CAIE A-Level Psychology A2 4.4 Organisational Work Conditions Questions
Practise analysing work conditions, from office design and shiftwork to accidents, safety interventions and research planning.
- Syllabus
- 2028–2030
- Course
- Psychology 9990
- Level
- A2
Exam points
- describe shiftwork patterns and link them to health or accident evidence
- plan or evaluate safety interventions using accidents, rewards and workplace controls
Covered syllabus points
Question 1
[Maximum number: 6]
Question (a)
(a)
Describe how data was collected in one study about the impact of the design of the work environment on people who work in open plan offices (e.g. Oldham and Brass, 1979).
open plan offices (e.g. Oldham and Brass, 1979).
Syllabus: 4.4.1 impact of the design of the work environment focusing on open plan offices, including a study, e.g. Oldham and Brass (1979).
Marks: Award 2 marks for a detailed description. Award 1 mark for a partial description.
Answers may include (other appropriate responses to be credited):
- a longitudinal study taking measures over time (1 mark) which could be baseline (pre-move), one week after move, six weeks after move ( 2 marks).
- closed questionnaires with a 7-point scale (1 mark) to assess differences in autonomy, skills variety or any other job characteristic (2 marks)
- participants were interviewed. Employees described the new office space as a 'fishbowl,' 'cage,' or 'warehouse', reflecting on an inability to concentrate, to develop close friendships, and to complete a job. It was impossible in the open office to engage in a private conversation either with co-workers or with supervisors.
Question (b)
(b)
Explain one strength and one weakness of the way that data was collected in the study you described in part (a).
Explain one strength and one weakness with the way that data was collected in the study you described in part (a).
Marks: Up to 2 marks for each strength and up to 2 marks for each weakness.
Award 2 marks for an appropriate strength/weakness stated and applied as required by the question with detail / elaboration / example.
Award 1 mark for an appropriate strength/weakness stated but not applied.
Answers may include (other appropriate responses to be credited):
Strengths:
- the same participants might be measured over time (1 mark) measures can be taken in the same participants before the office move, just after the move and again after a longer period of time (2 marks)
- the same measures could be repeated with the same participants which makes the study reliable. (1 mark)
Weaknesses:
- participants may begin the study but drop out (1 mark) a worker might be measured before the move, but leave the company before the other two measures can be taken because they don't like open-plan offices ( 2 marks)
- once the study has started changes to the design cannot be made (1 mark) so if a new variable appears after the move it cannot be included as no baseline was taken before the move ( 2 marks)
Question 2
[Maximum number: 8]
Within each 24-hour period, workers in different offices have different work patterns: workers in Office A work 8 hours ( 9 am -5 pm); workers in Office B work 8 hours flexitime.
Question (a)
(a)
For one piece of psychological knowledge on which your plan is based:
Question (i)
(i)
Describe this psychological knowledge.
Describe this psychological knowledge.
Syllabus: 4.4.2 design of work: shiftwork: rapid rotation and slow rotation, on-
call and flexi-time including definitions and examples of each.
Answers are likely to include (other appropriate responses to be credited):
(1) work hours: (a) in UK for example, people work 9-5 because of 'convention' that is the way it has always been and everyone travels to and
from at the same time of day. Also fits in with school hours making society
coherent and organised. (b) A flexi-time system means people work the same hours per week but can work whenever they choose (e.g. 7 am to 3 pm or 11
am to 7 pm ). This might allow a person to organise their own time. It might
allow working 3 days per week and taking two days off work.
(2) job satisfaction: can result if workers choose their own work hours (a)
could include Herzberg's 'motivational factors (e.g. responsibility where
workers can be responsible for the pattern of hours they work);
(b) Hackman
and Oldham's job characteristics.
Question (ii)
(ii)
Explain how you used two features of this psychological knowledge to plan your study.
(b)(i)
Describe this psychological knowledge.
Syllabus: 4.4.2 design of work: shiftwork: rapid rotation and slow rotation, on-
call and flexi-time including definitions and examples of each.
Answers are likely to include (other appropriate responses to be credited):
(1) work hours: (a) in UK for example, people work 9-5 because of 'convention' that is the way it has always been and everyone travels to and
from at the same time of day. Also fits in with school hours making society
coherent and organised. (b) A flexi-time system means people work the same hours per week but can work whenever they choose (e.g. 7 am to 3 pm or 11
am to 7 pm ). This might allow a person to organise their own time. It might
allow working 3 days per week and taking two days off work.
(2) job satisfaction: can result if workers choose their own work hours (a)
could include Herzberg's 'motivational factors (e.g. responsibility where
workers can be responsible for the pattern of hours they work);
(b) Hackman
and Oldham's job characteristics.
Question 3
[Maximum number: 6]
Joseph works on a production line in a car factory. He forgot to use eye protection during his shift and damaged his eye.
Question (a)
(a)
Explain the type of human error made by Joseph.
Joseph works on a production line in a car factory. He forgot to use eye protection during his shift and damaged his eye.
Explain the type of human error made by Joseph.
Award 2 marks for an explanation of the type of error made by Joseph.
Award 1 mark for a basic explanation of the type of error made by Joseph.
Example:
Joseph made an error of omission OR an error where a behaviour should have been performed but is not. (1) He should put on his protection goggles when he is working on the production line, but he forgot to do this. (1)
Other appropriate responses should also be credited.
2
1 mark for identifying/outlining error of omission.
1 mark for link to Jospeh as to why it is an omission.
Question (b)
(b)
Suggest one way the management at this car factory could avoid this type of human error.
Suggest one way the management at this car factory could avoid this type of human error.
For the suggested way:
Award 2 marks for a suggestion of a way to avoid this type of human error.
Award 1 mark for a basic outline of a suggestion of a way to avoid this type of human error.
Suggestions may include:
- Token economy
- SMART target to reduce error of omission
- Safety supervisor
- Safety training
Example:
The management of this car factory could introduce a token economy system. (1) When the workers at the factory remember to put on their safety equipment before starting work, they can be given a token that could be exchanged for goods. (1)
Other appropriate responses should also be credited.
2
1 mark - specific idea
1 mark - why it will reduce error of omission/not wearing eye protection/human error
Question (c)
(c)
For the way you suggested in part (a)(ii):
Explain one weakness of this way to avoid this type of human error.
Award 2 marks for an explanation of the weakness. Award 1 mark for a basic explanation of the weakness.
Weaknesses may include:
- Difficulties in monitoring whether the SMART target has been met.
- Cost of implementing a token economy system.
- The workers may not want the goods that they can exchange for their tokens.
Example:
One weakness of introducing a token economy system/SMART target is that it may be difficult for the manager to monitor whether the target has been met. (1) Car factories are very busy places when there is a shift change and it may be difficult for the manager to see each employee to check that they are wearing all their protective gear. (1)
Other appropriate responses should also be credited.
2
Outline of weakness.
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