testbanktop.comtestbanktop.com/wp-content/uploads/2016/11/download … · web viewintroduction....

INTRODUCTION

This instructor's manual was developed as a companion to the textbook, Introduction to Industrial/Organizational Psychology (6th edition), which describes a broad, comprehensive body of major issues of interest in the scientific study of human work behavior. The text delineates the major theories, applications, and research findings concerning personnel issues, worker issues, organizational issues, and work environment issues investigated in industrial/organizational psychology. The first chapter provides a brief history of early research and historical events that served as forces for the development of industrial/organizational psychology as a major subdiscipline in the study of human behavior, as well as a description of worker and organizational issues that are of interest to I/O psychologists in the future. The ubiquitous chapter on research methods is also included (chapter 2) because an understanding of social scientific research methods is required in the development of a firm knowledge base for any social science. Knowledge of social science research methods is of particular importance to a thorough and scientifically-based understanding of industrial/organizational psychology because of the field’s extensive reliance on the use of various types of measurement instruments and techniques. Personnel issues are examined in Chapters 3 through 7, which cover the topics of job analysis, employee selection and screening, the evaluation of employee performance, and employee training. Chapters 8, 9, and 10 examine worker issues, including worker motivation, job satisfaction and organizational commitment, stress, and positive and negative employee attitudes and behaviors. Finally, Chapters 11 through 15 examine organizational issues, including workplace communication, group processes at work, leadership, influence, power, and politics, and the structure and development of organizations. The chapters of this companion parallel those found in the book, and the various features contained in each were developed and constructed with detail and comprehensiveness in mind.

The textbook is the most extensively referenced introductory I/O text available, an indication of the reliance on research findings for the understanding of phenomena. Exercises for students and lecture suggestions were designed to stimulate critical evaluations of theories and research investigations. The use of the text by the student and its companion by the instructor will hopefully aid the interested and dedicated student in the development of an in-depth and scientific understanding of the psychology of work.

In addition to the regular chapter features, two special features are included. The first is a brief section on how to construct a syllabus for the course that utilizes the text. This is a standard feature that is included in most available instructor's manuals. The second is a description of Reciprocal Peer Tutoring (RPT), a student-to-student study process designed and investigated by Ron Riggio and colleagues. Professor Riggio presents the basic structure of RPT as well as the research findings supporting its effectiveness as a student study aid. The method is highly

recommended as a method of student instruction, as well as an experience that provides an opportunity for student interaction and getting to know classmates. The student exercises provided in this manual include exercises for use in the Reciprocal Peer Tutoring process.

We would like to invite the instructor to enthusiastically tear apart the structure of this manual. The features of it were designed to be versatile, with each being appropriate for various uses. These alternative uses will be enumerated, however the instructor may obviously use this manual and its features in any preferred manner. This companion was specifically designed to acquaint instructors with the text and to facilitate the effective use of the text in the classroom. It was composed both for the instructor with an in-depth knowledge of I/O psychology and for those with a more limited range of knowledge. We hope that it serves as a valuable tool in your role as a teacher, and that it enables you to accomplish your teaching goals efficiently.

The following are descriptions of the regular chapter features, including their proposed uses.

Part I: Chapter OutlineEach chapter contains a chapter outline which is identical to that contained in the text. Providing such an outline allows the instructor to review the major topics and organization of each chapter without the necessity of referring back and forth from the manual to the text.

Part II: Chapter SummaryEach chapter contains a chapter summary that is identical to that contained in the text at the end of each chapter. These summaries are comprehensive enough to serve as a brief review of the material contained in each chapter.

Part III: Learning Objectives Each chapter contains a brief roster of objectives for student learning. These objectivesare merely broad guidelines for possible teaching goals; the instructor may choose to focus more or less on certain chapters in the text, and on certain sections in each chapter.

Part IV: Lecture Features

A. Suggestions for LectureEach chapter contains a listing of possible lecture and discussion topics for each major issue in the text chapter, as well as a list of all bold-print definitions in the chapter. These suggestions require knowledge of text information, and they focus extensively on the complex relationships among variables of interest. They include suggestions for drawing students into active class discussions.

B. Additional Lecture TopicsThis section provides a narrative summary of two research investigations concerning major concepts in the chapter, along with references that can be used to assist in the development of a topic-specific lecture. This section may be particularly useful to the instructor who is attempting to present a detailed lecture on a particular chapter, or who wants to present material not contained in the text to students.

Part V: Student and Classroom ExercisesEach chapter contains five student exercises, each of which requires a thorough knowledge of text material. These exercises may be used as homework or in-class assignments. Three of the exercises are designed for use by the individual student, although they of course may also be used as student-pair or group assignments. The fourth exercise was specifically designed as a group classroom activity. The fifth student exercise in each chapter is a Reciprocal Peer Tutoring exercise, created specifically as an added assignment for peer tutor partners. These exercises do not have to be used in sequence, and the instructor is free to use all, some, or none of them. It is recommended that they not be used as essay questions on examinations, because they do not tap learned knowledge to an extensive degree as they typically require the student to use personal, subjective experience to some extent.

Part VI: Film and Video ReferencesFrom three to five current videos on the topic of the chapter are presented along with the running time, the distributor, and the item number. Each video is briefly described to help the instructor in selecting the one that he or she thinks would best compliment classroom lecture. Contact information for each film/video distributor is listed before the test bank in this manual.

Part VII: Test Bank40 to 85 multiple choice, true/false, and essay questions are provided for each chapter. These questions cover all aspects of the material presented in the chapter. Each multiple choice question has four (or infrequently five) alternative answers. Each correct answer to multiple choice and true/false items is provided, as well as the page number where the item may be found in the text.

Transparency Masters:The final portion of the Instructor’s Manual is a set of transparency masters of selected figures in the textbook.

We sincerely believe this manual will be a valuable tool to instructors of introductory courses in Industrial/Organizational Psychology. Your comments and questions regarding this manual are solicited and will be appreciated. You may address your comments/questions to Ron Riggio, Department of Psychology, Claremont McKenna College, 850 Columbia Avenue, Claremont, CA 91711-6420 ([email protected]), or Heidi Riggio, Department of Psychology, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA 90032 ([email protected]).

WEB SITES IN TEXT

Chapter 1 Chapter 13www.apa.org

research.mckenna.edu/kli/www.siop.org www.ila-net.org/www.psychologicalscience.orgwww.onetcenter.org

Chapter 14www.influenceatwork.com

Chapter 2www.apa.org/ethics/code/index.aspx

Chapter 3www.onetcenter.orgwww.onetcenter.org /occupations.htmlwww.mynextmove.org

Chapter 5www.wonderlic.comwww.cpp.comwww.siop.org/workplace/employment%20testing/testtypes.aspx

Chapter 7www.eeoc.gov

Chapter 9http://www.bgsu.edu/departments/psych/io/jdi/

Chapter 12www.has.vcu.edu/group/gdynamic.htm

http://www.onetcenter.org/



http://www.psychologicalscience.org/

http://www.siop.org/

http://www.apa.org/

Reciprocal Peer Tutoring:An Easy, Effective Approach for Enhancing Student Learning

Ron Riggio, Ph.D.

During the past several years, I have become an advocate of a classroom learning strategy known as Reciprocal Peer Tutoring (RPT) - a technique developed by my friend John Fantuzzo at the University of Pennsylvania. The technique takes advantage of the fact that the best way to learn something is to be obligated to teach it to another (the literature shows that tutors achieve higher cognitive gains in course material than the students they tutor). The RPT technique that I have implemented in many of my lecture courses requires students to alternately play the role of tutor and student. In this way, students realize the benefits associated with both roles.

How to Use RPTStudents are randomly paired at the beginning of the course (this prevents “leftover” students after others have selected their friends as partners) and work together throughout the term. The course is divided into several units (I have used from three to five). Each unit culminates in an exam. Before each unit exam, student pairs are required to meet, inside and/or outside of class, and complete certain structured assignments. Each student must prepare a multiple-choice “practice” exam (10-20 items) and administer the exam to the partner during the meeting. Students also prepare an answer sheet with the right answer for each test item, along with a brief explanation of why the answer is correct. Partners meet, take each others’ exams, and review and discuss the correct responses. Students are also required to prepare outlines of answers to some general, essay-type questions on the unit material (devised themselves or assigned by the instructor), and they are expected to have a brief study session, using their materials to guide the session. Finally, students write a brief, constructive “critique” of their partner’s exam (confusing items? too difficult? etc.). All of these materials - completed practice exams, answer sheets, essay/discussion question outlines, test critiques - are handed in to the instructor on the day of the unit exam. Credit is given for completion of these materials (I do not grade them entirely on quality, but generally give full credit for completed assignments. I do however, make comments on the quality of the materials with suggestions for improvement, noting whether assignment quality is indeed improving over time).

The PayoffsAre there benefits of using this RPT technique. Yes, and they can be dramatic. Research indicates that student academic performance is enhanced substantially. In controlled experiments comparing the RPT technique with other formats (included students who worked on similar assignments alone, students assigned to unstructured discussion groups, and students exposed to course-related films in lieu of the RPT assignment), students in the RPT conditions earned an average 83% on unit exams compared to an average of about 70% for students in the other conditions (Fantuzzo, Dimeff, & Fox, 1989; Fantuzzo, Riggio, Connelly, & Dimeff, 1989).

The RPT technique not only enhances academic performance, but also has possible psychological benefits. All students in these studies were administered various measures of psychological well-being (scales assessing student anxiety, depression, and distress over being evaluated) both at the beginning and end of the term. Students in the RPT conditions showed significant increases in well-being over the term, while the well-being of students in other learning conditions showed no change, or ins some cases, increases in anxiety and depression (Fantuzzo, Riggio, Connelly, & Dimeff, 1989; Riggio, Fantuzzo, Connelly, & Dimeff, 1991).

Finally, students like the RPT strategy. In fact, student course evaluations typically rise after introducing RPT. My colleagues and I compared RPT with traditional cooperative learning groups in I/O courses. Although RPT and cooperative learning students made equivalent cognitive gains, the RPT students liked their learning strategy significantly more that did students in the cooperative learning groups (Riggio, Whatley, & Neale, 1994). Informal student comments indicated that they appreciated the “partnering,” particularly some of the evening and part-time students, who mentioned that being assigned a partner “forces” them to get to know at least one person in the class. Also, students have an assigned “study buddy” who they can rely on for lecture notes in the case of absences.

Here is the best part - the RPT technique is relatively simple to implement in almost any course and it is extremely cost- and time-efficient. The technique requires no additional resources, and a minimal degree of extra effort on the part of the instructor. It really is a great technique and I hope you give it a try. If you have any questions, or want additional information, please contact me at the Department of Psychology, Claremont McKenna College, Claremont, CA 91711 ronald_riggio @mckenna.edu.

Fantuzzo, J.W., Dimeff, L.A., & Fox, S.L. (1989). Reciprocal peer tutoring: A multimodal assessment of effectiveness with college students. Teaching of Psychology, 16, 133-135.

Fantuzzo, J.W., Riggio, R.E., Connelly, S., & Dimeff, L.A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81, 173-177.

Riggio, R.E., Fantuzzo, J.W., Connelly, S., & Dimeff, L.A. (1991). Reciprocal peer tutoring: A classroom strategy for promoting academic and social integration in undergraduate students. Journal of Social Behavior and Personality, 6, 387-396.

Riggio, R.E., Whatley, M.A., & Neale, P. (1994). Effects of student academic ability on cognitive gains using reciprocal peer tutoring. Journal of Social Behavior and Personality, 9, 529-542.

CONSTRUCTING YOUR CLASS SYLLABUS AND READING SCHEDULE

PSY ###-### Instructor's NameIndustrial/Organizational Psychology Office: Room ###Fall/Spring Term, 20## Phone: ###-####

Office Hours: As posted

I. Course PrerequisitesPsychology 101: Introduction to Psychology

II. Course DescriptionThis course offers a broad description and examination of the psychology of behavior at

work, including the major theories, their applications in the work place, and research investigations of both. The course will examine job analysis, employee screening and selection, employee training, the performance appraisal process, worker motivation, job satisfaction, worker stress, communication in the workplace, group processes in the workplace, leadership and power, and organizational structure and development. A thorough understanding of social scientific research methods and current psychological research findings are emphasized.

III. Required TextRiggio, R.E. (2013). Introduction to Industrial/Organizational Psychology (6th edition).

Upper Saddle River, NJ: Prentice Hall.

IV. Reading and Lecture Schedule for the 15-Week Semester

Week Text Chapter Topic

1 Chapters 1 Introduction, History, and Research Methods

2 Chapters 2 Research Methods

3 Chapter 3 Job Analysis

4 Chapter 4 Employee Selection

5 Chapter 5 Employee Screening

6 Chapter 6 Evaluating Employee Performance

7 Chapter 7 Employee Training and Development

8 Chapter 8 Motivation

9 Chapter 9 Positive Employee Attitudes

10 Chapter 10 Negative Employee Attitudes

11 Chapter 11 Communication in the Workplace

12 Chapter 12 Group Processes in Work Organizations

13 Chapter 13 Leadership

14 Chapter 14 Influence, Power, and Politics Organizational

15 Chapter 15 Structure, Culture, and Development

Reading and Lecture Schedule for the 10-Week Semester/Quarter

Week Text Chapter Number Topic

1 Chapters 1 and 2 Introduction, History, and Research Methods

2 Chapters 3 and 4 Job Analysis and Employee Selection

3 Chapter 5 and 6 Employee Screening and Evaluating Performance

4 Chapter 7 Employee Training and Development

5 Chapter 8 Motivation

6 Chapters 9 and 10 Job Satisfaction, Worker Stress, & Attitudes

7 Chapters 11 and 12 Communication and Group Processes at Work

8 Chapters 13 and 14 Leadership, Power, and Politics at Work

9 Chapter 15 Structure, Culture, and Development

10 Review

CHAPTER 1Introduction: Definitions and History

BRIEF CHAPTER OUTLINE

What is Industrial/Organizational Psychology?

The Science and Practice of Industrial/Organizational Psychology

The Roots and Early History of Industrial/Organizational PsychologyThe BeginningsWorld War I and the 1920s

The Great Depression Years and World War IIThe Postwar Years and the Modern Era

Industrial/Organizational Psychology Today and in the FutureFirst trend: The changing nature of workSecond trend: Expanding focus on human resourcesThird trend: Increasing diversity of the workforceFourth trend: Increasing globalization of business

Summary


CHAPTER SUMMARY

Industrial/organizational psychology is the branch of psychology that deals with the study of work behavior. I/O psychologists are concerned with both the science and practice of industrial/organizational psychology. The scientific goal is to increase our knowledge and understanding of work behavior, while the practical goal is to use that knowledge to improve the psychological well-being of workers. The study of work behavior is a multidisciplinary, cooperative venture. Because I/O psychologists are not the only professionals who study work behavior, they combine their research with that of other social sciences.

Important historical contributions that led to the development of the field of I/O psychology include the work of Frederick Taylor, who founded the school of scientific management, which held that work behavior could be studied by systematically breaking down a job into its components and recording the time needed to perform each. The application of such time-and-motion studies increased the efficiency of many manual labor jobs. During both World War I and World War II, psychologists became involved in the psychological testing of military recruits to determine work assignments. This first large scale testing program was the beginning of formalized personnel testing, which is still an important part of I/O Psychology. Elton Mayo and his human relations movement emphasized the role that social factors play in determining worker behavior. Through a series of studies he demonstrated the importance of worker morale or satisfaction in determining performance. Mayo also discovered the Hawthorne effect, Or the notion that subjects' behavior could be affected by the mere fact that they knew they were being observed and by the expectations they associated with being subjects in an experiment. Following World War II, there was tremendous growth and specialization in I/O psychology, including specialties within the field that focus on how work groups and organizations function, and on how technology and workers interface.

Today, industrial/organizational psychology is a rapidly growing field. Several important trends present challenges to I/O psychology and represent cutting-edge areas of research in the field. These include: The changing nature of work, and the rapidly expanding nature of jobs, partly caused by a reduction in workforce due to organizational downsizing for efficiency; an expanding focus on human resources; increasing diversity in the workforce that presents both challenges and opportunities; and the increasing globalization of business. Finally, I/O psychologists are having a bigger impact on shaping policies and practices regarding the workplace and issues regarding workers and the workforce.


LEARNING OBJECTIVES

After reading and studying Chapter 1, students should be able to:

Define industrial/organizational psychology and discuss its various areas of interest.

Describe the scientist-practitioner model as it is utilized in I/O psychology.

Generally describe the history and development of I/O psychology, including the work of Taylor and scientific management, and the work of Mayo and the human relations movement.

Describe the current and future research and application trends in I/O psychology.


SUGGESTIONS FOR LECTURE

Definitions

1. Psychology is the study of behavior and mental processes.

2. Industrial/organizational (I/O) psychology is the branch of psychology that is concerned with the study of behavior in work settings and the application of psychology principles to change work behavior.

3. Time-and-motion studies are procedures in which work tasks are broken down into simple component movements timed to develop a more efficient method for performing the tasks.

4. Scientific management, a movement started by Frederick Taylor, was a method of using scientific principles to improve the efficiency and productivity of jobs.

5. The Hawthorne effect refers to changes in behavior occurring as a function of participants’ knowledge that they are being observed and their expectations concerning their role as research participants.

6. The human relations movement was a movement based on the studies of Elton Mayo that emphasizes the importance of social factors in influencing work performance.

7. Organizational downsizing refers to the strategy of reducing an organization’s workforce to improve organizational efficiency and/or competitiveness.

The Science and Practice of Industrial/Organizational Psychology

1. Discuss the scientist-practitioner model.

2. Discuss the multidisciplinary nature of I/O psychology. Ask students how various disciplines may be interested in the study of work behavior.

3. Ask students how the results of studies of work behavior could be applied to actual work settings.

4. Discuss the case studies of I/O psychologists described in the chapter (Table 1.1) in terms of the I/O psychologist as practitioner. Discuss the research journals listed in the chapter in terms of the role of the I/O psychologist as scientist.

The Roots and Early History of I/O Psychology

1. Discuss Frederick Taylor, scientific management, and time-and-motion studies.

2. Involve students in a discussion of how different jobs could be broken down intocomponent parts. Ask students about their own jobs and how their jobs could or could not be broken down.

3. Discuss Elton Mayo and the Hawthorne studies. Ask students how the results of thesestudies could have come about.

4. Discuss the human relations movement and its basic principles.

5. Discuss the importance of using scientific research methods in the study of workbehavior.

6. Involve students in a discussion of different motivations for workers. Ask studentswhat motivates them in their own jobs.

7. Discuss the work of I/O and other psychologists in the developments of testing andassessment during the two World Wars.

8. Discuss the Civil Rights Act of 1964. Ask students how this legislation could haveaffected the work of I/O psychologists.

I/O Psychology Today and in the Future

1. Discuss the dwindling supply of workers. Ask students how they think I/O psychologists may become involved in this situation.

2. Discuss the increasing globalization of business and the role of I/O psychology.

3. Discuss the increasing diversity of the workforce. Ask students to discuss theimplications of such increased diversity.

4. Define organizational downsizing. Ask students to come up with reasons why organizations may need to reduce their workforce.


ADDITIONAL LECTURE TOPICS

The Interdisciplinary Nature of Industrial/Organizational Psychology

Since the science of psychology is largely multidisciplinary, I/O psychology research articles may be found in a variety of the most widely published scientific journals. For example, the February 1993 issue of the Journal of Applied Psychology contains articles that cover topics ranging from the competence of jurors in civil cases to differences in ratings of performance between individuals and groups. Eight of the 14 articles in this particular journal issue involve I/O psychology research. As another example, the February 1995 issue of the Journal of Applied Psychology contains articles on topics ranging from differences in adolescent behavior across cultures to an examination of the length of time it takes workers to recover from varying work shifts. A closer look at some I/O related articles reveals the multidisciplinary nature of I/O psychology.

First, a study by Barrick and Mount (1993) combined personality and I/O psychology by investigating the conditions under which personality may be related to performance in management jobs. Second, a study by Harrison and McLaughlin (1993) draws from cognitive and I/O psychology by investigating the cognitive processes that generate responses to self-report measures, such as job satisfaction questionnaires. According to the researchers, the context in which the item is presented (e.g., whether it is worded in a positive or negative manner) can influence how the worker interprets the question, retrieves information from memory, makes a judgment about the retrieved information, and ultimately responds to the question. The importance of this study to I/O psychology is that such cognitive processes can influence the measurement of worker job satisfaction.

A third study (Driskell, Olmstead, & Salas, 1993) uses findings from research in social psychology to show that interdependence among group members can, in some cases, lead to conflict between work groups. Such conflict can in turn have negative effects on group performance. Such findings are important to managers who are attempting to build effective work groups.

As these examples indicate, research in I/O psychology builds upon and contributes to findings in other areas of psychology and in many other social science disciplines. For this reason, the student or practitioner of I/O psychology must become as interdisciplinary as the field itself.

Barrick, M. R., & Mount, M. K. (1993). Autonomy as a moderator of the relationship between the big five personality dimensions and job performance. Journal of Applied Psychology, 78, 111-118.

Driskell, J. E., Olmstead, B., & Salas, E. (1993). Task cues, dominance cues, and influence in task groups. Journal of Applied Psychology, 78, 51-60.

Harrison, D. A., & McLaughlin, M. E. (1993). Cognitive processes in self-report responses: Tests of item context effects in work attitude measures. Journal of Applied Psychology, 78, 129-140.

The History of I/O Psychology

Katzell and Austin (1992) offer a very current, detailed accounting and interpretation of the history of I/O psychology in the United States. This article is ideal for the instructor who is interested in a more in-depth accounting of the field’s history in an opening lecture. Covering several distinct historical time periods, the authors review the subject matter, methods of study, roles enacted by I/O consultants, and salient aspects of the contemporary intellectual, social, and political environment. The article’s coverage spans from the turn of the century to the present day.

The review begins with salient historical accounts of ancient I/O psychology activities, including Plato’s recommendations for managerial selection and development outlined in The Republic. Other ancient occurrences include the use of multiple-hurdle selection systems for bureaucrats in ancient China, and Jethro as the first I/O consultant, who advised his son-in-law Moses on how to staff and organize the ancient Israelites.

I/O psychology began to emerge in the U.S. around the turn of the century with the work of Taylor (see Chapter 1) and others. Some of the earliest I/O studies dealt with the acquisition of such skills as telegraphy and typing. Personnel selection based on individual differences was another popular research topic, including examinations of salespeople and streetcar motormen. In these pre-World War I days, nearly all psychologists were trained in general experimental psychology and were primarily employed in academic settings.

Major occurrences in I/O psychology during the World Wars focused on employee selection and ability measurement (see Chapter 1). The Hawthorne studies by Mayo and colleagues also occurred during the war era. The review continues into the present day, and provides a very up-to-date summary of modern foci in I/O psychology. Several tables presenting current topics in Industrial and Organizational Psychology are also provided.

Katzell, R. A., & Austin, J. T. (1992). From then to now: The development of industrial-organizational psychology in the United States. Journal of Applied Psychology, 77, 803-835.


DISCUSSION QUESTIONS AND EXERCISES

Instructor tip: Any one of the following exercises may be adapted for use as a classroom or group activity. Interesting variations in group discussions occur when different groups are assigned a task with regard to particular occupations, especially the students’ own jobs.

1. Discuss the work of Taylor and scientific management. Describe how your own job could be broken down into component parts. Discuss methods you have developed to improve the efficiency of your work performance.

2. Discuss the Hawthorne studies conducted by Mayo, and the results of those studies. Consider and describe strategies which may have eliminated the occurrence of the Hawthorne effect. Discuss how these results apply to the direct supervision and performance appraisal of workers.

3. Discuss the increasing focus on international business as a trend in industrial/organizational psychology. Identify specific organizational needs which may arise as a result of this trend, including personnel needs, leadership needs, and training needs. Discuss how I/O psychologists could help organizations to meet these needs.

Exercise 4: Classroom Activity

Divide the class into two large debating teams. Have one side promote the advantages of increasing diversity in the workforce, and have the other side discuss the difficulties associated with an increasingly diverse workforce. Together the entire class may develop possible programs to manage workplace diversity to maximize strengths.

Exercise 5: Reciprocal Peer Tutoring ExerciseSpecialties of I/O Psychologists

1. Together with your peer tutor, discuss some of the areas of specialization of I/O psychologists.

2. Discuss the specific tasks that may be involved in the various subspecialties for the I/O psychologist as a scientist and as a practitioner.

3. Evaluate and discuss the importance of training in scientific research methods and data analysis procedures for the professional I/O psychologist.


FILM AND VIDEO REFERENCES

“All Together: Organization Behavior”Explaining that each organization has its own unique culture, this program looks at organizational behavior. It introduces the ideas of Frederick Taylor, discusses the principles of scientific management, defines corporate culture, and considers the pitfalls of bureaucracy.Insight Media #MTS3943 30 minutes

CHAPTER 2Research Methods in Industrial/Organizational Psychology

BRIEF CHAPTER OUTLINE

Social Scientific Research MethodsGoals of Social Scientific Research MethodsSteps in the Research ProcessFormulation of the problem or issueGeneration of hypothesesSelecting the research designCollection of dataAnalyses of research dataInterpretation of research results

Major Research DesignsThe Experimental MethodTwo examples of the experimental method: A laboratory and a field experimentQuasi-ExperimentsThe Correlational MethodTwo examples of the correlational methodMeta-AnalysisThe Case Study Method

Measurement of VariablesObservational TechniquesSelf-Report Techniques

Key Issues in Measuring Variables: Reliability and Validity

Measuring Work Outcomes: The Bottom Line

Interpreting and Using Research Results

Ethical Issues in Research and Practice in I/O Psychology

Summary

Appendix: Statistical Analyses of Research DataDescriptive StatisticsInferential StatisticsStatistical Analysis of Experimental Method DataStatistical Analysis of Correlational Method DataAppendix Summary


CHAPTER SUMMARY

The goals of I/O psychology are to describe, explain, predict and then alter work behavior. Research methods are important tools for I/O psychologists because they provide a systematic means for investigating and changing work behavior. Objectivity is the overriding theme of the social scientific method used to study work behavior.

The first step in conducting research involves the formulation of the problem or issue. The second step is the generation of hypotheses, which are simply statements about the supposed relationships among variables. It is through the systematic collection of observations of behavior that a researcher may develop a set of hypotheses into a more general theory, or model, which are ways of representing the complex relationships among a number of variables related to actual work behavior. The third step in conducting research is choosing a particular design to guide the actual collection of data (the fourth step). The data collection stage includes sampling, the methods by which participants are selected for study. The final steps in the process are the analyses of research data and the interpretation of research results.

I/O psychologists use two basic types of research designs. In the experimental method, the researcher manipulates one variable, labeled the independent variable, and measures its effect on the dependent variable. In an experimental design, any change in the dependent variable is presumed to be caused by the manipulation of the independent variable. Typically, the experimental method involves the use of a treatment group and a control group. The treatment group is subjected to the manipulation of the independent variable, while the control group serves as a comparison by not receiving the treatment. Variables that are not of principal concern to the researchers, but which may affect the results of the research are termed extraneous variables. In the experimental method, the researcher attempts to control for extraneous variables through the random assignment of participants to the treatment and control groups, in order to ensure that any extraneous variables will be distributed evenly between the groups. The strength of the experimental method is the high level of control that the researcher has over the setting, which allows the investigator to determine cause-and-effect relationships. The weakness of the method is that the controlled conditions may be artificial and may not generalize to actual, uncontrolled work settings. Quasi-experiments are often conducted when the researcher does not have the ability to randomly assign participants to different conditions. The other type of research method, the correlational method (sometimes called the observational method), looks at the relationships among measured variables as they naturally occur, without the intervention of the experimenter and without strict experimental controls. The strength of this design is that it may be more easily conducted in actual settings. However, the correlational method does not allow the specification of cause-and-effect relationships. Meta-analysis is a method that allows the results of a number of studies to be combined and analyzed together to draw an overall summary or conclusion. Meta-analysis may also be used to determine if the results of different studies of the same factors are significantly different from each other.

The case study is a commonly used descriptive investigation that lacks the controls and repeated observations of the experimental and correlational methodologies. The case study can provide important information, but does not allow the testing of hypotheses.

An important part of the research process involves the measurement of variables. The term operationalization refers to the process of defining variables so that they can be measured for research purposes. A variety of measurement techniques are used by I/O psychology researchers. Researchers may measure variables through the direct obtrusive or unobtrusive observation of behavior. In obtrusive observation, the researcher is visible to the research participants, who know that they are being studied. Unobtrusive observation involves observing participants' behavior without their knowledge. Another measurement strategy is self-report techniques, which yield information about participants' behavior from their own reports. One of the most widely used self-report techniques is the survey.

When interpreting research results, a researcher should consider the limitations of the findings. One concern is the extent to which the researcher is confident that changes in the dependent variable were actually caused by the independent variable, as opposed to extraneous variables. This is called internal validity. Attention must also be given to the external validity of the findings, that is, whether they will generalize to other settings. A critical concern to I/O psychologists is the interrelation of the science and practice of industrial/organizational psychology.

The American Psychological Association lists several core principles that should guide the ethical conduct of research in psychology, including I/O psychology. One key element in working with human participants is obtaining informed consent. With informed consent, a research participant is fully informed of the nature of the experiment and has the right to not participate in the research.

CHAPTER 2Research Methods in I/O Psychology

LEARNING OBJECTIVES

After reading and studying Chapter 2, students should be able to:

Explain why social scientific research methods are important, and describe the four goals of this method in I/O Psychology.

Describe the six steps in the research process.

Explain the role of a dependent variable in I/O research, and give examples of dependent variables commonly examined in I/O.

Explain and distinguish between the major research designs, and give examples of when each is appropriate or desirable.

Explain the usefulness of meta-analysis in social science research.

Define operationalization of variables, and describe various ways to measure variables.

Explain why external validity is important in the interpretation and use of research results.

After reading and studying the Appendix in Chapter 2, students should be able to:

Understand the difference between descriptive and inferential statistics and be able to give examples of each.

Understand the different statistical analyses involved in the experimental and correlational methods.


SUGGESTIONS FOR LECTURE

Definitions

1. Objectivity is the unbiased approach to observation and interpretations of behavior.

2. Variables are the elements measured in research investigations.

3. Hypotheses are statements about the supposed relationships between or among variables.

4. A theory or model is an organization of beliefs into a representation of the factors that affect behavior.

5. Sampling is the selection of a representative group from a larger population for study. Random sampling refers to the selection of research participants from a population so that each individual has an equal probability of being chosen. Stratified sampling is the selection of research participants based on categories representing important distinguishing characteristics of a population.

6. The experimental method is a research design characterized by a high degree of control over the research setting to allow for the determination of cause-and-effect relationships among variables.

7. Independent variables are variables that are manipulated by the researcher using the experimental method, while dependent variables are the variables that are acted upon by the independent variable(s) (also known as the outcome variable).

8. The treatment group is the group in an experimental investigation that is subjected to the change in the independent variable, while the control group is the group that receives no treatment.

9. Extraneous variables are variables other than the independent variable that may influence the dependent variable.

10. Random assignment is a method of assigning subjects to groups to control for the effects of extraneous variables.

11. Quasi-experiment follows the experimental design but lacks random assignment and/or manipulation of the independent variable.

12. The correlational method is a research method that examines the relationship among or between variables as they occur naturally.

13. Multiple regression design examines the relationship between a particular outcome variable and multiple predictors.

14. Meta-analysis is a technique that allows results from several different research studies to be combined and summarized. Meta-analyses typically rely on indicators of effect size, or estimates of the magnitude of the relationship or effect found in a research investigation.

15. The case study is a descriptive investigation that involves a one-time assessment of behavior.

16. Research variables that are operationalized are clearly defined so that they may be concretely measured.

17. Obtrusive observation is research observation in which the presence of the observer is known to the participants. In contrast, unobtrusive observation is observation in which the presence of the observer is not known to the participants.

18. Self-report techniques are measurement methods that rely on research participants’ reports of their own behaviors or attitudes. Surveys are a common self-report measure in which participants are asked to report on their attitudes, beliefs, and/or behaviors.

19. Reliability refers to the stability or consistency of a measurement over time.

20. Validity refers to the accuracy of inferences drawn from a measurement.

21. Internal validity is the extent to which extraneous or confounding variables are removed.

22. External validity refers to whether research results obtained in one setting will apply to another setting.

23. Informed consent refers to when a research participant is fully informed of the nature of the experiment and has the right to no participate.

Social Scientific Research Methods

1. Define objectivity as the unbiased approach to observation and interpretations of behavior. Ask students why objectivity is necessary in the study of human behavior.

2. Discuss the various steps in the research process.

Major Research Designs

1. Describe the experimental method in detail, including the importance of experimental control.

2. Define independent and dependent variables. Ask students to think about what factors or behaviors may be examined as independent and dependent variables in the study of work behavior.

3. Discuss why correlational methods must be used in the examination of certain variables.

4. Compare and contrast the two main research designs, including their respective advantages and disadvantages.

5. Ask students how the two methods may be used in the study of work behavior.

6. Discuss meta-analyses, their particular purposes, and their usefulness in integrating research.

7. Discuss the case study method. Ask students why the case study is not a preferred method. Ask students how the case study could be used in the study of work behavior.

Measurement of Variables

1. Discuss the operationalization of variables. Ask students how work-related variables of interest could be operationalized, including worker stress, motivation, job satisfaction, and productivity.

2. Discuss the different observational techniques and when they are necessary. Include discussion of the Hawthorne effect.

3. Discuss self-report techniques. Ask students why self-report techniques may not be completely accurate measurement tools.

Key Issues in Measuring Variables: Reliability and Validity1. Discuss how measurement instruments used in I/O psychology different from others (e.g.,

a thermometer).

2. Compare reliability to validity. Ask students to come up with examples of measures that might be highly reliable but only valid in certain contexts.

Measuring Work Outcomes: The Bottom Line

1. Discuss the measurement of dependent variables in the study of work behavior. Ask students what variables are most important to workers and to organizations.

Interpreting and Using Research Results

1. Discuss external validity. Ask students why it is important. Involve students in a discussion of how to achieve high generalizability of research results.

Ethical Issues in Research and Practice in I/O Psychology

1. Discuss the steps I/O psychologists take to protect human subjects.

Appendix: Statistical Analyses of Research Data

1. Define descriptive statistics, including measures of central tendency and variability. Describe what these measures tell us about a group of scores.

2. Define inferential statistics, and how they are used to draw conclusions about groups of scores.

3. Discuss statistical significance.

4. Discuss the normal distribution and how it is used in various inferential statistical tests.

5. Discuss differences in the analyses of experimental method and correlational method data.

6. Define the correlation coefficient, including the implications of direction and strength. Involve students in a discussion of correlation and causality.


ADDITIONAL LECTURE TOPICS

Steps in the Research Process

Dwyer and Ganster (1991) conducted a study to determine the effects of workload and control over one's job on employee attendance and satisfaction. The article published as a result of this study is used to demonstrate important concepts in research methods. The concepts and terminology from the chapter in the text are used to explain this study and are italicized.

One goal of this study was to describe some characteristics of jobs that may be associated with important work behaviors (attendance) and attitudes (work job satisfaction). A second goal was to test a descriptive model that proposes a relationship between job stress and employee attendance.

The problem was formulated (Step 1) based on previous research findings as well as actual problems faced by employers. One hypothesis formed (Step 2) by these researchers was that employees who work under heavy job demands and have little control over their jobs have higher rates of absenteeism and tardiness and lower job satisfaction than employees who work under heavy job demands but who have a high degree of control over their jobs.

The research design selected (Step 3) was the correlational method. The researchers measured and determined the relationships between five variables (degree of control, job demands, absenteeism, tardiness, and job satisfaction). The participants in the study were actual employees of a manufacturing company. Therefore, the research setting was the work place.

Data were collected (Step 4) in two ways. First, the researchers asked participants to complete questionnaires (self-report measures). Secondly, they collected data from the attendance records maintained by the employer. This data was collected from 90 male workers who represented a wide range of ages (19 to 6) over a wide range of jobs (25) from three work shifts.

The sampling technique was not random. Since all employees who were given the questionnaire did not return them, each individual did not have an equal probability of being selected to participate. Neither was the sampling technique stratified since the number of participants of each gender, in each job, on each shift, and at each age did not mirror the actual breakdown of these groups in the total population of the company. On the other hand, the sample was representative of male workers of all ages over all shifts in 25 different jobs in the company.

The data were analyzed (Step 5) by computing correlation coefficients that showed the relationship between the variables measured in the study. (Please note that in the actual study there were several interaction effects between the variables measured that are not mentioned here for the sake of simplifying the material for introductory-level students.)

In their interpretation of the results (Step 6), the researchers concluded that a heavy work load was apparently related to higher absenteeism and tardiness when workers have low control over their jobs. However, heavy work load was apparently not related to higher absenteeism and tardiness when workers had a high degree of control over their jobs. The researchers further concluded that the stress that accompanies a heavy work load and low control is linked to increased costs to employers (in time lost from work).

The external validity of these findings may not be automatically assumed. For example, since this study was conducted in only one company, and with only male employees in certain jobs, these findings may not hold true for (or generalize to) female employees who do different types of jobs or for workers in other companies. To determine the external validity of these findings, this study should be replicated using different workers in different companies.

Dwyer, D. J., & Ganster, D. C. (1991). The effects of job demands and control on employee attendance and satisfaction. Journal of Organizational Behavior, 12, 595-608.

The Relationship Between Grades and Job Performance: A Meta-Analysis

Employers and academics often have differing views on the value of grades for predicting job performance. Students also tend to be particularly interested in how meaningful grades are for future work performance. Roth, BeVier, Switzer, and Schippman (1996) examined the relationship between undergraduate and graduate grades (GPA) and job performance in a meta-analysis of 71 studies. After correcting for research artifacts, a correlation of .30 between grades and performance was found. However, the relationship between GPA and performance appeared to be moderated by several factors. For example, grades were found to be more strongly predictive of job performance for workers on the job for more than one year. In addition, undergraduate GPA was found to be more predictive of job performance than graduate school GPAs, including those of individuals who completed Ph.D. and M.D. programs. This study nicely illustrates procedures involved in meta-analyses, as well as the valid prediction of job performance through the use of GPA.

Roth, P. L., BeVier, C. A., Switzer, F. S., & Schippmann, J. S. (1996). Meta-analyzing the relationship between grades and job performance. Journal of Applied Psychology, 81(5), 548-556.


DISCUSSION QUESTIONS AND EXERCISES

Instructor tip: Any one of the following exercises may be adapted for use as a classroom or group activity. Interesting variations in group discussions occur when different groups are assigned a task with regard to particular occupations, especially the students’ own jobs.

1. Consider and describe how you could scientifically examine the effects of worker training on work performance using the experimental method. Describe how you would complete each step of the research process and define the independent and dependent variables. Discuss any extraneous factors which may affect the results of your research.

2. Consider and describe how you could scientifically examine the relationship between the amount of work experience and work performance in an actual work setting. Describe how you would complete each step of the research process and define the variables of interest. Discuss any extraneous factors that may influence the results of your research.

3. Construct a list of at least five variables of interest which may be examined in actual work settings, including such factors as worker job satisfaction, worker productivity, work conditions, and so on. Determine how these variables could be specified, operationalized, and measured. Delineate which factors could be used in an experimental research design, and which would require a correlational research design.

Exercise 4: Classroom Activity

Assign particular research articles to 3 to 4 groups of students (group formation and article assignment may be accomplished in a previous class session). During class, allow groups to discuss principle variables, methods, and steps in the research process described in their respective articles. Ask each group to select a representative to orally present their article information to the class.

Exercise 5: Reciprocal Peer Tutoring ExerciseUsing Research Methods to Study Work Behavior

1. Together with your peer tutor, describe specific features of your respective jobs, including work duties and tasks, the physical work environment, and relationships with coworkers and supervisors.

2. Discuss your respective levels of satisfaction with your jobs, including your levels of work motivation. Consider and discuss how the various features of your respective jobs influence your levels of job satisfaction and work motivation.

3. Discuss how each of you could examine these relationships using scientific research methods, including the operationalization of the variables of interest and the accomplishment of the various steps in the research process. Indicate which type of research design each of you would use.


FILM AND VIDEO REFERENCES

“Measuring Up: An Introduction to Research Methods”Featuring illustrative classroom vignettes, this program shows how to gather, organize, summarize, and analyze data using such graphical representations as line graphs, bar graphs, and histograms. It covers such topics as surveys, samples, populations, qualitative and quantitative data, and variables.Insight Media #41TS3691 22 minutes

“The Bigger Picture: Distributions, Variation, and Experiments”This program shows how to gather data, present data on graphs, and summarize data using measures of central tendency and variation. It explains frequency distributions; variability; correlation; and such experimental concepts as variables, experimental and control groups, hypotheses, and random assignment.Insight Media #41TS3454 12 minutes

“Inferential Statistics”Who said statistics were boring? Using magic and circus motifs, this program demonstrates the significance of probability theory and the importance of using the correct test to analyze research data. Host Amy and her friend Matt the Magician guide viewers through the need to make probability statements, and along with a team of students, use juggling skills to explore choice of test. Setting significance levels, tests of difference, the sign test, degrees of freedom, Yates correction, expected frequencies, parametric tests, and plastic interval scales are explored. Supporting graphics and animation enliven each discussion point and set up questions posed to viewers. Films for the Humanities and Sciences #BVL36201 36 minutes

INTRODUCTION TO THE TEST BANK

This test bank contains over 40 multiple choice, true/false, and essay test items for each of the fifteen chapters in Introduction to Industrial/Organizational Psychology (6th edition). Each multiple choice item contains four (or infrequently five) possible alternative answers, and the correct answer is provided for each. Chapter sections and page numbers are also provided for multiple choice and true/false items. The instructor is invited to use any, all, or none of the test items, yet their use is encouraged as they were developed to require a comprehensive and sometimes detailed knowledge of the text.

We hope that this test bank facilitates the instructor's ability to teach effectively, and the student's acquisition of knowledge about industrial/organizational psychology.

H.R.R., A.L.G., and R.E.R.


TEST BANK

Multiple Choice Test Items

1. FACTUAL: What is Industrial/Organizational Psychology? ANSWER: b

Industrial/organizational psychology is defined as

a. the study of work in industry.b. the study of human behavior in work settings.c. a combination of management principles and work efficiency

methods.d. the process of analyzing communication between managers and

subordinates.

2. FACTUAL: The Science and Practice of Industrial/Organizational Psychology ANSWER: a

The two objectives of I/O psychology are

a. conducting research and applying research knowledge to improving work behavior.b. conducting research and establishing general laws of work behavior.c. conducting research and training other psychologists.d. training other psychologists and designing organizational structures.

3. FACTUAL: The Science and Practice of Industrial/Organizational Psychology ANSWER: c

The scientific objective of I/O psychology involves

a. applying psychological principles to observing work behavior.b. applying research results in attempts to improve work behavior.c. the study and understanding of all aspects of behavior at work.d. the discovery of general laws of human behavior.

4. FACTUAL: The Science and Practice of Industrial/Organizational Psychology ANSWER: b

The applied objective of I/O psychology involves

a. examining and describing human work behavior.b. the application of psychological principles to work behavior.c. the discovery of general laws of human behavior.d. conducting research and publishing it in scientific journals.

5. FACTUAL: The Roots and Early History of Industrial/Organizational Psychology ANSWER: c

The engineer who is credited with stimulating the beginning of the field that would develop into I/O psychology is

a. Hugo Munsterberg.b. Walter Dill Scott.c. Frederick W. Taylor.d. Elton Mayo.

6. CONCEPTUAL: The Roots and Early History of Industrial/Organizational Psychology ANSWER: b

An efficiency expert is studying jobs carefully, making detailed assessments of how long it takes workers to perform tasks. In all likelihood, the expert is using the scientific management method of

a. ergonomics.b. time-and-motion studies.c. scientist-practitioner model.d. job specialization.

7. APPLICATION: The Roots and Early History of Industrial/Organizational Psychology ANSWER: d

Suppose that a manager wants to increase the output of a staff of word processors/typists. Which of the following strategies would be consistent with the principles of scientific management?

a. Giving the typists pep talks every morningb. Instituting an Employee of the Month programc. Firing the least productive typists and hiring new onesd. Designing work stations that increase the efficiency with which workers can perform

their jobs

8. CONCEPTUAL: The Roots and Early History of Industrial/Organizational Psychology ANSWER: c

One reason that scientific management is no longer as applicable in the work place as it was at one time is that

a. the standard of living has increased over the years.b. the theory is too broad to apply today.c. jobs today are more complex than they used to be.d. the principles do not apply to international businesses.

9. FACTUAL: The Roots and Early History of Industrial/Organizational Psychology ANSWER: b

A major contribution to the development of I/O psychology that occurred during the World War I years was

a. development of the atomic bomb.b. the creation of the Army Alpha and Beta intelligence tests.c. an increased focus on ergonomic design of war equipment.d. an increased focus on the psychological experiences of soldiers.

10. FACTUAL: The Great Depression Years and World War II ANSWER: a

In the famous Hawthorne studies, workers became more productive because

a. they knew they were being observed.b. the lighting was increased.c. they were given longer rest breaks.d. they thought they would eventually be rewarded.

11. FACTUAL: The Great Depression Years and World War II ANSWER: d

A main proposition of the human relations movement is

a. workers are motivated solely by money.b. achievement motivation is important in determining worker morale.c. workers in high-level positions are unlikely to be satisfied with their jobs.d. good interpersonal relationships among coworkers will lead to increased productivity.

12. CONCEPTUAL: The Great Depression Years and World War II ANSWER: c

According to Mayo, which workers are most likely to turn to the social environment of the work setting for motivation?

a. Workers who are highly satisfied with the work itself.b. Workers in high-level management positions.c. Workers in repetitive or low-level positions.d. All workers are equally likely to seek motivation in social relationships on the job.

13. FACTUAL: The Great Depression Years and World War II ANSWER: a

World War II contributed greatly to the growth of I/O psychology through

a. the need for state-of-the-art machinery.b. the death of many soldiers leading to dramatic shrinking of the workforce.c. the development of espionage devices.d. an increased focus on mental illnesses produced by warfare.

14. FACTUAL: The Great Depression Years and World War II ANSWER: d

A major event in the "modern era" of I/O psychology (1960s-1990s) that had a major impact on employment decisions was

a. the emergence of personality testing.b. the human relations movement.c. the cognitive explosion.d. civil rights legislation.

15. FACTUAL: Industrial/Organizational Psychology Today and in the Future ANSWER: b

Which of the following is NOT a major trend that is influencing the course of I/O psychology?

a. Increasing diversity of the workforceb. Increase in the world’s populationc. The changing nature of workd. Expanding focus on human resources

16. CONCEPTUAL: Industrial/Organizational Psychology Today and in the Future ANSWER: b

Which of the following recent strategies/trends is most consistent with Elton Mayo’s thinking and the principles of the Human Relations movement?

a. The trend toward virtual work groups that interact electronically.b. The expanding focus on human resources.c. The downsizing trend that makes for a smaller company workforce.d. The increasing diversity of workers.

17. FACTUAL: Industrial/Organizational Psychology Today and in the Future ANSWER: c

Which of the following is NOT a typical reason for organizational downsizing?

a. Technological advancements eliminate jobs for peopleb. Reductions in the number of middle-level managersc. Decreasing globalization of businessd. Fewer workers are required to do more work than before

18. FACTUAL: Industrial/Organizational Psychology Today and in the Future ANSWER: d

Which of the following is an outcome associated with organizational downsizing?

a. Workers who remain become more loyal to the organization.b. There is a decrease in line workers, but an increase in management.c. Remaining workers are more motivated because they fear also losing their jobs.d. The organization is usually more efficient and more competitive.

19. FACTUAL: Industrial/Organizational Psychology Today and in the Future ANSWER: c

The major reason that organizations will need to give greater and greater attention to human resources in the future is

a. employees do not want to work as hard as they once did.b. fewer people are going to college.c. there is a dwindling supply of truly skilled workers.d. employers are relying less on employee selection.

20. FACTUAL: Industrial/Organizational Psychology Today and in the Future ANSWER: a

By the year 2010, white males will constitute __________ of the US workforce.

a. less than halfb. more than 80%c. less than 20%d. exactly half

21. FACTUAL: Industrial/Organizational Psychology Today and in the Future ANSWER: d

An obvious advantage of increased workforce diversity is

a. more workers will do more work.b. women and ethnic minorities bring distinct characteristics into the work environment.c. greater competition and individualism among workers.d. the opportunity for different viewpoints that lead to organizational innovation.

22. FACTUAL: Industrial/Organizational Psychology Today and in the Future ANSWER: b

Research indicates that companies that value workplace diversity

a. have higher levels of organizational conflict.b. attract the most qualified workers.c. are less innovative than other companies.d. have organizational cultures that are very similar to those of less diverse companies.

True/False Test Items

23. FACTUAL: What Is Industrial/Organizational Psychology? ANSWER: T

Some I/O psychologists are involved in helping employees to deal more effectively with stress on the job.

24. FACTUAL: The Science and Practice of Industrial/Organizational Psychology ANSWER: F

I/O psychology has two objectives: to conduct research and to train other psychologists.

25. FACTUAL: The Roots and Early History of Industrial/Organizational Psychology ANSWER: F

Time-and-motion studies are part of the procedures known as the human relations movement.

26. CONCEPTUAL: The Roots and Early History of Industrial/Organizational Psychology ANSWER: T

Taylor believed that there must be a match between the worker's skills and abilities and the type of work he or she performs.

27. CONCEPTUAL: The Roots and Early History of Industrial/Organizational Psychology ANSWER: T

Time-and-motion studies may be most useful for examining simple jobs involving manual labor or repetitive action.

28. FACTUAL: The Great Depression Years and World War II ANSWER: F

The Great Depression of the 1930s led to increased opportunities for industrial/organizational psychologists.

29. FACTUAL: The Great Depression Years and World War II ANSWER: F

The Hawthorne studies were conducted in laboratories at Harvard University in the mid-1920s.

30. CONCEPTUAL: The Great Depression Years and World War II ANSWER: T

One principle of the human relations movement is that social factors will sometimes outweigh the effects of monetary incentives in motivating workers.

31. FACTUAL: The Great Depression Years and World War II ANSWER: T

The two World Wars contributed greatly to the growth of I/O psychology, particularly in the area of employee testing.

32. FACTUAL: Industrial/Organizational Psychology Today and in the Future ANSWER: T

In the early 2000's, there will be a serious shortage of individuals who are truly qualified for entry-level management positions.


By the year 2010, white males will be in the minority in the US workforce.


While diversity in the workforce has benefits, demographic and cultural differences can increase work team conflict, inhibit team cooperation, and harm performance.

Essay Test Items

35. Describe the two objectives of industrial/organizational psychology.

36. Explain the basic principles of scientific management, and discuss the applicability of those principles to today’s jobs.

37. Describe the Hawthorne studies, and explain their results.

38. Discuss the influence of civil rights legislation on employment practices, and the role of I/O psychologists in implementing civil rights legislation.

39. Discuss the challenges and benefits associated with increasing workforce diversity.

40. Explain what is involved in organizational downsizing, and the consequences of downsizing.

41. Explain the expanding focus of organizations on human resources.


TEST BANK

Multiple Choice Test Items

1. CONCEPTUAL: Social Scientific Research Methods ANSWER: c

A key overriding theme of social science research methodology and of scientific research methods is

a. applicability.b. relevance.c. objectivity.d. prediction.

2. CONCEPTUAL: Social Scientific Research Methods ANSWER: b

The basic goals of any science in general and of I/O psychology in particular are to

a. understand and accept phenomena.b. describe, explain, and predict phenomena.c. observe, communicate, and interrelate scientific principles.d. act as a scientist and react to the scientific findings of others.

3. FACTUAL: Social Scientific Research Methods ANSWER: a

In addition to the basic goals of science, the applied science of I/O psychology has the goal of

a. controlling or altering behavior in order to achieve desired outcomes.b. making the world a better place to live.c. objectively observing human behavior.d. systematically conducting research.

4. FACTUAL: Steps in the Research Process ANSWER: d

The first step in conducting research is to

a. develop a working hypothesis.b. develop a null hypothesis.c. observe the target behavior.d. formulate the problem to be studied.

5. FACTUAL: Steps in the Research Process ANSWER: c

An hypothesis is

a. a statement of fact.b. a natural or physical law which has been proven to be true.c. a statement concerning the supposed relationship between or among variables.d. an assumption that has not previously been scientifically tested.

6. FACTUAL: Steps in the Research Process ANSWER: b

A theory is

a. a natural or physical law that has been proven to be true.b. the organization of beliefs that enable us to better understand behavior.c. a statement concerning the supposed relationship between or among different things or

events.d. a series of assumptions that are previously unexamined.

7. CONCEPTUAL: Steps in the Research Process ANSWER: a

Which of the following is NOT true of theories?

a. They either represent proven facts or the personal views of scientists.b. They serve as useful starting points for understanding and influencing behavior.c. They represent complex, abstract principles of behavior.d. They are useful in developing strategies for research.


The type of research design selected depends on

a. the time and money available for conducting research.b. the personal preferences of the researchers.c. the research question and research setting.d. the population of interest.


Sampling refers to

a. the selection of a population to be studied.b. the selection of one hypothesis from several proposed hypotheses.c. the selection of a representative group from a large population.d. the inclusion of all members of a population in a particular study.

10. FACTUAL: Steps in the Research Process ANSWER: a

A stratified sample is one in which

a. subjects are selected around important variables that divide a population into subgroups.b. subjects are selected by drawing names out of a hat.c. either males or females, but not both, are included.d. only volunteers are used.


A random sample is one in which

a. participants are selected around important variables that divide a population into subgroups.

b. participants are chosen in such a way that each individual has an equal probability of being selected.

c. either males or females, but not both, are included.d. only volunteers are used.

12. CONCEPTUAL: Steps in the Research Process ANSWER: b

The main benefit of random sampling is

a. it is always more informative than stratified sampling.b. it protects against biases in the selection of participants for study.c. it is very flexible and follows very loose guidelines.d. it is most frequently used by scientists.


The final step in the research process is

a. the statistical analysis of the data.b. the interpretation of the results.c. the developing of the hypothesis.d. None of the above

14. FACTUAL: Major Research Designs ANSWER: a

The experimental method is designed to

a. give the researcher a very high degree of control over the research setting.b. increase the objectivity of the researcher.c. examine relationships between variables as they naturally occur.d. establish correlational relationships between variables.

15. FACTUAL: Major Research Designs ANSWER: c

A field experiment in I/O psychology is one which is conducted

a. at a location other than the one where the psychologist is working.b. in a laboratory setting.c. in a work setting.d. in a nature setting.

16. FACTUAL: Major Research Designs ANSWER: d

In a field experiment, the researcher

a. generally acts as a participant observer.b. must relinquish control and examine naturally occurring relationships.c. cannot manipulate variables.d. generally has less control than in the laboratory.

17. FACTUAL: Major Research Designs ANSWER: b

The independent variable is the variable that is

a. the outcome variable.b. manipulated by the researcher.c. measured by the researcher.d. ignored in most experiments.


The dependent variable is the variable that is

a. the controlled variable.b. manipulated by the researcher.c. measured by the researcher.d. ignored in most experiments.

19. APPLICATION: Major Research Designs ANSWER: c

Dr. Ob has been hired to evaluate the effectiveness of the XYZ company’s training program in increasing worker productivity. In this example, the dependent variable is

a. the XYZ company.b. the training program.c. worker productivity.d. monetary costs of the training program

20. APPLICATION: Major Research Designs ANSWER: c

Dr. Io is a scientist who studies teamwork. She is interested in examining differences in worker job satisfaction based on the type of product a team is assigned to work on in the laboratory. In this example, the independent variable is

a. teamwork.b. the type of product worked on by the team.c. worker job satisfaction.d. team performance.

21. CONCEPTUAL: Major Research Designs ANSWER: c

The primary advantage of the experimental method is that

a. it is much simpler to use in research than the correlational method.b. its findings are usually more useful in business environments.c. it allows us to determine cause-and-effect relationships.d. it produces results that are easier to analyze than the correlational method.


The control group is the group of participants

a. that receives the treatment.b. where half of the participants receive the treatment.c. that is always randomly selected.d. that does not receive the treatment.

23. APPLICATION: Major Research Designs ANSWER: a

In an experiment investigating the effects of alcohol consumption on the ability to operate a punch press machine

a. alcohol consumption is the independent variable and ability to operate the machine is the dependent variable.

\ b. ability to operate the machine is the independent variable and alcohol consumption is the dependent variable.

c. the experimental group is tested on ability to operate the machine and the control group is not.

d. the control group operates the machine under the influence of alcohol and again after the effects, if any, have worn off.

24. APPLICATION: Major Research Designs ANSWER: d

To test the effectiveness of a new training program for sales skills, a randomly selected group of salespeople receives training and another randomly selected group receives no training. The independent variable consists of

a. the amount of sales for each of the groups.b. the group of salespeople who received the training.c. the group of salespeople who did not receive the training.d. whether or not the salespeople received the training.

25. CONCEPTUAL: Major Research Designs ANSWER: b

An extraneous variable in the Hawthorne studies was

a. the increase in the intensity of the lighting.b. the attention paid to the assemblers by the researchers.c. the group of employees who experienced the change in working conditions.d. All of the above


The key to the success of the experimental method is

a. to randomly select a very large sample of participants.b. to hold all extraneous variables constant.c. to manipulate as many variables as possible.d. to allow extraneous variables to only influence the treatment group.

27. CONCEPTUAL: Major Research Designs ANSWER: a

Random assignment of participants to treatment and control groups

a. accomplishes control of many potential extraneous variables.b. is rarely used by I/O psychologists.c. is very difficult to accomplish and time-consuming.d. is only used in correlational research designs.

28. CONCEPTUAL: Major Research Designs ANSWER: c

Which of the following is a major drawback of the experimental method as applied to organizational settings?

a. It does not achieve the same depth as other research methods do.b. It requires too many participants to be practicable.c. Laboratory conditions may be quite different from conditions in the work setting.d. It cannot be applied to actual work settings.

29. FACTUAL: Major Research Designs ANSWER: a

The correlational method of research

a. examines relationships between variables as they naturally occur.b. cannot be used in a laboratory.c. must involve random assignment of participants to groups.d. is less scientific than the experimental method.


Because the correlational method does not require the rigid control over variables associated with the experimental method,

a. it is less scientific than experimentation.b. it is easy to use in actual work settings.c. any type of measurement may be used.d. cause-and-effect relationships are easily established.


One limitation of the correlational method is

a. it is very difficult to use.b. it is usually costly and time-consuming.c. it is difficult to determine cause-and-effect relationships.d. it can only be used in controlled, laboratory-like conditions.


A statistical technique that allows the results from several research investigations to be combined and summarized is called

a. a factor analysis.b. a t-test.c. analysis of variance.d. a meta-analysis.

33. FACTUAL: Measurement of Variables ANSWER: c

Turning a variable into something that is measurable is called

a. external validity.b. relevance.c. operationalization.d. objectivity.

34. FACTUAL: Measurement of Variables ANSWER: b

Obtrusive observation is a method for measuring research variables in which subjects are

a. unaware that they are being observed.b. aware that they are being observed.c. unconcerned about being observed.d. none of the above

35. APPLICATION: Measurement of Variables ANSWER: a

A company had decided to enclose a questionnaire with its next billing to ascertain its customers' opinions about company services. Which method of measuring variables is the company using?

a. self-report techniqueb. direct observationc. unobtrusive observationd. obtrusive observation

36. FACTUAL: Measurement of Variables ANSWER: a

Which of the following is NOT typically examined as a dependent variable in I/O psychology research?

a. profitsb. employee turnoverc. employee absenteeismd. employee job satisfaction

37. CONCEPTUAL: Measurement of Variables ANSWER: c

Which three dependent variables are most strongly theoretically linked to one another?

a. Job satisfaction, productivity, absenteeismb. Job satisfaction, productivity, profitsc. Job satisfaction, absenteeism, turnoverd. Turnover, productivity, quality

38. FACTUAL: Interpreting and Using Research Results ANSWER: a

The question of whether research results obtained in one setting will apply to another setting is called

a. external validity.b. internal validity.c. research applicability.d. method restriction.

39. FACTUAL: Interpreting and Using Research Results ANSWER: a

Dr. Io wants to apply the findings of her laboratory research on teamwork to a particular work organization, a beach resort and restaurant on the island of Kauai. Dr. Io’s biggest problem is likely to be

a. the external validity of her results.b. the internal validity of her results.c. random assignment of participants to groups.d. choosing a method.

40. FACTUAL: Ethical Issues in Research and Practice in I/O Psychology ANSWER: b

Informed consent must be obtained from __________ before data can be collected.

a. researchersb. participantsc. observersd. employers

41. FACTUAL: Ethical Issues in Research and Practice in I/O Psychology ANSWER: d

I/O scientists and practitioners are required to keep data __________.

a. available to all participants.b. numeric rather than verbal.c. in an organized data file.d. confidential.

42. FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: b

The most common measure of central tendency is the

a. frequency distribution.b. mean.c. standard deviation.d. median.


Inferential statistics are used to

a. create a useful "picture" of data.b. test hypotheses.c. determine the variability of a sample.d. All of the above

44. FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: d

A characteristic of a normal distribution of scores is that

a. it is a bell-shaped curve.b. it has a midpoint score which is both the mean and the median.c. 50% of the scores fall above the mean, and 50% of the scores fall below the mean.d. All of the above

45. FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: c

In a normal distribution, what percentage of scores lies between one standard deviation above and below the mean?

a. 5 percentb. 50 percentc. 68 percentd. 95 percent


A simple statistical test commonly used to test the difference between the means of two groups on some dependent variable is the

a. correlation coefficient.b. t-test.c. multivariate analysis of variance.d. standard deviation.


An advantage of examining more than one independent variable at a time is

a. detection of main effects.b. detection of interaction effects.c. it is more cost-effective than examining one independent variable.d. fewer participants are required.

48. FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: c

A negative correlation coefficient indicates that

a. an increase in one variable is associated with an increase in another variable.b. a decrease in one variable is associated with a decrease in another variable.c. an increase in one variable is associated with a decrease in another variable.d. there can be no negative correlation since correlations range between 0 and +1.0.

49. APPLICATION: Appendix: Statistical Analyses of Research Data ANSWER: b

Which of the following is an example of a negative correlation?

a. As turnover increases, absenteeism rates are unchanged.b. Greater absenteeism leads to a drop-off in productivity.c. The more training, the better worker performance.d. The happy worker is a productive worker.

50. APPLICATION: Appendix: Statistical Analyses of Research Data ANSWER: a

An I/O psychologist discovers that as job satisfaction increases, absenteeism decreases. This is an example of

a. a negative correlation.b. a positive correlation.c. a mean difference.d. none of the above

True/False Test Items

51. FACTUAL: Social Scientific Research Methods ANSWER: T

Job satisfaction is an example of a variable examined in organizational research.

52. CONCEPTUAL: Social Scientific Research Methods ANSWER: F

Theories are useless ideas which have much less meaning in scientific research than facts and laws.

53. FACTUAL: Social Scientific Research Methods ANSWER: T

The last step in the research process involves interpreting the results and drawing conclusions.

54. CONCEPTUAL: Social Scientific Research Methods ANSWER: T

A researcher takes care to select participants for a study that represent the ethnic and age breakdowns of the population at large. This is an example of stratified sampling.

55. CONCEPTUAL: Major Research Designs ANSWER: F

Since the researcher often directly observes behavior in an experimental design, another name for the experimental method is the observational method.

56. CONCEPTUAL: Major Research Designs ANSWER: T

Extraneous variables need to be controlled as much as possible when conducting scientific research.

57. FACTUAL: Interpreting and Using Research Results ANSWER: T

A meta-analysis is a statistical technique that allows the results of a number of studies to be combined and analyzed together.

58. FACTUAL: Measurement of Variables ANSWER: F

Obtrusive observation refers to any method of observing participants in a study and recording their behavior.

59. FACTUAL: Measurement of Variables ANSWER: T

One problem with using self-report techniques of data collection is that subjects may give socially desirable answers rather than truthful answers.

60. FACTUAL: Measurement of Variables ANSWER: F

Of the handful of dependent variables typically used in I/O research, quality of work is the easiest to measure.

61. FACTUAL: Interpreting and Using Research Results ANSWER: T

External validity is concerned with whether obtained research results will generalize to other settings.

62. CONCEPTUAL: Interpreting and Using Research Results ANSWER: T

External validity is usually more of a problem for research conducted in laboratory settings as opposed to field settings.

63. FACTUAL: Applying I/O Psychology: The Hawthorne Effect ANSWER: F

A 1970s re-analysis of the data from the original Hawthorne studies revealed that the Hawthorne studies were a model of good social scientific research methods.

64. FACTUAL: Ethical Issues in Research and Practice in I/O Psychology ANSWER: F

Informed consent refers to participants’ being paid for their research participation.

65. FACTUAL: Ethical Issues in Research and Practice in I/O Psychology ANSWER: F

I/O practitioners follow different ethical standards than I/O scientists.

66. FACTUAL: On the Cutting Edge: Multivariate Research in I/O Psychology ANSWER: T

Researchers use multivariate research designs to help capture the complexity of actual work behavior.

67. CONCEPTUAL: Appendix: Statistical Analyses of Research Data ANSWER: T

Analysis of research data can be either quantitative or qualitative.

68. FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: F

Descriptive statistics are used to statistically verify that there is a significant difference between two groups on some dependent variable.


Another name for the median is the "average."

70. FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: T

In a normal distribution, the median and the mode are the same number.


Both descriptive statistics and inferential statistics are used to test research hypotheses.

72. CONCEPTUAL: Statistical Analyses of Research Data ANSWER: F

A strong negative correlation is represented by a coefficient of zero (0.0).

Essay Test Items

73. Describe the basic and applied goals of I/O psychology.

74. Describe the steps in the research process.

75. Discuss the issue of sampling in research, including examples of random and stratified sampling.

76. Discuss, compare, and contrast the experimental and correlational methods.

77. Describe the experimental method, and the advantages and disadvantages associated with laboratory and field experiments.

78. Describe the research method of meta-analysis, including its particular purposes.

testbanktop.comtestbanktop.com/wp-content/uploads/2016/11/download … · web viewintroduction....

Documents