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74-606: The National Skill Development Agency ( NSDA ) attempts to increase Employability of Youth in India. It is a fully autonomous body, constituted with the approval of Union Cabinet of India . On May 9, 2013, the Union Cabinet gave its nod to form NSDA. The Union Cabinet of India held a meeting on January 31, 2013 in which the proposal for building the National Skill Development Agency (NSDA)

148-663: A climate for safety is emphasized throughout the organization or in subunits of the organization (e.g., production), then training needs will likely reflect an emphasis on safety. A task analysis uses the results of a job analysis to determine what is needed for successful job performance, contributing to training content. With organizations increasingly trying to identify "core competencies" that are required for all jobs, task analysis can also include an assessment of competencies. A person analysis identifies which individuals within an organization should receive training and what kind of instruction they need. Employee needs can be assessed using

222-542: A collaboration of employers, educators, human resources associations, and labour market associations. This framework states, "Employability skills are general skills that are necessary for success in the labor market at all employment levels and in all sectors". After conducting research with employers across Canada, the Conference Board of Canada released Employability Skills 2000+, which defines employability as "the skills you need to enter, stay in, and progress in

296-494: A common goal and a common set of operating procedures. In the 1970s in the UK, references to occupational psychology became more common than references to I-O psychology. According to Bryan and Vinchur, "while organizational psychology increased in popularity through [the 1960s and 1970s], research and practice in the traditional areas of industrial psychology continued, primarily driven by employment legislation and case law". There

370-421: A department or organization (organizational climate). Climates are usually focused on specific employee outcomes, or what is called “climate for something”. There are more than a dozen types of climates that have been assessed and studied. Some of the more popular include: Climate concerns organizational policies and practices that encourage or discourage specific behaviors by employees. Shared perceptions of what

444-416: A major influence on the emergence of I-O psychology. World War I was an impetus for the development of the field simultaneously in the UK and US. Munsterberg, one of the founders of I-O psychology, wrote, "Our aim is to sketch the outlines of a new science which is intermediate between the modern laboratory psychology and the problems of economics: the psychological experiment is systematically to be placed at

518-510: A multi-level approach, attempting to understand behavioral phenomena from both the level of the organization and the level of the individual worker. There was also an increased interest in the needs and expectations of employees as individuals. For example, an emphasis on organizational justice and the psychological contract took root, as well as the more traditional concerns of selection and training. Methodological innovations (e.g., meta-analyses , structural equation modeling ) were adopted. With

592-439: A nation utilises the skills of its population or promotes effective aging). I-O psychologists review job tasks, relationships, and an individual's way of thinking about their work to ensure that their roles are meaningful and motivating, thus creating greater productivity and job satisfaction. Deliberate interventions aimed at altering work design are sometimes referred to as work redesign. Such interventions can be initiated by

666-407: A new term was coined, Approach to Develop , for conceptualising student engagement in experiential learning leading to the development of holistic competencies. Unlike academic knowledge, holistic competencies must be developed by experience. As an illustration, leadership skills cannot be learnt by reading a book; the learner must have opportunities to observe and experience what leadership is. Hence,

740-520: A new way of organizing demand and supply. Freelancer is also an example of how employability can be developed even for people who are not employed – Freelancers offers exposure of certification and in the future similar platforms will also offer continuous upgrade of competencies for the people associated. The Complete University Guide website (based in London within the United Kingdom ) lists

814-498: A number of job stressors (environmental conditions at work) that contribute to strains (adverse behavioral, emotional, physical, and psychological reactions). Occupational stress can have implications for organizational performance because of the emotions job stress evokes. For example, a job stressor such as conflict with a supervisor can precipitate anger that in turn motivates counterproductive workplace behaviors. A number of prominent models of job stress have been developed to explain

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888-417: A special tool) or technical skills (e.g., understanding the workings of software program). Affective training concerns teaching individuals to develop specific attitudes or beliefs that predispose trainees to behave a certain way (e.g., show commitment to the organization, appreciate diversity). A needs assessment , an analysis of corporate and individual goals, is often undertaken prior to the development of

962-451: A training program. In addition, a careful training needs analysis is required in order to develop a systematic understanding of where training is needed, what should be taught, and who will be trained. A training needs analysis typically involves a three-step process that includes organizational analysis , task analysis , and person analysis . An organizational analysis is an examination of organizational goals and resources as well as

1036-418: A variety of methods that identify weaknesses that training can address. Work motivation reflects the energy an individual applies "to initiate work-related behavior, and to determine its form, direction, intensity, and duration" Understanding what motivates an organization's employees is central to I-O psychology. Motivation is generally thought of as a theoretical construct that fuels behavior. An incentive

1110-910: Is "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience." But "(e)xperience needs to be integrated into formal learning, intentionally and systematically, to enhance academic study." Internships have been found to have a positive influence on employability skills development from both an employer and student perspective. Employability creates organizational issues, because future competency needs may require re-organization in many ways. The increasing automation and use of technology also makes it relevant to discuss not only change but also transformation in tasks for people. The issues are relevant at government level, at corporate level and for individuals. Industrial and organizational psychology Industrial and organizational psychology ( I-O psychology ) "focuses

1184-430: Is Flanagan's critical incident technique . I-O psychologists have also coordinated the use of quantitative and qualitative methods in the same study, I-O psychologists deal with a wide range of topics concerning people in the workplace. Job analysis encompasses a number of different methods including, but not limited to, interviews, questionnaires, task analysis, and observation. A job analysis primarily involves

1258-417: Is a stub . You can help Misplaced Pages by expanding it . Employability Employability is related to work and the ability to be employed, such as: Lee Harvey defines employability as the ability of a graduate to get a satisfying job, stating that job acquisition should not be prioritized over preparedness for employment to avoid pseudo measure of individual employability. Lee argues that employability

1332-719: Is a core concept of India's National Education Policy 2020 . Shri Vishwakarma Skill University in Haryana was founded on this concept. NSQF caters for diversity of the Indian education and training systems, development of a set of outcome-based nationally recognised qualifications for each level, provide progression pathways for further study, enable integrated learning through education and vocational training and work experience, foster lifelong learning through transparent, accountable and credible mechanism which recognises prior learning. This article about an organisation in India

1406-503: Is a registration category for the profession of psychologist as regulated by the Health Professions Council of South Africa (HPCSA). In 2009 The Alliance for Organizational psychology was formed and is a federation of Work, Industrial, & Organizational Psychology societies and "network partners" from around the world. In 2021 The British Psychological Society (BPS) Division of Occupational Psychology (DOP) and

1480-436: Is an adaption of Bigg's 3P Student Approach to Learn model (1987). Chan realised that traditional learning processes such as the 3P model do not apply to soft skills development because students who are deep learners in the academic context do not necessarily become deep learners in soft skills education. Thus, the words ‘deep’ and ‘surface’ with respect to academic knowledge are unsuitable in the soft skills context. Accordingly,

1554-533: Is an anticipated reward that is thought to incline a person to behave a certain way. Motivation varies among individuals. Studying its influence on behavior, it must be examined together with ability and environmental influences. Because of motivation's role in influencing workplace behavior and performance, many organizations structure the work environment to encourage productive behaviors and discourage unproductive behaviors. Motivation involves three psychological processes: arousal, direction, and intensity. Arousal

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1628-641: Is associated with a positive safety climate and safe worker practices. I-O psychologists are concerned with the related topics of workplace bullying, aggression, and violence. For example, I-O research found that exposure to workplace violence elicited ruminative thinking. Ruminative thinking is associated with poor well-being. Research has found that interpersonal aggressive behaviour is associated with worse team performance. A new discipline, occupational health psychology (OHP), emerged from both health psychology and I-O psychology as well as occupational medicine . OHP concerns itself with such topic areas as

1702-523: Is important for it emphasizes the employability of graduates, which is similar to our context, hence, able to provide insight about how to measure graduates' employability and what are the differences between graduates and experienced individuals in the labor market. There are numerous terms for employability skills, they are often used interchangeably with terms such as soft skills, generic skills, 21st century skills, generic attributes, transferable skills, generic competencies and holistic competencies. Chan at

1776-536: Is likely to include a summative evaluation at its conclusion in order to ensure that trainees have met the training objectives and can perform the target work tasks at an acceptable level. Kirkpatrick describes four levels of criteria by which to evaluate training: Training programs often include formative evaluations to assess the effect of the training as the training proceeds. Formative evaluations can be used to locate problems in training procedures and help I-O psychologists make corrective adjustments while training

1850-482: Is not a set of skills but a range of experiences and attributes developed through higher-level learning, thus employability is not a "product' but a process of learning. Employability continues to develop because the graduate, once employed, does not stop learning (i.e. continuous learning). Thus employability by this definition is about learning, not least learning how to learn, and it is about empowering learners as critical reflective citizens. Harvey‘s (2001) definition

1924-472: Is not a single cohesive body work. Employability is investigated in the fields of industrial and organizational psychology , career development , industrial sociology , and the sociology of education , among others. Several employability definitions have been developed based on, or including input from business and industry. In the United States, an Employability Skills Framework was developed through

1998-548: Is often part of the personnel selection process. These assessments can include written tests, aptitude tests, physical tests, psycho-motor tests, personality tests , integrity and reliability tests, work samples, simulations , and assessment centres . A more recent focus of I-O field is the health, safety, and well-being of employees. Topics include occupational safety , occupational stress , and workplace bullying, aggression and violence. There are many features of work that can be stressful to employees. Research has identified

2072-443: Is ongoing. The foundation for training programs is learning . Learning outcomes can be organized into three broad categories: cognitive, skill-based, and affective outcomes. Cognitive training is aimed at instilling declarative knowledge or the knowledge of rules, facts, and principles (e.g., police officer training covers laws and court procedures). Skill-based training aims to impart procedural knowledge (e.g., skills needed to use

2146-443: Is safety climate, which refers to employees' perceptions of the extent to which their work organization prioritizes safety. By contrast, psychosocial safety climate refers to management's "policies, practices, and procedures" aimed at protecting workers' psychological health. Research on safety leadership is also relevant to understanding employee safety performance. Research suggests that safety-oriented transformational leadership

2220-400: Is the broader, more global term for the science and profession. I-O psychologists are trained in the scientist–practitioner model . As an applied psychology field, the discipline involves both research and practice and I-O psychologists apply psychological theories and principles to organizations and the individuals within them. They contribute to an organization's success by improving

2294-649: Is the process of providing performance feedback relative to expectations and information relevant to helping a worker improve his or her performance (e.g., coaching, mentoring). Performance management may also include documenting and tracking performance information for organizational evaluation purposes. Individual assessment involves the measurement of individual differences . I-O psychologists perform individual assessments in order to evaluate differences among candidates for employment as well as differences among employees. The constructs measured pertain to job performance. With candidates for employment, individual assessment

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2368-447: Is the systematic process of hiring and promoting personnel. Personnel selection systems employing I-O methods use quantitative data to determine the most qualified candidates. This can involve the use of psychological tests, Biographical Information Blanks , interviews , work samples, and assessment centers . Personnel selection procedures are usually validated, i.e., shown to be job relevant to personnel selection, using one or more of

2442-406: Is what initiates action. It is often fueled by a person's need or desire for something that is missing from his or her life, either totally or partially. Direction refers to the path employees take in accomplishing the goals they set for themselves. Intensity is the amount of energy employees put into goal-directed work performance. The level of intensity often reflects the importance and difficulty of

2516-513: The Society for Industrial and Organizational Psychology (SIOP). Similar I-O psychology societies can be found in many countries. In 2009 the Alliance for Organizational Psychology was formed and is a federation of Work, Industrial, & Organizational Psychology societies and "network partners" from around the world. I-O psychology is an international science and profession and depending on

2590-504: The job performance , wellbeing , motivation , job satisfaction and the health and safety of employees. An I-O psychologist conducts research on employee attitudes , behaviors , emotions , motivation , and stress . The field is concerned with how these things can be improved through recruitment processes, training and development programs, 360-degree feedback, change management, and other management systems and other interventions. I-O psychology research and practice also includes

2664-524: The Australian Psychological Society's (APS) College of Organizational Psychology joined the Alliance. The Alliance currently has member organizations representing Industrial, Work and Organisational psychology and IWO psychologists from Australia, Britain, Brazil, Canada, Chile, Europe, Germany, Hong Kong, Japan, Netherlands, New Zealand, Singapore, South Africa and the United States. The historical development of I-O psychology

2738-581: The Holistic Competency Development Framework (HCDF) was developed (Chan & Yeung, 2019). The HCDF consists of five key components that are fundamental to holistic competency development: 1) student characteristics; 2) rationale for learning; 3) students’ actual learning experience and perceptions and interpretations based on that experience; 4) students’ approaches to developing holistic competency; and 5) students’ development of holistic competency as outcomes. The HCDF

2812-701: The Register of European Psychologists. I-O psychology is one of the three main psychology specializations in Europe. In Australia, the title "organisational psychologist" is protected by law and regulated by the Australian Health Practitioner Regulation Agency (AHPRA). Organizational psychology is one of nine areas of specialist endorsement for psychology practice in Australia. In South Africa, industrial psychology

2886-591: The UK, graduate programs in psychology, including occupational psychology, are accredited by the British Psychological Society . In Europe, someone with a specialist EuroPsy Certificate in Work and Organisational Psychology is a fully qualified psychologist and a specialist in the work psychology field. Industrial and organizational psychologists reaching the EuroPsy standard are recorded in

2960-546: The University of Hong Kong uses holistic competencies as an umbrella term inclusive of different types of generic skills (e.g. critical thinking, problem-solving skills, positive values, and attitudes (e.g. resilience, appreciation for others) which are essential for students’ life-long learning and whole-person development (Chan, Fong, Luk, & Ho, 2017; Chan & Yeung, 2019 ). In order to understand how holistic competencies should be developed based on student perception,

3034-464: The War, increasing employment in the U.S. created opportunities for I-O psychology practitioners who called themselves "industrial psychologists" The "organizational" side of the field was focused on employee behavior, feelings, and well-being. During World War I, with the U.K. government's interest in worker productivity in munitions factories, Charles Myers studied worker fatigue and well-being. Following

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3108-643: The creation job-relevant selection procedures, the development of criteria for performance appraisals , the conducting of performance appraisals, and the development and implementation of training programs. I-O psychologists design (a) recruitment processes and (b) personnel selection systems. Personnel recruitment is the process of identifying qualified candidates in the workforce and getting them to apply for jobs within an organization. Personnel recruitment processes include developing job announcements, placing ads, defining key qualifications for applicants, and screening out unqualified applicants. Personnel selection

3182-792: The following types of validity: content validity , construct validity , and/or criterion-related validity . I-O psychologists must adhere to professional standards in personnel selection efforts. SIOP (e.g., Principles for validation and use of personnel selection procedures ) and APA together with the National Council on Measurement in Education (e.g., Standards for educational and psychological testing are sources of those standards. The Equal Employment Opportunity Commission 's Uniform guidelines are also influential in guiding personnel selection decisions. A meta-analysis of selection methods found that general mental ability (g factor)

3256-599: The goal. These psychological processes involve four factors. First, motivation serves to direct attention, focusing on particular issues, people, tasks, etc. Second, it serves to stimulate effort. Third, motivation influences persistence. Finally, motivation influences the choice and application of task-related strategies. Organizational climate is the perceptions of employees about what is important in an organization, that is, what behaviors are encouraged versus discouraged. It can be assessed in individual employees (climate perceptions) or averaged across groups of employees within

3330-717: The health of working people was resistance within the field to publishing papers on worker health. In the 21 century, OHP topics have become popular at the Society for Industrial and Organizational Psychology conference. Work design concerns the "content and organisation of one's work tasks, activities, relationships, and responsibilities." Research has demonstrated that work design has important implications for individual employees (e.g., level of engagement, job strain, chance of injury), teams (e.g., how effectively teams co-ordinate their activities), organisations (e.g., productivity, safety, efficiency targets), and society (e.g., whether

3404-416: The impact of occupational stressors on mental and physical health, the health impact of involuntary unemployment , violence and bullying in the workplace, psychosocial factors that influence accident risk and safety, work–family balance, and interventions designed to improve/protect worker health. Spector observed that one of the problems facing I-O psychologists in the late 20 century who were interested in

3478-421: The individual perform the job effectively. Evidence indicates that training is often effective, and that it succeeds in terms of higher net sales and gross profitability per employee. Similar to performance management (see above), an I-O psychologist would employ a job analysis in concert with the application of the principles of instructional design to create an effective training program. A training program

3552-414: The job stress process, including the person-environment (P-E) fit model, which was developed by University of Michigan social psychologists, and the demand-control(-support) and effort-reward imbalance models, which were developed by sociologists. Research has also examined occupational stress in specific occupations, including police, general practitioners, and dentists. Another concern has been

3626-727: 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." It is an applied discipline within psychology and is an international profession. I-O psychology is also known as occupational psychology in the United Kingdom , organisational psychology in Australia and New Zealand , and work and organizational (WO) psychology throughout Europe and Brazil . Industrial, work, and organizational (IWO) psychology

3700-447: The management of an organization (e.g., job rotation , job enlargement , job enrichment ) or by individual workers (e.g., job crafting , role innovation, idiosyncratic ideals). Training involves the systematic teaching of skills, concepts, or attitudes that results in improved performance in another environment. Because many people hired for a job are not already versed in all the tasks the job requires, training may be needed to help

3774-433: The most prominent I-O psychologist of his time. Scott, along with Walter Van Dyke Bingham , worked at what was then Carnegie Institute of Technology , developing methods for selecting and training sales personnel. The "industrial" side of I-O psychology originated in research on individual differences, assessment, and the prediction of work performance. Industrial psychology crystallized during World War I , in response to

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3848-577: The name was changed to the Industrial Psychology Division. In 1973, it was renamed again, this time to the Division of Industrial and Organizational Psychology. In 1982, the unit become more independent of APA, and its name was changed again, this time to the Society for Industrial and Organizational Psychology . The name change of the division from "industrial psychology" to "industrial and organizational psychology" reflected

3922-537: The need to rapidly assign new troops to duty. Scott and Bingham volunteered to help with the testing and placement of more than a million U.S. Army recruits. In 1917, together with other prominent psychologists, they adapted a well-known intelligence test the Stanford–Binet , which was designed for testing one individual at a time, to make it suitable for group testing. The new test was called the Army Alpha . After

3996-1038: The organization emphasizes (organizational climate) is part of organizational culture, but culture concerns far more than shared perceptions, as discussed in the next section. While there is no universal definition for organizational culture, a collective understanding shares the following assumptions: ... that they are related to history and tradition, have some depth, are difficult to grasp and account for, and must be interpreted; that they are collective and shared by members of groups and primarily ideational in character, having to do with values, understandings, beliefs, knowledge, and other intangibles; and that they are holistic and subjective rather than strictly rational and analytical. Organizational culture has been shown to affect important organizational outcomes such as performance, attraction, recruitment, retention, employee satisfaction, and employee well-being. There are three levels of organizational culture: artifacts, shared values, and basic beliefs and assumptions. Artifacts comprise

4070-424: The organizational environment. The results of an organizational analysis help to determine where training should be directed. The analysis identifies the training needs of different departments or subunits. It systematically assesses manager, peer, and technological support for transfer of training . An organizational analysis also takes into account the climate of the organization and its subunits. For example, if

4144-1373: The passage of the American with Disabilities Act in 1990 and parallel legislation elsewhere in the world, I-O psychology saw an increased emphasis on "fairness in personnel decisions." Training research relied increasingly on advances in educational psychology and cognitive science . I-O researchers employ both qualitative and quantitative methods, although quantitative methods are far more common. Basic Quantitative methods used in I-O psychology include correlation , multiple regression , and analysis of variance . More advanced statistical methods include logistic regression , structural equation modeling , and hierarchical linear modeling (HLM; also known as multilevel modeling ). I-O researchers have also employed meta-analysis . I-O psychologists also employ psychometric methods including methods associated with classical test theory , generalizability theory , and item response theory (IRT). I-O psychologists have also employed qualitative methods , which largely involve focus groups , interviews , and case studies . I-O psychologists conducting research on organizational culture have employed ethnographic techniques and participant observation . A qualitative technique associated with I-O psychology

4218-461: The region of the world, it is referred to by different names. In North America, Canada and South Africa the title "I-O" psychology is used; in the United Kingdom, the field is known as occupational psychology. Occupational psychology in the UK is one of nine "protected titles" within the "practitioner psychologist" professions. The profession is regulated by the Health and Care Professions Council . In

4292-403: The relation of occupational stress to family life. Other I-O researchers have examined gender differences in leadership style and job stress and strain in the context of male- and female-dominated industries, and unemployment-related distress. Occupational stress has also been linked to lack of fit between people and their jobs. Accidents and safety in the workplace are important because of

4366-438: The serious injuries and fatalities that are all too common. Research has linked accidents to psychosocial factors in the workplace including overwork that leads to fatigue , workplace violence , and working night shifts. "Stress audits" can help organizations remain compliant with various occupational safety regulations. Psychosocial hazards can affect musculoskeletal disorders . A psychosocial factor related to accident risk

4440-496: The service of commerce and industry" (p. 3). Instead of viewing performance differences as human "errors," Cattell was one of the first to recognize the importance of differences among individuals as a way of better understanding work behavior. Walter Dill Scott , who was a contemporary of Cattell and was elected President of the American Psychological Association (APA) in 1919, was arguably

4514-458: The shift in the work of industrial psychologists who had originally addressed work behavior from the individual perspective, examining performance and attitudes of individual workers. Their work became broader. Group behavior in the workplace became a worthy subject of study. The emphasis on the "organizational" underlined the fact that when an individual joins an organization (e.g., the organization that hired him or her), he or she will be exposed to

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4588-422: The systematic collection of information about a job. A task-oriented job analysis involves an assessment of the duties, tasks, and/or competencies a job requires. By contrast, a worker-oriented job analysis involves an examination of the knowledge, skills, abilities, and other characteristics (KSAOs) required to successfully perform the work. Information obtained from job analyses are used for many purposes, including

4662-527: The ten most employable degree subjects, indicating the degree of employability with a percentage (of graduates exiting university who subsequently obtain employment). The subject with the most employment is dentistry , the subjects with ordinately less employment, after the 1st most are as follows; nursing, veterinary medicine, medicine, physiotherapy, medical technology, optometry ophthalmology orthoptics, occupational therapy, land and property management, aural and oral sciences. Graduate employability, focused on

4736-503: The war, Elton Mayo found that rest periods improved morale and reduced turnover in a Philadelphia textile factory. He later joined the ongoing Hawthorne studies , where he became interested in how workers' emotions and informal relationships affected productivity. The results of these studies ushered in the human relations movement . World War II brought renewed interest in ability testing. The U.S. military needed to accurately place recruits in new technologically advanced jobs. There

4810-608: The ways in which higher education equips graduates to meet the needs of the labour market, has become a central feature of universities' missions and branding, and is included in university league tables such as the QS World University Rankings . Universities' have pursued a range of strategies to support their graduates' employability, and graduate employability researchers have considered a number of models based on various kinds of human capital, dispositions, and psycho-social influences. Experiential learning

4884-783: The word ‘learn’ can be used to describe academic knowledge acquisition, whilst ‘develop’ is preferable for describing holistic competency education. Validated instruments for assessing student's holistic competencies awareness have been developed (Chan, Zhao & Luk, 2017; Chan & Luk, 2020 ) although the assessment literacy of competency for both teachers and students remains challenging (Chan & Luo, 2020). Berntson (2008) argues that employability refers to an individual's perception of his or her possibilities of getting new, equal, or better employment. Berntson's study differentiates employability into two main categories – actual employability (objective employability) and perceived employability (subjective employability). Research into employability

4958-452: The work–nonwork interface such as selecting and transitioning into a new career , occupational burnout , unemployment , retirement , and work–family conflict and balance. I-O psychology is one of the 17 recognized professional specialties by the American Psychological Association (APA). In the United States the profession is represented by Division 14 of the APA and is formally known as

5032-570: The world of work". Saunders & Zuzel (2010) found that employers valued personal qualities such as dependability and enthusiasm over subject knowledge and ability to negotiate. In the future fewer will be employed and more people work as free lancers or ad hoc on projects. Robin Chase, co-founder of Zip Car, argues that in the future more work will be done as freelancers or ad hoc works. Collaborative economy and other similar platforms are reinventing capitalism, for example platforms like Freelancer.com,

5106-451: Was a focus on fairness and validity in selection efforts as well as in the job analyses that undergirded selection instruments. For example, I-O psychology showed increased interest in behaviorally anchored rating scales . What critics there were of I-O psychology accused the discipline of being responsive only to the concerns of management. From the 1980s to 2010s, other changes in I-O psychology took place. Researchers increasingly adopted

5180-450: Was also concern with morale and fatigue in war-industry workers. In the 1960s Arthur Kornhauser examined the impact on productivity of hiring mentally unstable workers. Kornhauser also examined the link between industrial working conditions and worker mental health as well as the spillover into a worker's personal life of having an unsatisfying job. Zickar noted that most of Kornhauser's I-O contemporaries favored management and Kornhauser

5254-564: Was first endorsed, after the suggested plan was reviewed by a Group of Ministers. The United Progressive Alliance ( UPA ) government approved the proposal. National Skills Qualification Framework , is an integrated education and competency-based skills quality assurance framework developed by NSDA, according to which graded levels of skills are recognised based on the learning outcomes acquired through both formal or informal means. This enables students, to have their informally acquired skills graded and use those towards formal education, which

5328-484: Was largely alone in his interest in protecting workers. Vinchur and Koppes (2010) observed that I-O psychologists' interest in job stress is a relatively recent development (p. 22). The industrial psychology division of the former American Association of Applied Psychology became a division within APA, becoming Division 14 of APA. It was initially called the Industrial and Business Psychology Division. In 1962,

5402-601: Was paralleled in the US, the UK, Australia, Germany, the Netherlands, and Eastern European countries such as Romania. The roots of I-O psychology trace back to almost the beginning of psychology as a science, when Wilhelm Wundt founded one of the first psychological laboratories in 1879 in Leipzig, Germany. In the mid–1880s, Wundt trained two psychologists, Hugo Münsterberg and James McKeen Cattell , who went on to have

5476-539: Was the best overall predictor of job performance and attainment in training. Performance appraisal or performance evaluation is the process in which an individual's or a group's work behaviors and outcomes are assessed against managers' and others' expectations for the job. Performance appraisal is used for a variety of purposes including alignment with organizational objectives, the basis for employment decisions (promotion, raises and termination), feedback to employees, and training needs assessment. Performance management

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