I/O Theorists Flashcards
Scriven’s Dichotomy
coined the terms “formative” and “summative” to describe the two main functions of program evaluation
Dessinger-Moseley Full-Scope Evaluation Model
Expands upon Scriven’s dichotomy by distinguishing between four types of evaluation:
1. Formative evaluation
2. Summative evaluation
3. Confirmative evaluation
4. Meta-evaluation
Kirkpatrick’s Evaluation Model
Distinguishes between four levels of training program evaluation that are arranged in order from least to most informative:
1. Reaction criteria
2. Learning criteria
3. Behavior criteria
4. Results criteria (most useful but difficult to assess)
Super’s Life-Space, Life-Span Career Theory
Distinguishes between five stages of career development: growth (birth to 14), exploration (15 to 24), establishment (25 to 44), maintenance (45 to 64), and disengagement (65+).
Each stage involves a different set of development tasks, and “CAREER MATURITY” (“career adaptability” for adults) refers to a person’s ability to successfully complete the tasks of his or her stage.
-LIFE-SPACE refers to the various life roles a person assumes at different times and in different contexts
-other big concepts in this theory are the SELF-CONCEPT and LIFE-CAREER RAINBOW
Holland’s Theory of Career Choice
RIASEC Hexagon = realistic, investigative, artistic, social, enterprising, conventional.
Types closest on the Hexagon are most similar to one another, and those furthest apart are most dissimilar.
Proponent of differentiation (i.e., when the person obtains a high score on one personality type and low scores on the other five types)
Dawis & Lofquist’s Theory of Work Adjustment
Congruence between certain characteristics of an employee and the employee’s work environment predict the person’s job tenure, which they identify as the primary indicator of work adjustment. More specifically, their theory is based on the assumption that tenure is the result of two factors – SATISFACTION (i.e., employee’s satisfaction w/ job) and SATISFACTORINESS (i.e., employer’s satisfaction w/ employee).
Tiedeman’s Career Decision-Making Model
Views vocational identity development as an ongoing decision-making process that’s linked to Erikson’s psychosocial stages of ego identity development. Two phases: anticipation and implementation
Krumboltz’s Social Learning Theory of Career Decision-Making
According to Krumboltz, to promote their career development, individuals must have opportunities to “be exposed to the widest array of learning experiences”.
Identifies four factors that contribute to career decisions:
(a) genetic endowment and special abilities that may enable or limit a person’s career choices,
(b) environmental conditions and events that may be beyond the person’s control,
(c) instrumental and associative learning experiences, and
(d) task approach skills (e.g., performance standards, problem-solving skills, work habits) that result from interactions among the other three factors.
Driver and Brousseau’s Career Concept Model
(a) People with a linear career concept are motivated primarily by a desire for power and achievement and view careers as involving upward movement with infrequent career changes.
(b) People with an expert career concept are motivated by a desire to have job security and develop expertise and view careers as involving a lifelong commitment, with the mastery of skills being more important than upward advancement.
(c) People with a spiral career concept are motivated by a need for personal growth and opportunities to be creative and view careers as involving lateral movements across similar occupations that occur every five to 10 years.
(d) People with a transitory career concept are motivated by a desire for variety and independence and view careers as involving lateral movements across different occupations that occur every two to four years.
Taylor’s Scientific Management
Proposes that for managers to maximize efficiency and productivity, they should:
(a) use scientific methods to identify the best way to do a job;
(b) make sure that workers are scientifically selected and trained;
(c) have an equal division of labor; and
(d) cooperate with (rather than coerce) workers.
Taylor also believed that workers are motivated primarily by a desire for ECONOMIC GAIN and advocated linking financial incentives to productivity by, for example, using a differential piece-rate system that gives efficient workers higher wages.
Weber’s Bureaucracy
The essential elements of a bureaucratic organization include:
a) a division of labor,
b) a well-defined hierarchy of authority,
c) formal rules and procedures,
d) competence- and merit-based employment decisions,
e) written records of decisions and actions, and
f) separation of ownership and management.
Mayo’s Human Relations Approach
Hawthorne Plant Study: involved altering illumination levels and other physical work conditions to identify what conditions maximize job productivity. However, Mayo found that productivity usually increased, regardless of what changes were made.
Hawthorn Effect: workers indicated that increased productivity was due to the attention workers received as research participants. Mayo concluded that social factors were more important than physical work conditions for work motivation and productivity.
McGregor’s Theory X/Theory Y
Proposes that a supervisor’s beliefs about subordinates have a self-fulfilling prophecy effect.
Theory X supervisors believe that subordinates are inherently lazy, dislike responsibility, resist change, and are concerned only about themselves and that supervisors must be directive and controlling to ensure that workers meet organizational goals.
Theory Y supervisors believe that subordinates enjoy work, are self-directed and internally motivated, and seek responsibility and that a supervisor’s role is to provide subordinates with conditions that allow them to fulfill their own goals by achieving organizational goals.
Katz and Kahn’s Open-System Theory
According to the principle of EQUIFINALITY, a system can achieve the same goal or outcome in multiple ways;
According to the principle of MULTIFINALITY, a system can achieve dissimilar goals or outcomes from the same initial conditions.
Their theory also proposes that organizations, like other open systems, are characterized by input-throughput-output cycles.
Lewin’s (1951) three-step model
Unfreezing involves identifying and reducing forces that are maintaining an undesirable status quo and identifying and increasing forces that disrupt the status quo.
Changing involves implementing the desired changes to move the organization to a new state of equilibrium.
Refreezing involves integrating the desired change into organizational values and traditions to stabilize the new state of equilibrium and prevent regression to the prior undesirable state.
