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EPPP > Industrial Organizational Psychology > Flashcards

Industrial Organizational Psychology Flashcards

1
Q

What are the 3 branches of IO-Psych?

A
  1. Organizational
  2. Personnel
  3. Engineering
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2
Q

What is Personnel Psychology?

A

The evaluation of employee performance, personnel selection and training, career counselling

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3
Q

What is Job Analysis?

A

Determining what tasks make up a job, what skills are needed to complete it, and its importance

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4
Q

3 Reasons for doing a job analysis

A
  1. Making + testing recruitment instruments
  2. Identifying measures of job performance
  3. Development of training programs
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5
Q

4 ways of doing Job Analysis

A
  1. Interviews
  2. Questionnaires
  3. Observation
  4. Work diaries
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6
Q

Position Analysis Questionnaire: What is it an example of and what job behaviour does it measure?

A
  1. Job analysis
  2. 6 facets: info input, mental processes, work output, social, job context, job characteristics
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7
Q

2 Types of Info in Job Analysis

A
  1. Worker Oriented: knowledge, skills, personality
  2. Job Oriented: tasks required for job
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8
Q

Performance Evaluation: Why do them?

A
  1. Promotions
  2. Raises
  3. Bonuses
  4. Feedback
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9
Q

What are the 2 types of Performance Evaluation?

A
  1. Subjective: motivation, social, feedback from multiple people
  2. Objective: numbers, salary, absences
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10
Q

What are the 5 Subjective Performance Evaluations?

A
  1. Personnel comparison systems (PCS)
  2. Critical Incidents
  3. Behaviourally Anchored Rating Scale (BARS)
  4. Behaviour Observation Scale
  5. Forced Choice Checklist
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11
Q

Personnel Comparison Systems: 3 types

A
  1. Rank Ordered: rated on quality
  2. Paired Comparison: every employee compared to each other
  3. Forced Distribution: Percentile ranking
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12
Q

Critical Incidents: What are they?

A
  • Incidents of good or bad employee behaviour
  • Tallied through observation
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13
Q

Behaviourally Anchored Rating Scale (BARS): what is it?

A
  • Rated on several dimensions of job performance using a Likert scale
  • Pro: May improve accuracy
  • Con: time consuming to make
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14
Q

Behaviour Observation Scale: what is it?

A

Rater indicates how often an employee does a CI

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15
Q

Forced Choice Checklist: what is it?

A

Statements are grouped together based on similar social desirability

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16
Q

3 Types of Bias in Subjective Tests

A
  1. Halo Effect: judge all based on single thing
  2. Central Tendency/Leniency/Strictness:
    -CT: avg ratings to everyone
    -L: everyone + ratings
    -S: everyone - ratings
  3. Contrast Effect: rating based on comparison to others
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17
Q

What is the best way to reduce bias in subjective tests?

A

Train the raters

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18
Q

9 Selection Procedures for Personnel Selection

A
  1. Cognitive tests
  2. Job knowledge test
  3. Work samples
  4. Interviews
  5. Biographical info
  6. Assessment centres
  7. Personality tests
  8. Interest inventories
  9. Integrity tests
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19
Q

Personnel Selection: Cognitive Tests

A
  • Most valid predictor of performance; this increases as job complexity increases
  • 0.51-0.75
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20
Q

Personnel Selection: Job Knowledge Test

A
  • Good predictor, esp. for those with previous experience
  • Validity increases as job complexity increases
  • 0.62
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21
Q

Personnel Selection: Work Samples

A
  • Pros: less discrimination against marginalization ppl
  • Help find ppl for training
  • 0.33 correlation between work sample and job performance
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22
Q

Personnel Selection: Interviews

A

Moderately accurate
Most accurate are structured and situational interviews

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23
Q

Personnel Selection: Biographical Info

A
  • Employee history
  • As accurate as cog test
  • Predicts turn-over well
  • Only helpful if very specific to job
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24
Q

Personnel Selection: Assessment Centres

A
  • Does selection, promotion, training
  • Multiple assessments given
  • In Basket Test: response to real work tasks
  • Criterion Contamination: raters knowledge of someone’s performance affects how they’re viewed on the job
  • High validity
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25
Q

Personnel Selection: Personality Tests

A
  • Starting to become more popular
  • OCEAN a common one
  • Not good @ predicting task performance
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26
Q

Personnel Selection: Interest Inventories

A
  • Career counselling based
  • E.g.: Strong-Campbell Interest Inventory, Kuder Occupational Interest Survey
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27
Q

Personnel Selection: Integrity Tests

A

Screens for problematic behaviour

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28
Q

Legal Issues in Personnel Selection: Adverse Impact

A
  • Results in one group being selected more than others
  • 80% rule: when selection rate for a minority group is less than 80% of majority group
  • May be allowed if certain criteria are defs required for the job (e.g. physical strength)
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29
Q

Causes of Adverse Impact in Personnel Selection: Differential Validity

A
  • Validity coefficients from 2 subgroups differ greatly
  • Rare, but affects both groups negatively
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30
Q

Causes of Adverse Impact in Personnel Selection: Unfairness

A

One group consistently scores lower on a test, but both perform just as well on the job

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31
Q

Personnel Selection: 3 types of score adjustments for Adverse Impact

A
  1. Separate cutoffs
  2. Within group norming: percentil ranks, standard scores
  3. Banding: range for scores, equate to different bands
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32
Q

Americans with Disabilities Act: what did it do?

A
  • Illegal to discriminate against qualified disabled people and illegal to deny reasonable accommodations
  • What are reasonable accommodations? accessible facilities, job restructuring, adjusting work schedules, modify exams, provide qualified readers/interpreters
  • Exception: those using illegal drugs
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33
Q

Psychometric Issues in Personnel Selection: Incremental Validity

A
  • Positive hit rate - base rate
  • Taylor-Russel table for Inc. Validity gives estimate of positive hit rate
  • Maximized when validity coefficient is high
  • Moderate base rate is good (50%)…means that current procedures are working. Low base rate means selection is not the problem
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34
Q

Psychometric Issues in Personnel Selection: Utility Analysis

A
  • Assesses the cost-effectiveness of a selection procedure
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35
Q

Psychometric Issues in Personnel Selection: Combining Predictors (3 ways)

A
  1. Multiple Regression: estimate score based on scores of predictors. Compensatory technique
  2. Multiple Cutoff: Must score above min cut off on each predictor to be hired. Non-compensatory
  3. Multiple Hurdle: Meet min level on multiple predictors to be selected. Administered one at a time, and must pass each one to progress
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36
Q

What are the 3 Steps in any Training?

A
  1. Needs analysis
  2. Program design
  3. Program evaluation
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37
Q

4 Types of Needs Analysis

A
  1. Organizational Analysis: will training help solve problem?
  2. Task Analysis: what is needed to do this well? Forms objectives that inform instructional goals
  3. Person Analysis: What do different groups need?
  4. Demographic Analysis: deficits?
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38
Q

What is Program Design Decided Upon?

A

Cost, the material covered, trainees

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39
Q

Program Design: On the Job Training

A
  • Trained by another worker
  • Rotating shifts in different departments
  • Pros: cheap, easy
  • Cons: unstructured, high risk of error, workers may not be good trainers
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40
Q

Program Design: Vestibule Training

A
  • Simulated
  • Pros: reduces risk w/ error, repetition and coaching
  • Cons: only simulated
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41
Q

Program Design: Classroom Training

A
  • Simulated work environment set up elsewhere with trainers
  • Pros: personalized, errors not costly
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42
Q

Program Design: Programmed Instruction

A

Info broken into chunks
Pros:
* Good for content knowledge
Cons:
* not good for complex skills

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43
Q

Program Evaluation: Formative Evaluation

A

Purpose: ID anything that can be changed
Looks at: trainees feedback, satisfaction, did they learn?

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44
Q

Program Evaluation: Summative Evaluation

A

Purpose: assess effectiveness of program

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45
Q

Program Evaluation: Kirkpatrick’s Evaluation Model

A

Level One (Reaction Criteria):
* Participant response: did they like content? the trainer? was it helpful?
Level Two (Learning Criteria):
* Quantify the learning w/ pre/post tests
Level Three (Behaviour Criteria):
* Look at impact of intervention on performance
Level Four (Results Criteria):
* Impact of training on larger organizational goals

Level Five (Phillip’s ROI)
* ROI should be done at each level

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46
Q

Career Counselling: Aptitude Tests

A

Assesses the ‘potential for learning’
Special Aptitude Test: assesses specific ability. E.g. psychomotor (Purdue Peg Board, O’Connor Finger Dexterity, Minnesota Rate of Manipulation)
Multiple Aptitude Battery: Differential Aptitude Test (grades 8-12; job related and cognitive abilities)

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47
Q

Career Counselling: Achievement Tests

A

Purpose: measure skill and how much someone has learned
AKA ‘ability tests’ –> ability = capacity to perform task

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48
Q

Two Types of Theories of Career Choice

A
  1. Personality Based
  2. Sequence of Stages in Career Development
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49
Q

Career Counselling: Holland’s Personality and Environment Typology (1985)

A

Premise: all behaviour a result of personality and environment
1. Realistic: machinery & tools
2. Investigative: analytical, curious, methodical
3. Artistic: expressive, introspective, non-conforming
4. Social: avoids systematic activities
5. Enterprising: manipulating others for organizational goals/gain
6. Conventional: systematic data, filing

Represented w/ hexagon-> adjacent = similar
RIASEC

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50
Q

Holland’s Personality and Environment Typology: Congruence

A

The fit between personality and occupational environment
Congruence is highest predictor of job performance
Measured By:
* Vocational Preference Inventory
* Self Directed Search
* Strong-Campbell Interest Inventory

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51
Q

Career Counselling: Roe’s, Field’s and Levels Theory (1956)

A

Premise: career choice is linked to parenting
Parenting Types:
* Over-protective
* Avoidant
* Acceptant

8 Occupational Fields: business, science, art, etc
6 Occupational Levels: managerial, skilled, unskilled

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52
Q

Career Counselling: Super’s Career and Life Development

A

Career development follows stages
1. Self Concept: abilities, interests, values, personality, physicality
2. Lifespan:
3. Career Maturity: mastered tasks related to stage
4. Life Space: social roles adopted throughout life
5. Life Career Rainbow: 9 roles throughout life

Job Satisfaction: can express self and develop self-concept through work roles

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53
Q

5 Developmental Stages of Super’s Career Development

A
  1. Growth (birth-15yo)
    * develop interests, attitudes, think about vocational self-concept through play
  2. Exploration (15-24yo)
    * choices narrowed through school, work, leisure
  3. Establishment (25-44yo)
    * make place for self
    * change may occur in job position, but not career
  4. Maintenance (45-64yo)
    * cont’d pattern, maintain status
  5. Decline (65+)
    * Lower work output
    * Must find other sources of satisfaction
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54
Q

9 Roles of Super’s Life-Career Rainbow

A
  1. Child
  2. Student
  3. Worker
  4. Partner
  5. Parent
  6. Citizen
  7. Homemaker
  8. Leisurite
  9. Pensioner
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55
Q

Super’s Career Development: The Archway of Career Determinants

A

Personal and environmental factors that determine a persons career path

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56
Q

Career Counselling: Tiedman & O’Hares Decision Making Model

A
  • Hated Super as well
  • Should consider making a LIFE not just a LIVING
  • Based on Erikson’s ego identity theory
  • Differentiation: job not fitting, so make change
  • Implementation: doing the change
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57
Q

Career Counselling: Miller-Tiedeman & Tiedman’s Decision Making

A

2 Kinds of Reality:
* Personal: what you sense is right for you
* Common: what society says you should do

Must be aware of both to thrive

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58
Q

Career Counselling: Gottfredson’s Theory of Circumscription & Compromise (2002)

A

Addresses how gender and prestige influence career limitations
Circumscription: elimination of least preferred options & become aware of job differences in gender/sex roles & prestige
Compromise: expansion of job preferrences based on the perceived limitations

59
Q

Career Counselling: Krumboltz Social Learning Theory of Career Decision Making

A

Career decisions are made through learning via interacting with the world
4 Types of Influence:
1. Genetic/special abilities
2. Environmental conditions and events
3. Learning experience (instrumental + associative)
4. Task Approach Skills (personal standards, work habits, emotional responses)

These all influence peoples world and self views

60
Q

What is Organizational Psychology?

A
  • Looks @ individual and group processes w/i organizations
  • Looks @ job satisfaction, motivation, work effectiveness, quality of work life
  • Topics: leadership style, decision-making, organizational development
61
Q

Taylor’s Scientific Management (1911)

Prepare to B.A.R.F

A

Improve Work Productivity By:
* use scientific method to find most efficient way
* Divide jobs into chunks
* Piece-rate incentive (pay depends on output)

Assumptions About Workers:
* Motivation affects performance
* Motivated only by economic incentives
* Workers need constant supervision

62
Q

Organizational Psychology: Weber’s Bureaucracy

A

Note: none of this is supported by current research
Organizations should:
1. have formal rules and regulations
2. have impersonal treatmetn
3. division of labour
4. hierarchical
5. rational, efficient

63
Q

Organizational Psychology: The Human Relations Approach

A

Assumptions: workers most impacted by social factors
Hawthorne Study (20’s-30’s):
* Results showed that special attention is what impacted workers the most
* Hawthorne Effect: improved performance due to attention :)

64
Q

Organizational Psychology: The Systems Approach

A

Organizations are open systems that are influenced within and without, and changes to one part affect the whole
Assumptions:
1. Workers have diverse needs
2. Organizations vary w/ structure, culture, etc
3. One approach can’t fit all

65
Q

Organizational Psychology: Theory Z by Ouchi

A

Unique: blend of Japanese and American work ideals
Ideals:
1. Consensual decision making
2. Slow promotion
3. Holistic knowledge of organization
4. Long-term employment
5. Individual responsibility
6. Moderately specialized career

Last two are American ideals

66
Q

Organizational Psychology: Total Quality Management

A

Japanese influence of product quality
What changes:
1. Reduced hierarchy
2. Higher team work
3. Lower ratio of managers-workers
4. Increase in fairness and cooperation

67
Q

Organizational Psychology: What is TQM Characterized by?

A

Skill Variety: high range of skills, cont’d learning
Task Variety: see how work fits into big picture
Autonomy, Participation, Empowerment: workers have more decision making
Task Significance: communication with external customers the norm
Feedback: given from work process, not from management

68
Q

Leadership: Lewin’s 3 Types of Leaders

Organizational Psychology

A
  1. Autocratic: makes decisions alone, instructs others
  2. Democratic: involve others in decision making
  3. Laissez-Faire: allow others to make own decisions

Autocratic wields highest productivity

Democratic wields worker satisfaction, creativity and motivation to work

69
Q

Leadership: Theory X vs Theory Y Leaders

A

Theory X: work sucks, workers lack ambition and need direction
Theory Y: under the right conditions, people want to work. They require freedom and autonomy to foster motivation.

PLOT TWIST!!! Theory Y is most effective

70
Q

Leadership: Fielder’s Contingency (LPC) Theory (1971)
What is LPC?

A

Leader effectiveness is a combo of style and situation
LPC = least preferred coworker scale
* High LPC = relationship oriented
* Low LPC = task, achievement oriented

71
Q

Leadership: What is Favorableness in Fielder’s LPC Theory?

A

The degree to which a situation allows leaders to control and influence workers

72
Q

Leadership: What 3 Factors Influence Favorableness in Fielder’s LPC Theory?

A
  1. Relationship between leader and workers
  2. Structure of the task
  3. Leaders ability to enforce compliance
73
Q

Leadership: what is the relationship between LPC and favorability?

A

Low LPC’s do best in HIGH or LOW favorable situations

High LPC’s do best in MODERATELY favorable situations

74
Q

House’s Path-Goal Theory of Leadership (1978)

What impacts motivation and what are the 4 leadership styles?

A

Workers motivation is higher when perceive that leaders help them achieve goals
4 Leadership Styles
1. Instrumental: clear guidelines, procedures
2. Supportive: establish relationship w/ workers
3. Participative: includes workers in decision making
4. Achievement-Oriented: set goals, encourage higher performance

BEST STYLE? depends on situation

75
Q

Hersey & Blanchard’s Situational Leadership Model (1974)

The 2 components of Leadership Style

A
  1. Task orientation
  2. Relationship orientation

What is best? depends on the job maturity of the worker

76
Q

Hersey and Blanchard’s Situational Leadership Model: what makes up job maturity?

A

The workers ability and willingness to accept responsibility

77
Q

Hersey & Blanchard’s Situational Leadership Model: 4 Leadership Styles

A
  1. Telling (high TO, low RO): workers ability & willingness to accept responsibility both low
  2. Selling (high TO, high RO): low ability, high willingness for accountability
  3. Participating (low TO, high RO): high ability, low willingness for accountability
  4. Delegating (low TO, low RO): ability and willingness for accoutability both high
78
Q

What is a Transformational Leader? (Bass, 1990)

A
  • Idealized, charismatic, inspirational
  • Provide* intellectual stimulation* and personalized consideration
  • Change focused: recognize the need and can create a vision
  • Motivate workers by appealing to higher order needs & values
  • Encourage self-sacrifice for the sake of the organization
79
Q

What is a Transactional Leader? (Bass, 1990)

A
  • Stability over change
  • Lead w/ contingent reinforcement
  • Workers motivated by use of rewards or punishments
80
Q

Vroom & Yetton’s Normative (Decision-Making) Model (1973; 1988; 2017)

What is it made up of?

A

Contingency model w/ 11 situational factors and 5 leadership styles

81
Q

Vroom & Yetton’s Normative Model: what factors influence the leadership style?

A

The extent to which the leadership includes workers in decision making

82
Q

Vroom & Yetton’s Normative Model: 5 Leadership Styles

A
  1. AI (Autocratic): don’t consult, make decisions on own
  2. AII (Autocratic): consult workers, decide on own
  3. CI (Consultative): discuss problems w/ workers individually, make decision on own
  4. CII (Consultative): discuss problems with group, make decision on own
  5. GII (Group Decision): discuss problems with group, reach group decision through talk and consensus
83
Q

Vroom & Yetton’s Normative Model: situations that impact best leadership style

A
  1. Quality of the decision-total group impact?
  2. Importance of acceptance by workers-do you need their cooperation to implement?
  3. Timeline on decision

“Decision Tree” used to decide

84
Q

Leader Member Exchange (LMX) Theory: what is the focal point of leadership?

A

The relationship between leaders and workers

85
Q

Leader Member Exchange Theory: categories of workers and how it impacts relation w/ leader

A

In-Group Workers: high quality rltn, more decision-making influence and access to opportunity
Out-group Workers: low quality rltn, both just perform formal obligation

Leaders must be aware of their own feelings and create opportunities for everyone to become in-group

86
Q

Leader Member Exchange Theory: 3 phases of developing rltn

A
  1. Stranger
  2. Acquaintance
  3. Partner

Related to higher job satisfaction, stronger organizational commitment, better worker performance

87
Q

Phases of Organizational Development

A
  1. Entry: ID need for change, determine problem
  2. Contracting: OD consultant specifies terms of their participation
  3. Diagnosis: Assess problem, collect data (questionnaires, interview)
  4. Feedback: organization helped to understand info & how to address it
  5. Planning: develop corrective action plan
  6. Intervention: implemented
  7. Evaluation: did it work?
88
Q

5 Characteristics of Organizational Development Interventions

A
  1. Systems approach
  2. Everyone in company involved
  3. Support of top management
  4. View of change as LT & planned
  5. Use of internal/external change agent who initiates the change
89
Q

Organizational Development: Quality of Work Life Intervention

A
  • Worker satisfaction, motivation, and commitment all impact organizational effectiveness
  • May re-design jobs to make them more motivating/appealing
  • Quality Circles: group of workers who meet to discuss how to make job better
    QC’s have ST impact, and should be supported positively by management
90
Q

Organizational Development: Organizational Survey’s Intervention

A
  • Anonymous survey’s to provide feedback on aspects of work
  • Positive impact, especialyl if implemented properly (ie. feedback actually leads to change)
91
Q

Organization Development: Process Consultation Intervention

A

Process consultants observe workers and provide suggestions for improvement

Common targets:
* communication
* decision making
* conflict resolution
* individual roles

92
Q

3 Organizational Change Strategies (OD Intervention)

Chin and Benne

A
  1. Empirical-Rational: assume ppl are rational, and if properly informed will act in their self-interest
  2. Normative-Reeducative: assume social norms underlie patterns of behaviour. Shift attitudes, values, rltns to bring change
  3. Power-Coercive: rewards, punishment, use authority to get compliance
93
Q

Organizational Assessments: purpose and two types

A

Purpose: analyze current practice and reflect on if concurrent with goals of organization
Two Types:
1. Self-Assessments: ID areas for development. Most helpful in board members involved.
2. Personnel Assessments: review individuals data

94
Q

4 Steps of Organizational Assessments

A
  1. Goals: purpose, budget, time frame, metods, dissemination
  2. Clarification: what’s important to the organization? how are they performing? is it sustainable? is there motivation? what is the environment?
  3. Data Collection: review & direct observation
  4. Results: & dissemination of them
95
Q

3 Approaches to Program Evaluation

A
  1. Goals Based: how well is program meeting objectives?
  2. Process Based: analyzes effectiveness of current processes
  3. Outcomes Based: focus on results, benefits of those who completed program
96
Q

Organizational Behaviour: Types of Communication Networks

A

Centralized:
* All communication passes through 1 individual (e.g. wheel, chain)
* Can be more efficient for simple things

Decentralized
* Info flows freely between individuals (e.g. the circle)
* Best for complex tasks requiring cooperation
* Result in more individual satisfaction

97
Q

Individual Decision Making: Rational-Economic Model

Organizational Behaviour

A
  • Goal: find optimal solution by weighing all possible information and seeing what has the most beneft

Not practical due to timeliness and likelihood of bias interfering

AKA Maximizing

98
Q

Individual Decision Making: Administrative Model

Organizational Behaviour

A

Goal: evaluate available solutions and pick the first one that is minimally acceptable

AKA Satisficing
People can’t be perfectly rational in decision making

99
Q

Driver’s Decision Making Styles: 2 factors that impact decision making style

Organizational Behaviour

A
  1. The amount of information considered
  2. The focus or number of alternatives identified
100
Q

Driver’s Decision Making Styles: 2 stages of decision making

Organizational Behaviour

A
  1. Analysis of the situation
  2. Formulation of a solution
101
Q

Driver’s 5 Decision Making Styles

Organizational Behaviour

A
  1. Decisive: satisficing, uni-focus. Pros: Present focused, efficient. Cons: inflexible, short-sighted
  2. Flexible: satisficing, multi-focus. Pros: efficient, well with little structure
  3. Hierarchic: maximizing, uni-focus. A LOT of info and plan of action. Pros: thorough, effective. Cons: rigid, controlling.
  4. Integrative: maximizing, multi-focus. LOT of info, multiple solutions that may be pursued at once. Pros: Creative, cooperative
  5. Systemic: maximizing, uni/multi-focused. May have multiple solutions w/ LT goals, but details of plan only apply to ST

The best type is situation dependent

102
Q

Prospect Theory: what is loss aversion?

Organizational Behaviour

Kahneman and Tversky (1979)

A

Loss Aversion: ppl more influenced by potential losses than potential gains when making decisions

People not averse to risk, they’re averse to loss

The study:
1. 80% chance of winning $4000, 20% chance of winning nothing, 100% chance of receiving $3000
2. 80% chance of losing $4000, 20% chance losing nothing, 100% chance of losing $3000

103
Q

Organizational Justice: 3 dimensions of justice

A
  1. Distributive Justice: perceived fairness of hiring, performance appraisals, raises, layoffs
  2. Procedural Justice: perceived fairness of the process that outcomes are allocated by
  3. Interactional Justice: perception of relationship between individual and supervisor/third party
104
Q

2 Dimensions of Interactional Justice

A
  1. Informational Justice: info & appropriateness of explanations given about why things are or how things distributed
  2. Interpersonal Justice: how individual is treated by supervisor/third party that is involved
105
Q

What is Organizational Culture?

A

The shared assumptions, values, norms that get taught to new members of the work place

106
Q

3 Levels of Organizational Culture (Schien, 1992)

A
  1. Behaviour/Observable Artifacts: space layout, dress code, reports, tools used
  2. Values: express behavioural/cognitive preferences, including ideology, norms and goals
  3. Underlying Assumptions: e.g. thoughts, beliefs, perceptions, emotions. Originate in values but become unconscious
107
Q

Gender Issues in Organizations

Organizational Behaviour

A
  1. Physical Appearance: less attractive Fe more likely to be promoted, more attractive males more likely
  2. Leadership Style: women may be more relationship oriented and more participatory in decisions, men more autocratic or directive
  3. Gendered Evals: women may be viewed less favorable (e.g. a bitch rather than assertive)
  4. Gender Wage Inequality: job evaluations should be done to prevent devaluing female work
108
Q

Organizational Psychology: What is Motivation?

A

The sum of the forces that produce, direct, and maintain effort expended in particular behaviours

109
Q

What is the Equation for Work Performance?

Organizational Psychology

A

It’s a combo of motivation and ability

P = A x M
P = performance
A = ability
M = motivation

110
Q

What are the 3 Types of Work Motivation Theories?

A
  1. Need Theories
  2. Cognitive Theories
  3. Reinforcement Theories
111
Q

What is the Premise of Need Theories of Work Motivation?

Organizational Psychology

A

People willing to exert effort when it will lead to fulfillment of needs

112
Q

Maslow’s Need Hierarchy

Organizational Psychology-Motivation. Need theory

A

Maslow’s 5 Needs
1. Physiological needs
2. Safety/security
3. Social needs (company & acceptance)
4. Esteem needs (recognition)
5. Self-actualization (personal fulfillment)

The lowest unmet need motivates behaviour, so the most motivating work factors depend on a persons current life situation (e.g. financial stress? early or late career?)

Not supported by research, except for the financial part.

113
Q

Alderfer’s ERG Theory: the 3 needs

Organizational Psychology-Motivation. Need theory

A
  1. Existence
  2. Relatedness
  3. Growth

Not hierarchical

114
Q

McClelland’s Need for Achievement

Organizational Psychology-Motivation. Need theory

A
  • Primary motivator is achievement
  • People with this need desire autonomy, responsibility, challenge and recognition
  • They stay @ places LT
  • This need can be developed
115
Q

What 2 other needs were identified by McClelland?

Need theory

A
  1. Need for power: motivated by control, prestige
  2. Need for affiliation: motivated by relationship
116
Q

Herzberg’s Two-Factor Theory

Organizational Psychology-Motivation. Need Theory

A

Two factors: motivation & satisfaction
Hygiene Factors: pay, benefits, rltns. Absence = dissatisfaction, but presence doesn’t impact satisfaction
Motivator Factors: opportunities, decision-making, growth. Presence = motivated and satisfied, but absence does not equal dissatisfaction

Not entirely supported by research, esp: distinction between factors that impact satisfaction

117
Q

Herzberg’s Two-Factor Theory: Job Enrichment

Need Theory

A
  • Redesigning a job to have more challenge, responsibility, decision-making authority, opportunities for growth
  • Seeks to meet motivator needs
  • Does it work? It varies from worker to worker. Works more on younger, well-educated and achievement oriented workers
118
Q

The (5) Job Characteristics Model (Hackman & Oldham, 1976)

Need Theory

A

5 job factors that impact internal motivation, job satisfaction, work quality, absenteeism & turn-over
5 Factors:
1. Skill variety: more skills = more meaningful
2. Task identity: jobs that make up a whole piece of work are more meaningful than one that consists of just a portion
3. Task Significance: importance to others = more meaning
4. Autonomy: more meaning if worker has independence and decision making authority
5. Feedback: more feedback = more meaning

119
Q

The Job Characteristics Model: Job Diagnostic Survey/Inventory

Need Theory

A
  • Assess a job based on the 5 characteristcs
  • Jobs redesigned with this = more motivation, satisfaction, lower absenteeism and turn over
  • Works best for workers with a high need for growth
120
Q

What is the Premise of Cognitive Theories of Motivation?

Organization Psych-motivation

A

Motivation is related to complex-decision making that involves weighing alternatives, costs and benefits, and the likelihood of achieving outcomes

121
Q

Goal Setting Theory of Motivation (Locke, 1970)

Cognitive Theory

A

Purpose of goals:
1. Basis for motivation
2. Direct behaviour

Biggest impact on worker willingness to work towards goals is the conscious acceptance and commitment to goals

Goal attainment maximized by:
* Goal is optimally challenging
* Goal is specific
* Frequent feedback on progress is given
* Worker participation in goal setting

Management by Objective: worker-supervisor collaborate on goals and review

122
Q

Equity Theory of Motivation (Adams, 1965)

Cognitive Theory

A

People assess their inputs (contributions) and outputs (rewards) and compare these to other workers
Comparable ratios = equity = no change in performance
Different ratios = no equity = change to create equity

How people make sense of the inequities depend on world/self-view

123
Q

Expectancy Theory of Motivation

Cognitive Theory

A

3 Variables of Motivation:
1. Expectancy belief: effort = good performance
2. Instrumentality belief: good performance = good outcome
3. Valence: the desirability of the outcome

124
Q

Reinforcement Theories of Motivation: The Premise

A

OPERANT CONDITIONING
1. People keep doing things with rewarding outcomes
2. People avoid things with negative outcomes
3. People will stop doing things that don’t have rewarding outcomes (behaviour extinguishes)

Most focus on extrinsic rewards

125
Q

Deci’s (1972) Model of Intrinsic Motivation

Reinforcement Theory

A

Intrinsic reinforcement is more important
Study: puzzles, first done for intrinsic enjoyment but then rewards for puzzling were introduced. People spent less time puzzling. LIKE KNITTING AND CRAFT SHOWS.

126
Q

Incentive Theory of Motivation

Reinforcement Theory

A

Focuses on the extrinsic incentives that motivate workers to be productive

Organizations w/ extrinsic material rewards (salary, benefits) are considered the most flexible.

Cornwell & Dorsey (2000) Study: use of defined-benefit pension plan raised productivity by 6%

127
Q

Personal Characteristics and Job Satisfaction

Organizational Psych

A
  • Age is often positively correlated with job satisfaction
  • Level in hierarchy correlated (higher the managerial level, higher the satisfaction)
  • BIPOC express less satisfaction
  • Satisfaction/dissatisfaction stable over time and situation, which may point to personality factors (or systemic issues)
128
Q

Job Characteristics and Job Satisfaction

Organizational Psych

A
  • Effects of pay unclear; may be due more to perception of salary fairness
  • Satisfaction with high paid jobs may be more related to challenge, autonomy, control associated with those jobs
  • Perceptions of fairness:
    1. Pay related to performance?
    2. Comparable worth-is it fair compared to what others with similar jobs are making?

Skill utilization = higher satisfaction

129
Q

Are Satisfied Workers more Productive?

A

Not really.
Relationship between satisfaction and performance is moderated by pay

130
Q

Are satisfied workers healthier?

A

Yes. Job satisfaction is a strong predictor of longevity
Dissatisfaction may come with a lot of somatic and mental problems

131
Q

What fosters strong Organizational Commitment?

A

Opportunities for personal growth and commitment

132
Q

What is Engineering Psychology?

A

Seeks to understand the capabilities and limitations of humans and develop/adjust systems to maximize these abilities and reduce errors

AKA Ergonomics and Human Factors Psychology

133
Q

Person-Machine Systems: what is it, and what are the benefits of each?

Engineering Psych

A

When people and machines must work together to accomplish a job. The degree of participation of each varies.

Pros of People:
* Pattern recognition
* detecting unusual things
* Draw on past experiences
* Inductive reasoning: generalize based on observations
* Prioritize, problem solve

Pros of Machines:
* sense things outside of human perception
* Not distracted
* do repetitive tasks
* store info quickly
* Efficient, consistent
* Sustained performance
* Deductive reasoning: recognize stimuli as belonging to a class

134
Q

Work Schedules: Compressed Work Week

Engineering psych

A

Increase hours worked per day and decreased days worked per week
Baltes et al. Meta-analysis:
* positive supervisor ratings of employee performance
* More job satisfaction
* Did not show benefit on quantitative measures of performance

135
Q

Work Schedules: Flextime

Engineering Psych

A

Employees determine daily schedule, so long as they work the required hours and fulfill other obligations

Increased job satisfaction, productivity, decreased absenteeism

Effect on performance not clear

136
Q

Work Schedules: Shift Work

Engineering Psych

A

Workers less productive on night shift, and more errors

Rotating shifts associated with less productivity, higher errors, physical and mental health problems

Younger workers handle it better than older workers

137
Q

Fatigue and Rest Breaks

Engineering psych

A

Fatigue leads to poorer performance
Breaks needed to remain productive throughout the day
They should be timed for BEFORE you get fatigued

138
Q

Common Causes of Stress at Work

A
  1. No control over schedule or environment
  2. Pressure and deadlines
  3. Violence at work
  4. Too much work
  5. Work that is too difficult or not challenging
139
Q

Work Stress and Personality

Engineering Psych

A

Type A personalities vulnerable to stress at work and life (anger and hostility the biggest problem)

140
Q

Vulnerabilities to Burn Out

A
  • Women
  • Single people
  • Limited growth opportunities
  • Peopley jobs

Healthy Workaholics lolololol

141
Q

Impacts of Work-Family Conflict

Engineering psych

A
  • Job dissatisfaction
  • Burn out
  • Lowered productivity
  • Depression
  • Marital dissatisfaction
  • Life dissatisfaction
  • May impact women more because of unfair division of household/parenting labour
142
Q

What Improves Safety at Work?

Engineering psych

A
  1. Programs focused on a positive theme more helpful than scare tactics
  2. Safety posters only helpful if they are specific (e.g. illustration of how to prevent specific accident)
  3. Management is committed to safety programs
  4. Incentives for accident reduction
143
Q

Effect of Noise on Productivity

Engineering Psych

A
  • LT exposure to noise reduces productivity
  • Detrimental to complex tasks, but not to easier tasks
  • Perceived control of the noise has huge impact on performance

Music: inconsistent results. Slight positive effect if the work is repetitive and simple, but no consistent data for complex tasks.

EPPP (9 decks)

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