Cognitive Ability Test

Abstract

Standardized psychological tests are designed to measure aptitude, intelligence, and skill. When psychological tests are constructed they emphasize factors of reliability, validity, and the standards for developing a feasible and workable test. Industrial and Organizational psychologist develop standardized psychological tests that are used in various organizations to assist with areas of job –performance, critical thinking, competence, mental abilities, and job –placement.

Cognitive Ability Tests: Wonderlic Personnel Test

            Industrial and Organizational (I/O) Psychology focus on workplace development, structure, and organization; it structuralizes around developing methods to apply methodical principles within the workplace. I/O psychology is a field, like other fields of psychology that develop theories and evaluate concepts about how individuals reason, feel, and behave in work. I/O psychologists rely on research, quantitative methods, and testing procedures.

            This document will briefly describe a standardized psychological test “Cognitive Ability Test” specifically the Wonderlic Personnel Test (WPT) currently used in I/O psychology and concentrate on a particular populations and action of attentiveness in which the test is used. The standardized procedure used in the construction of the test and administration of the test is included. When administering the test, the required standardized conditions and concerns with test bias is also included.

Standardized Psychological Test

            Standardized psychological tests are designed to measure or ascertain such characteristics of an individual’s or group as intellectual capacity, motivation, perception, role behavior, values, and general personality integration (“Psychological Test,” 2012). Industrial and Organizational psychologist emphasize the use of structured psychological testing and focus on the factors of job satisfaction, employee motivation, and a variety of functions surrounding the organizations (Kaplan & Saccuzzo, 2013).

            A standardized psychological test currently being used by I/O psychologist is the Wonderlic Personnel Test. The WPT predict a comprehensive range of important life outcomes, behaviors, and performances (Natividad, 2006). The tests are one form of predictor used for job performance, and usually provide questions or problems to measure the ability to learn quickly, rationality, intellectual, reading comprehension and other enduring mental abilities (Natividad, 2006). The WPT can be a quick 12 –minute test of mental abilities in adults (Kaplan & Saccuzzo, 2013). The WPT evaluate an individuals’ ability or skill to solve job –related problems by producing information about their mental abilities, such as oral or calculated reasoning and perceptual abilities like speed in recognizing concepts and perspectives of situations (“Wonderlic,” 2014). Also measured are the critical thinking skills of business professionals that possess competence, capability, and strategic know-how within an organization (Facione, Blohm, & Facione, 2010).

            Cognitive ability tests have advantages and disadvantages during the process of application. Advantages of the tests are the ability to produce valid conclusions for a variation of organizational conclusions (SIOP, Inc., 2014b). The tests are able to envisage job performance for more intricate jobs, cost efficient, and can identify individuals for employment purposes, advancement, or training for those who need the skills and abilities (SIOP, Inc. 2014b). Disadvantages of the test are the possibility to gather different results due to gender and race. The construction of the test could also be overwhelming and time –consuming (SIOP, Inc. 2014b).

Test Construction and Administration

            When constructing and administering the WPT, there are a variety of factors to consider. Factors to consider are the initial constructing process of the test, reliability, validity, information on administration, and data for test interpretation. Constructing the cognitive ability test can be time –consuming and complicated (SIOP, Inc. 2014b). The process consists of research and development and well-kept documentation to support the research process. Questions on the purpose of the test should be considered. For example, what is the concept or experience the test is grounded on? Has the test been constructed according to individuals and groups that are similar to the organizations applicants or employees? And what methods used to develop the test? (SIOP, Inc. 2014b).

            The administrating of the tests focuses on the reliability and validity of the tests. Reliability is the stability of the test results and the validity refers to the accuracy of the interpretations made based on test results (SIOP, Inc. 2014a). The administration of the WPT can be taken quickly with paper and pencil or through an online intelligence test with extensive norms (Kaplan & Saccuzzo, 2013).

            Information on administration and data test interpretation focus on materials required for administration and score interpretation. Information for administering the tests require test brochures, answer sheets, scoring keys, and administration instructions (SIOP, Inc. 2014a). Data test interpretation focus on whether a test score is have been accurately determined, depending on the distribution of scores of a comparison group. The comparison is usually referred to as a norm group (SIOP, Inc. 2014a). The test developer or publishers are to make available necessary material about the different norm groups that are available for the test being considered (SIOP, Inc. 2014a)

Standardized Conditions and Bias

            Standardized conditions and test bias emphasize on time requirements, credentials and experience, test environment, and the possible biases of tests. Standardized conditions of administering the Wonderlic personnel test should have established time limits whether time is limited or unlimited. The WPT is normally a 12 –minute test but could be done in more or less time considering the test taker and the formation of the test. The test taker should know how long the testing process would take. Credited and experienced (e.g., MA, PhD) professionals should be administering and interpreting the tests, however depending on the focus of the test, skilled administrators are not required. The test environment should comforting and welcoming to the test taker. In order to ensure reliability and validity of the test, the environment should be considered and no individual should feel violated, uncomfortable, or pressured.

            Test bias should be avoided at all costs. During the process of construction and development the test should avoid any biases that may perceive false results of the test.  Evidence that the test does not contain bias on the basis of gender, race, culture, and sex should be provided (SIOP, Inc. 2014a). The test is not expected to have similar results for different groups of people and biased indicators of an outcome of interest should be avoided.

Literature Strategy and Assessment

            Literature strategy and assessment utilized to develop information in reference to cognitive ability tests and Wonderlic personnel test (WPT) was achieved through researching Capella University online library, the SIOP website, the publishers of the Wonderlic testing website, and the eighteenth Mental Measurements Yearbook (MMY) (2010) and the fourteenth Mental Measurements Yearbook (1998). The strategy consisted of researching current tests used by I/O psychologist that measure job –performance and ability, construction (e.g., development, process), administering the test, possible biases, and dependency of the tests (e.g., reliability and validity).

 The assessment focused on literature and research articles available in reference to the chose standardized psychological test. The WPT is widely used within the I/O field and according to Donlon (1998), the Wonderlic is created specifically for use within organizations and educational establishments to measure general cognitive abilities. The WPT strategy is to define whether an individual have the cognitive ability necessary to absorb information and information quickly and solve problems at the level of difficulty that is required (Donlon, 1998)

Conclusion

            Industrial and Organizational psychologist perform various tasks within organizations to help establish employee, employer, and organizational structure. The cognitive ability test, specifically the Wonderlic personnel test (WPT) focuses on individual and group job –performance, reasoning, perceptual abilities, and comprehension.  The process of the WPT consists of the purpose of constructing the test, reliability and validity, test administration, data interpretation, test biases, and credentials and experience of the constructors and administrators.

References

Donlon, T.F. (1998). Review of the Wonderlic basic skills test. In J.C. Impara & B.S. Plake (Eds.), The thirtheenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. Retrieved from Mental Measurements Yearbook with Tests in Print database.

Facione, P.A., Blohm, S., & Facione, N.C. (2010) Review of the Business critical thinking skills test. In R.A. Spies, J.F. Carlson, & K.F. Gesinger (Eds.), The eighteenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. Retrieved from Mental Measurements Yearbook with Tests in Print database. 

Kaplan, R.M., & Saccuzzo, D.P. (2013). Psychological testing: Principles, applications, and issues (8^th ed.). Belmont, CA: Wadsworth, Cengage Learning.

Natividad, H.R.L. (2006). Prediction of job satisfaction by the wonderlic personnel test. (Order No. 1432496, Roosevelt University). ProQuest Dissertations and Theses, 34-34 p. Retrieved from http://search.proquest.com.library.capella.edu/docview/304929469?accountid=27965. (304929469).

Psychological test. (2012). In Mosby’s dictionary of medicine, nursing, & health professions. Retrieved from http://search.credoreference.com.library.capella.edu/content/entry/ehsmosbymed/psychological_test/0

Society for industrial and organizational psychology (SIOP), Inc. (2014a). Information to consider when creating or purchasing an employment test. Retrieve from http://www.siop.org/workplace/employment%20testing/information_to_consider_when_cre.aspx

Society for industrial and organizational psychology (SIOP), Inc. (2014b). Types of employment tests. Retrieved from http://www.siop.org/workplace/employment%20testing/testtypes.aspx

Wonderlic. (2014). Wonderlic cognitive ability test. Retrieved from http://www.wonderlic.com/assessments/ability/cognitive-ability-tests/classic-cognitive-ability-test

Dispositional Approach and Job Satisfaction

Abstract

Dispositional approach and job satisfaction within organizations can perceived through the facets of the Five Factor Model of dispositional personality traits and through the assumption of individual attitudes. Dispositional personality traits of the Five Factor Model: Neuroticism, Extraversion, Agreeableness, Conscientiousness, and Openness to Experience focuses on characteristic patterns of thinking, behaving, and feeling. Dispositional approach of assuming individual attitudes focuses on motivational a characteristic that varies according to individuals needs and motives.

Dispositional Approach and Job Satisfaction

Introduction

            Dispositional approach assumes individuals stability and long-lasting dispositions to display certain behaviors, attitudes, and emotions. Dispositional theory assumes that there are a finite number of personality traits that can be measured, evaluated, and observed. This theory connects with the specialization of Industrial and Organizational theory through the concept of understanding job satisfaction. Dispositional theories, assume that job satisfaction is rooted in the personological makeup of the individual (Bowling, Beehr, & Lepisto, 2006).

Dispositions can vary according to situations and can explain why people act in predictable ways in different settings. Individuals have different sets of dispositions that vary in strengths and imply unique patterns. Dispositional approach assumes various traits, which are continuing qualities that individuals possess in different amounts. Traits can be viewed through theorist Gordon Allport (1897-1967), Raymond Cattell (1905-1998), and Hans J. Eysenck (1916-1997). Trait theory of Gordon Allport assumed three different kinds of traits: Central traits, characteristics that organize and control behavior; Secondary traits, characteristics that are more specific to certain situations and control far less behavior; Cardinal traits, which are dispositions that are so general and pervasive that they govern virtually everything a person does (Feist, Feist, & Roberts, 2013).

Raymond Cattell's trait theory assumes three sources that are required for any analysis of the dimensions of personality. The three sources are L-data: Gathered from one's life records. Q-data: information gathered from questionnaires and interviews. T-data: information obtained from objective testing situations. Eysenck focused on organizational traits that could be grouped under three dimensions Extraversion/Introversion (E), Neuroticism/-Stability (N), and Psychoticism/Superego Function (P). These dimensions characterize individuals based on their orientation toward stimulations from specific environments and measures emotional stability-instability. Eysenck trait theory groups the Five Factor Model of personality that can be integrated to capture the full complexity of human personality.

This document will briefly discuss dispositional approach and job satisfaction. Discussed within the introduction is the perception of dispositional approach and traits theories that connect the perception of dispositional theory. Dispositional approach and job satisfaction within this document will focuses on organizational and employee perceptions according to the specialization of Industrial and Organizational psychology. Included within this document is the rationale in choosing dispositional theory and two prime sources in review of dispositional approach and job satisfaction.

Rationale

The rationale in choosing Dispositional Theory was the assumptions of dispositional approach assumes two approaches, such as stability of personality and differences between individuals. Stability of personality assumes that people display consistency in their actions, thoughts, and feelings between situations and over time. Differences between individuals assume composition of dispositions varies from person to person. Individual personality perceives a pattern of dispositions which forms variations of characteristics.

Through dispositional theory, organizational traits can be grouped under facets of the five factor model. The five factor model characterizes people according to his or her orientation toward sources of stimulations depending on the environment (work, social, et. al. ). Through the five factor theory, dispositional traits perceive behavior as complex and influenced by many traits.

Primary Sources

Through primary sources, dispositional theory and job satisfaction assumes that an employee’s attitude about his or her job originates from an internal state and through dispositional personality traits of the five factor model. Through two primary source articles, dispositional approach can be linked within understanding facets of job satisfaction within organizations.

Primary source article “The Dispositional Approach to Job Satisfaction: More than A Mirage but not yet an Oasis” by Staw and Cohen-Charash (2005) discusses the dispositional approach to job satisfaction within organizations and the employees. Organizations can mold an individual's perceptions through socialization and group influence. Organizations are substantial on an individual's attitude and behaviors (Staw & Cohen-Charash, 2005). According to Staw and Cohen-Charash, (2005) job satisfaction can be viewed in various processing steps according to how individual differences influence attitude and personality variables. Dispositional approaches assume organizations contribute equally to individual attitude and behavioral actions according to an individual's responsibilities, pay rate, and social standings. 

Organizations look to achieve individuals that transcribe themselves in terms of background and personality. Studies conducted on dispositional approach and job satisfaction have connected attitudes in relation with dispositions according to what type of job an individual holds and stability (Staw & Cohen-Charash, 2005). Jobs satisfaction stability can be viewed through dispositional factors that influence work-related attitudes and determinants of the work environment. Dispositional theories are a combination of several thoughts about human personality (Bowling, Beehr, & Lepisto, 2006).

The second primary source, “The personality dispositional approach to job satisfaction and organizational commitment” by Tziner, Waismal-Manor, Vardi, and Brodman (2008) this article focuses on personality traits characterized by the five factor model for views of job satisfaction. Job satisfaction can be connected to attitudes depending on aspects of work conditions, recognition, and pay scale (Tziner et. al., 2008).

The five factor model of dispositional personality traits characterize independent variables, such as Neuroticism, poor emotional adjustment, anxiety, insecurity, and hostility; Extraversion, sociable, active, and experience positivity; Openness to Experience, nonconforming and eccentric; Agreeableness, trusting, caring, and gentle; and Conscientiousness, achievement and dependability (Tziner et. al., 2008). The perspective of job satisfaction within an organization, dispositional approach view personality traits as an influence on job satisfaction. The dispositional approach of the five factor model assumes that a combination of traits, such as agreeableness and conscientiousness can lead to job satisfaction. However a combination of neuroticism and conscientiousness can lead to facets of anxiety and stress of trying to overachieve (Tziner et. al., 2008).

Job satisfaction concepts of the five factor model present positive and negative perceptions of individual characteristics (Funder, 2010). Through combinations of personality traits, perceptions concluded that most are related to job satisfaction without the contention of neuroticism (Sirgy, 2012). The five factors closely describe facets of characteristics that connect to job satisfaction and hold various influences as factors satisfaction and stability within organizations (Judge, Heller, & Mount, 2002).

Conclusion

            Dispositional theories are a combination of several thoughts about human personality. The dispositional approach focuses on the predisposition to experience related to behavior over a period of time. Accordingly, this approach assumes various concepts of dispositional personality traits and attitudes that may originate from an individual internal state (Staw & Cohen-Carash, 2005). Dispositional approach and job satisfaction can be perceived through the Five Factor Model of dispositional personality traits and the assumptions of attitudes. Each perception conceives a notion on dispositional approach to job satisfaction, personality variables, and individual differences.

References

Bowling, N.A., Beehr, T.A., & Lepisto, L. R. (2006). Beyond job satisfaction: a five-year prospective analysis of the dispositional approach to work attitudes. Journal of Vocational Behavior, 69(2), 315-330. DOI: http://dx.doi.org/10.1016/j.jvb.2006.04.004

Feist, G., Feist, J., Roberts, T.A. (2013) Theories of Personality, Humanities & Social Sciences. McGraw- Hill.

Funder, D. (2010). The Personality Puzzle. New York, NY: W.W. Norton & Company

Judge, T. A., & Larsen, R. J. (2001). Dispositional affect and job satisfaction: A review and theoretical extension. Organizational Behavior and Human Decision Processes, 86(1), 67-98.

Sirgy, J. M., (2012). The Psychology of Quality of Life: Hedonic Well-Being, Life Satisfaction, and Eudaimonia. New York, NY: Springer Publishing

Staw, B. M. & Cohen-Charash, Y. (2005). The dispositional approach to job satisfaction: More than a mirage, but not yet an oasis. Journal of Organizational Behavior, 26, 57-78. DOI: 10.1002/job.299

Tziner, A., Waismal-Manor, R., Vardi, N. & Brodman, A. (2008). The personality dispositional approach to job satisfaction and organizational commitment. Psychology Reports, 103, 435-442. DOI: 10.2466/pr0.103.2.435-442

Bullying Within the Workplace

Abstract

Bullying is an issue that individuals and groups are faced with on a daily. Bullying is usually researched within educational systems that identify with children and adolescents. However, bullying occurs beyond the adolescent and into adulthood. Bullying during adulthood is happening often within the workplace and is overlooked because of the nature superiors, subordinates, and colleagues. Research on bullying within the workplace is limited due to issues identifying the bully and victim. Bullying within the workplace can be viewed through personality theory perspective and development. Individual and group personality can aid in identifying aligning factors of the bully and the victims.

Current Event: Bullying Within the Workplace

Introduction

Bullying is defined as physical, verbal, or psychological intimidation that is intended to cause fear, distress, or harm to the victim (Walter, 2013). Bullying research often covers youth; however it is apparent that bullying also occurs as an issue for adults as well (Walter, 2013). The workplace bullying can occur between supervisors and subordinates, as well as between co-workers (Walter, 2013). Bullying refers to recurrent and unnecessary actions toward a person or a group, in which is intended to terrorize and creates a risk to the safety of those being victimized (Walter, 2013). This document will briefly discuss the current event of bullying within the workplace, personality and discrimination factors in bullying and limitations in researching bullying within the workplace (Walter, 2013).

Current Event: Bullying Within the Workplace

In the article "Beyond the Playground: When Bullying Elbows Its Way into the Workplace” the author Walter (2013) focuses on bullying within the workplace and the personality facets of the victim and the bully. Workplace bullying often involves an abuse or misuse of power. Bullying according to Walter, (2013) creates feelings of vulnerability in victims and demoralizes a person’s right and self-worth at work. Bullying within the workplace may often be abused by displaced power of higher authority or subordinates. Bullying affects its victims, mentally, physically, and their personality. Victims of bullying may experience various health risks, such as PTSD, increase depression/ self -blame, financial problems due to absence, and sleep disturbances (Walter, 2013). 

Personality and Discrimination Factors

Personality is a set of characteristics influenced by a person’s perceptions, motivations, and behaviors in diverse circumstances. Personality accounts for how people respond to diverse environments and circumstantial demands. Personality and behaviors through research suggest that some people are susceptible to bullying and are more likely participate in bullying actions in a given environment (Parkins, Fishbeing, & Ritchey, 2006). Research on the victims suggest that personality changes can develop due to workplace bullying; the warning signs of bullying are often mistaken and construed as what a person brings inot the organization in the first place (Deniz & Ertosum, 2010).

Discrimination is harmful actions towards a specific group, such as ethnicity, race, gender, religion, and so forth (Parkins, Fishbein, & Ritchey, 2006). Bullying and discrimination are actions that mimic one another. Offenders of bullying and discrimination can be either a person or a group (Parkins, Fishbein, & Ritchey, 2006). The victims of bullying are selected according to specific characteristics and therefore, the offenders consider the person or group when victimizing (Parkins, Fishbein, & Ritchey, 2006). If the offender exhibits an ability to assume the perception of another person, he or she will most likely participate in activities that are harmful to the victims.

Research Limitations

Research on bullying is usually conducted on youth within the education system. However, adults are also victims and bullies within the workplace. Bullying is at times overlooked because of the nature of adults as superiors and peers. According to Nielsen, Notelaers, & Einarsen (2011) workplace bullying has been measured and evaluated in various studies to investigate issues, such as the nature, regularity, circumstances, and outcomes of workplace bullying. Despite all attention to workplace bullying, minimum is known on how altered measurement and estimation methods influence the conclusions on workplace bullying (Nielsen, Notelaers, & Einarsen, 2011). As a result of lack of construct research on the development of workplace bullying, measurement of workplace bullying has not been as demanding as it assumes (Nielsen, Notelaers, & Einarsen, 2011).

Limitation of research on workplace bullying is the lack of verification by peer nominations, for example, of bullying incidents. Research assessed from a victim view lacks any information to verify the performance or views of other parties, such a bully or other employees (Nielsen, Notelaers & Einarsen, 2011). Research on workplace bullying is needed to aid in the development of appropriate policy and intervention. Those victimized by bullying or the bully may suffer from personality disorders and could benefit from interventions within the workplace (Nielsen, Notelaers & Einarsen, 2011).

Conclusion

Bullying within the workplace is not often researched and measured according to the nature of the victim and bully. Personality and discrimination factors can play a role in how a person or group is bullied or doing the bullying. Limitations in research lack information verifying specific personality and behavior traits of those being bullied or the bully. Through viable information and research, appropriate measures can be taken to improve the situation between the victim and the bully. Appropriate measures can include intervention programs, workplace prevention programs, and behavior support programs.

References

Deniz, N., & Ertosun, O. G. (2010). The relationship between personality and being exposed to workplace bullying or mobbing. Journal of Global Strategic Management, 7, 129-142.

Nielsen, M. B., Notelaers, G., & Einarsen, S. (2011). Measuring exposure to workplace bullying. Bullying and harassment in the workplace: Developments in theory, research, and practice, 149-174.

Parkins, I., Fishbein, H.D., & Ritchey, P. (2006). The influence of personality on workplace bullying and discrimination. Journal of Applied Social Psychology, 36(10), 2554-2577. doi: 10.1111/j.0021-9029.2006.00117.x

Walter, L. (2013). Beyond the playground: When bullying elbows its way into the workplace. EHS Today, Retrieved from http://search.proquest.com.library.capella.edu/docview/1324942080?accountid=27965

Current Event: Bullying Within the Workplace

 Abstract

Bullying is an issue that individuals and groups are faced with on a daily. Bullying is usually researched within educational systems that identify with children and adolescents. However, bullying occurs beyond the adolescent and into adulthood. Bullying during adulthood is happening often within the workplace and is overlooked because of the nature superiors, subordinates, and colleagues. Research on bullying within the workplace is limited due to issues identifying the bully and victim. Bullying within the workplace can be viewed through personality theory perspective and development. Individual and group personality can aid in identifying aligning factors of the bully and the victims.

Introduction

Bullying is defined as physical, verbal, or psychological intimidation that is intended to cause fear, distress, or harm to the victim (Walter, 2013). Bullying research often covers youth; however it is apparent that bullying also occurs as an issue for adults as well (Walter, 2013). The workplace bullying can occur between supervisors and subordinates, as well as between co-workers (Walter, 2013). Bullying refers to recurrent and unnecessary actions toward a person or a group, in which is intended to terrorize and creates a risk to the safety of those being victimized (Walter, 2013). This document will briefly discuss the current event of bullying within the workplace, personality and discrimination factors in bullying and limitations in researching bullying within the workplace (Walter, 2013).

Current Event: Bullying Within the Workplace

In the article "Beyond the Playground: When Bullying Elbows Its Way into the Workplace” the author Walter (2013) focuses on bullying within the workplace and the personality facets of the victim and the bully. Workplace bullying often involves an abuse or misuse of power. Bullying according to Walter, (2013) creates feelings of vulnerability in victims and demoralizes a person’s right and self-worth at work. Bullying within the workplace may often be abused by displaced power of higher authority or subordinates. Bullying affects its victims, mentally, physically, and their personality. Victims of bullying may experience various health risks, such as PTSD, increase depression/ self -blame, financial problems due to absence, and sleep disturbances (Walter, 2013). 

Personality and Discrimination Factors

Personality is a set of characteristics influenced by a person’s perceptions, motivations, and behaviors in diverse circumstances. Personality accounts for how people respond to diverse environments and circumstantial demands. Personality and behaviors through research suggest that some people are susceptible to bullying and are more likely participate in bullying actions in a given environment (Parkins, Fishbeing, & Ritchey, 2006). Research on the victims suggest that personality changes can develop due to workplace bullying; the warning signs of bullying are often mistaken and construed as what a person brings inot the organization in the first place (Deniz & Ertosum, 2010).

Discrimination is harmful actions towards a specific group, such as ethnicity, race, gender, religion, and so forth (Parkins, Fishbein, & Ritchey, 2006). Bullying and discrimination are actions that mimic one another. Offenders of bullying and discrimination can be either a person or a group (Parkins, Fishbein, & Ritchey, 2006). The victims of bullying are selected according to specific characteristics and therefore, the offenders consider the person or group when victimizing (Parkins, Fishbein, & Ritchey, 2006). If the offender exhibits an ability to assume the perception of another person, he or she will most likely participate in activities that are harmful to the victims.

Research Limitations

Research on bullying is usually conducted on youth within the education system. However, adults are also victims and bullies within the workplace. Bullying is at times overlooked because of the nature of adults as superiors and peers. According to Nielsen, Notelaers, & Einarsen (2011) workplace bullying has been measured and evaluated in various studies to investigate issues, such as the nature, regularity, circumstances, and outcomes of workplace bullying. Despite all attention to workplace bullying, minimum is known on how altered measurement and estimation methods influence the conclusions on workplace bullying (Nielsen, Notelaers, & Einarsen, 2011). As a result of lack of construct research on the development of workplace bullying, measurement of workplace bullying has not been as demanding as it assumes (Nielsen, Notelaers, & Einarsen, 2011).

Limitation of research on workplace bullying is the lack of verification by peer nominations, for example, of bullying incidents. Research assessed from a victim view lacks any information to verify the performance or views of other parties, such a bully or other employees (Nielsen, Notelaers & Einarsen, 2011). Research on workplace bullying is needed to aid in the development of appropriate policy and intervention. Those victimized by bullying or the bully may suffer from personality disorders and could benefit from interventions within the workplace (Nielsen, Notelaers & Einarsen, 2011).

Conclusion

Bullying within the workplace is not often researched and measured according to the nature of the victim and bully. Personality and discrimination factors can play a role in how a person or group is bullied or doing the bullying. Limitations in research lack information verifying specific personality and behavior traits of those being bullied or the bully. Through viable information and research, appropriate measures can be taken to improve the situation between the victim and the bully. Appropriate measures can include intervention programs, workplace prevention programs, and behavior support programs.

  

References

Deniz, N., & Ertosun, O. G. (2010). The relationship between personality and being exposed to workplace bullying or mobbing. Journal of Global Strategic Management, 7, 129-142.

Nielsen, M. B., Notelaers, G., & Einarsen, S. (2011). Measuring exposure to workplace bullying. Bullying and harassment in the workplace: Developments in theory, research, and practice, 149-174.

Parkins, I., Fishbein, H.D., & Ritchey, P. (2006). The influence of personality on workplace bullying and discrimination. Journal of Applied Social Psychology, 36(10), 2554-2577. doi: 10.1111/j.0021-9029.2006.00117.x

Walter, L. (2013). Beyond the playground: When bullying elbows its way into the workplace. EHS Today, Retrieved from http://search.proquest.com.library.capella.edu/docview/1324942080?accountid=27965

Case Analysis of Work and Life Stressors

Abstract

Work and life stressors can involve many facets in an individual’s life. Work and life stressors can be harmful to an individual’s well –being, such as anxiety, agitation, and sleeplessness. Understanding the primary issue and seeking help to develop intervention and coping methods are beneficial to an individual’s well –being. Addressing primary issues of stressors can provide an understanding of the initial stress factors and ways to reduce or eliminate that stressor. Intervention and coping methods allows for an individual to intervene their stressor and develop methods that would help them cope with their stressor. Developing a case analysis on the facets of work and life stressors and individual well –being, addresses the importance of seeking out a professional’s help and not self –diagnosing. Professionals can aid in prescribing medicine or more natural methods according to an individual’s diagnosis, while self –diagnosing can aid in developing a habit, such as alcoholism. Also, the stressors that can develop through job –demand, increase responsibilities (e.g., work and home), and family concern (e.g., college tuition, learning disabilities).

Introduction

This case study analysis “Living Well: Stress, Coping, and Life Satisfaction in Adulthood” focuses on the stresses of an adult male daily work and personal life. This case study is presented in Broderick and Blewitt (2010) Chapter 14: Page 182. The case study provides information that focuses on factors of stress inducing events and coping methods that are being utilized. Daily life activities, such as workplace routines, personal stressors (e.g., family, bills, self –regard), and other factors can take a toll on individuals. This document will discuss the primary issue of work and life stressors within the case, the presenting challenges and researched based alternatives to why the challenge has occurred. Also, discussed within this document are intervention processes (e.g. coping methods, stress management) to aid in understanding and developing a better system to attain work and life satisfaction.

Primary Issue

            The primary issue is work and life stressors. Many stressors affect people differently and dealing with everyday work and life stressors can be more complex to some. This case study focuses on the work and life stressors of a middle aged man named David (Broderick & Blewitt, 2010). Work stressors are connected to his life stressors. Work stressors involve working in human resources which is currently merging with a larger organization in order to cut costs (Broderick & Blewitt, 2010). During this merger, work has become more complicated, requiring more processing of information through advance computer technology, tasks being redistributed, and job cuts. The life stressors are taking the primary responsibility in two of his children’s college tuition and dealing with his twin step –sons, with one that has a learning disability that needs extra tutoring and parent support to keep up academically (Broderick & Blewitt, 2010).

            David’s workload has increased and his is not allocated enough time to finish was is being requested. His responsibilities have increased and he has now added weekends into his agenda for work. Through these stressors David has begun to suffer from significant pain in his lower back and believes it may be from a minor accident (Broderick & Blewitt, 2010). Experiencing this pain has kept him up at nights and has contributed to his agitated and on the edge type feelings (Broderick & Blewitt, 2010). His physician has prescribed medicine to aid with sleeping and anxiety. David has also begun consuming alcohol at night for him to cope with his current situations (Broderick & Blewitt, 2010).

            David has developed stressors that can be harmful to his well –being and has self –diagnosed himself by not realizing that the cause of his sleepless nights and severe back pain could be caused by his work demand and family responsibilities. The issues involve the inability to recognize the foundations of his stress and addressing the stressors accordingly. Each of David’s stressors present challenges that can have negative and positive impacts on his well –being. It is important for him to address them and to seek out help from a professional.

Presenting Challenges

            The presenting challenges within this case analysis are work and life stressors that are causing David to consume alcohol, developed severe back pain, and have sleepless nights. David’s challenges, such as increase in work load, time management, increase in responsibilities, and sole responsibility for his children’s college tuition, and extra attention for his step –son learning disabilities has caused him to seek out medical attention but also seek out self-medication (alcohol).

            The challenges are David’s work and home demands. David is faced with challenging job demands that contain both stressful and challenging aspects. These challenging aspects can involve negative and positive stressors, such as strain on his well –being or the ability to develop a healthy well –being, grow and manage stress appropriately (Widmer et. al., 2012). The negative challenges to David’s well –being consists of going through severe back pain, anxiety, agitation, and alcoholism. The positive challenges can develop through stress –management and coping methods that will be beneficial towards David’s well –being. David’s life stressors focus mainly on his sole responsibilities of two of his children’s college tuition and his step –son learning disabilities. In order for him to target these challenges he needs to learn stress management methods that involve functioning through both work and life (Widmer et al. 2012).

Intervention Process

            Intervention process and methods focuses on improving the quality of work and life stressors, as well as protecting and promoting well –being. Improving work stressors is identifying and understanding the stressors, such as hours worked, responsibilities, initial stress factors, and so forth (Lemaire & Wallace, 2012). It is important to understand the facets of the stressors in order to intervene and develop processes and coping methods. Improving life stressors connects with understanding and improving work stressors.

            Intervention and coping methods generally refer to behavioral and psychological efforts that are used to deal with stress (Lemaire & Wallace, 2012). It is important to seek out the help of a professional to gain a perspective of what methods would be appropriate to use (Lemaire & Wallace, 2012). Self –evaluating and diagnosing can lead to unhealthy ways of coping with stressors, such as alcoholism.

            Intervention and coping methods include developing processes that will be less stressful at work, such as prioritizing work responsibilities and asking for help when needed (Lemaire & Wallace, 2012). David’s has been given more responsibilities at work and has increased his workload. Obvious to David he cannot handle the added job demands, so it is important for him to seek out help within the workplace and discuss his added stressors. The stressors David has developed because of the challenges of work has put a strain on his well –being and being able to talk with others (e.g., supervisor and professional) can aid in reducing stress. David can plan a method that would allow him to limit his workload and life responsibilities if able. He can take control of his environment, alter his situations, manage his time better, and find a middle (compromise work and life responsibilities), and express his feelings and concern for his well –being (Lemaire & Wallace, 2012).

            Methods addressed by professionals, is to find ways through the importance of co –workers and family. It is vital to discuss stressors to eliminate and reduce stressful events and situations (Diehl & Hay, 2011). Methods that can be incorporated to help with David’s stressors of sleepless nights, anxiety, agitation, and self –medicating (alcohol) are taking walks, exercising (helps with developing tiredness and sleep), finding leisure (e.g., vacation, spa, hobby), or medical methods prescribed by a doctor (Diehl & Hay, 2011).

Conclusion

            Work and life stressors can be damaging to a person’s well –being. It is important to find the foundation of the stressors and to approach them accordingly. Not understanding stressors and self –medicating can lead to a further unhealthy well –being. David’s case involved him developing anxiety, agitation “over the edge” persona, the inability to sleep at night, and turning to alcohol in order to cope with his stressors. He sought help through his physician but did not develop coping methods that was beneficial towards his well –being. Intervention and coping methods helps reduce stressors that has developed through job –demands and daily life events. It is important to seek out the help of those, such as professionals to help develop a plan to reduce and cope with stress.

References

Broderick, P. and Blewitt, P. (2010). The Life Span: Human Development for Helping

            Professionals. Boston, MA: Pearson Education, Inc.           

Diehl, M., & Hay, E. L. (2011). Risk and resilience factors in coping with daily stress in adulthood: The role of age, self –concept incoherence, and personal control. Developing Psychology, 46(5), 1132-1146. Doi: 10.1037/a001937

Lemaire, J. B., & Wallace, J. E. (2010). Not all coping strategies are created equal: A mixed methods study exploring physicians’ self –reported coping strategies. BMC Health Services Research, 10, 208. Doi: 10.1186/1472-6963-10-208

Widmer, P. S., Semmer, N. K., Kalin, W., Jacobshagen, N., & Meier, L. L. (2012). The ambivalence of challenge stressors: Time pressure associated with both negative and positive well –being. Journal of Vocational Behavior, 80(2), 422-433. Doi: http://dx.doi.org/10.1016/j.jvb.2011.09.006

Visions, Goals, and Actions towards a Career in Psychology

  Abstract

Goal setting and developing an action plan is difficult without first forth seeing through a vision. A vision is where you can see yourself and where you want to be within the near future. Goal setting allows you to put forth that vision perceived and developing an action plan allows you to set a clear and concise set of steps in order to achieve your vision. Becoming an academic and psychology professional it is useful to visualize, set goals, and write out an action plan that will aid through the process of achieving. Through visualizing, setting goals, and developing action plans; competences, requirements, and responsibilities play an important factor in accomplishing the goal of becoming an academic and psychology professional.

Visions, Goals, and Actions towards a Career in Psychology

Introduction

Obtaining a career in Industrial and Organizational psychology takes a vision, goal setting, and development of an action plan. Becoming a professional is focusing and understanding the drive, perseverance, and persistence it takes in order to accomplish such a task. This document will discuss the evolution of my vision and goals while attending Capella University and my first course “Orientation to Graduate Learning in Psychology.” This document will also discuss competencies, requirements, and responsibilities as an academic learner and professional within the I/O field as well as a view of my action plan to achieving my vision and goals.

Vision and Goals

Through my time here at Capella University and within this course I have created a clearer vision and developed more direct goals to accomplish. Before starting this course I had a vision of attending a school and taking the steps to accomplish a degree in I/O psychology. When I took the step to applying and starting my first class, I wasn’t sure if I was pursuing my vision and goals correctly. I wasn't sure because I thought I didn’t have enough experience and knowledge to understand the process. As the weeks have progress I have developed more confidence in knowing I am on the right track and have become more knowledge on the process it takes to achieving my vision and goals.

To have a vision, is the ability to view how my life will be in the near future.  My goals are strategic according to how I see my future. Creating a vision forces the need to identify where I want to be and where I see myself and set goals that are worth the risk taking (Block, 1988). My vision is clear, purposeful, and meaningful towards my academic and professional life, as well as my personal life. Through my vision I have seen myself as a graduate professional helping others within their organizations to find structure, purpose, and understanding of the employees. My vision has given strength to set forth goals that are achievable and reflects how I see my future.

The evolution of my vision and goals while attending this course has given me the opportunity to strategize a clearer vision and develop measurable goals. Having a clearer vision is viewing me as a graduate within the next five to seven years also obtaining professional and academic resources to aid within my journey. My vision also includes volunteering within organization, communities, and schools and eventually working within an organization that specializes in organizational structuring.

My goals are based according to my vision. I have been able to set measurable and achievable goals that have purpose. My measurable goals that are achievable are attending a school that helps me focus on my career choice of I/O psychology and provide the resources to gain competence within the field. My time frame of five to seven years gives me time to network within the field of I/O psychology, join organizations such as the SIOP, and look for positions available within organizations according to my skill sets and education.

Competencies and Requirements

To see my vision through and to accomplish my goals, I understand that there are specific competencies, requirements and responsibilities necessary and vital within my process. My goals outline competencies, requirements, and responsibilities necessary to becoming a graduate and professional within the I/O psychology field.

Competencies refer to my knowledge, skills, and abilities to becoming a successful graduate and professional.  My knowledge, skills, and abilities will stem from academic learning and training. Through my academics I will become more knowledgeable in comprehending, analyzing, and evaluating my readings, writings, tests and measurements, time management, researching, and goal setting. I will be further skilled at decision making, problem solving, communication (e.g. verbal and written), and critical thinking.  My competencies as a professional I will be able to better observe and evaluate throughout my practice, apply learned and developed skills and abilities of organization and employee development, planning, and assessing.

Requirements to successfully graduate and become a professional I/O psychologist, requires developing an academic plan best fit for my academic goal. My academic requirement is attending Capella University Master’s I/O psychology program and the Ph.D. I/O program; I will apply my knowledge, developed skills and abilities throughout the program. Once I have received my Ph.D. I will seek out work that will allow me to move forward with the necessary steps to gaining my license.

According to "Department Of State: Division of Professional Regulation: Board of Examiners of Psychologists" (2013), in order to get licensed an applicant must complete 1500 hours of supervised time and have supervisor submit a Supervisory Reference form. Then I must submit a completed, signed, and notarized application for psychologist licensure by examination, and enclose non-refundable processing fee.  I must also complete the Criminal History Record Check Authorization for state and federal criminal background check and arrange for the Board office to receive an official transcript showing I have earned a doctoral degree from a psychological studies program specifically designed to train and prepare psychologist (APA accredited) (Psychology Licensure by Examination, 2013). After doing all the necessary paperwork and requirements and getting approved to take the examination, I can then focus on passing the examination and receiving my Delaware Psychologist License.

Responsibilities require me to act and practice ethically academically and professionally. My responsibilities academically are to pay attention and to comprehend to the information and skills provided. It is my responsibility to adhere to Capella University rules and regulations, practice academic honesty and integrity, turn all assignments in on time and participate in discussions. Professionally it is my responsibility to gain credibility by applying principles, laws, and procedures within my practice. I have the responsibility of earning trust, show competence, practice privacy and confidentiality, maintain record keeping, and always practice integrity, honesty, just, and show respect for other’s rights and dignity.  My responsibilities academically and professionally are practice throughout my accomplished goals past, present, and future.

Action Plan

An action plan is a written plan that lists activity steps that are realistic, measurable, and attainable. Action plans identify clear responsibilities and develop a specific time schedule for completing activities, also identifies resources necessary to complete activities. Having an action plan allows me to become more excited in knowing that every day I come closer to completing my vision and goals. According to Freita and Higgins (2002) performing actions that help meet goals are enjoyable. Action plans increase reasons for engaging in an activity that is goal specific. More progress equals satisfaction when realizing day -to -day goals help meet important short -term and long -term visions (Freita and Higgins, 2002).

            My action plan is based around the steps and time I need in order to fulfill my academic and professional obligations. As time goes on I know I will have to tweak my action plan because of possible obstacles and life hurdles. My action plan currently consists of seven steps focused on academic and professional practices. First, complete the Master's I/O psychology and leadership and coaching program; second, gain additional training and volunteer opportunities within current community; third, join the Society for Industrial and Organizational Psychologist; fourth, complete PhD I/O psychology program; fifth, Work within an organization to gain necessary credit hours to obtain my license as a professional psychologist; sixth,  Take necessary steps to get approved and take examination for licensure; and finally, Pass exam and become a practicing professional I/O psychologist.

Conclusion

            A vision, goal setting, and developing an action each play major factors in accomplishing an academic and professional career as a psychologist. My vision is to successfully finish Capella Master’s and Ph.D. program in I/O psychology, gain networking and professional resources, and become licensed within the State of Delaware. As an academic learner and future I/O psychologist I understand the importance of viewing my future and setting a plan in action in order to achieve my goals. I also understand and comprehend the importance of knowing my competences, requirements to achieve my initial goals, and responsibilities as both an academic learner and professional.

References

Block, P. (1988). The empowered manager (pp. 327-351). San Francisco, CA Jossey –Bass

Department of State: Division of Professional Regulation: Board of Examiners of Psychologist. (2013). Retrieved from http://www.dpr.delaware.gov/boards/psychology/newlicense.shtml

Freitas, A. L. & Higgins, E. T. (2002). Enjoying goal –directed action: The role of regulatory fit. Psychological Science (Wiley-Blackwell), 13(1), 1-6. DOI: 10.1111/1467-9280.00401

Visions and Goals as a Practitioner-Scholar

To first accomplish a goal is to visualize the future that provides a meaningful purpose. Having a vision is a guideline to goal setting and achievement. A vision allows for me to see where and how I want to be in the near future. My vision has allowed me to set purposeful and obtainable goals academically and professionally. My vision relates to my strengths, passions, and interest of industrial and organizational psychology. I have been able to create goals that focus on the task of becoming a psychology graduate and a professional in the field. My goals reflect my vision and my framework of accomplishment.

Introduction 

Psychology is an attempt to comprehend the meaning of human behaviors. Psychology depicts human cultural behaviors, such as goals, self –esteem, and life experiences. Through psychological processes universal principals of human behaviors and developments are researched to find connections within human actions (Molden & Dweck, 2006). The field of psychology consists of practitioners and scholars, each representing important factors within the field. Practitioners practice their profession and scholars have advance knowledge within their field of study. As a practitioner –scholar of psychology I plan to practice and advance within my field of Industrial and Organizational (I/O) psychology that aids in organizational and employee development. According to Encyclopedia of Applied Psychology (2004) industrial and organizational psychology is field that focus on behavior within the workplace. This field focus on employee motivation, human resource practices, staffing and performance measures, and work attitudes and satisfaction (“Industrial/Organizational psychology across cultures,” 2004).

As a practitioner –scholar, a vision has been created to better understand my part within psychology. My vision as a psychology practitioner –scholar describes what impact I want to make in the field of psychology, passions and areas of interest, knowledge I have gained and plan to gain through research, desired profession, and overall vision of obtaining my master’s in psychology. Through evaluating my vision, an action plan was developed to address my goals with a timeline of five to seven years. My goals consist of detailed, measurable, attainable, and relevant factors my action plan. My goals contain information on the length of time to achieve my master’s in psychology, to volunteer and provide my assistance within organizations, to utilize and attain advance skills through training and research, work with an organization to gain consultant and performance measure skills, and to establish my own practice that aids in the organizations and employees success.

Vision 

A vision is a view of the future that develops and creates a meaning and purpose for achievement. Having a vision defines on how I see my future and how I want to reach my goals academically and professionally. My vision keeps me focused on the obstacles (expected and unexpected) and tasks that will get me through my goals. Having a vision outlines my potential impact in I/O psychology, my passions and interests, potential knowledge to gain through research, and learned experience. My vision also outlines my desired profession and overall vision of obtaining my master’s in psychology.

Industrial and organizational psychology focuses on organizing and developing organizations and its employees. The impact I want to make within this field is to be a part of the development process of creating training and development programs to increase work production, job satisfaction and commitment towards their employees and customers/clients. My passions and areas of interest within the I/O field is to aid in development within organizations and help others achieve higher goals within their current and potential skill sets. I want to gain knowledge and understanding of human behavior within the workplace through employee and employer views. To gain knowledge through research and evaluation will enhance my comprehension and skill sets within I/O psychology.

My chosen field of psychology provides various opportunities and career choices. My desired position is between three choices; human resources development, organizational management, and consultant. Human resources development researches and creates techniques that support the development of employees (Stanton, 2012). Organizational management consults with authorities, directors, supervisors, and management to assist with their developmental needs, such as team building, group processes, and goal setting (Stanton, 2012). A consultant focuses on various areas within an organization. A consultant provides services within the human resources department, training programs, talent managements, coaching and leadership, or career planning (Stanton, 2012).

Goals 

Goals are an action plan set forth through a vision. The vision of my goals is set within a five to seven year plan. My goals were created through my vision of achieving academic and professional success. My vision has allowed me to set goals that are relevant to what I want to accomplish. My goals are to attain my master’s in psychology, to volunteer and provide my assistance, to utilize and attain advance skills developed through training and research, work with an organization to gain consultant and performance measure skills, and to establish my own practice that aids in the organizations and employees success. To obtain a master’s in I/O psychology, I am currently attending school with the intentions of obtaining my degree within a year and a half. While obtaining my degree, I am currently seeking out voluntary work as a research and assist in organizational and employee development.

Volunteering and providing my assistance will allow me to advance my skills in understanding the purpose of industrial and organizational psychology, this process will take another year or two for advancement. After obtaining my master’s in I/O psychology, I plan to work with organizations through consulting and performance development of employees for three to five years. I plan to develop my own practice within five to seven years that will work with various organizations that may need organizational structure, development plans, training strategies, or techniques to better employee satisfaction.

Conclusion 

Vision and goals is a framework of current and future achievements. Having a vision allows to develop a pathway that shows purpose and meaning for achievement. My vision shows me becoming a practitioner –scholar within industrial and organizational psychology. My vision has structure goals that are relevant and obtainable. My goals follow my vision that provides motivation and a sense of accomplishment.

References

Industrial/Organizational psychology across cultures. (2004). In Encyclopedia of applied psychology. Retrieved from http://www.credoreference.com.library.capella.edu/entry/estappliedpsyc/industrial_organizational_psychology_acroos_cultures

Molden, D. C. & Dweck, D. S. (2006). Finding “meaning” in psychology: A lay theories approach to self –regulation, social perception, and social development. American Psychological Association, 61(3), 192-203. DOI: 10.10370003-066X61.3.1.92.

Stanton, E. C. (2012). Alternative career directions for the industrial –organizational psychologist. D.C., Washington: American Psychological Association.