Principles Of Industrial And Organizational Psychology

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I need about 150 words for each of the question

                                                                                      # 5

Q A

What types of psychometric assessments (e.g., personality inventories, cognitive assessments, and integrity tests) are best to identify applicants with the strongest job and organizational fit? Why?

Q B

When should interviews be used in a multi-hurdle selection process? Are structured interviews best? Why or why not? Do multiple interviewers add validity to the hiring decision? Explain.

                                                                  RESOURCES

1. Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts?

Read:

Gray, E., & Nathan, G. (2015, June 22). Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts? Time, 185(23), 40-46.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-live&scope=site

2. Employability and Career Success: Bridging the Gap Between Theory and Reality.

Read:

Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial & Organizational Psychology, 6(1), 3-16. doi: 10.1111/iops.12001.

http://www.drtomascp.com/uploads/PIOP_final_employability.pdf

3. The Importance of Ability and Effort in Recruiters’ Hirability Decisions: An Empirical Examination of Attribution Theory

Read:

Carless, S., & Waterworth, R. (2012). The importance of ability and effort in recruiters’ hirability decisions: An empirical examination of attribution theory. Australian Psychologist, 47, 232-237.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=83512570&site=ehost-live&scope=site

4. The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature.

Read:

Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67, 241-293. doi: 10.1111/peps.12052

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-live&scope=site

5. The Validity and Utility of Selection Methods in Personnel Psychology: Practical and Theoretical Implications of 85 Years of Research Findings

Read:

Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1998-10661-006&site=ehost-live&scope=site

                                                                              # 6

Q A

What are the primary reasons to use job descriptions in the creation of performance appraisal processes and rating forms? Support your position

Q B

What are the advantages of supervisor training for employee appraisals? Should employees self-rate prior to the feedback meeting? Why or why not?

                                                                  RESOURCES

1. Increasing Performance Appraisal Effectiveness: Matching Task Types, Appraisal Process, and Rater Training.

Read:

Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process, and rater training. Academy of Management Review, 10, 322-331.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-live&scope=site

2. Overlooking Overkill? Beyond the 1-to-5 Rating Scale.

Read:

Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill? Beyond the 1-to-5 rating scale. Human Resource Planning, 28(3), 7-11.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=18585626&site=ehost-live&scope=site

3. Performance Appraisal: Verisimilitude Trumps Veracity.

Read:

Bowman, J. S. (1999). Performance appraisal: Verisimilitude trumps veracity. Public Personnel Management, 28, 557-576.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=2000028403&site=ehost-live&scope=site

4. The Relative Importance of Task and Contextual Performance Dimensions to Supervisor Judgments of Overall Performance.

Read:

Johnson, J. W. (2001).The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86, 984-996.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12128489&site=ehost-live&scope=site

                                                                                  # 7

Q A

What are two of the most important reasons for using theory-based information to develop employee training and development? What are two of the most relevant theories involved in this process? Explain.

Q B

Why is transfer of training important? Explain. How is this transfer measured? Explain.

                                                                      RESOURCES

Electronic Resource

1. DC Network

Use the 10 Key Strategic Points template found under the Research/Dissertation tab.

http://dc.gcu.edu

e-Library Resource

1. Advances in Leader and Leadership Development: A Review of 25 Years of Research and Theory.

Read:

Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25, 63–82.

https://lopes.idm.oclc.org/login?url=http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.leaqua.2013.11.004

2. Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation.

Read:

Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.Journal of Applied Psychology, 78(2), 311-328.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12351708&site=ehost-live&scope=site

3. SAGE Research Methods

Use Sage Research Methods to research potential resources to develop the theoretical foundations for your paper.

https://lopes.idm.oclc.org/login?url=http://srmo.sagepub.com.lopes.idm.oclc.org/cases

4. The Evaluation of Two Key Leadership Development Program Components: Leadership Skills Assessment and Leadership Mentoring

Read:

Solansky, S. T. (2010). The evaluation of two key leadership development program components: Leadership skills assessment and leadership mentoring. The Leadership Quarterly, 21(4), 675–681.

https://lopes.idm.oclc.org/login?url=http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1048984310000950

5. Transfer of Leadership Skills: The Influence of Motivation to Transfer and Organizational Support in Managerial Training.

Read:

Franke, F., & Felfe, J. (2012). Transfer of leadership skills: The influence of motivation to transfer and organizational support in managerial training. Journal of Personnel Psychology, 11(4), 138–147.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2012-20199-004&site=ehost-live&scope=site

6. Transfer of Training: A Meta-Analytic Review.

Read:

Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36, 1065–1105.

https://lopes.idm.oclc.org/login?url=http://jom.sagepub.com.lopes.idm.oclc.org/content/36/4/1065.full.pdf+html

                                                                                             # 8

Q A

What are the most important requisite skills required of organizational leaders? Why? How do effective and ineffective leadership behaviors affect employees both positively and negatively? Explain.

Q B

Focus on Research:

Reflect on three of the articles you have chosen for the literature review assignment. How will these articles help you proceed from here?

RESOURCES

1. Assessing Your Leadership Style to Achieve Organizational Objectives.

Read:

Rubin, E. N. (2013). Assessing your leadership style to achieve organizational objectives. Global Business & Organizational Excellence, 32(6), 55-66.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=89989512&site=ehost-live&scope=site

2. Personality, Leader Behavior and Overdoing It.

Read:

Kaiser, R. B., & Hogan, J. (2011). Personality, leader behavior and overdoing it. Consulting Psychology Journal: Practice and Research, 63, 219–242. doi: 10.1037/a0026795

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2011-30211-002&site=ehost-live&scope=site

3. Using 360° Feedback to Predict Performance

Read:

Maylett, T. M., & Riboldi, J. (2007, September). Using 360° feedback to predict performance. Training + Development, 61(9), 48-52.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=26595960&site=ehost-live&scope=site

4. What We Know About Leadership

Read:

Hogan, R., & Kaiser, R. B. (2005). What we know about leadership. Review of General Psychology, 9(2), 169-180.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2005-06355-007&site=ehost-live&scope=site

Counseling-Based Personality Assessment Scenario

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Prior to beginning work on this discussion, read the Cohen, et al. (2013) and Wu, et al. (2007) articles and review the Evaluating Mental Health Patients  and HumanMetrics Jung Typology Test  websites.

For this discussion, you will be taking on the role of the intake counselor at a mental health facility. In this role, you will facilitate the evaluation of a client based on clinical personality assessments, mental status exam, and observations of the client to make recommendations to the treatment team consisting of the clinical psychologist, counselors, and case manager for the client. Carefully review the PSY615: Week Two Counseling-Based Personality Assessment Scenario .

In your initial post, examine the personality assessment instrument used in the scenario and research a peer-reviewed article in the Ashford University Library on this personality assessment. Using the required articles and websites as well as your researched article to support your statements, describe the standard use of this personality assessment. Based on the scenario, evaluate the reliability, validity, and cultural considerations inherent to the personality assessment used and comment on the relevance of these elements within the scenario. Analyze and describe some of the potential ethical issues which might arise from the use of this personality assessment in the given scenario.  Provide information from your research regarding the use of the personality measure, and assess the value of other possible instruments that could be added to create a more complete assessment of the client in the scenario.

PSY615: Week Two Counseling-Based Personality Assessment Scenario

PSYCHOLOGICAL EVALUATION

(Williamsburg Mental Health Center)

Jane Smith Date of Evaluation: 10/12/2013

Case No.: 12783A

Admission Date: 10/8/2013

PURPOSE FOR EVALUATION:

This is the second admission of a 32-year-old female to the Center. The client has 14 years of formal

education and is employed as an administrative assistant at a local community college. She was admitted

due to signs of major depression with possible psychotic features.

 

The purpose of this clinical evaluation is to assess the client’s current mental well-being and the extent of

her need for clinical intervention.

 

ASSESSMENT PROCEDURES:

The clinical psychiatrist on duty recommended the following assessments:

 

• Minnesota Multiphasic Personality Inventory-2 (MMPI-2)

• Mental Status Examination

• Review of Prior Psychological Assessment

• Review of Prior Medical Records

• Clinical Interview

 

ASSESSMENT RESULTS:

Note: Typically, this section reports test results of all the recommended assessments. Here you are

provided with the abbreviated results from the MMPI-2, the Mental Status Examination, Review of Prior

Medical Records, and Clinical Interview.

 

Adjustment Level

Jane’s elevated scores on Depression (T = 94) and Psychasthenia (T = 92) scales indicate her

dissatisfaction with her life situation and feelings of hopelessness and inadequacy.

Symptoms

Jane appears to suffer from major depression, which is evident in her elevated Harris-Lingoes

subscales on depression (D1, T = 101; D2, T = 89; D3, T = 80; D4, T = 99; and D5, T = 80).

These scores and a high score on the Social Introversion scale (T = 79) indicate chance of suicidal

 

 

PSY615: Week Two Counseling-Based Personality Assessment Scenario

tendencies. She may withdraw from personal relationships and struggle with separation, which

links to her depression.

Perceptions of Environment and People

Jane’s elevated scores on Fears (T = 77) and Anxiety (T = 80) indicates that she does not feel safe

or comfortable in most environments.

Reaction to Stress

Jane’s elevated D1 subscale and low ego strength indicate that she is not able to cope well with

stress, even under normal circumstances. Jane likely reacts to stress by withdrawing and isolating

herself from the stressors.

Self-Concept

Jane’s score on Low Self-Esteem (T = 89) is evidence of low ego strength and a poor self-

concept.

Emotional Control

Jane seems to have a lack of emotional control with her depression. She appears to be struggling

with feelings of hopelessness and despair. Elevations in level of depression should be monitored,

particularly if the elevations extend over a long period of time.

Interpersonal Relationships

In addition to her depression, Jane’s score on Social Introversion (t = 79) indicates she is aloof,

ruminative, and withdrawn. Other indicators include elevated scores on Familial Discord (T =

72) and Family Problems (T = 83), which supports the evidence that she may have turmoil in the

family.

Psychological Resources

Jane has attended college and appears intelligent. She has some satisfaction with work, so she

knows that she is successful on some level. Her high score on Negative Treatment Indicators

(TRT, T = 85) coupled with depression may indicate a negative attitude toward therapy.

Social Dynamics

Jane’s parents are divorced and her home life was likely filled with conflict and dissention. Her

parents were highly critical, which may be the source of her isolated introversion, anxiety, and

depression.

Diagnostic Impressions

Jane’s MMPI profile indicates that she suffers from major depressive disorder and she is at risk

for suicidal tendencies. Jane may also have a bipolar personality and problems with mental

processes, but she does not appear a danger to others at this time.

 

 

 

PSY615: Week Two Counseling-Based Personality Assessment Scenario

BACKGROUND INFORMATION:

The client is a 32-year-old, single white female who was previously admitted one year ago for possible

suicidal ideation and major depression. She has an associate’s degree and is currently working for a local

community college as the administrative assistant for the dean of the business school. She does not have

a record of suicide attempts or long-term hospitalization in a mental health facility. She is a single female

with no family history of mental illness.

 

MENTAL STATUS EXAMINATION:

Observational conclusions of the patient’s attitude were as follows:

 

Open and cooperative, and her mood was euthymic. Her affect was appropriate to verbal content and

showed broad range. Her memory functions seemed grossly intact and she was able to recall events and

factual information. Her thought process was intact, goal oriented, and well organized. The client

indicated no evidence of delusions, paranoia, or suicidal/homicidal ideation. Her level of personal insight

appeared to be good, as evidenced by ability to state her current diagnosis and by ability to identify

specific stressors that precipitated the current exacerbation. Social judgment appeared good, as evidenced

by appropriate interactions with staff and other patients in the center and by cooperative efforts to achieve

treatment goals required for discharge.

School Counselor

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School Counselor

Look into Appleby, Millspaugh, and Hammersley (2011) and Appleby (2015), as well as your own research. A 2-page paper that introduces your chosen to be a school Counselor, explaining

what it is and why it interests you. With your research, provide a description of the knowledge, skills, schooling, and characteristics one would need to be effective in this position. Sum up some of the tasks you might be expected to perform. Talk about what additional schooling, if any, is needed for this profession.

Following, consider what steps you would need to take to continue to grow in your chosen profession. Van der Heijden (2002) used three predictor variables to study how employees might achieve professional skill. Using van der Heijden’s definition of professional expertise, describe what would make you an “expert” in your field. Explain how the three predictor variables relate to opportunities for you to continue your professional development (social networks that could be helpful to you). These ideas should be your own. Take the ideas that’s talk about in the article and explain how you might carry out them.

Trauma Case Study

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Review the Trauma Case Study for Maryam. Write a 750-1,000-word essay answering the following questions. Your number one goal is to make sure she is safe.

Provide appropriate support for your answers by citing the DSM.

  1. What are the key assessment issues to consider?
  2. Do you think this is a crisis situation? Why or why not? Explain.
  3. What is the client’s immediate need? Be specific.
  4. What specific interventions do you feel are necessary with this client?
  5. What is the possible diagnosis for this client? Provide supportive reasoning for your diagnosis. Why?
  6. Is this client suffering a stress disorder? Define which one and the symptoms associated.
  7. How does the biology of trauma present in this case?
  8. Should Maryam’s family be notified? Explain.
  9. Would you feel competent enough to work with this client? Why or why not?
  10. Should you seek additional resources to help with this case? Explain.
  11. Do you have coordination or treatment issues to consider? Explain.

Include a minimum of three scholarly references in addition to the textbook.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Reason for Referral

 

Maryam is a 17-year-old Caucasian female university student who was referred to your agency by her physician Dr. Jaffee. Maryam presented in her doctor’s office complaining of lack of sleep. Dr. Jaffee did not give her medication as Maryam has reported drinking three to four glasses of vodka and orange juice per night to sleep. Dr. Jaffee’s report indicates the patient is sleeping 2-4 hours per night and often awakens with nightmares. Blood tests were normal with the exception of slightly elevated liver enzymes. Blood pressure was 130/94. Patient was scheduled for a follow-up appointment in two weeks.

 

Behavioral Observations

 

Maryam arrived on time for her appointment. She was driven to the appointment by her university roommate. The client appeared anxious, had circles under her eyes, and was tearful during the intake. Maryam was oriented to time, place, and person. Client vocabulary was above average. Client appeared tired and despondent evidenced by low voice, soft speech, and flat affect.

 

Presenting Problem

 

Maryam states “I can’t drive a car. I am too afraid that someone will hit me or I will hit someone else. I can’t sleep so I don’t get up to go to class in the morning.” Client states, “I am afraid to drive.” She goes on to state, “I made such a horrible mistake; I don’t deserve to live. I am so stupid.”

 

Client states that she was involved in a three car accident two months ago. Client reports one person was critically injured and the other was treated and released at the hospital. Client reports she received a citation, as she turned in front of two oncoming cars at a red light.

 

Support System

 

Client reports that she lives in student housing on the campus of a local university. She has one roommate who brought her to today’s appointment.

 

Legal: Client is facing legal problems due to the accident.

 

Family Support: Maryam’s family lives out of state. She has no relatives that live locally.