Psy 319 Exam 1 Study Guide.docx

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I-O Psychology

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42 Terms

1

I-O Psychology

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

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2

Group/Team

Interdependent individuals with common goals who share responsibility for outcomes.

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3

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.

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4

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

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

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5

Team Development (FRIENDLY

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

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6

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

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

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7

Justice, Fairness, and Trust

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

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8

Distributive Justice

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

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9

Fairness Norms (M.E.N.)

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

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10

Procedural Justice

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

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11

Interactional Justice

Fairness in treatment, focusing on respect and interpersonal interactions.

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12

Harnessing Power of Diversity

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

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13

Power distance

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

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14

Individualism

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

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15

Short-term orientation

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

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16

Masculinity

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

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17

Tips for giving feedback

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

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18

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 

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19

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

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20

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.

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21

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 

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22

Procedural justice (POPO)

  • Fairness of process for distributing outcomes (police officers)

  • Was the decision made in the right way?

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23

Ways to improve procedural justice?

(criminals, are, everywhere) 

  • C. - Consistency 

  • A. - Accurate information

  • E. - Ethicality

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24

What is interactional Justice (judge)

  • Fairness of treatment

  • Were you treated with respect 

  • (informational justice & interpersonal justice) 

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25

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 

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26

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 

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27

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 

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28

What is Job performance, motivation, organizational constraints? 

  • Performance = (motivation x KSAOs) / Organizational Constraints 

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29

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 

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30

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” 

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31

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

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32

CWB stands for?

  • (counterproductive work behavior) 

    • Interpersonal deviance: harassment, gossip, abuse

    • organizational deviance: theft, damage, abstinence

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33

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

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34

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 💸

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35

What are the types of measures for performance measurement?

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

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36

How can you measure performance?

  • Observe: watch people, electronic pref, mgmt

  • Ask: self review, 360 feedback 

  • Research: attendance & sales (objective) 

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37

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

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38

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

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39

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 

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40

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) 

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41

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 

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42

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

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