
Social influence

80
Q

Tiedeman and ohara

A

Differentiation
Integration
Self awareness

81
Q

Schein career anchor theory

A

anchors tied to self concept

Autonomy, independence
Security, stability
Technical, functional competence
General managerial competence
Entrepreneurial creativity
Service, dedication to cause
Pure challenge
Life style
82
Q

Differential validity

A

A test predicts better success in one group more than others

83
Q

Unfairness

A

Minorities and non minorities score different on predictor tests, but same performance on the criterion

84
Q

Griggs vs duke power

A

Unfair to use tests measuring broad abilities that produce difference in scores between minority and non minority groups

85
Q

Civil rights act 1964

A

Can not discriminate

86
Q

Scientific management

A

Views workers as machines

87
Q

Human relations approach

A

Looks at and values people’s worth, contributions, seeks to encourage better work by understanding these

I/O Psychology (1 decks)

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