New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

I/O Psychology Exam 1 Study Guide

by: Julia Marcinak

I/O Psychology Exam 1 Study Guide Psy4930

Marketplace > Florida State University > Psychlogy > Psy4930 > I O Psychology Exam 1 Study Guide
Julia Marcinak
GPA 3.5
I/O psychology

Almost Ready


These notes were just uploaded, and will be ready to view shortly.

Purchase these notes here, or revisit this page.

Either way, we'll remind you when they're ready :)

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

I made this study guide from my class notes, lecture slides, the study guide and textbook! Good Luck!
I/O psychology
75 ?




Popular in I/O psychology

Popular in Psychlogy

This page Bundle was uploaded by Julia Marcinak on Monday February 8, 2016. The Bundle belongs to Psy4930 at Florida State University taught by Hansen in Winter 2016. Since its upload, it has received 153 views. For similar materials see I/O psychology in Psychlogy at Florida State University.


Reviews for I/O Psychology Exam 1 Study Guide


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 02/08/16
CH1 Exam 1 Study Guide Ch 14 1 Overview of IO Psychology a 10 psychology is applying psychological principles to the workplace b Three parts 1 IndustrialPersonnel Individual attitude performance Personjob dynamic Similar to HR by recruiting selection transfers termination ii Organizational Personorganized and metaorganizational dynamics Emotional motivational attitudes fairness common goals common operating procedures 1 2 Getting feedback from peers Evaluating the dynamics in the workplace iii Human Factors Personphysical environment shift work tools safety 1 2 3 How do people interact with their work environment in a way that is pleasing or enjoyable What s the best way to design the workplace How to design the toolsenvironment employees use everyday c 5 general areas i Selection and placement 1 2 Psychometrics is used in the selection and hiring process Do the selection instruments have validity do they actually predict who will be good at the job Fairness and preventing discrimination is important What knowledge skills and abilities KSA are required to perform well at this job Finding a good person for the job and preventing false positives and negatives a False positive is type 1 b False negative is type 2 ii Training and Development 1 959 Gaining more knowledge and job abilities Improving skills to improve job performance Developing training programs that are effective for everyone Focusing on what needs improvement Effective training should be applied to the workplace 6 What do people think about the training process Was it effective iii Performance Management 1 How is performance 2 How are employees working together 3 What are the strengths and weaknesses iv Organizational Effectiveness 1 Recognizing what your company39s problems are What is the structure of the organization Is the company operating efficiently How does information ow through the company 9599 What is the mission statement Vision statement 6 Organizational Shift Getting new managers retiring etc V Quality of Work Life 1 Are employees happy and productive 2 Is there a good balance between work and home life 3 Increasing employee satisfaction 4 Sometimes asking employees for their input will help fix the problem d General Facts i Most IO psychologist work in academics 42 22 work in consulting and 26 work in private or public sectors 1 In Academia basic research is performed teaching and psychologybusiness programs a Earn over 40000 less than those in consulting 2 Business is mainly consulting and the 5 general areas a Can earn over 100000 3 Other work is in workforce development in schools military law enforcement and nonprofits ii SIOP is a really useful website for information on jobs and other resources for IO psych iii Core requirements Statistics psychometrics social psychology neuroscience iv There are master39s and doctorate programs competitive 1 You can get a job with a bachelor39s degree v ONET has job analysis tools 2 History of IO Psychology a American psychological association was founded in 1892 CH2 f 3 Culture a WW1 The Army Beta and alpha Test How long and easily they could do a task because some people could not read but were still smart and had leadership qualities Frederick Taylor and Gilbreths i After the war more standards were created like employees were protected if they got hurt and breaks were mandatory during long shifts ii Individual differences are not a bad thing Revery Obsession Elton Mind wanders when doing repetitive motions which creates paranoia discontent resistance to management Emotions lead to pathology Hawthorne Studies People act differently when they know they are being observed so it is important to make participants unaware for accurate results Human Relations movement i IO became not just about efficacy but about the people as well Information Age How has technology changed the workplace Culture is where people share meanings and a common way of viewing events and objects Cross cultural psychology Hostefedes Theory of Culture 5 dimensions i Individualism vs Collectivism The degree to which individuals are expected to look after themselves vs being integrated in a group Individualisms focuses on individual39s collectivism focuses on interactions 1 Collectivists are less likely to focus on individual differences ii Power Distance The degree to which less powerful members of a group accept and except an unequal distribution of power iii Uncertainty Avoidance The extent to which members of a culture feel comfortable with unstructured situations iv MasculinityFemininity The distribution of emotional roles between genders l Masculine cultures tend to emphasize technical performance 2 Feminine cultures emphasize interpersonal relationships and communication v Long term vs short term orientation The extent to which a culture expects immediate vs delayed gratification for their work social and emotional needs 1 Field Theory You see the whole person environment included a c d The person the people involved and the social situation interact to create a behavior The entire situation must be taken into account in order to change a behavior only looking at part shows a misrepresentation Related to fundamental attribution error Intraindividual interindividual and environment all contribute to behavior 2 Research Circle a b C Theory gt Hypotheses gt DataMethods gt Experiment gt Analysis Types of experiments i Descriptive Measures of central tendencies mean median mode andor measures of variability SD range min max Nonexperimental ii Correlations Learn the strength of the relationship direction of the relationship and statistical signi cance Correlation does not mean causation iii Experimental Must have IV DV and operational de nitions random assignment 1 Evaluating transgressions between attractive and unattractive employees breaking rule iv Quasiexperiment Participants are assigned to conditions but not randomly For variables you cannot directly manipulate 1 Days missed kidsno kids Operational De nitions To operationalize your constructs to make them measurable 3 Types of Research a stowage Qualitative vs Quantitative i Qualitative methods involve observationscase studies etc and researchers produce narrative descriptions of events ii Quantitative methods Rely on tests rating scales etc to yield numerical results Triangulation Examining converging information from different sources i Using a variety of factors to evaluate worth and or performance Deductive vs inductive research Empirical evidence Statistical signi cance vs practical signi cance Organizational Neuroscience Generalizability Applications or results from one study to other situations i The more areas a study includes the greater it39s generalizability ii Every time a compromise is made the generalizability is reduced 4 Reliability and Validity a Reliability is the consistency or stability of a measure i TestRetest Calculated by correlating measurements taken at time one and time two ii Equivalent forms reliability Correlational between individuals that take two different forms of the same test should be strong iii Internal consistency Assesses how consistently items measure a single construct iv Interrater The scores of two different raters should be correlated 1 It s important to train raters what to look for b Validity is whether a measurement is accurate and completely representative of what is being measured i Predictor A test chosen or developed to assess identified abilities or other characteristics KSAOs 1 The test that is supposed to predict success ii Criterion Outcome variable describing important performance domain 1 Actual success iii Criterionrelated validity Correlating a test score with a performance measure 1 The resulting correlation is often called validity coefficient iv Predictive Validity Design Time lag between collection of test data and criterion data 1 Often administered to job applicants v Construct related validity Evidence to support decisions about psychological constructs concepts or characteristics that a predictor is intended to measure vi Content related validity Does the content of the selection procedure measure all aspects of work behaviors and activities 5 Ethics a Competence Recognize your boundaries b Integrity c Scientific responsibility d Respect for people39s rights and dignity e Concern for the welfare of others f The science practitioner gap i When publicbusiness is less familiar with scientific processes CH3 1 Criteria The standards we use to make a judgement a b ie What makes a good job what makes a good instructor Conceptual vs Actual The theoretical standards that researchers seek to understand ie intelligence Actual The operational standard that researchers use to measure or assess Criterion contamination Part of the actual that is unrelated to the conceptual i Bias Extent to which conceptual criteria consistently measures something else ii Error Extent to which actual criteria is related to nothing at all Criterion De ciency Degree to which actual criteria fails to overlap with conceptual criteria we can reduce this but not eliminate it Criterion Relevance Degree to which the actual criteria coincides with the conceptual criteria 2 Developing a Selection Program a Job Analysis gt Identi cation of relevant job performance dimensions gt Identi cation of KSAO s gt Development of assessment to measure KSAO s gt Validate assessment devices gt Use of assessment devices in evaluating applications Job performance criteria should be practical stable and job relevant Job Analysis A formal procedure by which job content is de ned in terms of tasks performed and quali cations needed to perform the job i Usually performed by a SME who rates each task for frequency importance dif culty and consequences of error 1 SME is usually a job incumbent supervisor or trained work analyst ii FJA further categorizes tasks into interpersonal mental and physical resources Work Analytic Procedure i Task Oriented Procedure 1 Examines work activities 2 Discrete units of work what is accomplished 3 Incumbents then rate tasks on various dimensions e g frequency importance 4 Classic example is Functional Job Analysis FJA 5 Rates work on three dimensions Things Data and People ii Work Oriented Procedures 1 Examines human attributes 2 E knowledge types of information needed 3 skills pro ciencies need that can be practiced 4 A abilities relatively enduring innate proficiencies 5 Q other 6 Other Expanded a Personality values attitude motivation iii The KSAO information is used for hiring placement training evaluation compensation and litigation 3 Collecting Information on Abilities a 99057 To determine someone39s abilities Ask them observe them ask others have them do the task Interview Can magnify the importance of their tasks Direct Observation Identifies aversive concerns but not why behaviors occur Questionnaires Performance Criteria i Production ii Sales iii Turnover iv Absenteeism v Accidents vi Theft Counterproductive Behavior viii Emotional Labor iX Personorganization fit Managerial Work Analysis i Managerial work is less directly observable ii Two instruments are used to measure this 1 Professional and managerial position questionnaire 2 Personality related position requirement form Evaluating Work Analytic Information i Knowledgeable raters make a big difference in accuracy ii Task Oriented errors have less error than workeroriented one39s because vii the tasks are more discrete and observable iii All methods involve subjective judgments ONET Occupational information network i Two key dimensions 1 Orientation Worker or job 2 Specificity General to specific ii 6 domains 1 Worker Characteristics Abilities interests style and values 2 Worker Requirements Skills knowledge and education 3 EXperience Requirements Experience training skills entry requirements licensing 4 Occupational Requirements 5 Workforce characteristics 6 Occupation Speci c Information 4 The Holland Investment Inventory CH 4 l rbrbpapvg a Conventional Predictable detailed orientated Organizers Realistic Practical Hands on physical Doers Investigative Analytical intellectual scienti c Thinkers Enterprising Competitive leadership persuading Persuaders Social Cooperative supportive helping healingnurturing Helpers Artistic Creative original Creators Psychological Predictors Tests Objective and standardized procedure for measuring a psychological construct using a sample of behavior i Content Attributes to be assessed ii Process ways to assess the attributes Meaning Norms are used to interpret and give meaning to a score Users and Interpretation Importance of training test administers to correctly understand and interpret the results Test Battery Collection of tests assessing a variety of different attributes i A way of triangulating the data 12 Minimum competencies for proper use of tests i Avoiding errors in recording ii Refraining from labeling people with personally derogatory terms ex dishonest iii Keeping scoring keys and test materials secure iv Seeing that every examinee follows directions v Refraining from coaching for test items vi Willingness to give interpretation and guidance to test takers in counseling situations vii Not making photocopies of copyrighted materials viii Refraining from using homemade answer sheets that do not align properly with scoring keys iX Establishing rapport X Refraining from answering questions from test takers in greater detail than the test manual permits Xi Not assuming that the norm for one job applies to another Xii Also 1 Don t invade privacy Including Age Gender marriage family religion nationality 2 Maintain con dentiality 2 Interviews a b c d h Value Universal appeal criterionrelated validity Degree or Structure More structure increases fairness and validity Situational gives hypothetical situations Issues i Con rmation Bias We tend to seek con rmation of our beliefs rather than testing them ii Fundamental Attribution Error OVer emphasis on intraindividual qualities iii Bad questions Not related to the job unstructured openended Nonverbal cues i More eyecontact and more smiling higher score 60 of resumes contain falsi cations Bias can be reduced by training interviewers and using structural questions i Create questions that speci cally assess each necessary KSAO Create situational questions with a structural scoring protocol 3 Test Categories a b C Speed vs Power i Speed tests have rigid and demanding time limits power tests do not ii Only use speed tests if they are relevant to the job iii Power tests are more challenging but the time isn t limited Group vs individual tests i Individual tests useful in assessing a candidate s style of problem solving ii Group testing is valuable in reducing costs Paper and pencil vs performance tests i Performance tests assess skill in performing tasks amp knowledge of how to carry out actions 4 Personality a Big FiveFactor Model i ExtraversionIntroversion l Extraverts have more sexual relationships and tend to fall in love quicker 2 Correlated with happiness ii AgreeablenessDisagreeableness 1 High agreeableness is related to being helpful forgiving and loving 2 Con ict lowers selfesteem iii Conscientiousness b C 1 Higher gpa more organized higher selfesteem goals higher job evaluations less susceptible to sexual in delity iv Emotional StabilityNeuroticism 1 High emotional stability is correlated with a better wellbeing V OpennessIntellect 1 Culture intelligence imagination liberal MyersBriggs i Introversion I Extraversion E Flow of energy ii Sensing S Intuition N The Gathering of Information iii Thinking T Feeling F Processing Information iv Judging J Perceiving P Deciding Machiavellism i Part of the dark triad Machiavellianism narcissism psychopathy ii Uses people as tools for social gain 5 Intelligence a b C d e g Single factor composite g intelligence Two factor Raymond Cattell i Fluid Intelligence Mental efficiency adapt to new situations ii Crystallized Intelligence what you know socially dependent Three Factor Robert Stemberg i Analytical Practical Creative Multiple Intelligence Theory Gardner Types of Intelligence i Linguistic ii Logicalmathematical iii Spatial iv Kinesthetic v Interpersonal vi Intrapersonal Musical viii Naturalistic Bias Situation in which a given test results in greater statistical errors of prediction for certain subgroups Fairness Value judgment about actions or decisions based on test scores vii 6 Measurement Issues a b c Acquiescence Bias Tendency to agree with items regardless of content Extreme responding Only giving one end or the other Social desirability Answering items in a way that comes off as socially acceptable Faking good or bad Integrity testing can be used to eliminate some error i Assessing Whether a person is dishonest 7 Four Maj or Evaluation Standards a Validity Predictive accuracy b Fairness Differential predictive accuracy across different groups c Applicability Interview highest applicability and most universally used d Cost Subjective and arbitrary but highly relevant to organizations


Buy Material

Are you sure you want to buy this material for

75 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."

Amaris Trozzo George Washington University

"I made $350 in just two days after posting my first study guide."

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."


"Their 'Elite Notetakers' are making over $1,200/month in sales by creating high quality content that helps their classmates in a time of need."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.