Psy 319 Exam 1 Study Guide.docx

I-O Psychology

I-O Psychology

The application of psychological principles, theories, and research to the work setting.

Group/Team

Interdependent individuals with common goals who share responsibility for outcomes.

Input-Process-Output model (IPO)

A framework where team inputs (e.g., psychological safety, resources), processes (e.g., norms, communication), and outputs (e.g., completed projects) are interconnected.

Team Roles (I.C.E.E.R.)

Initiator, Coordinator, Elaborator, Evaluator, Recorder - roles within a team for effective functioning.

Team Development (FRIENDLY

Forming, Storming, Norming, Performing, Adjourning stages in team development.

Team Training (THE GYM - C.L.G.C)

Cross-training, Leadership training, Guided team self-correction training, Coordination training for team development.

Justice, Fairness, and Trust

Concepts related to being treated fairly, honesty, and expectation of fair treatment in a work setting.

Distributive Justice

Fairness in the distribution of outcomes based on what individuals believe they should receive.

Fairness Norms (M.E.N.)

Merit, Equality, Need norms for fair distribution of rewards based on performance, equality, and needs.

Procedural Justice

Fairness in the process of distributing outcomes, ensuring decisions are made ethically and consistently.

Interactional Justice

Fairness in treatment, focusing on respect and interpersonal interactions.

Harnessing Power of Diversity

Recognizing that differences lead to creativity and fostering psychological safety in diverse teams.

Power distance

Refers to the extent to which less powerful members of organizations and institutions accept and expect that power is distributed unequally.

Individualism

Emphasizes the importance of individual goals, rights, and achievements over group goals.

Short-term orientation

Focuses on the current and immediate future, valuing quick results and addressing short-term challenges.

Masculinity

Describes societies that are more competitive, assertive, and focused on material success.

Tips for giving feedback

Include recognizing emotions, asking questions, providing positive feedback, and focusing on 1-2 areas of improvement.

Team Roles: ____

ICEER:

• initiator: group texter 

• Coordinator: 

  • The one who moves the document around and email and text 

• Elaborator: extra content adding and adding 

• Evaluator: making sure the information is necessary 

• Recorder: keeps a record of the tasks completed 

Team developement:____

FRIENDLY. SAILORS. NAVIGATE. PRETTY. ADVENTURES

• Forming: (FRIENDLY)

  • get to know each team member and exchange information and maybe some about their background

• Storiming (SAILORS) (frustrating):

  • EX: I expect that you would get back to my text messages within an hour and you reply to text messages, and maybe you don't, because you prefer email.. = conflict 

  • I had an expectation and you did not meet that expectation, now i’m annoyed and you're annoyed I am annoyed

• Norming  (NAVIAGE) (defining rules)

• Performing (PRETTY)

• Ajorning: (ADVENTURES) 

  • end of the year team development is over

Team Training: ____

• Cross training (different tasks)

  • Like at the gym, someone doing push ups, another doing jumping jacks and switch 

  • “making shakes one day and the next fries, allows you to be more empathetic, because you’ve been in their shoes” 

• Leadership training:

  • important because it guides people through conflict 

  • not always assigned, someone can emerge as a natural team leader

• Guided team self-correction training:

  • training to really help the team LEAD themselves

  • relevant to our class 

• Coordination training

  • Helping people figure out how to coordinate each other

  • ex; about texting and emailing, 

  • just helping people make that connection and understand that their expectations may be different than other people’s expectations and trying to get on the same page.

What are fairness norms:

M. E. N.

Merit (award) or enquiry norm:

• Give the most, get the most 

• Example: In a sales team, the person who makes the most sales (gives the most in terms of performance) receives the biggest bonus (gets the most reward).

• Equality norm:

  • Everyone gets the same

  • Example: A teacher has a policy that at the end of the year, all students will receive the same amount of time to present their final project, regardless of their grades throughout the year.

• Need norm:

  • Need the most, get the most 

Procedural justice (POPO)

• Fairness of process for distributing outcomes (police officers)

• Was the decision made in the right way?

Ways to improve procedural justice?

(criminals, are, everywhere) 

• C. - Consistency 

• A. - Accurate information

• E. - Ethicality

What is interactional Justice (judge)

• Fairness of treatment

• Were you treated with respect 

• (informational justice & interpersonal justice) 

Why is diversity a challenge? ____

(MOST, DONT, UNITE) 

• Misalignment in values:

  • 1 person wants an A but another person wants a C to pass

• Disagreement about the vision of the goals:

  • Defensiveness, argument and anger

• Unproductive communication

  • Address it, don’t gossip 

What are the 3 ways to model diversity: ____

(Assholes, Play, Video Games)

• Assimilation model: 

  • Not everyone wants to be the same (uniqueness and belonging)

• Protection model:

  • Identify disadvantaged and underrepresented groups, provide special protections for them 

• Value model: 

  • Everyone is valued for their contributions, environment is open inclusive and fair 

  • Conceptualizing diversity 

  • Inclusion 

What does KSAO stand for

• Knowledge: 

  • declarative (know WHAT) 

  • procedural (know HOW)

• Skills:

  • practiced acts (basically procedural knowledge)

• Abilities:

  • inborn, with you, and difficult to change

    • EX: spatial abilities, music abilities, tone deaf

• Other:

  • usually personality 

What is Job performance, motivation, organizational constraints? 

• Performance = (motivation x KSAOs) / Organizational Constraints 

What are the 3 Measuring performance? (objective, personnel, judgmental measures)

• Objective performance:

  • measures job performance that are easily directly counted or quantified 

    • salesman, total value of what you sold

• Personnel performance:

  • based on tardiness, number of infractions

• Judgmental performance:

  • subjective, subject to a bias 

What is; Criterion relevance, deficiency, contamination?

• Criterion relevance:

  • the degree of overlap or similarity between the actual criterion and the conceptual criterion 

  • EX: “hiring a driver, a relevant criterion would be to look at driving record, not their ability to cook” 

• Criterion deficiency:

  • the degree to which a criterion falls short of measuring job performance

    • ( part that is not mentioned in teacher evaluations)

  • EX:  “continue looking for a driver, but only looking at their years of experience driving, not their accident history” 

• Criterion contamination:

  • Measures something unrelated to being an excellent teacher

    • (criterion might be too early and can affect rating in evaluation) 

    • “criterion lets the person’s social media use off-working hours affect their opinion on evaluation” 

OCB stands for?

• (organizational citizenship behavior) 

  • behavior that is not in the job description, but is predicted by personality, and contributed to more effective performance

CWB stands for?

• (counterproductive work behavior) 

  • Interpersonal deviance: harassment, gossip, abuse

  • organizational deviance: theft, damage, abstinence

Adaptive performance vs expert performance:

• Adaptive Performance

  • Flexibility: the ability to adapt to changing circumstances

    • EMTS, Nurses, Doctors

• Expert Performance

  • Ideal candidate has 3-5 years of experience (teacher doesn’t like this)

  • Experts become experts because they practice:

    • People can work 3+ years and still not = expert, others can have no experience and be a great at a job

    • years of experience don’t = quality of performance

What are the uses for performance measurement? _____

(Deep. Research, Means, Pretty, Large, Rewards) 

• Development: Growth in the job 

• Research: Do we hire well

• Motivation: Know that your doing 

• Promotion: Who is ready for more +💸💸

• Layoff: Who needs to go 💸

• Rewards:  Decides who gets the prize 💸

What are the types of measures for performance measurement?

• Objective (sales) & Subjective (judgmental, bias)  = neither are better than the other IT DEPENDS 

How can you measure performance?

• Observe: watch people, electronic pref, mgmt

• Ask: self review, 360 feedback 

• Research: attendance & sales (objective) 

What goes wrong in performance measurement/management?

• 1. Motives - what are the raters motives here?

• 2. Fear - giving people feedback is scary (pos or neg) 

• 3. Missing info - can you see the behavior well, are the duties and standards clear

• 4. Cultural differences - is it okay to say bad things about your boss

What are you rating?

• Overall: would you work with the person again?

• Task performance: are they doing the duties assigned 

• OCB: how helpful, how nice

• Adaptive: do they manage change well

• what you do & how you do it

How do we record performance ratings?

• Define behaviors and tasks and define response categories 

• How is performance measured

• What type of measure is it

• What is task performance

• Is adaptive performance important 

What are rating biases?

• entral tendency to not use the extreme response 

• quality # of errors, 1,  2, 3, 4, 5 are highlighted is the central tendency..  and the higher numbers means fewer errors

• Leniency & severity: 

  • too kind or too harsh 

• Halo bias: 

  • cant distinguish performance in different categories

  • EX; speed 1, 2, 3, 4, 5 (1 being slowest, 5 highest) you’ll give them the benefit of the doubt if you like them and they are slow, but still rate them high (better at something else) 

What is rater training?

• administrative - how to .. simple training 

• psychometric - more complex to rid bias

  • bias: educate abt. possible bias of leniency & severity, and Halo bias

  • context practice: give real world examples

  • frame reference: give a frame for comparing ratings against 

• who we are comparing this too it’s really helpful to understand who you’re comparing your rating with for example; undergrad students on making correlation tables, vs graduate students 

Hofstede’s cultural dimensions _______ [P.I.S.M] 

[P.I.S.M] 

• Power distance:

  • the boss is right, we have lower power distance 

• Individualism:

  • USA is more related to individualism, may influence team ratings 

    • (some may rate others lower to make themselves look better

• Short-term orientation:

  • what’s today and tomorrow can have lots of influences on I/O Psych 

• Masculinity: 

  • some cultures are more about masculine and femininity