Industrial And Organizational Psychology Paper free essay sample

The field of industrial and organizational (I/O) psychology has been studied since the infancy of psychology itself (Spector, 2008). In the beginning, I/O psychology was wholly concerned with the industrial side of the field—which concentrated on the management aspects of business and emphasized human resources—as opposed to the organization side, which is concerned with improving work conditions in the workplace. Yet, as the field has grown over the years it has come to include the full spectrum of industry and organization. Strictly speaking, I/O psychology is defined as, â€Å"†¦an applied field that is concerned with the development and application of scientific principles to the workplace† (Spector, 2008, p. 5). On a practical level, the aim of I/O psychology is to, â€Å"†¦improve the quality of the environment for employees as well as to increase the effectiveness and efficiency of employee behavior in that environment† (Barnes-Holmes et. al. , 2006, p. 56). The concise definition and practical application of I/O psychology are only the capstone to an understanding of the length and breadth of the field. We will write a custom essay sample on Industrial And Organizational Psychology Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A full examination of the evolution of I/O psychology as well as an explanation of the role that research and statistics play in I/O psychology are needed to form the foundation on which the capstone is placed. Evolution of I/O Psychology I/O psychology has its roots in the late 1800s and early 1900s when early psychologists were trying to apply the theories of psychology to the organization of business (Spector, 2008). Two scientists are attributed with the founding work of I/O psychology: Huge Munsterberg and Walter Dill Scott. Both were university professors that had an interest in employee selection and the application of new psychological tests to the subject of industry. In fact, two of I/O psychology’s foundational books, The Theory of Advertising (1903) and Psychology and Industrial Efficiency (1913) were written by Scott and Munsterberg, respectively. The methodological next step beyond Scott and Munsterberg came in 1911 when Frederick Winslow Taylor developed his theory of â€Å"Scientific Management†, which puts for a scientific procedure for the managing of production workers on the factory line. The field of I/O psychology took a leap in technological applicability when Frank Gilbreth, an engineer, and Lillian Gilbreth, a psychologists, combined the knowledgebase of their respective fields into one eclectic theory of human factors—which is wholly concerned with the design of technology for use by people (Spector, 2008). Ironically, it was the destruction of World War I (WWI) and World War II (WWII) that most furthered the development and relevance of I/O psychology. During WWI several psychologists, led by Robert Yerkes, produced the Army Alpha and Army Beta group tests, which were designed to gauge mental ability to the end of proper unit placement. Before WWII the APA proper was not concerned with the practice of psychology in the real-world, but limited itself to experimental psychology. However, in 1944 Division 14 of Industrial and Business Psychology was formed within the APA to address the need for a practice side of I/O psychology. In 1970 Division 14 was reorganized as the APA Division of Industrial and Organization Psychology and is today referred to as the Society for Industrial and Organizational Psychology (SIOP). Over the past century the field of I/O psychology has grown to include work conditions and work satisfaction—the organization side of the field—into the theoretical and academic body of research that the field encompasses. As an example, the current organizational explanation of individual goals and self-regulatory activities takes an integrative perspective, incorporating the person, the social situation, and environmental factors into one theoretical framework (Kanfer, 2005). Today I/O psychology is applied to both scientific research in the laboratory and practice in the field to deal with the issues and problems that affect businesses and organizations of the day. Research and Statistics in I/O Psychology There are two main settings in which I/O psychology takes place: research and practice (Spector, 2008). Both settings greatly overlap in the real-world, everyday work of I/O psychologists. The practice division of I/O psychology applies psychological principles to the work environment, business structure, and hiring practices of industries and organizations; whereas, the research division develops the aforementioned psychological principles to be used in the practice of I/O psychology. No matter the setting, I/O psychology utilizes the scientific method to determine the underlying psychological principles and applicable practices relevant to businesses and organizations. Four concepts necessary to the extrapolation of the cientific method onto the subject-matter of I/O psychology include: 1) the research question; 2) research design; 3) measurement and; 4) statistics. A research question that is testable through the avenues of the scientific method must be specific and usually includes precise theoretical predications about the outcome of the research—hypothesis. The great power of the scientific method comes through the manipulation of independent variables and subsequent observation of dependent variables to the end of unraveling the affects of confounding while simultaneously isolating causal and correlated variables. The basic structure of research design can be invasive—as in the case of control groups—or simply observational in nature. The several types of research design consist of: survey designs (questionnaires)—both cross-sectional and longitudinal, observational designs—both obtrusive and unobtrusive; and qualitative studies, which entail the use of non-quantitative data to substantiate psychological principles.

How Educators Can Use Google Classroom

How Educators Can Use Google Classroom Google Classroom  is one of Google for Educations newest products and it has received rave reviews from many educators. It is a learning management system that allows you to digitally create and manage assignments as well as to provide feedback to your students. Google Classroom works particularly with   Google Apps for Education, a suite of productivity tools (Drive, Docs, Gmail, etc) that you may already use in your school.​ Google Classroom is beneficial for both novice and advanced users of Google Apps for Education. It is has a simple, easy-to-navigate interface that appeals to many teachers. If you are already pretty adept at using Docs and Google Drive folders to manage student work, you may be surprised to find that Google Classroom makes this process even easier for you. Google Classroom has evolved considerably since its debut last summer. New features seem to be added all the time, so stay tuned for future improvements! View this short introductory video  from Google and this presentation  by Heather Breedlove in order to familiarize yourself with Google Classroom. Important Links for Future Reference Here are four links that youll want to keep handy for future reference: Google Classroom on the WebGoogle Classroom iPad AppGoogle Classroom Help CenterGoogle Classroom Training Materials Step 1: Log in to Google Classroom   Go to  https://classroom.google.com/. Make sure you are logged in with your Google Apps for Education account. If you are using your personal Google account or are at a school  that does not use GAFE, you will not be able to use Classroom.You should see your Google Classroom Home. Below is a picture of my homepage with annotations to explain different features.Click on the sign to create your first class. Create one for an existing class or a practice one for purposes of this tutorial. Step 2: Create a Class Do the following practice activities. Notice that there are three tabs in a class: Stream, Students, and About. These support materials will help you with this step.   Select the About tab. Fill in basic information about your class. Notice that there is a folder in YOUR Google Drive that will contain files related to this class.Click on the Students tab and add a student or two (perhaps a colleague who will serve as a guinea pig for this experiment). Make sure to indicate what permissions you want these students to have in relation to posting and commenting.And/or, give the class code posted in the   Student tab to a student or colleague for practice. This code is also available on your Stream tab.Go to your Stream tab. Share an announcement with your class. Notice how you can attach a file, a document from Google Drive, a YouTube video or a link to another resource.Staying in your Stream tab, create a mock assignment for this class. Fill in the title, description, and give it a due date. Attach any resources and assign the assignment to students enrolled in this class. Step 3: Monitor Student Assignments   Here is information on grading and returning assignments.   On your Stream tab, you should now see your assignments in the left-hand corner under the heading Upcoming Assignments. Click on one of your assignments.This will lead to a page where you can see students status in terms of work completion. This is called the student work page. For an assignment to have been marked complete, the student will need to turn it into their Google Classroom account.Note that you can assign grades and points. Click on a student and you can send them a private comment.If you check the box next to a students name, you can email the student or students.If a student has submitted work, you can then grade it and return it to the student.To see all student work at the same time, you need to click Folder at the top of the Student Work page. This Folder link will be grayed out until students have turned in work. Step 4: Try Classroom From the Student Perspective Specific student help is available here.   Ask a colleague to invite you to their practice class and to create an assignment for that class.Pretend to turn in the assignment.Have your colleague grade this assignment and return it to you. Step 5:  Consider Creative Uses of Google Classroom How could we use Google Classroom in innovative ways?   To house professional development materials.To deliver digital citizenship curriculum.To manage departmental activities, meetings, and projects. Step 6:  Download the iPad App and Repeat the Previous Activities How does the Google Classroom experience on the iPad differs from the web experience? Any features that are unique to the app perspective? Discuss your findings with your colleagues and share your preferred method of using Google Classroom.

Does Fake News Mislead the Public Essay Example | Topics and Well Written Essays - 500 words

Does Fake News Mislead the Public - Essay Example It is distinguishable from pure rumors in that the fake news has additional hype that is unrelated to the rumor and relatively unjustified. Although this kind of news sometimes contain some factual and sometimes substantial information, the main ideas raised by the communicator are fake and undependable. The humor and the hype sometimes help to attract the viewers and a target audience, but the negative effects of fake news to the larger population should be considered. In an era when there are a variety of sources for information, both credible and not so credible, the public is at risk of being misled. It is a notion currently held by many that the news websites previously used are difficult to access and obtain relevant information from. This makes many people, especially the young turn to new sources such as the social media. In these sources, what is most likely to be available, unless it is from media houses domains is comedic information. This the kind of information in which you can hardly tell the hype from the real news. The audience for fake news often becomes the new sources of the news, which is in this case even more complicated and more hype added. The news spread and many people are made to believe in the fake news as if it was real. What then happens is that the general population lose interest in the real news and become so distracted that no new information can change the perception and point of view that the original fake news developed in them. The actual problem arises when the public depends more on the hype and fake news as the most easily accessible source of information. The negative perception developed gain roots and becomes a norm. The mass is then utterly misled and tends to believe in the rumors to a point that every new piece of information is associated with the rumors. The rumors, being more enticing and easily accessible prevail over the genuine news. It is in my