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| Scientific study of behavior and mental processes |
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| Industrial/Organizational Psychology |
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| Specialty area within the broad field of psychology that studies human behavior in work settings |
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| First two people to experiment in the field of industrial psychology |
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| Hugo Munsterberg and Walter Dill Scott |
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Engineer who believed that scientific principles could be applied to study the work behavior to improve worker efficiency.
Known for time-and-motion studies |
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| Developed by Frederick W. Taylor, he figured out the one best way to do each task, this usually doubled and tripled worker efficiency. |
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| Testing lighting and employee productivity, hawthorne effect |
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| People change their behavior when they are being observed |
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| Recognizes the importance of social factors and worker morale |
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| Civil Rights Movement and its impact on I/O Psych |
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| Many tests were made to make sure placement and promotions were not based on gender or race |
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| Organizational Downsizing, Strategy of reducing an organizations workforce to improve efficiency and productivity |
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| Expanding focus on human resources, becoming more responsive to needs of workers. Organizations have to compete w/ each other in order to maintain their best workers |
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| Increasing Diversity of Workforce |
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| Increasing globalization, increasing need for workers trained to work with organizations in other countries |
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| Process of combining, integrating, and interpreting information about others to gain an understanding of them |
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| The way people come to judge the underlying causes of others' behavior |
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| Appearance, personality, skill sets, interests |
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| Groups you belong to, where you work, citizenship |
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| The way we perceive others and ourselves is based on our unique characteristics and our membership in various groups. If you want others to think highly of you you will tell them the the groups that you belong to that are most respectable |
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| Judgments we make about what somone is like based on what we observe |
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| Internal Causes of Behavior |
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| Explanations based on actions for which the individual is responsible |
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| External Causes of Behavior |
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| Explanations based on actions for which the individual has no control |
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| Kelley's Theory or Casual Attribution |
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| Consensus, Consistency, Distinctiveness |
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| If others behaved in the same way it is considered external |
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| If the person is acting the same way they do at all times, it is most likely internal. if they are acting differently it is external |
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| If the person behaves in the same manner in other contexts |
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| Fundamental Attribution Error |
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| It is easier to attribute something to someone's personality or character than the situatiional factors that could have caused it. "Judging People" |
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| Once we form a positive view of someone we tend to view their actions in favorable terms |
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| Credits teams for their successes but not hold them accountable for failures |
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| Source of bias when it comes to judging people, superiors give higher ratings to those most like them |
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| Individuals focus on certain parts of the environment and ignore others |
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| The way we judge someone is very related to how we feel about them from their first impression |
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| Someone's expectations about someone that cause that individual to behave in a manner consistent with those expectations |
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| Holding high expectations for a person causes them to improve their performance |
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| Low expectations lead to low performance |
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| We try to have others view us in the best light possible |
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| When someone formally evaluates the job performance of another |
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| People associate consequences of their actions with the actions themselves |
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| Actions with desirable outcomes will strengthen our tendency to do those actions |
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| Interactionist Perspective |
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| The view that behavior is a result of a complex interplay between personality and situational factors |
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| The extent to which the traits and abilities of individuals match the requirements of the jobs they must perform |
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| Questionnaires and inventories designed to measure various aspects of personality |
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| Extent to which a test yields consistent scores |
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| The extent to which a test actually measures what it claims to |
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| The extent to which the score achieved on a test administered to a person at one time predicts some measure of his or her performance at some later time |
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| OCEAN, Openness, Conscientousness, Extraversion, Agreeableness, Neuroticism |
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| Tendency to seek stimulation and to enjoy the company of other people |
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| Tendency to be compassionate towards others |
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| A tendency to show self-discipline |
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| Tendency to experience unpleasant emotions easily |
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| Tendency to enjoy new experiences and new ideas |
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| Tendency to experience positive moods and feelings in a wide range of settings |
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| Tendency to experience negative moods in a wide range of different settings |
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| People's fundamental evaluations of themselves |
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| The overall value one places on oneself as a person |
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| generalized self-efficacy |
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| A person's belief about his or her capacity to perform specific tasks successfully |
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| The tendency to see oneself as confident, secure, and steady |
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| Personality trait involving willingness to manipulate others for one's own purposes |
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| The strength of an individual's desire to excel - to succeed at difficult tasks and to do them better than other persons |
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| Learning goal orientation |
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| Desire to perform well because it satisfies an interest in meeting a challenge and learning new skills |
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| Performance goal orientation |
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| desire to perform well to demonstrate one's competence to others |
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| Avoidance goal orientation |
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| The desire to achieve success to avoid appearing incompetent and to avoid receiving negative evaluation from others |
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| Mental and Physical capacities to perform various tasks |
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| Dexterity at performing specific tasks, which has been acquired through training or experience |
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| The ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, and to overcome obstacles with careful thought |
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| Adeptness at solving the practical problems of everday life |
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| Knowledge about how to get things done |
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| A cluster of skills relating to the emotional side of life (ability to recognize and regulate our own emotions, to influence those of others, to self-motivate) |
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| Maslow's Hierarchy Theory |
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| Motivation theory arranges needs from highest to lowest priority: Physiological needs, Safety needs, Social needs, esteem needs, self-actualization needs |
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| Alderfer's motivation model that categorizes needs into existence, relatedness, and growth needs |
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| Achievement Motivation Theory |
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| McClelland's model of motivation that emphasizes the importance of three needs - achievement, power, and affiliation - in determining worker motivation |
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| Thematic Apperception Test (TAT) |
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| A projective test that uses ambiguous pictures to assess psychological motivation |
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| The theory that behavior is motivated by its consequences |
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| desirable events that strenghten the tendency to respond |
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| Events that strengthen a behavior through the avoidance of an existing negative state |
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| Unpleasant consequences that reduce the tendency to respond |
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| reinforcement that follows the passage of a specific amount of time |
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| Variable-Interval Schedule |
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| Reinforcement that follows the passage of a specified amount of time, with exact time of reinforcement varying |
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| Reinforcement that is contigent on the performance of a fixed number of behaviors |
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| Reinforcment taht depends on the performance of a specified but varying number of behaviors |
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| Organizational Behavior Modification |
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| Application of conditioning principles to obtain certain work outcomes |
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| Notion that people are motivated by internal rewards |
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| The motivational theory that emphasizes the setting of specific and challenging performance goals |
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| Herzberg's motivational theory of motivators and hygienes that are important in determining employee (dis)satisfaction |
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| Elements that lead to job satisfaction when present |
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| Elements that lead to dissatisfaction when absent |
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| desire for personal growth on the job |
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| Job Characteristics Model |
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| Skill variety, task identity, task significance, autonomy, feedback, all affect meaningfulness of work |
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| job requires the worker to use a variety of abilities and skills, perceived as challenging and meaningful |
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| The degree to which a job requires the completion of an entire job or function. The worker needs to see the observable outcome or product of work efforts |
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| The degree to which a job has a substantial impact on other people whithin the organization |
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| The degree to which the job gives the worker freedom and independence to choose how to schedule and carry out tasks |
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| Degree to which the job allows the worker to receive direct and clear info about their effectiveness |
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| Workers are motivated to reduce perceived inequities, the two main ones are underpayment and overpayment inequity |
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| Cognitive theory of motivation that states workers weigh expected costs and benefits of particular courses before they are motivated to take action: Valence, Instrumentality, Expectancy |
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| Desirability of an outcome to an individual |
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| Perceived relationship between the performance of a particular behavior and the likelihood of receiving a particular outcome |
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| Relationship between the individuals effort and peformance of a behavior |
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| Physical or psychological distractions that disrupt the effective flow of communication |
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| Characteristics of the sender that influences the effectiveness of communication |
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| Characteristics of the vehicle of transmission of a message that affects communication |
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| special language developed in connection with certain jobs, technical language |
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| The selective presentation of the content of a communication |
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| The distortion of info by elaborating, overestimating, or minimizing parts of a message |
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| systematic lines of comm. among various senders and receivers |
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| Flow of communication is directed through specific members. Chain, Y, and Wheel networks |
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| Networks where messages can originate at any point and don't need to be directed through a specific group: Circle and All Channel |
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| Diagram of an organization's hierarchy representing the formal lines of comm. |
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| Informal comm. network in an organization |
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| Diagram of the informal lines of communication among organizational members |
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| The ability to use social forces to affect the behavior of others |
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| the use of some aspect of a work relationship to compel another to perform a certain action despite resistance |
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| influencing others by increasing one's personal appeal to them |
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| Power derived from a person's position in an organization |
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| Power derived from personal characteristics that are of value to an organization such as leadership |
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| Use of punishment or the threat of punishment to affect the behavior of others |
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| Power that results from having the ability to offer something positive |
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| Formal rights or authority accompanying a position |
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| Power derived from having knowledge |
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| Power resulting from the fact that an individual is respected, admired and liked by others |
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| FOr every exercise of power, the subject may react with a return power play |
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| Political behaviors that help the org. obtain its goals |
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| Political behaviors that detract from the org. ability to attain goals |
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| Political behavior whereby an employee criticizes company policies and practices to persons outside the org. |
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| Ways to manage organizational politics |
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| Remove ambiguity, provide slack resources, create a positive climate, clarify personnel selection processes, Reward performance |
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