Organizational Psychology Quiz

Faculty of Behavioural and Social Sciences

Personnel Psychology (PSB3E-IO03)

• Course taught by Antje Schmitt, with research interests in occupational well-being, appraisal of and coping with work events, and occupational transitions & career management.
• The course aims to explain the importance of personnel psychology and human resource management for organizations, understand core concepts and theories, and apply psychological knowledge in an organizational setting.

Course Overview

• The course consists of 7 weeks, with topics ranging from Career Management & Development to Performance Management & Compensation & Benefits.
• The course syllabus is available on Brightspace, and lectures will be recorded and made available on June 5th.
• Course participation is encouraged, and written assignments and a final exam will be used to assess student learning.

Assessment

• The final exam will consist of multiple-choice and open-ended questions, and will be held digitally on June 19th and rescheduled on July 1st.
• Students can contribute to the exam by submitting questions by email, and the best questions will be selected and included in the exam.
• A reflection report can be submitted to earn 0.5 extra points.

Introduction to Personnel Psychology

• Personnel psychology applies principles from psychology to the workplace to inform HRM.
• Human resource management aims to achieve organizational objectives through effective use of employees.
• Strategic HRM involves designing HRM activities to be in line with the organization's goals and to predict organizational performance.

Challenges in Personnel Psychology

• Current challenges include the "Great Resignation", an aging workforce, skill shortages, and the gig economy.
• The gig economy involves independent freelance workers contracting with organizations, and can provide benefits such as flexibility and autonomy.
• Decent work involves creating work that fosters empowerment, justice, and well-being.

New Technology

• New technology, such as artificial intelligence and big data, is changing the way HRM practices are conducted.
• Examples of new technology include virtual reality, gamification, and automation.
• However, there are also limitations and potential problems with new technology, such as cohort differences in acceptance and potential adverse impacts.

Evidence-Based Practice

• Evidence-based practice involves using research and data to inform HRM decisions.
• Big data and workplace analytics can be used to improve HRM practices, but there are limitations and potential problems with this approach.### Employment Practices and Evidence-Based Practice
• Employment practices that appear neutral but have negative effects on members of protected groups, e.g., motion sickness in VR technology use, where women are more strongly affected than men.

Evidence-Based Practice in Personnel Psychology

• Mindset: Combine scientific evidence, critical thinking, and business-related information to make decisions in HRM.
• Starting point: Scientist-Practitioner Gap (why organizations do not act in a rational, knowledge-based manner and why they use 'false' knowledge).
• Practitioners should look to scientific literature for guidance on managing human resources.
• Scientists should identify issues relevant to practitioners/organizations and collaborate to provide open science and communication (e.g., community science, podcasts, social media).

Evidence-Based Practice: Actions & Sources

• Organizational challenge: High absenteeism rate in call centers.
• Steps to address the issue:
  • Ask: How to reduce absenteeism rate in call center workers?
  • Acquire: Literature search; organizational data available; ask employees (e.g., surveys); experts.
  • Appraise: Trustworthiness and relevance of evidence (e.g., quality of search, information).
  • Aggregate: Weigh the evidence.
  • Apply: Change organizational policies, HRM practices.
  • Assess: Absenteeism rates decrease after 1 year.

Career Management & Development

• Objective and subjective career success.
• Career management process:
  • Become aware of interests, values, strengths, and weaknesses.
  • Obtain information about job opportunities.
  • Identify career goals.
  • Establish action plans to achieve career goals.
  • Evaluate feedback to attain goals.
  • Pursue, attain, or disengage from goals.

Vocational Interests and Career Choices

• RIASEC model (Holland, 1973, 1997): Realistic, Investigative, Artistic, Social, Enterprising, Conventional.
• Person-Environment Fit Theory; Career congruence: Individuals will be happier and more successful if they work in a field that aligns with their vocational interests.

Career Concepts and Resources

• Traditional Career: Sequence of positions held within an occupation, focus on salary increase and responsibility.
• Boundaryless Career: Degree of mobility during career, psychological mobility, and physical mobility.
• Protean Career: Driven by own values, self-directed, employees take major responsibility for managing their careers.
• Employability: Ability to identify and realize career opportunities, willingness and ability to change personal factors to meet demands.
• Career Resources Model: Human capital resources, social capital resources, psychological resources, and career identity resources.### Career Adaptability and Success
• Career adaptability is key to finding better job opportunities, transitioning to work, and securing high-quality employment (Klehe et al., 2012; Schmitt & Scheibe, 2022)
• Concern, control, curiosity, and confidence are essential aspects of career adaptability

Training Interventions for Career Adaptability

• A longitudinal study was conducted to develop career adaptability dimensions through training interventions (Koen et al., 2012)
• The training consisted of written exercises, personal reflection, personal planning, and individualized feedback
• The results showed an increase in concern, control, and curiosity in the training group, while the control group showed no change or even a decrease in these aspects

Predictors of Career Success

• A meta-analysis of 140 primary studies identified predictors of career success, including sociodemographic variables, human capital, and organizational support (Ng et al., 2005)
• Sociodemographic variables, such as gender and age, have small effects on career success
• Human capital, including international work experience and educational level, has a moderate effect on career success
• Organizational support, including career planning and training, has a stronger effect on subject career success

Organizational Support and Career Management

• Organizational support, such as career planning and training, can enhance career success (Ng et al., 2005)
• Examples of organizational support include Ericsson's FUEL program, which provides professional development and career-enhancement opportunities for women in leadership roles
• However, low-income and low SES workers may have limited access to career advancement opportunities and support

Career Opportunities and Objective Career Success in Men versus Women

• Gender differences exist in objective career success, with women facing barriers such as the glass ceiling effect (Morrison et al., 1987)
• Socialization, human capital, and career path differences contribute to these gender differences
• Women have fewer network ties and are more likely to form networks with other women, which can limit their career advancement opportunities (Li et al., 2008)

Conclusion

• Career adaptability, training interventions, and organizational support are crucial for career success
• Understanding the predictors of career success and addressing gender differences can help individuals and organizations promote career advancement opportunities.