What is I-O psychology?

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

Chapter 1

What is a group/team?

• Teams = Interdependent, common goals, share responsibility for outcomes

What is the Input-Process-Output model (IPO)?

• Team Inputs:
  • psychological safety
    • when u feel comfortable taking risks and being honest
  • resources the team has worked with (context, tasks, members, diversity)
    • (skills, knowledge from team members, tools, technology, time and money)
• Team process:
  • What the team does with the inputs
    • (Norms informal or unspoken, communication and coordination, cohesion of goals, decision making - groupthink and group polarization)
• Team Outputs:
  • Result of the team's efforts
    • (completed projects, tangible products, completed services, any achievements)
• ARROW FROM TEAM OUTPUT TO TEAM INPUT:
  • outputs can also serve as the new inputs for future work
    • (continues improvement and feedback)

For example, if a team's output is a completed project, the experience and knowledge gained from that project can be used to improve the way future projects are managed.

STEP 1: What are Team roles? I.C.E.E.R, 🧊TAKES A TEAM TO ICE SOMEONE

• 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

STEP 2: What is Team development?

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

STEP 3: What is Team training? (THE GYM) -

C.L.G.C (can, leaders, guide, children)

• 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.

Chapter 13

What is Justice, fairness, and trust?

• Justice: being treated fairly compared to others
• Fairness: same definition of justice-honesty
• Trust: expectation of fair treatment (future-looking)

What is Distributive justice?

• Fairness of distribution of outcomes
• Did you get what you thought you should get?

What are Fairness norms? M. E. N. need fairness norms

• 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
  • Example: In a family, the child who is growing the fastest and needs more food for energy gets the largest portion at dinner (needs the most, gets the most).

What is Procedural justice? (Police officers 👮)

• Fairness of process for distributing outcomes (police officers)
• Was the decision made in the right way?

★What are ways to improve procedural justice? (criminals, are, everywhere)

• C. - Consistency
• A. - Accurate information
• E. - Ethicality

★What is Interactional justice? (Judges 🧑‍⚖️)

• Fairness of treatment
• Were you treated with respect
• (informational justice & interpersonal justice)

What are some outcomes of justice?

• Extra effort
• Want to try and return the favors, satisfaction and overall commitment

What are the outcomes of Injustice?

• Reduced effort
• Lower motivation, retaliation, strikes and lawsuits

★What are some tips for addressing justice/injustice?

• address injustice early, to prevent it

Chapter 11

What are some limitations of I-O research (in terms of multiculturalism)?

• Evidence based practice, read the research and make it go happen
• Less multicultural, I-O research is RARELY cross cultural research (west vs rest)
• Western educated Industrialized rich democratic companies

How to work toward addressing structural inequality

• Be thoughtful about cultural differences
• Recognize tendencies to center yourself
• Gain input from those different from you
• Do no miss out on talent because you forgot to account for cultural differences

What is diversity in I-O?

• Surface level attributes: Demographics
• DEEP level attributes: Experiences, Values, Interests, Attributes

★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 Models of 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 is Psychological safety?

• Feeling safe to take risks, speak up and disagree
• How do we do this:
  • Have the mindset “everything is an experiment”
    • starbucks barista
  • Need to be able to “acknowledge your mistakes”
    • Professor acknowledges their mistakes and makes it safe
  • Model curiosity

What are the 4 stages to psychological safety?

• 1. inclusion (do they feel safe being here or showing up)
• 2. Learn (do I feel safe asking questions?)
• 3. Contribution (I have an idea/thought)
• 4. Challenger (I disagree)

What is the Harnessing power of diversity?

• Recognize that differences lead to creativity
• Conflict and disagreement is not always bad
• see things through other’s perspectives/eyes
• Foster psychological safety^

Chapter 4

What is KSAOs?: Individual attributes of knowledge, skills, abilities and other characteristics that are required to successfully perform job tasks

• 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 is Typical/maximum performance?

• Personality > Typical: jogging doing something consistency
  • A comfortable place for a long haul
• Maximum: sprinting (doing your best)

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”

Task performance, OCB, CWB, adaptive performance, expert performance?

• Task performance:
  • duties/responsibilities: if a flight attendant has to do a safety speech before take-off (predicted by knowledge and skills)
• OCB: (organizational citizenship behavior)
  • behavior that is not in the job description, but is predicted by personality, and contributed to more effective performance
    • Voluntary, helpful activities (like training new people)
    • (Extroverts are more likely to do these)
• CWB (counterproductive work behavior)
  • Interpersonal deviance: harassment, gossip, abuse
  • organizational deviance: theft, damage, abstience
  • Actions that violate organizational norms and threaten the wellbeing of the organization
  • taking a break, supply theft
• Adaptive performance:
  • Flexibility: the ability to adapt to changing circumstances
    • EMTS, Nurses, Doctors, psychotherapists, daycare, restaurant industry, law enforcement
    • Do we need to identify people that have this skill?
• 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

Why do a job analysis?

• job analysis = the foundation of I/O psychology, (= mitochondria is the powerhouse of cell)
  • Recruiting and selection, training, compensation, promotion, demotion, layoff, performance & evaluation, research…
    • job design = what should be included in the job in the first place,
    • litigation = if there is a lawsuit, may need a job analysis

What are the types of job analysis?

• Task oriented: focuses on job tasks and what is accomplished
• Worker oriented: focuses on;
  • knowledge, skills, abilities and other attributes (KSAOs)

How is a job analysis done?

• Observe (ON TEST)
  • watch in person
  • electronic performance monitoring
• Ask (ON TEST)
  • Interviews, surveys, diaries
  • Who do we ask?
    • incumbent - the person on the job
    • Subject matter experts (SME)

Chapter 5

What are the uses for performance measurement? D.R.M.P.L.R 💸

(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)

Who do you ask about performance?

• supervisors, peers, self. subordinators (voice = great way for justice)

What are the steps for performance management?

• Define and spell out what good performance looks like
• Measure - how can you tell what a person has done (measurement is tough)
• Communication - ask questions and provide feedback

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

Ratings:

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?

• Central 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 (individualism, masculinity, power distance, short-term orientation): [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

Tips for giving feedback:

• recognize emotions
• ask questions
• provide some positives
• focus on 1-2 areas of improvement