Industrial Organizational Psychology
INTRODUCTION TO I/O PSYCHOLOGY ◆ I/O psychologists can use research findings to hire
better employees, reduce absenteeism, improve
TOMA! communication, increase job satisfaction, and solve
T-Top countless other problems.
O-of
M-Mind
A-Assessment
Psychology - defined as the scientific study of behavior
and mental processes of an organism.
Industrial-Organizational (IO) Psychology - is a branch of
Psychology that applies the principles of psychology to
the workplace.
- an area of scientific study and professional practice
that addresses psychological concepts and principles in
the work world.
Purpose: “to enhance the dignity and performance of
human beings, and the organizations they work in, by
advancing the science and knowledge of human
behavior” (Rucci, 2008)
IOPSYCHOLOGY
◈ There are two sides of I/O psychology: science and
practice.
SCIENCE:
◆ I/O psychology is a legitimate field of scientific
inquiry, concerned with advancing knowledge about
people at work.
◆ As in any area of science, I/O psychologists pose
questions to guide their investigation and then used
scientific methods to obtain answers.
◆ Psychologists try to form the results of studies into
meaningful patterns that will use useful in explaining
behavior and to replicate findings to make
generalizations about behavior.
PRACTICE:
◆ On the practice/professional side – is concerned with
the application of knowledge to solve real problems in
the world of work.
HOW IS I/O DIFFERENT WITH BUSINESS PROGRAMS?
◈ Psychology examines factors that affect the People in
an organization as opposed to the broader aspects of
running an Organization.
TWO APPROACHES OF I/O PSYCHOLOGY
◈ Industrial Approach-Focuses on determining the
competencies needed to perform a job, staffing the
organization with employees who have competencies,
and increasing those competencies through training.
◈ Organizational Approach-Creates an organizational
structure and culture that will motivate employees to
perform well, give them necessary information to do
their jobs, and provide working conditions that are safe
and result in an enjoyable and satisfying work/life
environment.
Executive – Managerial – Supervisory - Associate/Clerk
<Industrial up, Organizational down>
MAJOR FIELDS IN PSYCHOLOGY
 Personnel Psychology/Selection and Placement
◈ I/O psychologists who work in this field are
concerned with developing assessment methods for the
selection, placement, and promotion of employees.
◈ They are involved in studying jobs and determining to
what degrees tests can predict performance in those
jobs.
◈ They are also concerned with the placement of
employees and identifying those jobs that are most
compatible with individual’s skills and interests.
 Training and Development
◈ This field is concerned with identifying employee
skills that need to be enhanced to improve job
performance.
◈ I/O psychologists who work in this field must design
ways to determine whether training and development
programs have been successful.
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 Industrial Organizational Psychology
 Performance Appraisal
◈ Performance appraisal is the process of identifying
criteria or standards for determining how well
employees are performing their jobs.
◈ I/O psychologist who work in this field are also
concerned with determining the utility or value of job
performance to the organization.
◈ They may be involved with measuring the
performance of work teams, units within the
organization, or the organization itself.
 Organizational Development
◈ Organization development is the process of analyzing
the structure of an organization to maximize the
satisfaction and effectiveness of individuals, work
groups, customers.
◈ The field of organization development is directed
toward facilitating the organizational growth process.
◈ I/O psychologist who work in this field are sensitized
to the wide array of factors that influence behavior in
organizations.
 Quality of Work Life
◈ I/O psychologist who work in this field are concerned
with factors that contribute to a healthy and productive
workforce.
◈ They may be involved in redesigning jobs to make
them more meaningful and satisfying to the people who
perform them.
 Ergonomics
◈ Ergonomics is a multidisciplinary field that includes IO
psychologists.
◈ It is concerned with designing tools, equipment, and
machines that are compatible with human skills.
◈ I/O psychologists who work in this field draw upon
knowledge derived from physiology, industrial
medicine, and perception to design work systems that
humans can operate effectively.
LICENSING PSYCHOLOGISTS
 Licensure - Process by which a professional practice
is regulated by law to ensure quality standards are
met to protect the public
 Practicing Psychology- consists of the delivery of
psychological services that involve the application
of psychological principles and procedures for the
purpose of describing, understanding, predicting
and influencing the behavior of individuals or
groups, in order to assist in the attainment of
optimal human growth and functioning.
 Psychologist- a natural person who is duly
registered and holds a valid Certificate of
Registration and a valid Professional Identification
Card as Professional Psychologist, issued by the
Board and the Commission pursuant to Section 3(c),
Article III of R.A. No. 10029, for the purpose of
delivering the different psychological services
defined under this IRR.
 Psychometrician- a natural person who has been
registered and issued a valid Certificate of
Registration and a valid Professional Identification
Card as psychometrician by the Board and
Commission in accordance with Sec 3(d), Article III
of R.A. 10029, and is authorized to do any of the
following activities this IRR.
◈ Psychometrician...
(1) administering and scoring objective personality
tests, structured personality tests, excluding projective
test and other higher-level forms of psychological tests;
(2) interpreting the results of these test and preparing a
written report on these results; and
(3) conducting preparatory intake interviews of clients
for psychological intervention sessions:
...
Provided, that these activities shall at all times be
conducted under the supervision of a licensed
professional psychologist. All the assessment reports
prepared and done by the psychometrician shall always
bear the signature of the supervising psychologist who
shall take full responsibility for the integrity of the
report.
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 Industrial Organizational Psychology
CERTIFYING BODIES FOR PSYCHOLOGISTS IN THE PH
◈ Certification- Addressed the proper recognition of
psychology professionals and the proper regulations of
the psychology practice by the community of Philippine
psychologists.
CERTIFICATIONS
1. Certified Assessment Psychologists
2. Certified Clinical Psychologists
3. Certified Counseling Psychologists
4. Certified Developmental Psychologists
5. Certified Educational Psychologists
6. Certified Industrial/Organizational Psychologists
7. Certified Social Psychologists
CERTIFIED INDUSTRIAL ORGANIZATIONAL
PSYCHOLOGISTS REQUIRES…
◈ An active Associate or Fellow of the Psychological
Association of the Philippines (PAP).
◈ Master of Arts in Psychology
◈ Professional Practice Requirement/Has been
teaching Industrial or I/O Psychology, Organizational
Development, Training and Development, or other I/O
Psychology courses in the undergraduate level
◈ Extensive professional experience
◈ Must have attended within the past three years prior
to the date of application conferences, seminars, and
continuing professional education workshops in
psychology organized by agencies recognized by the
PAP.
◈ Has not been convicted of any civil, criminal, or
administrative offense, or of ethical violation related to
the professional practice of I/O psychology.
HUMAN RESOURCE EDUCATORS’ ASSOCIATION OF THE
PHILIPPINES:
 Certified Human Resource Associate (CHRA)
 Certified Human Resource Professional (CHRP)
HISTORY OF I/O PSYCHOLOGY
1900- 1916
◈ Walter Dill Scott
◆ Theory of Advertising (1903)
◆ Increasing Human Efficacy in Business (1916)
◈ Hugo Munsterberg
◆ Psychology and Industrial Efficacy (1910)
◈ Frederick W. Taylor- Taylor was an engineer by
profession. Taylor realized the value of redesigning the
work situation to achieve both higher output for the
company and a higher wage for worker.
◆ The Principles of Scientific Management (1911)
◈ Frank Gilbreth & Lillian Moller Gilbreth
◆ Koppes (1997) reported that Lillian Gilbreth was one
of several female psychologist who made substantial
contributions in the early era o I/O psychology. She was
among the first to recognize the effect of stress and
fatigue on workers.
◆ “Cheaper by the Dozen”
1917 - 1918 WORLDWARI
◈ Psychologists believed they could provide a valuable
service to the nation, and some saw the war as a means
of accelerating the profession’s progress.
◈ I/O Psychologists were employed to test Recruits and
placed them in position.
◈ Robert Yerkes- Army Alpha Army Beta
◆ Army Alpha-IQ test for those who could read
◆ Army Beta-IQ test for those who cannot read
◈ John B. Watson developed perceptual and motor
tests for pilots.
◈ Henry Gantt, were responsible for increasing the
efficiency with which cargo ships were built, repaired
and loaded.
◈ Thomas Edison- create 163-item knowledge test that
he administered to over 900 applicants. The test and
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passing score were so difficult that only 5% of the
applicant passed!
1919 - 1940 BETWEENTH EWAR
◈ The Bureau of Salesmanship Research was developed
by Walter Bingham at the Carnegie Institute of
Technology. The bureau intended to use psychological
research techniques to solve problems that had never
been examined scientifically. The bureau concentrated
on the selection, classification, and development of
clerical and executive personnel as well as salespeople.
◈ The Psychological Corporation founded by James
Cattell in 1921.
◈ The purpose of the Psychological Corporation was to
advance psychology and promote its usefulness to
industry.
◈ Hawthorne studies also revealed the existence of
informal employee work groups and their controls to
production as well as the importance of employee
attitudes, the value of having a sympathetic and
understanding supervisor, and the need to treat worker
as people instead of merely human capital.
1941 - 1945 WORLDWARII
◈ By this time, psychologist had studies the problems
of employee selection and placement and had refined
their techniques considerably.
◈ Walter Bingham- chaired the advisory committee on
classification of military personnel that had been
formed in response to the army’s need for classification
and training.
◈ Army General Classification Test (AGCT). A test
developed during World War II by I/O psychologists for
the selection and placement of military personnel.
1970
◈ B. F. Skinners used behavioral-modification
techniques in organization.
◆ Beyond Freedom and Dignity
BEGINNINGS OF IO PSYCHOLOGY IN THE PH
◈ Dr. Mariano Obias was the first IO Psychologist who
are graduated with a PhD in Comparative and
Physiological Psychology from Stanford in 1955 and
then went on to head the Personnel Department at
Caltex Philippines.
◈ Rev. Fr. Jaime Bulatao is the one of the founding
father of psychology in the Philippines and introduced
the science of Group Process in the Ateneo de Manila
University (Hechanova 2005).
◈ Philippine Institute of Applied Behavioral Science was
established in 1970’s by Fr. Eugene Moran, together
with Carmencita Abella, Teresita Nitorreda, and Jose de
Jesus. It was one of the pioneer groups in adult
education methodologies and introduced alternative
modes of interventions such as sensitivity training and
the use of structured learning experience (Hechanova
2005).
◈ Ateneo de Manila University (AdMU) Department of
Psychology and Ateneo Human Resource Center (which
was later renamed as Ateneo Center for Organization
Research and Development or Ateneo CORD) was
created in 1974.
◈ This center was intended to be the practice and
extension arm of the department especially in the field
of IO and Social Psychology.
◈ On a National level, although the Psychological
Association of the Philippines was founded in 1962, the
first standing committee in IO psychology was created
in 1988. Ten years later, a formal division in IO
psychology was created with DR. CARMELA ORTIGAS as
its head.
JOB ANALYSIS AND EVALUATION
 Work – paid employment
- a activity that produces something of value for other
people.
- a activity or expenditure of energy, that produces
services and products of value to other people
- Work is the effort or activity of an individual that is
undertaken for the purpose of providing goods or
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services of value to others and that is considered by the
individual to be work.
 Occupation - The social role performed by adult
members of society that directly and/or indirectly
yields social and financial consequences and that
constitutes a major focus in the life of an adult.
 Job - A person’s occupation at one point in time.
 Career - The unfolding sequence of jobs that a
person has over the life course
H I S TO RY O F WO R K
ANALYZING AND EVALUATING JOBS
E V O L U T I O N O F W O R K ( S I B A L , 2008)
 Primitive Communal Stage
- Hunting & Food Gathering
- Dependent on nature (Forest & Bodies of Water)
- Stones, Bones, Spears, bows & arrows
 Pastoral & Subsistence Agriculture
- Domesticate & Breed animals
- Not entirely depend on nature
- Use of Fire, Barter Trade, private ownership,
distinction of rich & poor, use of precious metals &
stones, development of serfdom
 Agriculture Stage
- Tribe Settle more permanently
- Agriculture develops side-by-side
- Slavery (specialization), Barter, use of money
(coinage)
 Modern Agriculture System & Handicraft
- Modern & Commercial Agriculture expanded
commerce & trade
- Merchant group were organized
- Handicrafts & manufactures grew
 Industrial Period
- Use of simple hand tools, steam & electric-powered
tools, automation (Industrial Revolution)
- Computer Technologies (Second Industrial
Revolution/Information Management)
 Post-Industrial Period
- Globalization
- Knowledge Management
- Unique rights & privileges (rate, promotions, etc.)
• Job Analysis is used “to establish and document the
‘job relatedness’ of employment procedures such as
selection, training, compensation and performance
appraisal.”
- It is used “to identify the important tasks of a job
and the essential competencies an individual should
possess to satisfactorily perform it. A job analysis
may be used for multiple purposes.”
 Competency – K S A O
- K: Knowledge
- S: Skills
- A: Ability
- O: Other personal characteristics
- A cluster of related abilities, commitments,
knowledge, and skills that enable a person to act
effectively in a job or situation.
Importance of Job Analysis:
• Writing job descriptions
• Employee selection
• Training
• Person power planning (ex. Peter Principle)
• Performance appraisal
• Job classification
• Job evaluation
• Job design
• Compliance with legal guidelines
• Organizational analysis
Job Description Sections
A. Job Title - Describes the nature of the job
 Assists in employee selection and recruitment
 Affects perceptions of job worth and status
 Job evaluation results
 Employees feelings of personal worth
 Affects clarity of resumes
OUTRAGEOUSLYQUIRKYJOBTITLES
• Digital Overlord - Website Manager
• Recruiter Talent Specialist – Acquisition
• Beverage Dissemination Officer - Bartender
B. Brief Summary
• Useful for recruitment advertising
• Should be written in an easy to understand style
• Jargon and abbreviations should not be used
C. Work Activities
•Organize by dimensions
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•Similar task and activities Low GOCC’s operations involve only one of the activities
specified below.
•Similar KSAOs
Medium GOCC’s operations involve only two of the
•Temporal order activities specified below.
• Task statements - List only one activity per statement High GOCC’s operations involve all three of the activities
 Statements should be able to “stand-alone” specified below.
 Should be written in an easy-to-understand style 3.2. Business Complexity – assumes that the GOCC
 Use precise rather than general words Governing Board has end to end control of the business
 “Responsible for”, “Oversees”, “Handles accounts”
D. Tools And Equipment Used The three types of activities considered:
E. Work Context
i. Regulatory; and/or
• Work schedule
ii. Revenue-Generation; and/or
• Degree of supervision
iii. Social Services
• Ergonomic information
Step 2: Determine the Career Band of the Job
 Physical and Psychological Stress The CPCS Position Classification differentiates jobs on
 Indoors v. outdoors both their nature and level of contribution to the
 Lighting/heat/noise/physical space organization
 Clean v. dirty environment
 Standing/sitting/bending/lifting Executive (EX) • Typically, one downs of
F. Work Performance CEO/President/Business Unit Heads

• Describes how performance is evaluated • Primarily involved in the development, evolution and
approval of long-term vision across a market function,
• This section might include division, region or country
 Standards used • Impacts broader organization performance directly
 Frequency of evaluation
 Evaluation dimensions • Main focus is on strategy setting (with Org-wide
 The person doing the evaluating impact)
G. Compensation Information Supervisory/ Management (M) • Implements
• Job evaluation dimensions organization strategies through the effective direction
and management of resources
• Exempt status
• Sets discipline or area strategy consistent with an
• Pay grade established organization strategies
• Job group • Focused on policy making and/or implementation
Step 1: Determining Size of the Organization • Accountable for managing people, setting direction
and deploying resources
Customer/Client Management & Sales (S) • Primarily
3. Geographical Scope and Business Complexity. – The
involved in direct contact with clients to acquire new
grade for the GOCC’s
business or develop existing accounts
Geographical Scope and Business Complexity shall be
• Participates in sales presentations, developing bids,
determined as:
and responding to proposals
CATEGORY DESCRIPTION
• At senior levels, likely to set/negotiate
product/service terms

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• A portion of their compensation is likely to be based - Knowledge, skill, ability, and other characteristics
on sales results (KSAOs)
Professional (P) • Work is primarily achieved by an - Job specifications
individual or through project teams
• Competencies should be separated
• Qualified professionals who are expected to use their
judgment to apply expertise gained through education - Those needed before hire
and/or experience - Those that can be learned after hire
• Progression within the career band is defined by Who Will Conduct Job Analysis?
increasing depth of professional knowledge, project
management, and ability to influence others •Internal Department

• Typically requires mastery of a specialized field of  Human resources

expertise related to a professional qualification which  Compensation
may be in the form of professional certification (e.g.,  Training
Engineers, CPA, etc.)  Engineering
Technical Support (T) • Performs technical tasks •Internal task force
required to support ongoing business operations (e.g.,
• Supervisors
Technicians, IT Administrators)
• Employees
• Requires vocational training or the equivalent
experience, but does not require a university degree •Consultants
• Skilled technician in a hands-on environment, often •Interns/class projects
highly specialized
Which Employees Should Participate?
General Staff (G) • Supports the business by performing
clerical/administrative support tasks •Choices: All employees, Random sample,
Representative sample, a Convenience sample
• Work is typically rule-based, covered by standard
operating procedures and jobholder has very limited •Potential Differences: Job competence, Race, Gender,
opportunity to deviate from agreed processes and Education level, Viewpoint
standards What type of Information Should be gathered?
• May require vocational training or the equivalent • Types of Requirements – Formal, Informal
experience, but does not require a university degree
• Level of Specificity - Job ; Loan officer
Labor (L) • Performs operational, craft or manual tasks
Position ; Loan officer at the Boone branch
• Performs tasks according to established procedures, Duty ; Approval of loans
Task ; Investigates loan history to determine if applicant
has bad credit
with limited opportunities for independent decision-
making Conducting a Job Analysis

• Typically performs unskilled or semi-skilled work Step 1: Identify tasks performed

Step 3: Determining the Career Levels and Job Grade • Gathering existing information

H. Job Competencies •Interviewing subject matter experts (SMEs)

• Common Names  Individual interviews

 SME Conferences
- Job competencies  Ammerman Technique

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• Observing incumbents
•Job participation
Step 2: Write task statements
• Required elements to a task statement
 Action
 Object
•Optional elements
 Where the task is done
 Why it is done
 When it is done
 How it is done
• Characteristics of well-written task statements
 One action and one object
 Appropriate reading level
 The statement should make sense by itself
 All statements should be written in the same tense
 Should include the tools and equipment used to
complete the task
 Task statements should not be competencies
 Task statements should not be policies
o Poorly written task statement - Sends purchase
requests
o Properly written task statement - Sends
purchase requests to the purchasing
department using campus mail
W H AT I S W RO N G W I T H T H E S E
TA S K S TAT E M E N T S ?
• Handles customer complaints
• Type, files, and distributes correspondence
• Utilizes decision-making skills and abilities
• In charge of the copy machine
• Uses the computer to balance department budget
• Responsible for opening and closing the office
• Greets visitors
• Examines supervisor’s daily schedule
• Oversees the office
Step 3: Rate task statements
• Tasks can be rated on a variety of scales
 Importance
 Part-of-the-job
 Frequency of performance
 Time spent
 Relative time spent
 Complexity
 Criticality
• Research shows only two scales are necessary
 Frequency
 Importance
USING THE RATINGS
•Create a chart summarizing the ratings
•Add the frequency and importance ratings to
form a combined rating for each task
•Include the task in the final task inventory if:
•Average rating is greater than .5 for both
frequency and importance {or}
•Combined rating is 2.0 or higher
Step 4: Determine essential KSAOs
Knowledge - A body of information needed to perform a
task
Skill - The proficiency to perform a certain task
Ability - A basic capacity for performing a wide range if
different tasks, acquiring a knowledge, or developing a
skill
Other characteristics - Personal factors such as
personality, willingness, interest, and motivation and
such tangible factors as licenses, degrees, and years of
experience
Step 5: Select tests to tap KSAOs
STRUCTURED JOB ANALYSIS METHODS
GENERAL INFORMATION ABOUT WORKER ACTIVITIES
• Position Analysis Questionnaire
• 194 Items
 6 main dimensions:
• Information input
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• Mental processes  Social traits
• Work output • Reliable
• Relationships with others • Short and quick to use
• Job context • Job Adaptability Inventory
• Other • 132 items
• Easy to use • 8 adaptability dimensions
• Standardized  Handling emergencies
 Handling work stress
• Difficult to read for average employee
 Solving problems creatively
•Job Structure Profile  Dealing with uncertainty
 Learning
 Designed as a replacement for the PAQ
 Interpersonal adaptability
 Easier to read than the PAQ
 Cultural adaptability
 Good reliability
 Physically orienting adaptability
•Job Elements Inventory
• Personality-Related Position Requirements Form
 153 items
• 107 items items
 10th grade readability level
 Correlates highly with PAQ • 12 personality dimensions

•Functional Job Analysis • Fleishman Job Analysis Survey

 Data • 72 abilities
 People
• Good reliability
 Things
• Critical Incident Technique
INFORMATION ABOUT K S A O’s
• Job incumbents generate incidents of excellent and
• Job Components Inventory poor performance
• 400 questions • Job experts examine each incident to determine if it is
• 5 main categories an example of good or poor performance

 Tools and equipment used • 3 incumbents sort incidents into categories

 Perceptual and physical requirements • Job analyst combines and names categories
 Mathematical requirements • 3 incumbents resort incidents into combined
 Communication requirements categories
 Decision making and responsibility
• Number of incidents per category provides an idea of
• Good reliability the importance of each category
• Threshold Traits Analysis DETERMINING THE WORTH OF A JOB
• 33 items THEIDEALCOM PENSATIONSYSTEM
• 5 main categories •Will attract and retain desired employees
 Physical traits •Will motivate current employees while also providing
 Mental traits security
 Learned traits
 Motivational traits •Is equitable
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•Is in compliance with legal guidelines Factor Weight Points
D E T E R M I N I N G I N T E R N A L PAY E Q U I T Y Education 20 200
• Determine compensable factors Responsibility 30 300
• Determine levels for each factor Physical demands 15 150
• Assign weights to each factor Safety 10 100
• Convert weights to points for each factor Experience 25 250
• Assign points to each level within a factor Total 100% 1000
• Assign points to jobs S T E P 4: ASSIGN POINTS TO EACH LEVEL
• Run regression to determine how well points predict Responsibility Points
salary midpoints
Makes no decisions 75
S T E P 1 : DETERMINING COMPENSABLE FACTORS
Makes decisions for self 150
• Level of Responsibility
Makes decisions for 1-5 employees 225
• Physical Demand
Makes decisions for > 5 employees 300
• Mental Demand
Total 300
• Education Requirements
S T E P 5: ASSIGN POINTS TO EACH JOB
• Training & Experiences Requirements
Position: Production Supervisor
• Working Conditions
Factor Points
• Examples: responsibility, complexity/difficulty, skill
needed, physical demands, work environment Education 200

S T E P 2 : DETERMINE LEVELS FOR EACH COMPENSABLE Responsibility 300

FACTOR Physical demands 150
• Education Safety 100
 High school degree or less Experience 250
 Two year college degree
 Bachelor’s degree Total 1000
 Master’s degree
• Responsibility
 Makes no decisions
 Makes decisions for self
 Makes decisions for 1-5 employees
 Makes decisions for more than 5 employees DETERMINING EXTERNAL PAY EQUITY
• Physical demands • Worth based on external market
 Lifts no heavy objects • Determined through salary surveys
 Lifts objects between 25 and 100 pounds
 Lifts objects more than 100 pounds •Information obtained

S T E P 3: DETERMINE FACTORS WEIGHTS  salary range

 starting salary
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 actual salaries paid  a short description of things that have happened
 benefits related to your professional career
Types of Resume
POTENTIAL SALARY SURVEY PROBLEMS
1. Chronological Resume – jobs are listed in order from
• Response rate most to least recent.
 organization conducted - It is useful for applicants whose previous jobs were
 trade group conducted related to their future plans and whose work histories
• Finding comparable jobs do not contain gaps.

•Do salary surveys perpetuate discrimination? 2. Functional Resume – organizes job based on the skills
required to perform them rather than the order in
•Do salary surveys “fix” salaries at low levels? which they are worked. Useful for applicants who are
either changing careers or have gaps in their work
histories.
TRAINING AND DEVELOPMENT 3. Psychological Resume – uses psychological principles
Recruitment & Selection pertaining to memory organization (priming, primacy,
short- term limits, and the 3 impression-management
+Competencies: rules: relevance, unusualness, and positivity)
➢Tech Savvy Important Psychological Principles

➢Critical Thinking +Primacy/Priming

➢Interviewing Skills +Short-term memory

➢Observation Skills +Relevancy

+Negative information bias
➢Administration and Interpretation of Assessment
Tools +Unusualness
➢Use of Statistics in Data Analysis +Anderson’s adding versus averaging principle

➢Brand Management Types of Interview

Recruitment – the process of attracting employees to I. Based on Structure

an organization.
a. Structured Interview
1. Internal Recruitment – recruiting employees already
b. Unstructured Interview
employed by the organization
II. Based on Style
2. External Recruitment – recruiting employees from
outside the organization a. One-on-One Interviews
Methods of Recruitment b. Serial Interview
Media Advertisement, Situation Wanted Ads, Point of c. Return Interview
Purchase Methods, Recruiters, Employment Agencies
and Search Firm, Employee Referral, Direct Mail, d. Panel Interview
Internet, and Job Fairs e. Group Interview
Resume - short document describing your education, III. Based on Medium
work history, etc. That you give an employer when you
are applying for a job. a. Telephone Interviews

 a list of achievements b. Videoconference Interviews

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c. Written Interviews
Creating Interview Questions
 Clarifiers - allow the interviewer to clarify information in
the resume and cover letter to obtain other necessary
information
 Disqualifiers - are questions that must be answered a
particular way
 Skill-level determiners - tap an interviewee’s level of
expertise
 Future-focused (situational) - questions also called
situational questions, ask an applicant what he/she will
do in a particular situation.
 Past-focused (behavioral) - also called patterned
behavior description interviews, focusing on past
behavior rather than future intended
 Organizational-fit questions - tap the extent to which an
applicant will fit into the culture of the organization
+Post Implementation Phase
Training Cycle: Monitor – Identifying and defining
training needs
- assessing the post training effectiveness
- designing and developing suitable plan and module
- imparting training
Training Need Analysis (TNA) – Needs for development
Types of Need Analysis
1. Organizational Analysis - The goals of the wants to
achieve. The extent which the training will help achieve
those goals.
2. Task Analysis - Identify the task performed by each
employee, the condition under which this task are
performed and the competencies (KSAO).

TRAINING AND DEVELOPMENT 3. Person Analysis - Determining which employees need

training and in which areas.
Learning & Development - planned organizational
efforts to help employee learn job-related Assessing Training Needs
competencies. Organizational Analysis - Establish goals and objectives
+Competencies: Economic Analysis
➢Training Needs Analysis Personpower Analysis
➢Training Facilitation Climate and Attitude Surveys
➢Designing/Conducting Group Dynamics Resource Analysis

➢Designing/Conducting Structured Learning Exercises Task Inventories - Job Descriptions

➢Competency Assessment Observations

➢Designing a Training Plan Performance Appraisals

➢Training Effectiveness Evaluation Interviews

Person Analysis - Performance Appraisals
 Learning - activity or process of gaining knowledge or
skill by studying, practicing, being taught, or Surveys
experiencing something.
 Training - process by which someone is taught the skills Interviews
that are needed for an art, profession, or job. Skill and Knowledge Testing
 Development - act or process of growing or causing
something to grow or become larger or more advanced. Critical Incidents
 act or process of creating something over a period of Developing and Testing of Training
time.
3 Key Phases of Training Materials: Employee Training Methods
+Pre – Implementation Phase +On site methods
+Implementation Phase +On-the-Job Training
Deinla, Angel
 Industrial Organizational Psychology
+Consists simply of putting inexperienced worker in the +Mentoring - training program in which an
workplace and having a more experienced worker teach inexperienced worker develops a relationship with an
that person about a job. experienced worker who served as an advisor
 Apprenticeship - a training technique usually lasting Coaching - A one-on-one relationship where a
several years, that combines on-the-job experience with consultant helps an executive improve performance
classroom instruction
Levels of Evaluation
 Vestibule Training - Training that uses a separate and
adjacent to the work area to simulate the actual work Did they like it? - Level 1
setting
 Job Rotation – a method of rotating workers among a • Reaction, Satisfaction & Planned Action
variety of jobs to increase their breadth of knowledge Did they learn? – Level 2
 Seminars - a common training method in which an
expert provides job-related information in a classroom • Learning
like setting Do they use it? – Level 3
 Audiovisual instruction - Use of films, videotapes, and
other electronic media to convey training material • Application & Implementation
 Behavior modeling Training - A training method that
What were the results? – Level 4
exposes trainees to role models performing appropriate
and inappropriate work behaviors and their outcomes • Business Impact
and then allows trainees to practice modeling the
appropriate behaviors. What the Return of Investment? – Level 5
 Simulation Techniques - Training that replicates job • Return on Investment (ROI)
conditions without placing the trainee in the actual
work setting.
+Programmed Instruction - Self-paced individualized
training in which trainees are provided with training
materials and can test how much they have learned
+Computer-assisted instruction - Programmed
instruction delivered by computer that adapts to the
trainee’s learning rate
Management/Leadership Training Methods
+Problem-solving case study - management training
technique that presents a real or hypothetical
organizational problem that trainees attempt to solve
Role playing - a management training exercise that
requires trainees to act out problem situations that
often occur at work
Management games - management training technique
using scaled down enactments of the operations and
managements of organizations
Conference - unstructured management training
technique in which participants share ideas, information
and problems: also called a group discussion
+Action Learning - teams assembled to work on a
company-related problem or issue to learn by doing

Deinla, Angel