Final Revision Flashcards
(36 cards)
What am I going to talk about in a Ability and Intelligence essay?
- Define Individual differences
- GMA spearman’s ‘g’ factor
- Thurstone’s PMAs
- Critical evaluation and examples of both
- Gardner’s Theory
- Emotional Intelligence
- Critical evaluation and examples of both
What am I going to talk about in a Personality essay?
- Define Personality
- Nurture vs nature (personality factors)
- Define trait
- Big 5 Model and critically evaluate
- Define Myer Brigg’s Type Indicator
- Critical evaluation of MBTI
What am I going to talk about in a Motivation 1 essay?
- Define motivation
- Intrinsic vs extrinsic motivation
- Define Maslow’s Hierachy of Needs (1943, 1970)
- Evaluate Hierachy of Needs
- Define McClellands Motivational Needs (1961)
- Define Goal-setting Theory
- Evaluate Goal setting theory
What am I going to talk about in a Motivation 2 essay?
- Define job design/redesign
- Define Scientific Management (Taylorism, 1910)
- Evaluate Taylorism
- Define JCM (Hackman & Oldham, 1980)
- Evaluate JCM
- Define Theory of Purposeful Work Behaviour
- Define Equity & Justice Theories
What am I going to talk about in a Groups & Teams essay?
- Define team and group
- Stages of Team development
- Evaluate Team development
- Define team role
- Types of team roles
- Belbin’s team roles
- Define & evaluate Groupthink
Define Organisational Behaviour
Organisational Behaviour is the systematic study of the behaviour of individuals and groups in organisational settings
Define Individual Differences
Individual differences are all the ways people tend to differ from another, especially psychologically, all personality and intelligence differences are included. [Oxford Dictionary of Psychology, 2006]
Definition of Personality
Personality is a relatively stable and consistent set of traits that interact with environmental factors to produce emotional, cognitive and behavioral responses (Hughes and Batey, 2017)
Definition of a Trait
A trait is a dimension upon which people differ psychologically and are stable over time (Arnold et al., 2010)
Definition of Motivation
Motivation is that which directs (what someone’s trying to do), energises (how hard someone is trying) and sustains behaviour (how long a person continues trying), (Steers & Porter, 1979)
Definition of Intrinsic Motivation
Intrinsic motivation is defined as the doing of an activity for its inherent satisfaction rather than for some separable consequence (Ryan & Deci, 2000) and so is more process oriented and about personal satisfaction
Definition of Extrinsic Motivation
Extrinsic motivation is a construct that pertains whenever an activity is done in order to attain some separable outcome (Ryan & Deci, 2000) and is more product-oriented with the individual expecting a reward.
Definition of Job Design
Job design is the process of assigning tasks to a job, including the interdependence of those tasks with other jobs (Bratton, 2010).
Definition of Job Redesign
Job redesign is the collective name given to techniques designed to increase one or more of the variety, autonomy and completeness of a person’s work tasks (Arnold, 2010).
Definition of Taylorism
Scientific management or Taylorism is a systematic method of determining the best way to do a job and specifying the skills needed to perform it. (Taylor, 1910).
Definition of a Group.
A group is a number of people who interact with each other, are psychologically aware of each other and perceive themselves to be a group (Schein, 1980).
Definition of a Team
A team is a group of people who hold a common purpose, communicate, collaborate and make plans from consolidating knowledge from which future plans are made and decisions influenced (Brill, 1976).
Definition of a Team Role
A team role is a tendency to behave, contribute and interrelate with others in a particular way (Belbin, 1981). Belbin’s team roles fall into 3 categories, thinking, action and people.
Explain the Spearman’s ‘g’ Theory.
Spearman’s general mental ability is the idea that one GMA (‘g’) factor underlies all specific cognitive abilities and can explain the correlations between specific cognitive abilities. It can be tested using factor analysis and provides empirical support for there being an underlying ‘g’ factor. Meta-analytic support shows a strong correlation between GMA and job performance and is also useful for predicting training success and income. This support shows that people with a high GMA tend to learn more job knowledge and learn it faster. This is highly useful when hiring for a role and so is often used in selection processes.
Explain the Thurstone’s PMA Theory.
Thurstone’s primary mental abilities is the idea that a set of PMA’s (verbal comprehension, word fluency, numerical ability, spatial visualisation etc) are all rather independent of one another. The benefit of Thurstone’s PMA’s is that it provides an intelligence profile as opposed to a single IQ score and so is often used in clinical (e.g. Wechsler’s intelligences scales, 1955) and organisational assessments.
Evaluate Spearman’s G and Thurstone’s PMAs
a robust link between intelligence and success and highlights superior predictive performance for specific cognitive abilities when matched to the demands of the job. Furthermore, it shows the importance of motivation by testing a maximum performance paradigm, which is a test condition based examination as opposed to showing your everyday life performance. Lboro uni careers toolkit is a great example of applying specific cognitive abilities in order gain self-awareness and gain feedback on your strengths for when students are finding a career path that matches their abilities. An investigation shows that GMA and specific abilities predict task performance but they may also predict other outcomes like altruistic behaviours (e.g. helping others) and extrarole contributions (e.g. OCB). These intelligence tests strongly predict performance within and across each ethnic group but there is still potential bias against some minorities due to language barriers or other factors such as family income, access to learning materials and the safety of their environment.
Explain and Evaluate Gardner’s Theory.
Garnder’s theory of multiple intelligences is the idea that all intelligences are completely independent, the following are his intelligences: linguistic, spatial, logical-mathematical, musical, bodily kinaesthetic, interpersonal and intrapersonal. This theory is particularly useful in a teaching environment and curriculum development as it encourages a range of activities and learning techniques in order to absorb the content. When critically evaluated it is clear that Gardner’s theory lacks systematic research and a measure by Gardner himself as well as being incompatible with the well established ‘g’ theory. Empirically, several of these intelligences are also found to have very high intercorrelations which juxtaposes his original theory that they are all independent of one another. The key cognitive abilities that tend to be covered by other theories are not covered by the multiple intelligences theory (e.g. inductive reasoning and memory) which also makes this less useful in application.
Explain and Evaluate Emotional Intelligence.
Emotional intelligence is the ability to monitor one’s own and other people’s emotions, to discriminate between different emotions and label them appropriately, and use emotional information to guide thinking and behaviour (Colman, 2006). Emotional intelligence extends the traditional models of intelligence and addresses an individual’s ability to perceive, process and manage emotions and emotional information effectively. It is measured via a performance based measure called a multifactor emotional intelligence scale (MEIS) and provides a small to moderate criterion validity with job performance. Emotional intelligence is important for jobs with emotional demands such as nurses or people in customer service. Emotional intelligence concepts such as Goleman’s lack coherent definition and there is limited data across jobs which makes emotional task analysis harder.
Explain and Evaluate the Big 5 model.
A main trait theory is the big 5 model (Costa & McCrae, 1987) which scores individuals on a continuous normal distribution scale across 5 main factors that are relatively independent of each other: openness, conscientiousness, extraversion, agreeableness and neuroticism. These are measured through a range of self-reported inventories that involve agreeing or disagreeing with a variety of statements and each trait contains a hierarchical, global and subfacet level that breaks down each trait into more specific items. When critically evaluated it is important to note the criterion-related validity as this shows the relationship between the predictor and the criterion which is useful when using these tests in application. The meta-analytic evidence (Barrick & Mount, 1991; Barrick et al., 2001; Wilmont & Ones, 2021) for the Big 5 is very useful for predicting job performance, although the relations may differ across different occupational groups. For example, conscientiousness positively predicts job performance across a range of jobs but low neuroticism tends to be positively associated with certain jobs such as law enforcement and the military. It can also be shown that extraversion has a positive relation in social jobs like sales and management, agreeableness is positively related to teamwork and openness positively predicts training performance.
