I/O Psychology

Question 1

What are the four parts of a needs assessment?

Answer 1

1. organization analysis, 2. task (job) analysis, 3. person analysis, 4. demographic analysis

Question 2

overlearning

Answer 2

occurs when an individual praces a new skill/studies material beyond the point of mastery; it promotes automaticity; helpful for remembering information with little inherent meaning that must be remembered for a long time, and for infomration that will be recalled infrequently or under stressful conditions

Question 3

whole verus part learning

Answer 3

whole: more effective for tasks that are low in complexity but high in organization; part: more effective for tasks that are highly complex but low in organization

Question 4

identical elements

Answer 4

describes degree of similarity between aspects of the learning and performance environments; many identical elements promotes transfer of training

Question 5

job rotation

Answer 5

involves having trainees perform several jobs over time and is ordinarily used to train managers

Question 6

cross-training

Answer 6

entails teaching workers tasks and activities that are performed in several similar jobs

Question 7

vestibule training

Answer 7

makes use of a physical replication or simulation of the work environment and is useful when on-the-job training would be too costly or dangerous

Question 8

behavioral modeling

Answer 8

guided master approach uses three components: 1. modeling of skills by trainer; 2. guided self-mastery (role-playing in a simulated environment with instructive feedback); 3. self-directed application of newly acquired skills on-the-job

Question 9

Kirkpatrick’s four levels of criteria to evaluate training programs

Answer 9

1. reaction criteria (participant reactions such as satisfaction; not necessarily linked to job performance); 2. learning criteria (evaluates how much participants actually learned); 3. behavioral criteria (assess participants’ change in performance when they return to the job); 4. results criteria (assess the value of the training program in terma of the organization’s goals; results criteria are most inmportant but are hard to measure and rarely used; four levels are not highly correlated

Question 10

utility analysis

Answer 10

used to evaluate effectiveness of training programs and other programs/procedures; involves using a mathematical equation to derive an estimate of the program’s fianancial return on investment

Question 11

fromative evaluation

Answer 11

conducted while a training program is developed, and results are used to make necessary modifications to the program before it is implemented

Question 12

summative evaluation

Answer 12

conducted after a program has been implemented in order to assess its outcomes and may include determining how much trainees have learned and the program’ scost effectiveness

Question 13

Super’s life space, life span theory of career development

Answer 13

integrates the concepts of self-concept, life span, and life space

Question 14

self-concept

Answer 14

“a picture of the self in some role, situation, or position, performing some set of functions, or in some web of relationships” product of inherited aptitudes, physical makeup, and social learning experiences; becomes more stable with increasing age; job satisfaction, stability, and success depend on the extent to which a job matches the individual’s self-concept

Question 15

five stages of career development

Answer 15

growth (0-14), exploration (14-25), establishment (25-45), maintenance (45-65), disengagement (65 and older)

Question 16

career maturity

Answer 16

describes a person’ ability to cope with the developmental tasks on his/her life stage

Question 17

life space

Answer 17

refers to the various social roles an individual adopts at different points in his/her life; uses the Life-Career Rainbow to relate an individual’s major roles to the five life stages to help a career counselee recognitze the impact of current and future roles an stages on career planning

Question 18

Holland’s career model

Answer 18

proposes that matching an individual’s personality to the characteristics of the work environment lead to an employee that is more satisfied, will stay on the job longer, and will be more productive

Question 19

Holland’s RIASEC

Answer 19

six basic personality/work environment types: realistic, investigative, artistic, social, enterprising, conventional

Question 20

Holland differentiation

Answer 20

personality-environment match best predicts job-related outcomes when the individual has a high degree of differentiation–clear interests as evidence by a high score on one RIASEC area and low scores on all others

Question 21

Roe’s theory of career development

Answer 21

links a person’s occupational choice to his/her basic needs and personality; nature of parental relationship orients people either “toward other people” or “not toward other people,” which influcnes career choice

Question 22

Tiedeman and O’Hara’s career decision-making model

Answer 22

describes vocational identity development as an ongoing process that is tied to ego identity development (which is described in Eriksonian terms)

Question 23

anticipation phase

Answer 23

consists of 1. exploration, 2. crystallization, 3. choice, and 4. specification; individual xplores different career possibilities and eventually makes a career choice

Question 24

implementation and adjustment phase

Answer 24

consists of 1. induction, 2., reformation, 3. integration; individual enters work situation and beomces and established member of the workforce and achieves a balance between demands of work and his/her own needs

Question 25

Krumboltz’s social learning theory of career decision making

Answer 25

person’s career decisions are influened by, 1. genetic endowment and special abilities, 2. environmental conditions and events, 3. learning experiences, 4. task approach skills; focuses on continual learning and self-development, not of matched an individual’s characteristics to job characteristics

Question 26

Brousseau and Driver’s decision dynamics career model

Answer 26

focuses on a person’s career concept (how he envisions his ideal career path); distinguishes between four career concepts that vary on three dimensions: frequency of job change, direction of change, and type of change in job content

Question 27

linear career concept

Answer 27

progressive upward movement in terms of authority and responsibility

Question 28

expert career concept

Answer 28

lifelong commitness to an occupational speciality, focus on developing knowledge and/or skills within that specialty

Question 29

spiral career concept

Answer 29

periodic moves across occupational specialties or disciplines

Question 30

transitory career concept

Answer 30

frequent job changes, often to jobs in unrelated fields

Question 31

Dawis and Lofquist’s theory of work adjustment

Answer 31

describes satisfaction, tenure, and other job outcomes as the result of correspondence between the worker and his/her work environment on two dimensions: satisfaction and satisfactoriness

Question 32

satisfaction

Answer 32

depends on the degree to which the characteristics of the job depend on the worker’s needs and values

Question 33

satisfactoriness

Answer 33

depends on the extent to which the worker’s skills correspond to the skills and demands of the job

Question 34

The Work Values Assessment

Answer 34

based on the theory of work adjustment; used to help individuals identify occupations that fit their needs and values

Question 35

effects of unemployment

Answer 35

often followed by deterioration in mental and physical health; return to paid employment is usually accompained by a rapid improvement in health

Question 36

survivor syndrome

Answer 36

experienced by remaining employees during downsizing; characterized by depression, anxiety, guilt, stress-related illnesses, and decreased job satisfaction and organization commitment