INDUSTRIAL PSYCHOLOGY REVIEWER Types of Graduate Programs

#BABAWI
#PASADO DRILL #1 Master’s Degree Program (2 Kinds)
1. Part of a Ph.D.
2. Terminate at the master’s degree
CHAPTER I
INTRODUCTION TO I/O PSYCH A.) Terminal master’s degree programs
Continuation…. - do not have Ph.D., / master’s degree = highest

 Factors = high employment rates. Flexible work
schedules
 Potential changes, retirement age
Employment of I/O Psychologist
 I/O work in one of the four settings
a. Colleges/universities – teach, conduct
research/ administrations
EX. (deans, provosts, vice
presidents)
b. Consulting Firms – organizations
productive, select high quality diverse
workforce
EX. (system, motivate employee,
treatment, employee selection,
diversity, attitude survey)
 Small = one person
 Large = hundreds
c. Private sectors – single company
paid more
EX. (IBM, Microsoft, Fedex)
d. Public Sectors – local, state, federal
higher job stability
lower pay
B.) Schools w doctoral programs
- offer master’s degrees/Ph.D.s
- more well-known faculty members
- better facilities/research funding
- best suited students (teach, do research, or
consult)
C.) Terminal programs
- best suited wanting an applied HR, (although
many students go doctorates at other univ)
- have less stringent entrance requirements/
D.) Master’s programs
- Completion = 40 hours of graduate coursework
- 15 to 18 hours (full undergraduate load)
- 9 to 12 hours (full graduate load)
- require student pass a comprehensive oral and/or
- written examination, usually taken final semester, cover
material
- Common entrance requirements = 3.5 GPA/ 300 GRE
 Thesis - original research work, 2nd year graduate school
 Internship - situation student works in organization, for pay/
volunteer, receive practical work experience, 10 hours/week

 Master’s – doctoral – level graduates
(employment areas)
 PhDs
(academic setting)
 Master’s Level
(HR Generalists/ Data Analyst, trainers)
 2014, Bereau of Labor Statistics (Job opportunities for
I/O Psych, grow 53%, in 2012 – 2022) fastest
Educational Requirements and Types of Programs
 Graduate Record Exam (GRE)
 (GPA) = 3.0, score = 300
- standardized admission test, required psychology
- graduate school version of Scholastic Aptitude
Test, or SAT
 Practicum - paid/unpaid position gives student practical
work experience
E.) Doctoral Programs
- Ph.D. more difficult than master’s, five years to
complete
- The first two years = wide variety of courses in
psychology
- comprehensive exams = more extensive
 Dissertation - broader in scope, longer, requires
original/independent effort/ formal research paper
__________________________________________________
Research in I/O Psychology
Why Conduct Research?
a. Answering Questions and Making Decisions
- extensive use of research and statistics
- saves organizations money = (employment interview,
increased productivity, and fewer accidents)
 - not save company more money = no job,
 Employment Interview - main method for selecting
employees
Note: Without research, an organization still spending money on a
method that lowers its profits rather than raises them.
Note: Hypothesis correct = Conduct study
Result equals Hypothesis = Study Theory
Applicants referred by a current employee will stay with the company
longer because they were given an accurate picture of the job and
the company by the person telling them about the job
= (realistic job preview theory)

b. Research and Everyday Life The personalities of applicants using employee referrals are different
- critically listen, analyze results make more intelligent than the personalities of applicants using other methods to find jobs
decisions = (differential recruitment-source theory)
- support point underscores the importance of
understanding research Friends have similar personalities; thus, if one person has the type of
personality that makes her want to stay with her current job, her
c. Common Sense Is Often Wrong friend should also like the job in question
- answer to a question is “common sense” = (personality similarity theory)

not so common and Employees who know someone in a workplace are more quickly
is often wrong absorbed into the informal system, receive coaching, and have their
social needs met
15th century = world was flat/ person sailing toward = (socialization theory)
the horizon would fall off the Earth
 exploratory study - practice not uncommon but generally
th
20 century = women employees could not frowned on by scientists, follow-up studies to confirm the
perform as well as men results

“Stick with your first answer” – if you stuck, you

missed the question e. Literature Reviews
- search the literature for similar research
- 20 studies, not necessary to conduct new study
d. Considerations in Conducting Research Common = PsycINFO, Academic Search Complete
(IDEAS, HYPOTHESES, THEORIES)
- First step = “what to research” 4 Types of Periodicals
Starts with “I wonder” 1. Journals - articles written by researchers directly reporting
the results of a study, describing the methods and results of
- Second step = “form a hypothesis” new research
o Difficult to read
educated prediction o Boring
about the answer o Best source unbiased and accurate
to a question information
Examples: Journal of Applied Psychology, Personnel
based on a theory - systematic set of assumptions Psychology, Academy of Management Journal, Academy of
of cause and nature of Management Review, and Organizational Behavior and
behavior. Human Decision Processes

Example: 2. Bridge publications - “bridge the gap” between academia

Researcher curious about effect of noise on employee
performance (the question)
Believes high levels of noise result in decreased
performance (the hypothesis)
and applied world
o written by professors on topic of interest to
practitioners,
o not formal or statistically complex
Examples: Academy of Management Executive, Harvard
Business Review, and Organizational Dynamics

Predictions
theory that distracting events 3. Trade magazines - written by professional writers developed
reduce the ability to concentrate expertise, “in the biz,” seldom reporting the methods and
results of new research.
 o The main audience = practitioners in the field
o present the research = easy-to-understand
format
o not cover all, bias
Examples: HR Magazine and Training
4. Magazines - entertain and inform, unscientific
collection
o Good source = ideas
o Terrible source = scientific hypothesis = X
o written by professional writers, not have
training in topic
o little expertise writing about
5. Internet - increasingly popular source information
o cannot be sure information accurately reflects
in primary source
o “little Albert” – role of classical conditioning
o “Kitty Genovese” - lack of bystander
intervention
The Location of the Study
A.) Laboratory Research – disadvantage, 32% of I/O
psychology conducted in laboratory
External Validity/Generalizability - extent research results
expected to hold true outside setting were obtained
research about employee selection methods
B.) Field Research – Research conducted in natural setting
opposed to laboratory.
o loses in control of extraneous variables are not of
interest to researcher (internal validity)
o ethical dilemma
C.) Informed Consent – require subjects participate studies of
“own free will”
 formal process subjects give
permission
 ethical guidelines - minimal risk,
no waiver, no research
D.) Institutional Review Boards - committee ensure ethical
treatment research subjects, monitor research
o confidentiality
The Research Method to Be Used
1. Experiment - most powerful, cause-and-effect,
o independent variable manipulated
o manipulation – one/more independent variable
o random assignment - subjects to experimental/
control
if two are missing = quasi-experimental
Independent Variable - intentionally manipulates, what
was manipulated
Dependent Variable – changes occur result of
manipulation, expected to
change
Experimental Group - received the training
Control Group - did not receive the training
Cause-and-effect relationships - result of well-controlled
experiment confidently state IV caused the
change in DV
Manipulation – alteration of variable by an
experimenter, result change in DV
 Quasi-experiments - experimenter either does not
manipulate the IV, subjects are not randomly assigned
o evaluate results of a new program implemented by org
 Archival Research - previously collected data/
records to answer a research question
 Surveys - ask people their opinion on some topic
o mail, personal interviews, phone, email,
Internet
o intended population access medium of survey
o agree to complete survey
o provide honest accurate answers
Inaccurate response - result of person not knowing correct
answer to question
 Meta Analysis - statistical method reaching conclusions
based previous research
o goes thru article
- effect size = amount of change caused by experimental
manipulation,
- mean effect size = one number, effectiveness of
variable, average of effect sizes
 Correlation coefficients (r) - interested in relationship
between two variables, majority of studies use correlation
o resulting from performing a correlation,
magnitude /direction of relationship
 Difference score (d) - difference between two groups
o number of standard deviations two groups differ
o letter d - how many standard deviations separate
 mean score for experimental group from control  Intervening variable - third variable explain relationship
group between two other variables.
- less than .40 = small
- between .40 and .80 = moderate o correlation coefficient – result/correlational analysis
- higher than .80 = large further the coefficient from zero = greater relationship two variables
- “rules of thumb”

- practical significance = depends on many factors, small (+) and (-) signs = direction of correlation
effect size result monetary savings for an organization
o average effect size for organizational values of one variable increase = 2nd variable increases
intervention is = .44
o results of study actual impact on human values of 1 variable increase, = 2nd variable decrease
behavior

a. symbol r = actual correlation Ethics in Industrial/Organizational Psychology

b. symbol p = rho, correlation after corrected for
factors reduce size Ethical dilemmas - ambiguous situations require personal judgment
artifacts (right or wrong) no rules, policies, or laws
o corrected correlation/true correlation
Type A dilemma = high level of uncertainty (right or wrong), no best
 Subject Samples - dependent on nature of org solution, both positive and negative consequences
o Small = all employees
o Large = selected only Type B dilemma = rationalizing dilemmas, (right and wrong) clearer

 locus of control (extent person believes she

control over her life)

1. Random Sample - best research results, sample

representative, member had an equal
chance being chosen

2. Convenience sample - nonrandom sample, easily

Available

o Random assignment - random, unbiased

assignment of subjects

 Running the Study - all instructions stated in a standardized

fashion, level understandable

o Debriefed - Informing the purpose of study,

participant/providing relevant information/
told the purpose, given chance to ask
questions

 Statistical Analysis - determine how confident results are

real/ did not occur by chance alone
o probability data result of chance
o .05 less level of significance

Note: Significance levels = statistical significance

Effect sizes/logic = practical significance

 Correlation - statistical procedure measure e

relationship between two variables
 Compliance with Legal Guidelines

Griggs v. Duke Power (1971) - employment decisions based in

applicants’ high school diploma
- 1st address issue job relatedness

Note: Job analysis = withstand legal scrutiny (process & results well
documented))
CHAPTER II Organizational Analysis
JOB ANALYSIS AND EVALUATION
 Job analysis interview – employee does not know she is
Job analysis – called “Work Analysis” evaluated/ whom she reports
- gathering/ analyzing information o Obtaining information job (talking to person
- foundation all human resources activities performing it)
- process determining work activities/
requirements Writing a Good Job Description
- determine job relatedness
- basis every personnel decision Job Title - nature of job
- effective more detailed level - power/ status level
a. work - employee performs - competencies needed
b. conditions - under work is performed - aids employee selection &
c. worker characteristics - needed to perform recruitment
work - form of identity
- affect perceptions (status &
Job description - brief, two- to five-page summary tasks/ job worth)
Requirements (of value)
o written result of the job analysis Brief Summary - paragraph in length
o Industry – one page - briefly describe (nature &
purpose)
basis for HR activities (employee selection, - help-wanted ads, internal
evaluation, training, and work design) job postings, & company
brochures
Work Activities - lists the tasks and activities
 Training - yield lists job activities, systematically - organized meaningful
create training programs categories
Tools & Equipment Used - lists all the tools and
equipment used
Personpower Planning Job Context - environment
Work Performance - relatively brief description
 worker mobility - one important/ seldom employed use of - evaluated/expected
job analysis Compensation Info - Info on salary, position
 Peter Principle - promoting employees until reach highest Exempt, compensable factors
level of “incompetence” actual salary (NOT)
 Performance Appraisal – evaluation employee performance Job Compensation - KSAOs
- often evaluated (forms, “dependability,” “knowledge,”
& “initiative”) Job specifications - relatively dated term, KSAOs
Competency - what types of KSAOs needed to perform
common term used
Job Classification - similarities in requirements/duties
o (pay levels, transfers, & promotions) 2 Subsections
a. KSAOs = time of hiring (employee selection)
Job Evaluation - worth of a job b. KSAOs = after hiring (training)

Job Design - optimal way job should perform K (Knowledge) - body of info needed to task
S (Skills) - proficiency performs learned
task
 A (Abilities)
O (Other Characteristics)
- basic capacity wide range
- (interests, willingness,
personalities,, training)
incumbent’s coworkers
Gender – differences in ways men & women
viewed jobs
Education Level – high school diploma (less involved in court
activities)
Personality – personality traits rated by incumbent

extroverted incumbents = friendliness, leadership

WHAT - Job Analysis ability, & ambition
- Level of specificity
 Specific behaviors = break job into minute conscientious = work ethic & attention to detail
 General Level = makes financial decisions
Note: Extroverts/Agreeableness = inflate task/KSAO
Formal requirements - typing letters/ filing memos
Informal requirements - making coffee/ picking up Viewpoint - different perspectives on job = different job analysis
the boss’s children from school.
- advantages of identifying/eliminating
duties (illegal/unnecessary) Conducting a Job Analysis
- (picking up mail) more formal/reduce
potential confusion Step 1: Identify Tasks Performed - identify major job dimensions
WHEN - update, if job changes significantly - tasks performed
- package = 20 years - tools and equipment used
- conditions
Job crafting – reason why job changes
informal changes employees make a. Gathering Existing Information = already obtained
unofficially change job duties (existing job descriptions,
add, remove task inventories,&
training manuals)
WHICH - all employees participate job analysis
b. Interviewing Subject-matter experts = sources
A. Committee-based = a group of subject-matter (supervisors &
experts (knowledgeable about the job/ job incumbents)
incumbents, supervisors, customers, & upper-level knowledgeable
management) about job
- Yield similar results
- 1 session of 4 to 6 incumbents (30) 2 Main Forms
- 2 to 3 sessions (higher #) 1. Individual - job analyst interviews only (1 employee/time)
- yield similar results
B. Field-based - job analyst individually 2. Group - SME conference, (larger # employees interviewed)
interviews/observes incumbents out in the field
person conducting job analysis consists of SMEs
WHO - trained individuals, HR Dept., incumbents, super-
visors, consultants = good choice to conduct
drawbacks – expense Guidelines in Interview
college interns = alternative to consultants
no costs Prepare - announcing job analysis to employees,
in advance (selecting quiet/private interview loc)
need to be trained, time = issue always Open - establishing rapport (at ease & explains purpose)
Conduct - asking open-ended questions, easy vocabs, time
Uniform Guidelines – job analysis “professionally DON’T disagree
conducted,” job analyst - cannot be “professional
unless trained” Ammerman technique - group of job experts (objectives & standards
met by worker)

Job Competence – how poorly job employees perform Observations - watches job incumbents perform jobs
Race – not only to race of the incumbent but to - conjunction w/ interviews
 - see the worker do job
- obtain info forgot to mention during interview
- disadvantage = very obtrusive (someone w/out
knowing is difficult)
Job Participation – performs job being analyzed
Professional Job Analyst – Brain Surgery not good
Step 2: Write Task Statements
Action (what is done)
Object (to which the action is done)
where the task is done, how it is done, why it is done,
and when it is done
Using Other Job Analysis Methods
a.) Position Analysis Questionnaire (PAQ)
- structured job analysis method (McCormick)
- 194 items (six main dimensions)
- job involves interviewing, not indicate
- how interview conducted
- most standardized
- least costly
- least useful
NOT for (training/performance appraisal)
Advantages = inexpensive, less time, has reliability
Disadvantages = written college level, trained job analyst, insensitive

 Task Inventory - questionnaire list of tasks rates on scales b.) Job Structure Profile (JSP) (Patrick/Moore)
(importance & time spent) - item content & style, new items (increase discriminatory
power of intellectual & decision-making dimensions)
o confused about work role (role ambiguity) - job analyst

c.) Job Elements Inventory (JEI) (Cornelius/Hakel)

Step 3: Rate Task Statements - group of SMEs rate each task - revised version of (PAQ), used more by job analyst
Statement (frequency & importance/criticality of task) - 153 items (readability level for Grade 10)
- identifying the tasks employees need trained - better replacement for PAQ
- shortest
Tasks not included in JD = 0.5 below
Tasks not included in Final Task Inventory = 0.5 below & F/I/CR = >2 d.) Functional Job Analysis (FJA) (Fine)
- rates job incumbent involved w/ functions in categories of
data, people, & things
Step 4: Determine Essential KSAOs - commonly referred as - 100 points, multiple of 5, min. of 5 pts
competencies, called job specifications (job specs) - federal government analyze/ compare thousands of jobs
assign percentage of time = three functions: data
 Competency modeling - organization’s strategic initiatives/ (information and ideas), people (clients, customers,
plans (not specific tasks) and coworkers), and things (machines, tools, and
equipment)
Example
Knowledge - police officer holds the gun
properly external conditions Methods Providing Information About Tools and Equipment
(target distance & wind conditions)
Skills - police officer accurately shooting a.) Job Components Inventory (JCI) (Banks, Jackson)
a gun - structured technique concentrates worker requirements
Abilities - hand strength, steadiness, vision (performing a job)
hold the gun, pull the trigger, & - 400 questions (five major categories)
aim properly - only containing detailed on tools/ equipment
Other Characteristics - to carry gun, police need certs - affected by amount of info

Logically linking tasks to KSAOs

- SMEs brainstorm KSAOs needed Methods Providing Information About the Work Environment

a.) AET (Arbeitswissenschaftliches Erhebungsverfahren zur

Step 5: Selecting Tests to Tap KSAOs - best methods tap KSAOs Tätigkeitsanalyse) – (Rohmert & Landau)
needed time of hire - “Ergonomic job analysis procedure” (Germany)

- 2.9 = more weight relationship between

- 2.5 = low weight the worker/work object
- 216-item, standardized questionnaire
 - “Big 5” (OCEAN)

Methods Providing Information About Competencies h.) Performance Improvements Characteristics (PIC)
- 48 questions, seven main personality traits needed
a.) Occupational Information Network (O*NET)
- federal government replaced the Dictionary of
Occupational Titles (DOT)
- major advancement (nature of work)
- four levels: economic, organizational, occupational, and
individual Evaluation of Methods

b.) Critical Incident Technique (CIT) (Flanagan)  worker-oriented methods

- Written reports of good/ bad employee behavior - CIT, JCI, TTA (employee selection/ performance app)
- discover actual incidents of job behavior (job’s successful  job-oriented methods
or unsuccessful performance) - task analysis (work design/ writing job descriptions)
- drawbacks = difference between excellent/
- poor performance (ignores routine duties) Acceptable Job Analysis
- cannot used (sole method) (1) use several up-to-date sources
- least standardized (2) conducted by experts
- costly (3) large number of job incumbent
- most useful (4) cover entire range worker activities/ qualifications

c.) Job Components Inventory

- perceptual, physical, mathematical, communication,
decision making, & responsibility skills
d.) Threshold Traits Analysis/TTA (Lopez)
- a 33-item, five traits
 physical
 mental
 learned
 motivational
 social
- hiring consulting firm
- employee selection system/career
- lowest result
Advantage = short/reliable, identify important traits
Disadvantages = not available commercially
e.) Fleishman Job Analysis Survey (F-JAS)
- jobs rated basis of abilities
- 73 distinct (cognitive, physical, psychomotor, sensory-
perceptual, and social/interpersonal abilities
and knowledge)
Advantages = detailed, commercially available, languages, &
completed online
. (number points job assigned thru point method of evaluation)
f.) Job Adaptability Inventory (JAI)
- involves eight types of adaptability
- 132-item
- adapt to situations on the job
Job Evaluation
- process of determining the monetary
“worth of job”, job itself, not person
INTERNAL PAY EQUITY
- comparing jobs within an organization
Step 1: Determining Compensable Job Factors
 Compensable job factors – responsibility/ education
requirements
Step 2: Determining Levels for Each Compensable Factor
 Education (high school diploma, associate’s degree,
bachelor’s degree)
 Responsibility (time/ discussion)
Step 3: Determining the Factor Weights
 weights = assigned to factor/ level w/in factor
 Wage trend line - line represents ideal relationship
(salary range)
o results of regression formula, salary predicted #
job analysis point

g.) Personality-Related Position Requirements Form (PPRF) EXTERNAL PAY EQUITY

- instrument know personality type requirements - comparing job external market (other organizations)
- 107 items, 12 personality dimensions - attract/ retain employees
 - competitive

 Salary Surveys
- questionnaire sent to other org, see how much pay in
positions, similar to org send surveys

market position - relation compensation policies

market, plentiful/options
going rate - reasonable chance of competing

Direct compensation - amount of money paid to employee

(not benefits/ time off)

a. time not worked (holidays, vacation, sick days)

b. deferred income Social Security/pension plans)
c. health protection (medical/dental insurance)
d. perquisites/“perks” (company car)

Determining Sex and Race Equity

 Office of Federal Contract Compliance Programs (OFCCP)

- monitors ensure contractors not discriminating basis of
pay
 w/in positions
identical duties (equal pay for equal work)
 in jobs
similar worth/responsibility (comparable worth) -
same level skill/ responsibility, paid same
regardless of supply/ demand

a. similar worth (salary grade)

b. field of knowledge (job family)
c. job duties (job function)

Conducting a Sex and Race Equity Study

- Pay Analysis Groups
o average salary men differ from women
 use salary grades (similarity of worth)
 use job descriptions (similarity of
duties/responsibilities)

Smaller PAGs
Fisher’s exact test
 used compare gender and race/ median salary

Regression
 30 employees in the PAG/ 5 employees in each sex
or race group (5 men/5 women)