I-O Psych Exam 1

Measurement

*assigning numbers -using numbers to describe the amount of variables that each person/group has in the study (measure the predictor and outcome variables in correlational research, measure the dependent variables in experiments but NOT independent) -measuring psych variables in challenging and interesting ways: ex. measure stress by: behavioral measure (observation), self-report measure (survey), or psychophysiological measure (measure brain activity, pulse)

Internal Consistency Reliability

-consistency of responses to items within a measure -split half reliability: divide a measure into 2 (like even and odd questions), calculate correlation of scores between two halves -similar scores on both halves is high reliability, different scores is low reliability -usually, the longer the measure, the more reliable -coefficient alpha

Parallel Forms Reliability

-consistency of scores from one version of a measure with another version -administer 2 versions of the same measure to same folks -calculate correlation of scores from form 1 and form 2 -similar results on both forms is high reliability, different results is low reliability

Inter-Rater Reliability

-consistency with which people provide ratings -two raters provide ratings of the same people -calculate correlation of scores given by rater 1 and by rater 2 -high reliability is similar scores from both raters, low reliability is different scores

Title VII of the Civil Rights Act (1964)

-declared legislation that prohibits employment discrimination on the bases of race, color, religion, sex, or national origin, which define what are known as protected groups. Prohibits both intentional discrimination but also practices that have unintentional effects of discriminatory against individuals

Problem with traditional definition of intelligence

-definition based on how it's measured. ex. Binet's tests based on what kids learned in school -measure of academic intelligence only? "g" is the 1 general factor for all intelligence, but is that all intelligence is? *intelligence is multidimensional -many psychologists believe this to be true -ex. Fleischman's cognitive abilities: 21 cognitive abilities that are all highly correlated. still only measure academic intelligence "g" -intelligence needs to be defined more broadly

I-O psychologists salary depends primarily on...

-degree: +masters: $82k avg, $65k starting +PhD: $119k avg. $81k starting also gives more options like HR, consulting, teaching -geographic location +metro areas have higher salaries b/c cost of living -employer: +government: military $110k, local govt $117k, federal govt $125k +HR departments: retail $106k, manufacturing $154k, pharmaceutical $172k +consulting firm: $129k +academic institution: $104k plus consulting income

What are the three main categories of research methods?

-descriptive research -correlational research -experimental research

David Weschler

-developed the Weschler Adult Intelligence Scale (WAIS). the early version in 1939, official version in 1955 -was a reaction to the stanford-binet test because Weschler didn't like the emphasis on language/verbal skills and having one overall score. - the WAIS is administered one on one for 1.5-2 hours, scored by trained scorer -includes several subtests: +VCI/ Verbal Comprehension Index: similarities, vocabulary, information, comprehension +PSI/ Processing Speed Index: symbol search, coding, cancellation +/ Perceptual Reasoning Index: block design, matrix reasoning, visual puzzle, figure weights, picture completetion +WMI/ Working Memory Index: digit span, arithmetic, letter-number sequencing -fun facts: +females > males on PSI, while males > females on PRI +WMI determines giftedness (educational) +VCI is the most resistant to brain damage and aging

Content Validity

-logical/conceptual evidence -does it seem to measure what we intend to measure? -concerned with sampling the domain the construct represents -ex. test that questioned the peripheral stuff and not the meant of the chapters doesn't sample the information well. performance appraisal for PSU faculty only included ratings for research and not teaching doesn't sample the domain of the job well

James McKeen Cattell

-considered the contemporary of Munsterberg -1st to realize the importance of differences among individuals as a way of predicting their behavior, where before research was just about general laws of behavior -worked in University of Pennsylvania in 1888, Columbia in 1893, and retired in 1917

Industrial- Organizational Psychology

- the study of the human element at work -behavior, thoughts, feelings and attitudes -work psychology -dynamics between workers, type of work, hiring etc.

Lillian Gilbreath

-1st person to get PhD is I-O psych from Brown Univ. -awarded for research applying scientific management principles to educational institutions -became well-known human engineering practitioners and management consultants with husband Frank -human engineering emerged during WW2; time and motion specialists broke down actions, timed movements, and came up with more efficient movements to reduce fatigue -scientific management: a movement based on principles that suggested there is a best and most efficient way to perform various jobs - time and motion studies: break down every action into constituent parts, times those movements, and develops new and efficient ways to reduce that fatigue and increase productivity

Connecticut Police Department Ex.

-CN police give WPT to applicants. require a score between 20-27 to become a police officer. man with a score of 33 was denied job and sued. but police won bc they claimed they don't want people to get bored with the job and leave soon, causing more turnover and training costs. but in a mother example, a guy became commissioner of police and head of NFL security

Anti-Social Job Performance - "the dark side"

-Counterproductive Work Behaviors consist of: -responses to negative feedback from managers (pushed/shoved 3%, damaged personal property 4%, refused to perform assignment 19%, absence 18%) -withdrawal (absence, lateness, turnover/leaving, no effort) -harm to organization of organization members (-aggression, sabotage, and productive deviance; -extreme forms of aggression are rare. In 2009, workplace violence was <5 per 1000. of those, <20% of violence by coworkers. -more common aggression is bulling (37%. ignoring, insulting, false rumors, physical threats) -employee theft > shoplifting in $ -predicted by KSAOs: personality

Pro-Social Job performance

-Organizational Citizenship Behaviors (OCBs. very similar to contextual performance) consist of: -altruism: volunteering, etc. without being asked to -conscientiousness: go beyond basic role requirements without even thinking twice -courtesy: considerate of others; prevent problems -sportsmanship: not complaining -civic virtue: participates in life of organization (committees, meetings, etc) -predicted by KSAOs: personality (other characteristics) - personality -> motivation -> OCB/Contextual performance (contributing to context of workplace)

Coefficient alpha

-a certain kind of internal consistency measure - think of as the average of all the possible spli halves or the correlation of all items -peaks and valleys in peoples scores across a measure is not very reliable, consistent scores are ex. a measure of job satisfaction has many questions on different components of job satisfaction. If a persons answers are relatively stable, the measure is consistent

Job Analysis background

-a formal procedure that consists of defining a job in term sod 1. what a job consists of 2. human attributes needed to do a job 3. the environment in which a job is performed (not social, but physical) -focus on person-job -basis of many HR functions -legal defense against lawsuits -performance management in every step from describing the job, to selection, to training and development, to compensation

cognitive task analysis

-a process that consists of methods for decomposing job and task performance into discrete, measurable units, with special emphasis on eliciting mental process and knowledge content required for task completion -allows job analysis on cognitive behavior that isn't directly observable -in addition to regular job analysis which evaluate KSAOs and what is actually accomplished, cognitive analysis shows HOW tasks are accomplished -seems like worker-oriented approach to job analysis?

Competancy modeling

-a process that identifies the characteristics desired across all individuals and jobs within an organization; these characteristics should predict behavior across a wide variety of tasks and settings, and provide the organization with a set or core characteristics that distinguish it from other organizations -competencies: sets of behavior that are instrumental in the delivery of desired results or outcomes -goal of competency modeling: define organizational units (larger than jobs or job families) in terms of match between the goals and missions of those unit and the competencies required to meet those goals -connects individual behavior with organizational viability and profitability

How did applied psychologists contribute to the war effort in WW2?

-aaplied psychology was used by the air force -they had more advanced planes in this war, and there was a wide variety of models used -different cockpit setups caused pilots to make a lot of mistakes leading to crashes -applied psychologists suggested standardized layout and look of controls so pilots would be familiar with every cockpit -greatly reduced number of accidents -human engineering

Applied vs. Academic careers

-academic (40%): teaching at an educational institution -applied: using i-o psych in the real-world +private sector consulting firm (22%): hired by companies to do specialized HR +HR departments of major organizations (18%): work in HR department daily +government (7%): i-o psychologists help keep it working smoothly

advantages and disadvantages of experimental research

-advantages: allows researchers to control variables to isolate potential cause, identifies cause and effect relationship -disadvantages: some potential causes can't be manipulated (like socio economic status), artificiality of lab conditions so less relevant to real world, researcher and participant biases, unctrolled variables may act as confounds

advantages and disadvantages of descriptive research

-advantages: conducted in field/natural environment, easy to collect data, allows description of behavior and mental processes as they occur -disadvantages: no control over variables, researcher and participant bias (researchers want certain results, anticipants aren't always honest), can't predict or explain cause/effect

Advantages and disadvantages to correlational research

-advantages: helps clarify relationships that can't be examined by other methods, can examine variables simultaneously, allows prediction -disadvantages: researchers can't identify cause and effect only possible causes; +directionality: P>O or O>P +third variable problem: another variable impacts both the predictor and outcome variable. ex. training leads to both job satisfaction and job performance -cant always experiment with cause and effect (unethical)

focus of practitioner side

-apply knowledge to solve real problems in the work place -work with real organizations and respond to real data

Reliability

-assessing a measures reliability is the 1st step when evaluating whether a measure is good or not. -can we measure something consistently? -index is correlation: r > or = .7 is the minimum acceptable value for correlation -types of reliability evidence include: test-retest, parallel forms, inter-rater, and internal consistency -ex. scale gives you same weight no matter where you stand

Validity

-assessing a measures validity is the 2nd step when evaluating whether a measure is a good one or not -are we measuring what we intend to? -construct validity: how well an instrument measures an abstract quality -cant be determined directly -supporting evidence from many sources: content validity, convergent validity, discriminant validity -ex. a scaled gives true weight

Flynn Effect

-average intelligence scores increase with each generation. estimated increase in 3-8 points per decade -Why? modernization: nutrition, enriched environments, intellectually demanding work, technology, exposure to tests, etc -but increases are leveling off for many groups -only certain groups will continue to increase their average scores. those groups are ones that have historically had less access ti god nutrition testing, enriched environments, etc -some explanation for why gaps among average IQ scores are shrinking -supporting evidence for nurture argument

Frequency distribution

-bell curve -middle is mean, median, and mode -one standard deviations contains 68% of people -two standard deviations contains 95.5% of people -standard deviation tells you how many people are clumped around the middle

Hugo Munsterberg

-came to america in 1892 -became director of psych labs at Harvard -experimental psychologist who saw potential of psych to address problems in work place -1st to measure abilities in worked and tie results to performance -wrote first I-O textbook, in german -died when he was working on researching industrial efficiency and trying to get involved in government operations -considered just industrial/economic psych at this point

Hawthorne effect

-change in behavior is due to the fact hat workers needs were being paid attention to, not necessarily the changed conditions themselves -led to the Human Relations movement

Occupational Information Network (O*NET)

-collection of electronic databases, based on well-developed taxonomies, that has updated and replaced the DOT -founded in 1995 by the federal government -still working on providing info on each of the 6 specific categories for each job -now used as a job analysis system as well as matching people to jobs like DOT -databases include: worker requirements (basic skills, cross functional skills, knowledges, education), worker characteristics (abilities, occupational values and interests, work styles), occupation characteristics (labor market info, outlook, wages), occupation-specific requirements (occupational knowledges, skills, tasks, duties, machines, tools), occupational requirements (generalized work activities, work context, organizational context), experience requirements (training, experience, licensing)

Eldon Wonderlic

-developed the Wonderlic Personnel Test (WPT) in 1936 -designed to aid employee selection -good for group setting -administered to groups with a 12 minute time limit, scored with a key -fun facts: +used by National Football League to asses college football players intelligence prior to the draft. quarterback has highest score +reliability is often >.9 +evidence of convergent validity: correlation with WAIS overall score r=.9; so, wonderlic give easier and more convenient test with same results

confounding variables

-differ systematically with the independent variable -can't tell whats causing the effect on the dependent variable, the independent variable or the confound

Dictionary of Occupational Titles (DOT)

-document that includes job analysis and occupational information used to match applicants with job openings; a major purpose of DOT was occupational counseling -since 1939 -based mostly on purely task based info

electronic performance monitoring as a part of job analysis

-electronic performance monitoring: monitoring work processes with electronic devices; can be very cost effective and has the potential for detailed and accurate work log -can lead to producing job analysis info with SMEs -records workers action and frequency of those actions, which can be linked to importance -the problem: employee privacy rights and perception of fairness (used to track errors instead of overall performance)

Criterion-Related Test Validity Studies

-enables us to calculate validity coefficient (the correlation coefficient between predictor and criterion) -two primary approaches: Predictive Criterion-Related Validity and Concurrent Criterion-Related Validity -both require job analysis, criteria, and predictors

Hawthorne Studies

-experimental research -poor lighting resulted in high job performance, while good lighting resulted in low performance -actually, people with poor lighting were just happy the were being paid attention to, so worked harder -confounding variable

Situational Judgement Tests

-fairly new type of predictor -present written, job-related scenarios and requires test taker to choose best course of action for each scenario. often multiple choice -smaller average differences among racial groups -validity coefficient of SJT's: r= .34 (moderate)

organizational side focus

-focus: how organizations impact individuals -look at a person's experiences, dynamics with others, culture of organization

Industrial side focus

-focus: predict, evaluate, improve individuals performance -assesses individual people and their characteristics to figure out who to employ and how to improve performance

Reaction Range

-genetically determined limits to intelligence for each person. estimated to be about 25 IQ points -actual IQ score within the range depends on environment -chart example: enriched, average and poor environments on y, IQ scores on x. variety of people in each environment, but in enriched environment, IQ score is high on range, average environment is middle in range, and poor environment is low on range -explains influence of both nature and nurture

The Criterion Problem

-history: I-O focused on assessments of individual differences (predictors), not measures of job performance (criteria) -predictors include: intelligence tests, personality assessments, interviews, and assessment centers -criteria include: objective data and subjective ratings (ex. sales data and performance appraisals) **Criterion Problem: often used one overall measure of job performance based on what performance data were convenient. But, job performance is complex and multidimensional -hard numbers don't reflect everything

organizational fundamental issues

-how do we create/change jobs so that they are safer and people are happier and healthier? -how do we create/change organization that allows people to achieve their potential? -(what kind of culture/values are in our organization? how can they be improved?) -make sure people are happy with job and life. ex. work from home some days, etc. ex. organizational development, work-life balance ( most to less O side)

SAS mutually beneficial relationship

-if employees are happy, they make customers happy, which makes owners happy -on site: free healthcare, 35 hour work week, on site recreation and sports

Hawthorne Studies

-in 1926, research done at Hawthorne, Illinois plant of the Western Electric Company that began as attempts to increase productivity bt manipulating lighting, rest breaks, and work hours. showed that workers attitudes plays a major role in productivity

Nature/Nurture debate

-is intelligence determined by nature (genetics) or nurture (environment) -"The Bell Curve" by Hernstein and Murray reported differences in average IQ scores for racial routs: black, hispanics, white, asian -controversial because authors reported it as evidence of IQ being controlled by only nature/genetics -said that was just the "pecking order" -bell curves low to high: black, hispanic, white, asian -but, the tremendous overlap in the curves should show that there is more to intelligence

What is I-O psychology not?

-it is not psychological therapy in the work place -clinical, counseling, and school psychologists make of 50% of APA members (some people confuse with I-O) -I-O psychologists account for 4% of APA

Personality- Related Position Requirements form

-job analysis instrument devoted to identifying personality predictors of job performance -designed to supplement job analysis -different personality traits are important to different jobs

Job Analysis Questionnaire/Survey content

-job oriented section: SMEs rate tasks on part of job, frequency, importance, and day one. -person oriented selections: SMEs rate KSAOs on importance and day one -importance ratings help identify essential tasks KSAOs for -day one ratings help distinguish selection or training aspects ex. firing gun for policeman is not very frequent, but is very important

KSAOs

-knowledge: principles, facts, and other information that can affect job performance. ex. knowledge of classroom technology -skills: physical and mental capabilities that can be improved with practice/training. ex. presentation skills -abilities: physical and mental capabilities that are relatively enduring. ex. verbal expression -other characteristics: personality, interests, values, etc. ex. extraversion, tolerance for physical conditions

Experimental research

-manipulation,control, and measurement of variables -purpose: identify cause and effect -meets the explanation goal of psychology -while controlling for other factors do changes in one variable cause changes in another variable? -independent variable: a potential cause that is chosen and manipulated by the experiment. randomly assign participants too groups, experimental group receives treatment while control group does not -dependent variable: a measure behavior/thought/feeling of the participants. -logic of the experiment: all else being equal, are the groups differ? (in terms of dependent variable) -can only change one dependent variable at a time to determine cause/effect relationship

Present: Growth of i-O psych degree programs

-masters degree: 23 in 1986 to >100 in 2012 -phd: 44 in 1986 to >70 in 2012

the best employment relationships are...

-mutually beneficial -ex. work life balance and wellness programs -is it just to be nice/altruistic? no, it may reduce sick days, turnover rates, health insurance -business motive: happy customers = save money

Descriptive research

-naturalist observation, surveys, case studies. -purpose: observe, collect, and record data -meets the description requirement of psychology -case studies: in-depth study of one/few research participants; take nots, ask them stuff, data in words; qualitative -surveys: asks large questions of a large sample of people to asses their behaviors, attitudes, etc.; generally get number results; quantitative -observation: observing and recording participants behavior often in the field; take notes on actions or rank/count actions; qualitative or quantitative

WW2 brought a renewed interest in ability testing and the introduction of the assessment center

-office of strategic services was in charge of collecting and analyzing military intelligence and running a spy network -candidates went through a lot of testing to be a spy -Henry Murray showed that personality attributes are central to assessment exercises

Robert Yerkes

-oversaw the development of the Army Alpha test -introduced in 1917 -first widespread/work use of intelligence tests and led to being used by firms after war -used to evaluate WW1 recites -determine if they had the mental ability to serve in the army as well as classify them to jobs -the test consists of 8 sub tests -results in one overall score that translates into a letter grade. (ex. score range on 135-212 is an A)

_____ recommends the test, someone evaluates test, ____ develops a test

-practitioner recommends a test, someone in middle of spectrum evaluates a test, scientist develops a test -ex. scientist asks, how de asses emotional intelligence? someone asks, does it really measure EI? practitioner evaluates application of tests and asks how do we use this test?

How well do intelligence tests predict job performance?

-prediction is based on Criterion-Related Validity -the statistical relationship (r) between predictors and criteria -tell us extend to which predictors (e.g. intelligence tests) are related to the criteria (measure of job performance)

Task performance

-proficiency in completeing tasks formally recognized in a job description -predicted by KSAOs: cognitive ability. also called intelligence, general mental ability, "g" - cognitive ability -> job related knowledge -> task performance - people with intelligence can acquire more knowledge, apply it better, and perform tasks better

Why is I-O psych important? how does it help people?

-quality of life at work impacts quality of life in general. you're likely to spend 1/2-1/3 of your waking hours working and likely to spend more time with co-workers than spouse -work doesn't always stay at work. it has a big impact on time, identity, and relationships -different roles interact with each other and make up how you see yourself

Stratified Random Sampling

-randomly select people from each group. number or people selected from each group is proportionate to their size of the overall group. -good legal foundation by representing different groups proportionately

flow of experimental research

-sample -> experimental: treatment or control: no treatment. measure dependent variable of each equal group and compare results -starts with equal groups then measures dependent variable, so any changes must be due to independent variable -if a difference, cause assume cause/effect relationship

Things used to interpret relationships between 2 variables

-scatterplots -best fitting lines: use to help with predictions. can calculate with y=mx+b. represents trend the best. points closer to line = stronger relationship. -correlation coefficients (r) +can range from -1.0 to 1.0 +direction +/- +strength 0-1. absolute value of r.

Why does one side of scientific-practitioner model need to know about the other?

-scientists need to be aware of "real-world" to address things that are relevant. have to keep up with modern business world and problems -practitioners need to be aware of science because it guides research and how to address problems in the work place

Christopher Langon

-scored off the charts on WAIS -but lives in a small house with only the essentials -people expect him to be rich and have a good job -works as a bouncer -says smartness doesn't mean you make money, depends on motivation to get the job and environment you're in

Test-Restest Reliability

-stability of a measure over time -administer the same measure to same folks twice -calculate the correlation between scores from time 1 and time 2 -high reliability if tend to be similar scores over time, low reliability is different results over time

Correlational research

-statistical analysis of relationships among naturally-occuring variables -purpose: identify relationships and how well one variable predicts another -meets the prediction goal of psychology -researchers must measure 2 or more naturally occurring variables: predictor variable (thought to forecast the outcome variable) and outcome variable (the variable the researchers want to predict) -often measure intangible things -are the variables positively/negatively related? -can we predict the outcome variable if we know someones score on the predictor variable? -ex. SAT scores (predictor) - college GPA (outcome) -correlation does not imply causation

Convergent and Discriminant Validity

-statistical evidence -measure variable of interest and related variable (convergent validity) and unrelated variable (discriminate validity) -calculate correlation: convergent validity: correlation should be positive discriminant validity: correlation should be 0 -ex. scoring highly on both written and video emotional intelligence tests is convergent validity. no relationship between SAT scores and score of EI test is discriminant validity -seems like these scores mean something when they are related to each other for EI, but not for other things

Criterion-Related Validity of Traditional Intelligence Tests

-supposedly represents the ability to learn job related info -research results indicate it is best predictor of job performance: validity coefficient: r=.53, accounts for 25% of variance in job performance. -about as good as we can do for a single predictor -stronger correlation with job performance the more complex the job is

types of reliability evidence

-test retest reliability -parallel forms reliability -inter-rater reliability -internal consistency reliability

Stereotype threat

-the pressure that a person can feel when they can confirm a negative stereotype about their group -provides a psychological explanation of why some groups under perform; suggesting a nurture argument -knowledge/awareness of stereotype hurts performance for any member of a group with a negative stereotype

Walter Dill Scott + Walter Van Dyke Bingham

-these leaders in I-O psych worked at the same time as Munsterberg and Cattell -developed methods for training and selecting sales personal at the Carnegie institute -when US joint WW2 in 1917, Scott and Bingham volunteered to help with testing and pavement of a million army recruits -adapted Stanford-Binet test for mass group testing: Army Alpha -after war, private industry set out to emulate this successful testing -Stanford Binet test: a well known intelligence test designed for testing one individual at a time original developed by Alfred Binet and Theodore Simon in 1905 then updated in 1916 by Terman and Stanford employees

emotional intelligence

-understand and respond to your own and others emotions -Daniel Golemen writes about emotional intelligence, but some people question the topic. How do we address that? -want to hire people with high emotional intelligence

focus of scientific side

-use scientific understanding of behavior at work

Middle of spectrum I-O fundamental issues

-what makes some leaders more effective than others? -how can organizations get their employees to work hard? -leaders: who they are as an individual, whats the context, and what people are they leading? -motivation: how can we use organizational tools to motivate individual people?

industrial fundamental issues

-who to hire and for which job? -how do we define/measure successful performance? -how do we prepare people to be more successful in their jobs? -(how to assess people and put them in right positions, how to assess strengths and weaknesses,training and development) ex. selection and placement, performance management, training and performance (from most industrial to further in middle of spectrum)

Sternberg's Triarchic Theory of Intelligence

1. Analytical Intelligence -same as academic intelligence "g" -measured by traditional intelligence tests -very good reliability and validity 2. Practical Intelligence -ability to solve problems in everyday life -measured by situational judgement tests -solid reliability and validity -"street smarts" 3. Creative Intelligence -ability to generate new ideas and be inventive when faced with novel problems -how could we measure it? -poses problem: brainstorming # ideas, quality of ideas -questionable reliability and validity

Future: The Challenges to I-O psych in the 21st century

1. Needs to be relevant -study problems of today, not past -ex. address globalization of economy, increasing technology, team and group contributions, nontraditional employment conditions, balance of work/life 2. needs to be useful -an applied sub discipline -put theories/research into action 3. needs to think bigger -no longer just look at individuals, but loo at bigger issues such as poverty, unemployment, globalizations, and workforce diversity 4. needs to be grounded in scientific method -careful and systematic observation, the development of hypotheses that can be tested, the public collection and analysis of data, and a logical connection between data and interpretations of these data

Job Analysis Project Example: firefighters

1. begin with task list and KSAO list for firefighters from another city, O*NET, or another source 2. read documentation from the fire department 3. do the job, if possible. engage in training exercises to climb and aerial ladder, break windows, aim hose, etc. 4. interview SMEs to refine lists and collect critical incidents. stories of good/bad job performance may serve as scenarios for job selection/training. task list serves as job descriptions. KSAOs serves as job specifications 5. include lists in job analysis/ questionnaire (plug qualitative into quantitative)

Job Analysis as a foundation for selection

1. conduct a job analysis to determine which KSAOs are needed for successful job performance 2. find or develops assessments for the KSAOs 3. measure the incumbent/current KSAOs using the assessments 4. find or develop a measure of the employee's performance 5. measure the employees performance of a job (see if a good measure by comparing results on KSAOs to results on performance test to see if should be used for job selection) 6. calculate the correlation of the assessment scores and job performance scores

I-O Psych Today:

1. mental ability is one of many important attributes that play a role in i-o psych. personality characteristics are assuming increasingly important roles 2. although many i-o psychologists continue to address productivity and efficiency, others explore worker well--being, work-family balance, and experience at work. also address aging workforce and world poverty 3. i-o psychlogists see 3 branches as complementary rather than independent or antagonistic. they take a systems view of work behavior that there are many variables that interact to produce work behavior 4. the worked is one level of analysis but there are more levels

Early I-O psych characteristics

1. mental ability tests have always played an important part in the practice of industrial organizational psychology 2. most industrial psychologists were focused on improving productivity and reducing counterproductive behavior 3. there was tendency to see the 3 branches as unrelated or competing 4. it was taken for granted that the unit of analysis was individual rather than work group, organization, or culture

present: growth in i-o women

15% of i-o psychologists were women in 1985. 30-42% in 2003

Why is I-O psychology important? How does it help organizations?

I-O psych helps organizations: -be profitable, lower costs, and operate legally -human resources functions: hiring/firing, training, promotions, compensations, performance appraisal/management -by hiring right people, ensure good work (profit), people stay in hob (lower cost), and interact with workers including hiring, firing, promoting, and paying (operate legally)

Which came first? Industrial or organizational psychology?

Industrial. Transitioned to I-O psych, now look at individual characteristics and group behavior to analyze workplace

Interpreting Validity Coefficients (and all correlations in psychological research)

Jacob Cohen provided the following framework: - Trivial: r= .00-.09 - Weak: r= .1-.29 - Moderate: r= .3-.49 -Strong: r>/=: .5 -the coefficient of determination (r^2) also puts correlations into perspective: % of variance in the outcome variable that is accounted for by the predictor variable ex. r= .4, r^2=.16, 16% of all variance in outcome explained by predictor

O*NET

O*NET: a collection of job analysis databases. enables various searches -search by career/job: what they do on the job, you would-task information; KSAOs (includes personality); technology, education, job outlook -search by interests: Holland Code (based on RIASEC model. consists of top 3 scores from conventional, realistic, investigative, artistic, social, enterprising. ex. RIS)

Scientist-Practitioner Model

in I-O psych, both scientific and practitioner approaches. -scientist: use scientific methods to develop an understanding of behavior/thoughts/feelings at work -practitioners:apply knowledge to solve real world problems -usually people do both kinds, but focus on one or the other -can use either approach on all topics

Steps in a Predictive C-R Validation study vs in a Concurrent C-R Validation study

Predictive C-R Validation Study: 1. have all the applicants be measured using the predictor 2. hire some of the applicants using the hiring system present in the past 3. after a few months, measure the job performance of the applicants hired (criteria) 4. calculate the correlation between the predictor and criteria scores (validity coefficient) Concurrent C-R Validation Study: 1. collect predictor and criteria data from incumbents(those already in the job) at the same time 2. compute the correlation between the predictor and criteria scores (validity coefficient) -gives faster feedback, but employers who already have job may be less motivated to do well

How have psychologists traditionally tested intelligence?

The brief history: -the Great Sorting occurs anytime selection decisions need to be made: schools, military, work -Alfred Binet: started IQ testing +In 1904 commissioned by French government to devise a test to identify mentally deficient students. Became the Stanford-Binet test. +determined average score for each age: mental age is the age at which students earn a particular score. chronological age is the actual age of the test taker. +intelligence quotient (IQ) is the MA/CA * 100

How do you conduct a job analysis?

combination of qualitative and quantitative methods -review existing documentation. ex. O*NET, company's job descriptions (qualitative) -observe Subject Matter Experts (SMEs): verify information and look for things to clarify with SMEs (qualitative) -interview SMEs: clarification, but SMEs need to be cooperative and have good memory and verbal expression (qualitative) -do the job: provides unique insight, but often a safety issues. ex. Dirty Jobs worker trying to do job of ostrich farmer. can include problems with physical safety or doing job wrong. (qualitative) -SMEs responds to surveys/questionnaire: the least expensive was to get many SMEs involved. need to use stratified random sampling. (quantitative)

Classical Test Theory

X = T + E X: observed score; the obtained score on a measure T: true score; the hypothetical score representing each individuals actual amount of the construct; average score if an individual was tested an infinite number of times E: error; deviation between obeserved and true score; can artificially increase or decrease observed score goal: X=T; reduce error as much as possible but can't eliminate

Exam example of classical test theory

X = grade received on exam T = what you really know about the subject E = guessing on some question/ hard or easy test/ environment may have changed score

How is job performance multidimensional?

both task performance, pro-social job performance, and counterproductive work behaviors

When to use multidimensional vs. composite/overall score

often the decision depends on purpose -administrative decision: overall/composite -development or research: multidimensional. development: employees can learn strengths and weaknesses to serve as roadmap for improvement. research:test which assessments predict different dimensions for job performance (ability measure, personality measures) -strategy representing the Scientists-Practitioner Model: measure the dimensions and combine if necessary. base the dimensions to task performance and OCB. these dimensions can be equally weighted or weighted by importance ratings.

PANAS

positive and negative affect scales looked at internal consistency of how people feel with ratings of different words

Reliability vs. Validity

target analogy -reliability is making sure the bullet holes are clustered in one spot -validity ensures the cluster is on the bullseye

The American Psychological Association

the largest professional organizations for psychologists in the US