I/O Psychology Flashcards
What are the four parts of a needs assessment?
- organization analysis, 2. task (job) analysis, 3. person analysis, 4. demographic analysis
overlearning
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
whole verus part learning
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
identical elements
describes degree of similarity between aspects of the learning and performance environments; many identical elements promotes transfer of training
job rotation
involves having trainees perform several jobs over time and is ordinarily used to train managers
cross-training
entails teaching workers tasks and activities that are performed in several similar jobs
vestibule training
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
behavioral modeling
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
Kirkpatrick’s four levels of criteria to evaluate training programs
- 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
utility analysis
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
fromative evaluation
conducted while a training program is developed, and results are used to make necessary modifications to the program before it is implemented
summative evaluation
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
Super’s life space, life span theory of career development
integrates the concepts of self-concept, life span, and life space
self-concept
“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
five stages of career development
growth (0-14), exploration (14-25), establishment (25-45), maintenance (45-65), disengagement (65 and older)
career maturity
describes a person’ ability to cope with the developmental tasks on his/her life stage
life space
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
Holland’s career model
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
Holland’s RIASEC
six basic personality/work environment types: realistic, investigative, artistic, social, enterprising, conventional
Holland differentiation
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
Roe’s theory of career development
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
Tiedeman and O’Hara’s career decision-making model
describes vocational identity development as an ongoing process that is tied to ego identity development (which is described in Eriksonian terms)
anticipation phase
consists of 1. exploration, 2. crystallization, 3. choice, and 4. specification; individual xplores different career possibilities and eventually makes a career choice
implementation and adjustment phase
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
Krumboltz’s social learning theory of career decision making
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
Brousseau and Driver’s decision dynamics career model
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
linear career concept
progressive upward movement in terms of authority and responsibility
expert career concept
lifelong commitness to an occupational speciality, focus on developing knowledge and/or skills within that specialty
spiral career concept
periodic moves across occupational specialties or disciplines
transitory career concept
frequent job changes, often to jobs in unrelated fields
Dawis and Lofquist’s theory of work adjustment
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
satisfaction
depends on the degree to which the characteristics of the job depend on the worker’s needs and values
satisfactoriness
depends on the extent to which the worker’s skills correspond to the skills and demands of the job
The Work Values Assessment
based on the theory of work adjustment; used to help individuals identify occupations that fit their needs and values
effects of unemployment
often followed by deterioration in mental and physical health; return to paid employment is usually accompained by a rapid improvement in health
survivor syndrome
experienced by remaining employees during downsizing; characterized by depression, anxiety, guilt, stress-related illnesses, and decreased job satisfaction and organization commitment
