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Industrial and organizational psychology (I-O psychology) "focuses the lens of psychological science on a key aspect of human life, namely, their work lives. In general, the goals of I-O psychology are to better understand and optimize the effectiveness, health, and well-being of both individuals and organizations."
Personnel psychology is a subfield of industrial and organizational (I-O) psychology. [1] Personnel psychology is the area of I-O psychology that primarily deals with the recruitment, selection and evaluation of personnel, and with other job aspects such as morale, job satisfaction, and relationships between managers and workers in the workplace. [2]
The professional standards of industrial-organizational psychologists (I-O psychologists) require that any selection system be based on a job analysis to ensure that the selection criteria are job-related. The requirements for a selection system are characteristics known as KSAOs – knowledge, skills, ability, and other characteristics.
Work design (also referred to as job design or task design) is an area of research and practice within industrial and organizational psychology, and is concerned with the "content and organization of one's work tasks, activities, relationships, and responsibilities" (p. 662). [1]
Managerial psychology is a sub-discipline of industrial and organizational psychology that focuses on the effectiveness of individuals and groups in the workplace, using behavioral science. The purpose of managerial psychology is to aid managers in gaining a better managerial and personal understanding of the psychological patterns common among ...
Individual psychological assessment (IPA) is a tool used by organizations to make decisions on employment. IPA allows employers to evaluate and maintain potential candidates for hiring, promotion, and development by using a series of job analysis instruments such as position analysis questionnaires (PAQ), occupational analysis inventory (OAI), and functional job analysis (FJA).
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Inputs include any antecedent factors such as organizational context, task characteristics, and team composition [1] that may influence the team itself, directly or indirectly. [2] As written by Forsyth (2010), inputs can include individual-level factors, team-level factors, and environmental-level factors.