FIRST SEMESTER EXAMINATIONS 2021/2022

SECTIONS A
SHORT-ANSWER QUESTIONS

Q1. Uses of Performance Appraisal Data

i. For human resource planning
ii. For remuneration administration
iii. For promotion, demotion and transfers
iv. For employee training and development
v. For validation of selection programmes

Q2. Definition of Realistic Job Preview

Realistic Job Preview is a method of recruitment where job applicants are given an
honest assessment of the job, both negative and positive aspects of the job.
Advantages;
i. Lowers expectations of applicants/employees
ii. Enhances job satisfaction
iii. Prevents employee turnover and absenteeism

Q3. Disadvantages of External Recruitment

i. It creates unhealthy competitions among employees
ii. Internal strife for the position might impact negatively on the team work
iii. It creates enmity among existing employees

Q4. Advantages of External Recruitment

i. Applicants who are employed bring in new industry insights and ideas which helps
increase organizational efficiency
ii. It is cheaper and faster than training Akua (internal applicant) for the different role
iii. There are higher chances of selecting the best candidates/applicants for the
job/role
iv. It improves diversity requirements by hiring people of different race, gender,
religion etc, on the basis of their KSAOs
Q5. Advantages/Merits of Internal Recruitment
i. It is a motivator for good performance among existing employees
ii. It reduces/cut down cost of recruitment (more cost effective)
iii. It is a relatively easier assessment of applicants as information is readily available
iv. Provides career growth opportunities for employees
v. Provides some kind of job security

Q5. Elements of a Good Job Description

Job Title
The job title is a brief description (a few words) of the job which reflects the contents,
purpose and scope of the job and is consistent with other job titles of similar roles. Eg,
Administrative Assistant, Loan Officer, Administrative Secretary etc A job title is
important for several reasons. An accurate title describes the nature of the job. An
accurate title also aids in employee selection and recruitment. If the job title indicates
the true nature of the job, potential applicants for a position will be better able to
determine whether their skills and experience match those required for the job.
Brief Summary/Job Summary
The summary need be only a paragraph in length but should briefly describe the
nature, purpose and content of the job in terms of activities or tasks performed. This
summary can be used in help-wanted advertisements, internal job postings, and
company brochures.
Work Activities
Th e work-activities section lists the tasks and activities in which the worker is
involved. These tasks and activities should be organized into meaningful categories to
make the job description easy to read and understand. The category labels are also
convenient to use in the brief summary.
Work Performance (Standard of Performance)
A good job description should outline standards of performance. This section of a job
description contains a relatively brief description of how an employee’s performance
is evaluated and what work standards are expected of the employee.
Job Competencies
This section contains what are commonly called job specifications or competencies.
These are the knowledge, skills, abilities, and other characteristics (KSAOs) (such as
interest, personality, and training) that are necessary to be successful on the job. Job
specifications are determined by deciding what types of KSAOs are needed to
perform the tasks identified in the job analysis.
Tools and Equipment Used
This section of job description lists all the tools and equipment used to perform the
work activities in the previous section. Information in this section is used primarily
for employee selection and training. That is, an applicant can be asked if she can
operate an adding machine, a computer, and a credit history machine.
Job Context
This section describes the environment in which the employee works and should
mention stress level, work schedule, physical demands, level of responsibility,
temperature, number of co-workers, degree of danger, and any other relevant
information. This information is especially important in providing applicants with
disabilities with information they can use to determine their ability to perform a job
under a particular set of circumstances.

Q7. Criteria for Training Evaluation (Kirkpatrick, 1976)

Level 1 - Reaction Criteria
This level of criteria measures whether learners/trainees find the training engaging,
favorable and relevant to their jobs. This criteria also measures trainees satisfaction
with the training. It is commonly assessed by an after-training survey which asks
trainees to rate their experience.
Level 2 - Learning Criteria
This criteria is focused on the acquisition of knowledge, skills and abilities. It gauges
the the learning of each participant based on whether learners acquire the intended
knowledge, skills, attitudes, confidence and commitment to the training. Learning
should be evaluated through both formal and informal assessment methods such as
exams or interview-style evaluations.
Level 3 - Behavior Criteria
This criteria of evaluation is crucial for understanding the true impact of training. It is
important to find out if the behavior of employees has improve after the training. This
criteria measures the behavioral changes after learning and shows if the trainees or
employees and taking what they learned in training and applying them as they do their
job. This evaluation normally starts 3-6 months after training and can be carried out
through observations and interviews.
Level 4 - Results Criteria
This criteria analyses the final results or outcome of training. Has the impact of
training reflected in the bigger picture, in terms of the organization’s sales, vision,
goals etc? At this level, learning is measured against an organization’s business
outcomes, that is, the Key Performance Indicators (KPIs) such as higher profits or
returns on investments, less workplace accidents, larger quantity of sales etc, that
were established before training was initiated.

Q8. Advantages of Training

A. For the Individual
i. It enhances employee performance
ii. Acquisition of relevant work-related skills
iii. Boosts employee effectiveness and productivity

B. For the Organization

i. Promotes safer working conditions
ii. Increases productivity
iii. Achievement of organizational goals
iv. Earn more profits or returns and boosts sales

Q9. Reasons Why Performance Appraisal Can Fail

i. Using unskilled appraisers
ii. Appraisers’ lack of relevant information on employees’ actual performance
iii. Personalization of the process on the part of appraisers or superiors
iv. Dishonesty and or preferences on the part of appraisers
v. Unstructured methods of performance appraisal systems

Q10. Performing a Sound Performance Appraisal

i. Set objectives for the appraisal
ii. Use skilled appraisers
iii. Establish standards for evaluating job performance
iv. Use objective measures to accurately appraise employees
v. Give feedback appropriately and timely
 FIRST SEMESTER EXAMINATIONS 2019/2020
SECTIONS B
SHORT-ANSWER QUESTIONS

Q5. Society for Industrial and Organizational Psychology (SIOP) contribution to

the study and practice of I/O Psychology
The Society for Industrial and Organizational Psychology (SIOP) is a professional
organization that promotes the science, practice and teaching of Industrial and
Organizational Psychology. SIOP is assigned Division 14 of the American
Psychological Association (APA).
SIOP’s Contributions to I/O Psychology
i. The Society for Industrial and Organizational Psychology (SIOP) publishes the
Income and Employment Report to track salary and employment trends for industrial
and organizational psychologists (I-Os).
ii. SIOP advocates for the scientific-practitioner model in the application of I/O
Psychology to organizations and workplace settings.
iii. SIOP publishes I/O Psychology related journals and other resources that provides
information on a range of important issues including but not limited to continuing
education.
iv. SIOP also publishes a quarterly newsletter, The Industrial/Organizational
Psychologist (TIP) that contains articles about the association and the profession of
I/O Psychology.
v. SIOP organizes or holds annual conferences for its members

Q6. Compare Industrial Psychology with Organizational Psychology

Industrial and Organizational (I/O) Psychology is the scientific study and application
of psychological principles, theories and methods in work settings.
The Industrial Psychology aspect focuses on determining the skills and
competencies needed to perform a job, recruiting employees who posses the required
skills and competencies, enhancing or promoting these competencies through training.
Areas or topics of study and practice under this sub-field include; Job Analysis,
Employee Recruitment, Employee Training, Performance Appraisal etc.
The Organizational Psychology aspect focuses on creating a suitable and conducive
organizational structure and culture that will motivate employees to perform well,
providing working conditions that will promote safer, enjoyable and satisfying
working environment. Areas or topics of study and practice under this sub-field
include; Organizational Leadership, Job Satisfaction, Employee Motivation,
Organizational Communication, Team Building and Cohesion, Conflict Management,
Organizational Change etc.

Q7. Relevant Roles of Humanitarian Work Psychology (HWP) in I/O Psychology

Humanitarian Work Psychology (HWP) is a new cross-disciplinary field that focuses
on the application of the theories, practices, research and principles of Industrial and
Organizational Psychology to improving human well-being and solving the most
difficult problems facing the people in the world. Eg, poverty, inequality,
discrimination, absence of decent work, lack of educational opportunities and natural
disaster.
HWP’s Contributions to I/O Psychology
i. HWP practitioners work with aid and development organizations by focusing
internally on the employees and the organization, and externally on alignment with
the local community. Examples include selection, training and development,
leadership, organizational structuring and needs analysis, local and global impact.
ii. I/O psychologists practicing HWP work with intergovernmental organizations to
make sure humanitarian aid and development policies focus on and result in decent
work and are aligned with local needs.
iii. HWP practitioners work to increase awareness that I/O psychology has a presence
in the humanitarian arena, and publicize its past, present, and future contributions.
iv. HWP practitioners undertake research and projects and publishes results as a
means for influencing policy and practical application of development and aid efforts.
v. HWP provides a resource for effective development and aid suggestions.

Q8. Usefulness of Performance Appraisal Data

i. For human resource planning
ii. For remuneration administration
iii. For promotion, demotion and transfers
iv. For employee training and development
v. For validation of selection programmes
Q9. Types of Training Needs Analysis
Conducting a training needs analysis is the first step in developing an employee
training system. The purpose of needs analysis is to determine the types of training, if
any, that are needed in an organization, as well as the extent to which training is a
practical means of achieving an organization’s goals. Three types of training needs
analysis are typically conducted; Organizational Analysis, Task Analysis, and Person
Analysis.
Organizational Analysis
The purpose of organizational analysis is to understand the role of a particular training
in the whole organizational system. This is done to determine those organizational
factors that either facilitate or inhibit training effectiveness. A properly conducted
organizational analysis will focus on the goals the organization wants to achieve, the
extent to which training will help achieve those goals, the organization’s ability to
conduct training (e.g., finances, physical space, time), and the extent to which
employees are willing and able to be trained (e.g., ability, commitment, motivation,
stress).
Task Analysis
This involves identifying which tasks in a job should be targeted for improved
performance. It involves identifying tasks that must be performed and the KSAOs
required to perform them well. Information could be taken from job analysis.
Person Analysis
This involves identifying employees who need training, i.e whether current
performance or expected performance indicates a need for training and what kind of
training they need. This uses interviews, appraisal scores, skill and knowledge tests,
surveys.

Q10. Relevance of Job Rotation

Job rotation is an on-site training method in which employees or trainees perform or
go through series of job assignments in various parts of organization, so they are
exposed to different positions and departments.
i. The main advantage of job rotation is that it allows for both lateral transfers within
an organization and greater flexibility in replacing absent workers. For example, if
two bank tellers are ill, an employee who normally approves loans is able to
temporarily take over the tellers’ tasks
ii. Job rotation is popular for managerial training because it allows a manager trainee
to experience and understand most of the jobs within the organization that his
subordinates will perform.
iii. Job rotation can improve job satisfaction by reducing the boredom that often
comes with a task-repetitive job.

Q11. Training Evaluation

Training evaluation refers to the assessment of the degree to which trainees achieved
the anticipated gains in job competencies from training, and effectively applied these
gains to the actual job.
Utility/Relevance of Training Evaluation
i. An effective training evaluation process helps to bring greater accountability by
ensuring the end objectives of the training are achieved
ii. Date obtained from training evaluation can enhance the credibility of the training
program for future use
iii. Training evaluation process enhances or boosts the training effectiveness and
ensures that the overall quality of the training program is maintained at all levels.

Q12. Differences between Performance Management and Performance

Appraisal
Performance management is a system of individual performance improvement that
typically includes; setting objectives and goal, continuous coaching and feedback,
performance appraisal, development planning etc. It is linked to organizational goals,
and the system is implemented on a continuous cycle, rather than once per year. On
the other hand, Performance Appraisal is a the systematic review and evaluation of
job performance, as well as the provision of feedback. It is done mostly once in a
year, either at the end of business year or six months into the year. Performance
appraisal is a component of performance management.
 FIRST SEMESTER EXAMINATIONS 2017/2018
SECTIONS A
SHORT-ANSWER QUESTIONS

Q1. Relistic Job Preview (RJP)

Realistic Job Preview is one of the methods used during the recruitment process to
select applicants who will be successful on the job. RJP involve giving an applicant
an honest assessment of a job. For example, instead of telling the applicant how much
fun she will have working on the assembly line, the recruiter honestly tells him/her
that although the pay is well above average, the work is often boring and there is little
chance for advancement. The logic behind RJP is that even though telling the truth
scares away many applicants, especially the most qualified ones, the ones who stay
will not be surprised about the job. RJP reduces turnover, results in higher job
satisfaction and better performance.

Q2. Uses of Job Analysis Information

Job analysis is a fundamental part of the practice of Industrial/Organizational
Psychology and HRM. It is a data-gathering process in which the job analyst
determines; what the employee actually does on the job, the required qualifications
needed to perform those duties and the context in which the job is performed. Job
Analysis plays an important role in recruitment and selection, job evaluation, job
designing, deciding compensation and benefits packages, performance appraisal,
analyzing training and development needs, assessing the worth of a job and increasing
personnel as well as organizational productivity.

Q3. Uses of Performance Appraisal Data

i. For human resource planning
ii. For remuneration administration
iii. For promotion, demotion and transfers
iv. For employee training and development
v. For validation of selection programmes
Q4. Benefits of Training Needs Analysis/Assessment
Training Need Analysis is the determination of the training needs of an organization.
It involves identify training needs and objectives at individual, group, and
organizational levels. The aim is to determine whether training is necessary.
Benefits;
i. It helps in identifying how training would be designed, delivered and evaluated
ii. It helps in selecting who to train (trainees) 
iii. It helps in getting to choose the right or appropriate training method
iv. It also aids in training evaluation

Q5. Reasons Why Performance Appraisal Sometimes Fail

i. Using unskilled appraisers
ii. Appraisers’ lack of relevant information on employees’ actual performance
iii. Personalization of the process on the part of appraisers or superiors
iv. Dishonesty and or preferences on the part of appraisers
v. Unstructured methods of performance appraisal systems

Q6. Elements of a Good Job Description

Job Title
The job title is a brief description (a few words) of the job which reflects the contents,
purpose and scope of the job and is consistent with other job titles of similar roles. Eg,
Administrative Assistant, Loan Officer, Administrative Secretary etc A job title is
important for several reasons. An accurate title describes the nature of the job. An
accurate title also aids in employee selection and recruitment. If the job title indicates
the true nature of the job, potential applicants for a position will be better able to
determine whether their skills and experience match those required for the job.
Brief Summary/Job Summary
The summary need be only a paragraph in length but should briefly describe the
nature, purpose and content of the job in terms of activities or tasks performed. This
summary can be used in help-wanted advertisements, internal job postings, and
company brochures.
Work Activities
Th e work-activities section lists the tasks and activities in which the worker is
involved. These tasks and activities should be organized into meaningful categories to
make the job description easy to read and understand. The category labels are also
convenient to use in the brief summary.
Work Performance (Standard of Performance)
A good job description should outline standards of performance. This section of a job
description contains a relatively brief description of how an employee’s performance
is evaluated and what work standards are expected of the employee.
Job Competencies
This section contains what are commonly called job specifications or competencies.
These are the knowledge, skills, abilities, and other characteristics (KSAOs) (such as
interest, personality, and training) that are necessary to be successful on the job. Job
specifications are determined by deciding what types of KSAOs are needed to
perform the tasks identified in the job analysis.
Tools and Equipment Used
This section of job description lists all the tools and equipment used to perform the
work activities in the previous section. Information in this section is used primarily
for employee selection and training. That is, an applicant can be asked if she can
operate an adding machine, a computer, and a credit history machine.
Job Context
This section describes the environment in which the employee works and should
mention stress level, work schedule, physical demands, level of responsibility,
temperature, number of co-workers, degree of danger, and any other relevant
information. This information is especially important in providing applicants with
disabilities with information they can use to determine their ability to perform a job
under a particular set of circumstances.
 FIRST SEMESTER EXAMINATIONS 2016/2017
SECTIONS A
SHORT-ANSWER QUESTIONS

Q1. Industrial Psychology

Industrial Psychology is the aspect of I/O Psychology that focuses on determining the
skills and competencies needed to perform a job, recruiting employees who posses the
required skills and competencies, enhancing or promoting these competencies through
training. Areas or topics of study and practice under this sub-field include; Job
Analysis, Employee Recruitment, Employee Training, Performance Appraisal etc.

Q2. Elements of KSAO’s

KSAOs are attributes needed to perform a specific job function that is demonstrated
through qualifying training, education and experience. They are required for a
selecting official to identify the best qualified candidate for certain vacancies.
Knowledge – collection of discrete but related facts; what one needs to know to do a
job 
Skills – what one is able to do on the job; proficiency to perform a task or group of
tasks; usually improves with practice and training 
Abilities – a person’s aptitude or capability to do job tasks or learn to do job tasks; a
person’s potential to develop skills. 
Other personal characteristics - Personality – enduring behavioral patterns 
Interests & Values – personal preferences and norms.

Q3. Benefits of Training to the Society

Training has impacts far beyond employees and organizations.The value of training
to the society is derived from the benefits gained by the individuals who partake in
it. Individuals or employees carry the knowledge, skills and experience obtained from
training with them wherever they go. They can use the skills they have learned to
make positive contributions to society. Training also provides employees with the
resources to pursue new career opportunities, adding value to society through their
increased employability.
Q4. Definition of Realistic Job Preview
Realistic Job Preview is a method of recruitment where job applicants are given an
honest assessment of the job, both negative and positive aspects of the job.

Q5. Need for Job Evaluation

Job evaluation is a systematic process of assessing the value of jobs in an organization
in order to determine the worth of individual jobs and the compensation to be paid to
employees who hold those jobs. The purpose of job evaluation is to ensure that
employees are paid fairly for the work they do. Job evaluation can be used to set pay
grades for jobs, to determine the starting salary for a new employee, to award salary
increases, and to determine the amount of a bonus.

Q6. Explanation of Assessment Centers

Assessment Centers is a technique for assessing job candidates using many different
methods, including interviews, in-tray or in-basket exercises, psychological tests,
written tasks, group discussions. With this, candidates are observed carrying out a
variety of assignments either as individuals, or as part of a group.

Q7. Recruitment vs Placement

Recruitment is the process of attracting individuals in sufficient numbers with the
right skills and at appropriate times to apply for open positions within the
organization. E.g. developing job announcements, advertising the position (s),
defining key qualifications for applicants, and shortlisting qualified applicants which
leads to screening out candidates who do not qualified. On the other hand, Placement
is concerned with matching individual skills, knowledge, abilities, preferences,
interests, and personality to a job. It is usually done when employed, or already within
the organization.

Q8. Reasons for Updating Job Descriptions and Job Specifications

Job descriptions and job specifications must be kept current in order to reflect changes
in;
i. Work practices and processes
ii. Tools and equipment used on the job.
iii. Levels of discretion
iv. Licensure or certification

Q9. Uses of Performance Appraisal Information

i. For human resource planning
ii. For remuneration administration
iii. For promotion, demotion and transfers
iv. For employee training and development
v. For validation of selection programmes

Q10. Predictor vs Criterion

A predictor is the assessment performance that is used in predicting or forecasting job
behaviour. Eg, performance on interviews, psychological tests, questionnaires, etc that
are used to foretell future job performance or behavior. So we can talk about predictor
score (eg, score on interviews, test, etc) likely to tell whether a person can do well on
the job or not. On the other hand, a Criterion is the job behaviour or performance
being forecasted The predictor is normally obtained in the present whiles the criterion
is obtained in the future.

Q11. Criteria for Training Evaluation (Kirkpatrick, 1976)

Level 1 - Reaction Criteria
This level of criteria measures whether learners/trainees find the training engaging,
favorable and relevant to their jobs. This criteria also measures trainees satisfaction
with the training. It is commonly assessed by an after-training survey which asks
trainees to rate their experience.
Level 2 - Learning Criteria
This criteria is focused on the acquisition of knowledge, skills and abilities. It gauges
the the learning of each participant based on whether learners acquire the intended
knowledge, skills, attitudes, confidence and commitment to the training. Learning
should be evaluated through both formal and informal assessment methods such as
exams or interview-style evaluations.
Level 3 - Behavior Criteria
This criteria of evaluation is crucial for understanding the true impact of training. It is
important to find out if the behavior of employees has improve after the training. This
criteria measures the behavioral changes after learning and shows if the trainees or
employees and taking what they learned in training and applying them as they do their
job. This evaluation normally starts 3-6 months after training and can be carried out
through observations and interviews.
Level 4 - Results Criteria
This criteria analyses the final results or outcome of training. Has the impact of
training reflected in the bigger picture, in terms of the organization’s sales, vision,
goals etc? At this level, learning is measured against an organization’s business
outcomes, that is, the Key Performance Indicators (KPIs) such as higher profits or
returns on investments, less workplace accidents, larger quantity of sales etc, that
were established before training was initiated.

Q12. Assumptions of the Adult Learning Theory

Self-Concept
This assume that, as we grow older, we shift from being dependent to being more
independent. Therefore, how we prefer to learn changes from being instructor-led to a
more self-directed approach.
Adult Learner Experience
This assume that, adults have lots of experience from which they draw knowledge and
references. We can therefore take from these experiences and learn from them.
Readiness to Learn
This assumes that adults want or are ready to learn when there is a reason, such as
when it’s directed towards growth and development related to their work.
Orientation of Learning
This assumes that, as adults, we want what we are learning to be actually applicable to
our everyday lives, instead of being general learning about a subject. We want to learn
practical skills that help us solve problems and work better.
Motivation to Learn
This assumes that children learn because of external factors or motivation. However,
as adults, we want to learn for our own reasons, for example, to progress in work or to
boost self-esteem.
Q13. Errors in Performance Appraisal
Error of Central Tendency
This is where all employees are rated about average,i.e, the rater is reluctant to assign
either extremely high or extremely low ratings.
Leniency/Strictness Error
This is where a rater gives unusually high or unusually low ratings to employees.
Eg,‘all my employees are excellent’ or none of my employees is good enough’
Recency Error
This is where appraisal is based largely on the employee’s most recent work
behaviour without work-record documentation for the entire evaluation period.
Contrast Error
This is where an employee’s performance rating is based on comparison with another
employee just previously evaluated instead of basing on established standards.
Similar-to-me Error
This occurs when appraisers inflate the evaluation of an employee because of a
mutual personal connection, e.g., gender, religious or ethnic background, old-school
mates, etc. This may result in discrimination.
‘Halo’ Error
This is the tendency to focus on one aspect of employee’s work behaviour and allow
it to influence opinion on appraisal.

Q14. Merits and Demerits of External Recruitment

Merits
i. Applicants who are employed bring in new industry insights and ideas which helps
increase organizational efficiency
ii. It is cheaper and faster than training Akua (internal applicant) for the different role
iii. There are higher chances of selecting the best candidates/applicants for the
job/role
iv. It improves diversity requirements by hiring people of different race, gender,
religion etc, on the basis of their KSAOs
Demerits
i. It creates unhealthy competitions among employees
ii. Internal strife for the position might impact negatively on the team work
iii. It creates enmity among existing employees
Q15. Types of Training Needs Analysis
Conducting a training needs analysis is the first step in developing an employee
training system. The purpose of needs analysis is to determine the types of training, if
any, that are needed in an organization, as well as the extent to which training is a
practical means of achieving an organization’s goals. Three types of training needs
analysis are typically conducted; Organizational Analysis, Task Analysis, and Person
Analysis.
Organizational Analysis
The purpose of organizational analysis is to understand the role of a particular training
in the whole organizational system. This is done to determine those organizational
factors that either facilitate or inhibit training effectiveness. A properly conducted
organizational analysis will focus on the goals the organization wants to achieve, the
extent to which training will help achieve those goals, the organization’s ability to
conduct training (e.g., finances, physical space, time), and the extent to which
employees are willing and able to be trained (e.g., ability, commitment, motivation,
stress).
Task Analysis
This involves identifying which tasks in a job should be targeted for improved
performance. It involves identifying tasks that must be performed and the KSAOs
required to perform them well. Information could be taken from job analysis.
Person Analysis
This involves identifying employees who need training, i.e whether current
performance or expected performance indicates a need for training and what kind of
training they need. This uses interviews, appraisal scores, skill and knowledge tests,
surveys.
 SOME IMPORTANT ABBREVIATIONS IN I/O PSYCHOLOGY

1. SIOP - Society for Industrial and Organizational Psychology

(It is assigned Division 14 of APA)
2. KSAOs - Knowledge, Skills, Abilities and Other Personal Characteristics
3. APA - American Psychological Association
4. BPS - British Psychological Society
5. GPA - Ghana Psychological Association
6. GPA - Ghana Psychological Council
7. HWP - Humanitarian Work Psychology
8. GOHWP - Global Organization for Humanitarian Work Psychology
(formed in 2012)

Important Notes/Tips

Army Alpha and Army Beta Tests were tests of mental ability developed to recruit
or select soldiers for the US Army during the World War 1. They were developed by
APA, led by Robert Yerkes, who was the then President of APA.

The Army Alpha test was used to used for recruits who could read while the Army
Beta was used for recruits who could not read.

Some Major Important Events and Personalities in the History of I/O

Psychology

1. 1921 - Bruce Moore awarded the first PhD in I/O Psychology at Carnegie Tech
University
2. 1933 - Hawthorne Studies published
3. 1982 - Division 14 renamed as Society for Industrial and Organizational
Psychology (SIOP)
4. SIOP holds first annual conference separate from APA
5. Prof. C.E. Fiscian - First HOD of UG Psychology Department 