Specialist Option 4: Organisational Psychology A2
- Syllabus
- 9990–2028–2029
- Section
- —
- Level
- A2
| Level | Core questions | Typical outcomes |
|---|---|---|
| Individual | What needs, goals, attitudes, skills and health shape work? | Motivation, satisfaction, performance, absence/sabotage |
| Group/leadership | How do leaders, roles, teams, norms and identity coordinate or exclude? | Decisions, cohesion, conflict, access to authority |
| Task/technology | How do workload, autonomy, monitoring and design change attention/control? | Accuracy, vigilance, stress, privacy and error |
| Physical/safety system | How do hazards, housekeeping, reporting and prevention interact? | Near misses, injury severity/frequency and lost time |
| Organisation/context | How do reward, justice, culture and policy distribute consequences? | Commitment, trust, productivity, welfare and turnover |
| Syllabus area | Recurring relationship |
|---|---|
| Motivation | Reward meaning and psychological needs affect intrinsic motivation/performance |
| Leadership/management | Style, stereotypes and role congruity affect evaluation/access |
| Group behaviour | Presence, monitoring, teamwork and conflict alter effort/attention |
| Work conditions | Physical/psychological conditions and safety systems shape error and health |
| Satisfaction/attitudes | Job features, fairness and explanations influence satisfaction, commitment and counterproductive behaviour |
For every organisational claim: define the construct → identify the level/mechanism → show how it was operationalised → state the observed outcome → compare benefits/costs for workers, managers and organisation → restrict transfer to the sample, task, culture and timescale.
| Lens | Workplace-specific question |
|---|---|
| Individual–situational | Worker disposition/need or reward, leader, group, task and system? |
| Reductionism–holism | What does isolating one variable reveal—and what workplace system is omitted? |
| Determinism–free will | Does surveillance/reward alter probability while preserving autonomy and voice? |
| Ethics | Are consent, privacy, fairness, job security and vulnerable power relations protected? |
| Validity/generalisation | Does a student/lab/self-report outcome transfer to actual work and cultures? |
Organisational psychology is not only a toolkit for extracting productivity. A defensible application balances performance/safety with autonomy, fairness, privacy, health and unintended stakeholder effects.
| Landry et al. (2019/2020) | Evidence map |
|---|---|
| Question/design | Two lab experiments manipulated cash reward as autonomy-supportive/informational versus controlling |
| Result/mechanism | Autonomy-supportive framing increased psychological-need satisfaction, intrinsic motivation and performance relative to controlling framing; Study 2 web sample had 325 adults (170/155) |
| Limit | Reward meaning matters, not cash alone; short tasks/self-report and non-employees limit workplace transfer |
| Cuadrado et al. (2008) | Evidence map |
|---|---|
| Design | 136 undergraduates; 2 leader sex × 2 male-/female-stereotypical leadership-style experiment |
| Outcomes/result | Competence, efficacy and trait evaluation; regardless of leader sex, stereotypically feminine style received more favourable/competent/efficient ratings |
| Limit | Tests role-congruity evaluations through scenarios/students, not actual promotion behaviour or manager performance |
| Claypoole & Szalma (2019) | Evidence map |
|---|---|
| Design | Two experiments, 197 participants total (106/91), completing a 24-minute computer vigilance task with electronic/video presence conditions |
| Result | Electronic performance monitoring improved target detection; strongest effects appeared when two video-presence forms operated together |
| Limit | Detection benefit supports electronic social facilitation on one task—not universal productivity, welfare or ethical surveillance; real workplaces may add stress/privacy effects |
| Swat (1997) | Evidence map |
|---|---|
| Design | Three-year safety-monitoring project across foundry, machinery, meat-processing and furniture plants (2,964 workers); analysed 83 1993 accidents plus minor events |
| Result | ≥45.8% involved basic housekeeping violations; in one plant 95% of accidents/minor injuries were not reported |
| Conclusion/limit | Record circumstances, minor injuries/near misses and housekeeping to expose repeatable causes; observational records depend on reporting quality and four Polish plants limit transfer |
| Giacalone & Rosenfeld (1987) | Evidence map |
|---|---|
| Design/sample | Anonymous volunteer questionnaire from 38 unionised labourers at a north-eastern US electrical factory; rated 11 reasons and sabotage methods on 1–7 scales |
| Result | Workers accepting more reasons also justified slowdowns, destructiveness and chaos more—but not dishonesty |
| Limit | Reveals justification/account patterns, not observed sabotage causation; tiny single-factory volunteer self-report and sensitive-topic response bias constrain generalisation |
Match conclusions to outcomes: intrinsic motivation/task performance, evaluated leader competence, vigilance detection, recorded safety events, or sabotage justification. None alone proves a universal workplace policy or actual long-term organisational success.
| Reconstruct in order | Organisational question |
|---|---|
| Context/theory | What workplace problem and mechanism motivated the study? |
| Aim/hypothesis | What exact comparison/association was predicted? |
| Design | Lab/field/survey/records; IV/conditions, DV, controls and timescale? |
| Sample | Worker/student, role/industry/country, size and recruitment/allocation? |
| Procedure/measure | What did participants/records reveal, and was it behaviour, performance, attitude or event data? |
| Results | Direction plus useful numerical/significance evidence? |
| Conclusion | What bounded claim answers the aim? |
| Discussion/application | Who benefits/bears cost, what alternative explanations, and what should be tested before policy? |
| Evaluation lens | Evidence-linked question |
|---|---|
| Causality/control | Was the workplace variable manipulated/randomised, or only associated in records/self-report? |
| Ecological validity | Does the task, power relation and consequence resemble actual employment? |
| Construct validity | Does detection, rating, accident record or justification represent the claimed work outcome? |
| Reliability/reporting | Are procedures/scales consistent, and are accidents/sabotage suppressed or socially desirable? |
| Generalisation | Does student/single factory/four plants/country transfer across jobs and cultures? |
| Ethics/stakeholders | Consent, privacy, surveillance, fairness, job risk, discrimination and organisational benefit? |
Compare studies on one dimension at a time. Claypoole offers manipulation/control but an artificial vigilance task; Swat offers real, multi-year safety records but under-reporting and no manipulated control. The trade-off—not a generic ‘lab bad/field good’ label—is the evaluation.
Do not move directly from a significant result to policy. First identify the measured outcome, causal strength, worker/manager trade-offs, possible gaming or harm, and whether the result survives in the intended workplace over time.
| Maslow level (low to high) | Need at work |\n|---|---|\n| Physiological | Pay, breaks and conditions sufficient for food, rest and shelter |\n| Safety | Physical protection, predictable employment and clear procedures |\n| Love/belonging | Acceptance, supportive colleagues and group membership |\n| Esteem | Competence, achievement, recognition, responsibility and status |\n| Self-actualisation | Realising personal potential through meaningful growth/creative work |
Maslow proposed a hierarchy of relative prepotency: when a more basic need is sufficiently satisfied, a higher need can become more influential. This is not an all-or-nothing staircase; several needs may operate together, and culture or circumstances may change their priority. A manager therefore cannot assume the same benefit motivates every worker.
| Saeednia (2011) scale study | Evidence |\n|---|---|\n| Aim/design | Develop a reliable measure of basic-need satisfaction for young children using exploratory mixed methods |\n| Phase 1 | Open-ended interviews with 13 children and their parents/educators informed the scale |\n| Phase 2/result | The scale was administered to 300 participants and judged reliable and relatively valid |\n| Limit | It operationalises reported need satisfaction, but children are not employees and scale validity does not prove a fixed workplace hierarchy |
| McClelland need | What motivates at work | Best-fit opportunity |\n|---|---|---|\n| Achievement (nAch) | Master a challenging task and succeed through effort | Clear responsibility, attainable challenge and concrete feedback |\n| Affiliation (nAff) | Be accepted and maintain warm relationships | Cooperative work, belonging and interpersonal contact |\n| Power (nPow) | Influence or direct other people and outcomes | Leadership, persuasion and responsibility for impact |
McClelland's three needs are not a hierarchy: people can show all three in different strengths. Both theories risk deterministic or culturally narrow predictions if they ignore choice and situation; qualitative individual evidence may reveal personal priorities, while large-sample measures seek general patterns.
| Latham and Locke principle | Why it can improve performance | Boundary |\n|---|---|---|\n| Specific, difficult but attainable goal | Directs attention and effort toward a clear standard | Excessive difficulty weakens acceptance/self-efficacy |\n| Goal commitment | Sustains effort and persistence | A target imposed without ownership may not be accepted |\n| Feedback | Shows the gap between current and target performance | Feedback must be timely and usable |\n| Ability and task strategy | Converts effort into effective action | On a complex/new task, a learning goal may be better than immediate output pressure |
SMART makes a target operational: Specific, Measurable, Attainable, Relevant and Time-bound. Example: ‘During the next month, each online-sales employee will contact eight grocery-store buyers and record each response.’ The target names the action and audience, gives a count, is feasible for the period, serves store expansion and has a deadline. SMART improves clarity; it does not by itself guarantee commitment, skill or feedback.
Motivationalforce=Expectancy×Instrumentality×Valence
| VIE link | Worker's question | Example of a broken link |\n|---|---|---|\n| Expectancy: effort → performance | ‘If I try, can I perform at the required level?’ | No training/resources makes effort unlikely to reach target |\n| Instrumentality: performance → outcome | ‘If I perform, will the promised outcome follow?’ | Bonus rules are inconsistent or not trusted |\n| Valence: value of outcome | ‘Do I value that reward or outcome?’ | Extra pay has little value compared with lost time/autonomy |
Because the links multiply, a near-zero link can collapse motivation even when the others are strong. Expectancy is not instrumentality: the first connects effort to performance; the second connects performance to outcome. VIE is cognitively broad across three perceptions, but still reduces a changing social workplace to an individual decision model.
| Motivator | Workplace form | What links behaviour to value |\n|---|---|---|\n| Extrinsic | Pay; one-off bonus; share of profit; performance-related pay | An external consequence follows employment, group results or measured individual performance |\n| Intrinsic/non-monetary | Praise, respect, recognition, empowerment and belonging | The work or social context itself supports interest, meaning, agency, competence or connection |
| Self-determination need | Supported when a worker… | Frustrated when… |\n|---|---|---|\n| Autonomy | Experiences meaningful choice and volition | Feels pressured, coerced or micromanaged |\n| Competence | Can master the task and receives informative feedback | Feels incapable or judged without useful guidance |\n| Relatedness | Feels respected, included and connected | Feels rejected, isolated or treated impersonally |
Self-determination theory predicts a causal chain: reward presentation → psychological-need satisfaction or frustration → quality of motivation → performance. Therefore the same cash reward may convey supportive information (‘your contribution is valued’) or controlling pressure (‘perform to our standard’). The amount alone does not determine its effect.
| Landry et al. (2019), Study 1 | Evidence |\n|---|---|\n| Sample/design | 123 French-speaking Canadian university students, mean age 23, 60% women; randomly assigned to autonomy-supportive/informational (65) or controlling (58) reward framing |\n| Manipulation/task | Both groups could receive a $10 coffee-shop gift card; wording framed it as appreciation or as pressure to meet standards; participants solved 25 four-letter anagrams in two minutes |\n| Measures | Need satisfaction/frustration and intrinsic/extrinsic motivation self-reports; performance scored correct minus wrong answers relative to possible correct answers |\n| Results | Conditions differed significantly in predicted directions for need satisfaction/frustration, intrinsic/extrinsic motivation and performance; supportive framing produced better performance |
The study supports functional meaning, not ‘money always motivates’ or ‘money always undermines motivation’. Random allocation strengthens causal inference for the brief task, but student volunteers, self-report mediators, a small gift card and timed anagrams limit generalisation to employees, cultures, complex work and long-term reward systems.
| Account | Source of leadership | Core claim and boundary |
|---|---|---|
| Great person | Inborn qualities such as confidence, courage, intelligence and persuasiveness | Leaders are born; reductionist because learning and situation are underplayed |
| Charismatic | Vision, charm, communication and inspiration | Followers are persuaded toward a vision; charisma may be learned and is not proof that the vision is ethical/effective |
| Transformational | Inspiring a shared vision and major change | Motivates followers beyond routine exchange; change still depends on context, skills and follower response |
| Behavioural | Observable leader action | Leadership can be described/trained, but no behaviour is automatically best in every task/culture |
| Programme | Behaviour dimensions | Relationship |
|---|---|---|
| Ohio State | Initiating structure: define roles, communication and methods; consideration: trust, respect, warmth and follower welfare | Two separate dimensions, so a leader may score high or low on both |
| Michigan | Production/job-centred: task, output and method; employee-centred: relationships, participation and needs | Treated as contrasting orientations on a continuum |
| Heifetz adaptive principle | Leader's responsibility during change |
|---|---|
| Get on the balcony | Move between system overview and day-to-day action to see patterns |
| Identify the adaptive challenge | Separate what must change from a problem with a known technical fix |
| Regulate distress | Keep pressure tolerable enough for learning—not panic or avoidance |
| Maintain disciplined attention | Keep difficult issues and contrasting viewpoints in focus |
| Give the work back to people | Use workers' expertise and make them participate in solving the challenge |
| Protect voices from below | Make dissent and lower-status information safe enough to be heard |
If new factory hours produce fatigue and errors, an adaptive leader first checks the whole production pattern, identifies whether timetable adaptation—not merely worker carelessness—is the challenge, regulates uncertainty, hears conflicting experiences, and lets workers help design safer adjustments. The leader creates conditions for collective learning rather than supplying every answer.
Universalist theories favour individual/nature explanations; behavioural and adaptive accounts make nurture and situation more visible. These are theoretical models, not proof of one universal best style, and their application must be checked across tasks, cultures, power relations and outcomes.
| Muczyk–Reimann style | Participation in decisions | Direction during implementation |
|---|---|---|
| Directive autocrat | Low: leader decides | High: close instructions, supervision and progress checks |
| Permissive autocrat | Low: leader decides | Low: workers have implementation freedom |
| Directive democrat | High: workers contribute to decisions | High: leader closely directs execution |
| Permissive democrat | High: workers contribute | Low: workers have autonomy in execution |
| Scouller level | Leadership job | Example |
|---|---|---|
| Public | Influence two or more people and align group purpose, task and maintenance | Set team direction, build cooperation and track collective results |
| Private | Work one-to-one with a person's distinct skill, confidence and motivation | Set an individual goal, appraise, coach, recognise talent or repair a relationship |
| Personal | Develop the leader's inner presence, self-awareness, beliefs, emotions, skill and self-mastery | Reflect on feedback and change behaviour across public/private situations |
| Cuadrado et al. (2008) | Evidence |
|---|---|
| Aim/design | Test whether women are rated less favourably when managing in a male-stereotypical style; 2 style (male/female-stereotypical) × 2 leader sex experiment |
| Sample/allocation | 136 Spanish distance-university psychology students (53% women; mean ages 27/29), randomly allocated 34 per condition |
| Task/measures | Read one of four matched hospital emergency-service supervisor narratives; anonymous 7-point ratings of 14 traits, four leadership-capacity items and five effectiveness items |
| Operational styles | Male-stereotypical: autocratic/task-oriented; female-stereotypical: democratic/relationship-oriented/individualised consideration |
| Result | Regardless of leader sex, female-stereotypical style was rated more favourably, competent and effective; gender-incongruent style itself was not penalised |
The four controlled narratives isolate style stereotype and leader sex, strengthening causal comparison. They do not show that women are worse leaders or that one style works best everywhere: participants rated a fictional, gender-neutral hospital scenario, not real behaviour or performance. Student/self-report data and Spanish context constrain generalisation.
| LPI exemplary practice | Behavioural meaning |
|---|---|
| Model the way | Clarify values and act consistently with them |
| Inspire a shared vision | Enlist others in an appealing common future |
| Challenge the process | Search, experiment, learn and take bounded risks |
| Enable others to act | Build trust, cooperation, competence and discretion |
| Encourage the heart | Recognise contributions and celebrate collective achievement |
Kouzes and Posner's Leadership Practices Inventory measures 30 behaviours—six per practice—on a 1 (almost never) to 10 (almost always) frequency scale. Leaders self-rate and observers such as managers or co-workers can rate them; each practice totals 6–60. Self/observer and benchmark comparisons can identify development gaps, while observer open questions add individual depth.
| Kelley style | Independent critical thinking | Active engagement | Pattern |
|---|---|---|---|
| Sheep / passive follower | Low | Low | Waits for direction; little initiative/responsibility |
| Yes-person / conformist | Low | High | Energetic and committed but uncritical/dependent on leader |
| Alienated follower | High | Low | Thinks independently but acts passively/cynically |
| Survivor / pragmatist | Moderate | Moderate | Watches prevailing risk/support and adapts cautiously |
| Effective / star follower | High | High | Self-manages, thinks independently and contributes energetically/courageously |
Followership is the contribution people make while working with, supporting and sometimes constructively challenging a leader. Kelley therefore rejects the assumption that effectiveness means passive obedience: the strongest pattern combines critical thought with active organisational contribution.
Standardised LPI items support repeatable numeric comparison over practices, observers and time, but self/observer ratings can differ through interpretation, limited opportunity to observe, social desirability or workplace politics. A score reports perceived frequency, not objective leadership success. Kelley labels are also nomothetic simplifications: role, leader, culture and situation may shift behaviour, and the model does not establish whether styles are innate, learned or fixed.
| Tuckman–Jensen stage | Main group job |
|---|---|
| Forming | Orient to task, test boundaries and establish initial rules/roles |
| Storming | Work through status, control, goal and method conflict |
| Norming | Build cohesion, shared expectations and accepted roles |
| Performing | Coordinate flexibly around the shared task and results |
| Adjourning | End/review work, recognise contributions and transfer learning |
| Belbin role | Distinct contribution |
|---|---|
| Plant | Generates creative solutions |
| Resource investigator | Explores external opportunities/ideas and brings them back |
| Coordinator | Clarifies goals and draws contributions together |
| Shaper | Drives progress and challenges inertia under pressure |
| Monitor-evaluator | Analyses options impartially and strategically |
| Teamworker | Supports relationships, cooperation and conflict reduction |
| Implementer | Converts ideas into practical plans/action |
| Completer-finisher | Checks errors, deadlines and final quality |
| Specialist | Supplies focused, in-depth expertise |
| Forsyth error family | What goes wrong | Examples |
|---|---|---|
| Commission | Information is used wrongly | Sunk-cost commitment; hindsight; belief perseverance; using evidence meant to be ignored |
| Omission | Relevant information is overlooked | Base-rate neglect; fundamental attribution error |
| Imprecision | A simplifying heuristic misleads | Availability, representativeness or conjunction error |
Groupthink occurs when pressure for unanimity overrides realistic appraisal. Warning signs include invulnerability/overconfidence, rationalising warnings, assumed morality, stereotyping outsiders, pressure on dissenters, self-censorship, illusion of unanimity and mindguards. Reduce risk by withholding the leader's preference initially, inviting dissent and outside expertise, splitting into independent groups, using a devil's advocate and revisiting assumptions/risks before commitment.
These are diagnostic models, not a fixed script. Groups can revisit stages; one person can fill several roles; nine people are not required. Cohesion supports coordination but becomes risky when it suppresses disconfirming evidence—so role balance must be paired with decision checks.
| Effect/theory | Mechanism | Prediction/boundary |
|---|---|---|
| Social facilitation: drive theory | Presence raises arousal and strengthens the dominant response | Helps simple/well-learned tasks; can impair difficult/new tasks |
| Evaluation apprehension | Performance changes when people expect others can judge them | Mere presence is insufficient if no evaluation is expected |
| Social loafing | Individual effort falls when contribution is pooled/less identifiable than alone | Reduce with small groups, individual responsibility/feedback, meaningful contribution and fair rewards |
| Social impact theory | Impact depends on source strength, immediacy and number; each extra target can diffuse pressure | Larger groups can dilute responsibility, but status/proximity/monitoring alter the effect |
Earley (1993) compared individualistic and collectivistic work groups across the United States, China and Israel. Under high shared responsibility, highly individualistic participants performed more poorly, whereas collectivists could perform better because group goals and identity carried value. This is a probabilistic culture-by-accountability interaction, not a claim that every person in a collectivist culture works harder.
| Claypoole & Szalma (2019), Experiment 1 | Evidence |
|---|---|
| Sample/design | 106 US university students (65 women, 41 men; mean age 20.57), randomly assigned to electronic monitoring or no-monitoring control |
| Monitoring/task | Webcam above screen plus video recorder one metre behind for later evaluation; 24-minute sustained-attention task pressing space for critical two-digit signals |
| Outcomes | Correct detections, false alarms and response time |
| Results | Vigilance declined over time, but monitored participants detected more signals (.69 vs .60), made fewer false alarms and responded faster (767 vs 802 ms) |
| Inference | Electronic presence facilitated this vigilance task similarly to human social presence |
Random allocation, a no-monitoring control and standardised signals/equipment support causal inference and reliability. But a short lab vigilance task with student volunteers does not prove that surveillance improves complex work, long-term productivity or welfare. Monitoring may change autonomy, stress, privacy and behaviour; fewer errors here must not substitute for an ethical workplace evaluation.
| Conflict level | Example source |
|---|---|
| Intra-individual | One worker faces incompatible values, goals or role demands |
| Inter-individual | Two people compete, misunderstand, distrust or depend on incompatible actions |
| Intra-group | Roles, status, resources, norms or task methods divide one team |
| Inter-group | Departments/groups compete over goals, identity, resources or workflow |
| Thomas–Kilmann mode | Assertiveness | Cooperativeness | Useful when… |
|---|---|---|---|
| Competing | High | Low | Urgent, vital action outweighs agreement |
| Collaborating | High | High | Both concerns matter and time permits an integrated solution |
| Compromising | Medium | Medium | A fair workable settlement is needed quickly |
| Avoiding | Low | Low | Issue is trivial, unsafe, or needs cooling/information—not when delay preserves harm |
| Accommodating | Low | High | The other concern matters more or preserving relationship is justified |
Einarsen (1999) defines workplace bullying as systematic aggressive behaviour over time in a situation where the target has difficulty defending themselves or escaping. Conflict can escalate through early disagreement/aggression, repeated bullying, stigmatisation and severe trauma. Predatory bullying exploits power without a preceding dispute; dispute-related bullying grows from escalating conflict.
| Cause level | Possible contributors—not excuses |
|---|---|
| Bully/relationship | Status competition, envy, insecurity, displaced stress, escalating hostility |
| Power/target exposure | Formal authority, isolation or low ability to defend/exit makes repeated aggression possible |
| Workplace system | Poor job design/leadership, role conflict, workload, low morale, permissive norms and weak reporting/accountability |
A target's anxiety or sensitivity may shape reporting or vulnerability but does not cause or justify aggression. Diagnose repeated acts, duration, power and system response before labelling ordinary disagreement as bullying. Conflict modes are situational tools; ethical management must stop harm, protect reporting and correct organisational conditions rather than ask the target simply to accommodate or avoid.
| Physical feature | Mechanism that may alter productivity/welfare | Boundary |
|---|---|---|
| Light | Visibility, eye strain and alertness | More light is not always better; glare/task demands matter |
| Noise | Masks signals/speech and divides attention | Predictability, control and task complexity change impact |
| Temperature/humidity | Thermal discomfort and fatigue consume attention | Optimal range varies by clothing, exertion and person |
| Layout | Changes privacy, interruption, communication, autonomy and scrutiny | Productivity, relationships and satisfaction may trade off |
The Hawthorne effect is a change in behaviour attributed to awareness of being studied or receiving special attention, rather than the physical manipulation alone. Kompier's re-analysis warns against treating the Hawthorne studies as a clean experiment: changing samples, supervision, incentives, feedback and historical conditions create rival explanations. ‘Performance rose while observed’ does not by itself prove an attention effect.
| Oldham & Brass (1979) office move | Evidence |
|---|---|
| Design | Longitudinal field study: baseline before movement to open plan, then about one week and six weeks after |
| Measures | Repeated 7-point questionnaires on job characteristics/experiences plus interviews |
| Reported changes | Less privacy/control and concentration; workers used descriptions such as fishbowl/cage/warehouse; close relationships/private feedback became harder |
| Possible trade-off | Open plan can ease access/communication, while enclosed space may improve autonomy, internal motivation and satisfaction but reduce spontaneous contact |
Repeated measures show within-worker change in a real setting and interviews add meaning, but office change is not random: novelty, management, task and time may co-vary, repeated questionnaires can sensitise responses, and attrition can bias later waves. Treat layout as a bundle of conditions, not a deterministic cause.
| Arrangement | Definition/example | Main mechanism/trade-off |
|---|---|---|
| Rapid rotation | Frequent changes, e.g. two day, two evening, two night, two off | Repeated circadian disruption; limits prolonged night exposure but adaptation is difficult |
| Slow rotation | Same shift for a longer block before changing | More time to adapt, but long night blocks create sleep/social costs and adaptation may remain incomplete |
| On-call | Worker must be available when summoned outside/flexible scheduled periods | Unpredictability disrupts sleep/recovery and reduces control |
| Flexitime | Worker chooses start/finish within core hours/required total | More control and work-life fit; coordination/coverage must still be managed |
Night and rotating work misalign sleep, alertness and physiology with circadian timing. Sleep loss and reduced vigilance can increase errors and commute risk; schedule predictability, forward timing, rest, workload, individual chronotype and worker choice can moderate—not erase—the effect.
| Gold et al. (1992) | Evidence |
|---|---|
| Design/sample | Hospital questionnaire survey of 635 female Massachusetts nurses |
| Comparison | Rotating-shift nurses versus nurses working only day/evening shifts |
| Findings | Rotators reported more sleep/wake disruption and nodding off at work; about twice the odds of nodding off while driving to/from work and twice the odds of a sleepiness-related accident/error |
| Application | Use circadian principles, adequate recovery and safer rota design to protect nurses, commuters and patients |
The survey studies real workers and quantitative odds permit comparison, but self-reported sleep/errors may involve recall, social desirability and reporting differences. Shift type was not randomly assigned; workload, health, childcare and self-selection can confound the association. Therefore Gold supports a useful risk relationship, not a deterministic causal claim for every worker or job.
| Human error | What happens | Example |
|---|---|---|
| Omission | Required action is not performed | Eye protection is not put on |
| Commission | Incorrect/inappropriate extra action is performed | Functional control is switched off |
| Sequencing | Correct actions occur in the wrong order | Machine starts before guard is locked |
| Timing | Action is too early, late, fast or slow | Emergency stop is activated after the hazard reaches worker |
| Operator-machine system | Safer design question |
|---|---|
| Controls | Are shape/location/movement compatible, distinguishable and protected against accidental activation? |
| Displays/alarms | Are signals visible/audible, prioritised, interpretable and mapped clearly to the correct control? |
| Work organisation | Are pace, staffing, procedures, supervision, maintenance, PPE and refresher training adequate? |
| Reporting | Can workers report errors/near misses without fear, using common definitions and circumstances? |
A token economy positively reinforces observable safe behaviour: stamps/tokens are earned for injury-free group work, avoiding equipment damage and preventing hazards, then exchanged for valued goods. Fox et al. (1987) introduced this in two open-pit mines; lost-time injuries, days/costs lost and equipment accidents fell, savings exceeded programme costs and reductions lasted for years. Yet rewards require fair, accurate monitoring and must not encourage concealment of incidents or substitute for hazard removal.
| Swat (1997) | Evidence |
|---|---|
| Scope/data | Three-year project in four old Łódź industrial plants, 2,964 employees; analysed 83 1993 accidents using collective reports, individual protocols and supervisor/manager interviews |
| Causes | Insufficient supervision (89%), poor workplace organisation (40%), worker inadvertence (14%), technical factors (11%); some accidents had multiple causes |
| Pattern | At least 45.8% involved housekeeping violations; accident types differed by plant |
| Reporting finding | Follow-up in one meat-processing plant indicated 95% of accidents/minor injuries were not reported |
| Action | Record circumstances, frequency/severity, first-aid events/near misses and housekeeping so repeatable system faults can be corrected |
Recorded data can look objective, but fear of blame/job loss, memory, inconsistent definitions and under-reporting make it incomplete. Low counts may mean concealment, not safety. Combine records with observation/interviews and treat individual error as one link in a system; prevention should make the safe action easy, visible and reinforced while removing hazards at source.
| Herzberg factor | Examples | Predicted function |
|---|---|---|
| Hygiene/context | Pay, security, policy, supervision, relationships and conditions | Poor hygiene creates dissatisfaction; adequate hygiene prevents dissatisfaction but need not create strong satisfaction |
| Motivator/job content | Achievement, recognition, responsibility, advancement, growth and the work itself | Presence can create satisfaction and intrinsic motivation |
| Hackman–Oldham job characteristic | Psychological route |
|---|---|
| Skill variety + task identity + task significance | Experienced meaningfulness of work |
| Autonomy | Experienced responsibility for outcomes |
| Feedback from the job | Knowledge of actual results |
When all three psychological states are present, the model predicts higher internal motivation, satisfaction and effective performance, with lower absence/turnover. Effects are not identical for everyone: knowledge/skill, growth need and context can moderate whether a richer job is welcomed and successfully performed.
| Job-design technique | What changes | Likely benefit and risk |
|---|---|---|
| Rotation | Worker moves among tasks/jobs over time | Variety/learning; requires training and may disrupt mastery |
| Enlargement | Adds more same-level tasks horizontally | Broader task identity/variety; can become ‘more work’ without autonomy |
| Enrichment | Adds vertical responsibility, decision control, meaningful whole work and feedback | Strengthens autonomy/meaning/knowledge; poor support can create overload, unfairness or short-term performance loss |
Removing bad conditions is not the same as creating fulfilling work, and adding tasks is not automatically enrichment. Diagnose the missing factor/characteristic, co-design the change, provide training and check satisfaction, safety and performance over time and across cultures.
| Job Descriptive Index (JDI) | Operational detail |
|---|---|
| Format | Standardised self-report, commonly 72 descriptive items; answer Yes, No or ? (cannot decide) |
| Five facets | Work itself, pay, promotion opportunities, supervision and co-workers |
| Output/use | Separate numeric facet scores; compare with updated norms or before/after policy to locate a specific problem |
| Strength/limit | Easy, readable and comparable; forced choices omit reasons and unlisted sources of satisfaction |
| Walton QWL dimension | What it asks organisations to evaluate |
|---|---|
| Fair and adequate compensation | Pay, comparison, benefits and participation in results |
| Safe and healthy conditions | Physical/psychological protection |
| Use/development of capacities | Skill, autonomy, information and whole-task opportunity |
| Growth and security | Career development and continuity |
| Social integration | Belonging, equality and relationships |
| Constitutionalism | Rights, procedures, privacy and voice |
| Work and total life space | Balance with non-work life |
| Social relevance | Social responsibility/value of organisation and work |
QWL uses Likert-type satisfaction ratings across a broader 35-item work-life framework; JDI uses simpler adjective/statement choices across five job facets. Choose JDI for focused standardised diagnosis and norms; choose QWL when pay, rights, growth, life balance and social relevance all matter.
Standard wording/scoring supports reliability and quantitative comparison, not objectivity of the underlying self-report. Social desirability, fear about employment, acquiescence, ambiguous/complex QWL vocabulary, fatigue and cultural interpretation can reduce validity. Use anonymity, accessible piloting, facet-level reporting and optional interviews/open comments; never treat one total as the employee's complete experience.
Workplace sabotage is intentional employee behaviour aimed at causing production or profit loss. Giacalone and Rosenfeld grouped methods as work slowdowns, destruction of machinery/premises/products, dishonesty and causing chaos; reported reasons included revenge, deserved harm, prior hurt, release of frustration, fun, no-one being hurt and job protection.
| Giacalone & Rosenfeld (1987) | Evidence |
|---|---|
| Sample/context | 38 volunteer unionised labourers in a north-eastern US electrical factory |
| Method | Anonymous questionnaire designed with a recently resigned insider; rated 11 reasons and 29 sabotage forms on 1–7 scales; reason totals split high/low at median 25.5 |
| Result | High reason-acceptors justified slowdowns, destructiveness and chaos more than low acceptors, but not dishonesty |
| Ethics/validity | No names/management access reduced retaliation and encouraged honesty; cover story reduced demand, but sensitive self-report, deception, tiny single factory and insider-defined forms constrain validity/generalisation |
Job involvement is identification with and active investment in the work itself. Organisational commitment is attachment and loyalty to the organisation and its goals. Blau and Boal combine these independent dimensions rather than assuming that someone who loves the work must love the employer.
| Blau–Boal profile | Job involvement | Organisational commitment | Predicted withdrawal pattern |
|---|---|---|---|
| Institutionalised star | High | High | Lowest absence/turnover; mainly infrequent medical/uncontrollable absence |
| Lone wolf | High | Low | Strong task effort but more likely to leave/pursue career-enhancing absence |
| Corporate citizen | Low | High | Loyal/group-maintaining; absence follows workplace/group norms |
| Apathetic employee | Low | Low | Highest calculative absence/turnover, using absence as exchange/time strategy |
Four absence meanings: medical (illness/injury/fatigue/family demands), career-enhancing (pursues task/career goals such as interviews), normative (habitual response to group absence norms), and calculative (deliberate use of allowed/unallowed absence to rebalance the employment exchange or non-work time).
Questionnaire acceptance of a reason is not observed sabotage, and an absence category is an interpretation—not proof of motive. Use records, context and employee voice before intervention. Reducing sabotage or withdrawal should address fair pay, voice, job design, leadership and security as well as proportionate controls; blanket surveillance may suppress reporting and deepen the grievance.