Tutorial Letter 101/3/2014 Psychological processes in the work context IOP1501 Semesters 1 \u0026 2...

$: Tutorial Letter 101/3/2014 Psychological processes in the work context IOP1501 Semesters 1 \u0026 2 Department of Industrial and Organisational Psychology$
IOP1501/101/3/2014

Tutorial Letter 101/3/2014

Psychological processes in the work context

IOP1501

Semesters 1 & 2

Department of Industrial and Organisational Psychology

IMPORTANT INFORMATION:

This tutorial letter contains important information about your module.

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CONTENTS

Page

1 INTRODUCTION ............................................................................................................................ 4

1.1 Tutorial matter ................................................................................................................................. 4

1.2 Online delivery of the module in 2015 ............................................................................................ 5

2 PURPOSE OF AND OUTCOMES FOR THE MODULE ............................................................... 6

2.1 Purpose .......................................................................................................................................... 6

2.2 Outcomes ....................................................................................................................................... 7

3 LECTURER(S) ............................................................................................................................... 8

3.1 Lecturer(s) ...................................................................................................................................... 8

3.2 Department ..................................................................................................................................... 8

3.3 University ........................................................................................................................................ 9

4 MODULE-RELATED RESOURCES .............................................................................................. 9

4.1 Prescribed books ............................................................................................................................ 9

4.2 Optional reading ............................................................................................................................. 9

4.3 Electronic Reserves (e-Reserves) ................................................................................................ 10

4. 4 Developing your graduateness as a Unisa student ...................................................................... 10

5 STUDENT SUPPORT SERVICES FOR THE MODULE .............................................................. 14

5.1 Discussion classes ....................................................................................................................... 14

5.2 Tutorial support programme, tutors and study groups .................................................................. 14

5.3 Online support/myUnisa for IOP1501 ........................................................................................... 15

5.4 The Unisa Library ......................................................................................................................... 17

6 MODULE-SPECIFIC STUDY PLAN ............................................................................................. 19

6.1 Work Schedule: IOP1501 ............................................................................................................. 19

6.2 Effective study .............................................................................................................................. 22

6.3 Peer help programme ................................................................................................................... 23

6.4 Module practical work and work-integrated learning..................................................................... 23

7 ASSESSMENT ............................................................................................................................. 23

7.1 Assessment plan .......................................................................................................................... 23

7.2 General assignment numbers ....................................................................................................... 24

7.2.1 Unique assignment numbers ........................................................................................................ 24

7.2.2 Due dates for assignments ........................................................................................................... 24

7.3 Submission of assignments .......................................................................................................... 24

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7.4 Assignments ................................................................................................................................. 25

7.5 How to complete a mark-reading sheet ........................................................................................ 27

7.6 Suggestions for coping with multiple-choice questions................................................................. 29

7.7 Compulsory Assignment 01 for Semester 01 for exam admission ............................................... 30

7.8 Compulsory Assignment 01 Semester 02 for exam admission .................................................... 35

7.9 Compulsory Assignment 02 for Semester 01 and Semester 02 ................................................... 40

7.10 Non-compulsory Assignment 03 for Self-evaluation ..................................................................... 49

8 OTHER ASSESSMENT METHODS ............................................................................................. 63

9 EXAMINATION ............................................................................................................................. 63

9.1 Examination Admission ................................................................................................................ 63

9.2 Examination Period ....................................................................................................................... 63

9.3 Previous examination papers ....................................................................................................... 64

9.4 Tutorial letter with information on the examination ....................................................................... 64

9.5 Format of the examination paper .................................................................................................. 64

10 FREQUENTLY ASKED QUESTIONS .......................................................................................... 64

11 CONCLUSION .............................................................................................................................. 65

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1 INTRODUCTION Dear Student Welcome to the Department of Industrial and Organisational Psychology. This is your first module and it introduces you to Psychology and Industrial Psychology. We hope that you will find your studies interesting, meaningful and enriching. The module provides an introduction to Industrial and Organisational psychology. It includes information of general psychological processes and social psychology, which will enhance your further study of Industrial and Organisational psychology in the future. General psychological processes involve different factors and processes that influence and direct every individual's behaviour. Social behavioural processes involve the individual in interaction with other individuals, groups and with society. General psychological processes and social processes influence the behaviour and adjustment of the individual in general and in the work situation. In this regard the work situation is not necessarily clearly distinguishable from the individual's other life situations, because different life roles are interwoven. This module as well as the other first-year module on personality in the work context (IOP1601) introduces you to Industrial Psychology as an applied field of study. This module also contributes to your total degree study and how your qualification or graduateness can make a difference in your and other peoples’ lives. If you pass the Industrial and Organisational Psychology II and III modules, you can then obtain an Honours degree in Industrial and Organisational Psychology and after an internship registration as a psychometrist or counsellor, followed by a professional Master's degree in Industrial and Organisational Psychology and, after an internship, registration as a professional industrial psychologist. Industrial and Organisational psychology offers interesting and challenging careers in various directions, including personnel management, recruitment and selection, training and development, career counselling, organizational behaviour, industrial relations, occupational mental health, consumer psychology, research, academic teaching and also private practice as an industrial psychological consultant. 1.1 Tutorial matter

When you register, you will receive an inventory letter containing information about your tutorial matter. The Department of Despatch should supply you with the following tutorial matter if necessary, for this study module:

• Tutorial letters -101, IOPALLA/301 and 201 • Study guide(s) • Learner package

Please note that not all of your tutorial matter may be available when you register. Tutorial matter that is not available when you register will be posted to you as soon as possible. It is not possible to fax outstanding tutorial letters to students. It is, however, possible to download them from the online resource centre entitled myUnisa. Obtain your study material before it’s too late. Tutorial letters You will receive at least three tutorial letters from the Department of Despatch: (i) This Tutorial letter IOP1501/101/3/2014 (Introduction to course and assignments) Please study this tutorial letter (IOP1501/101/3/2014) in order to form an overview and understanding of this course. This tutorial letter is the roadmap you should follow to complete the module IOP1501 successfully. It also contains the assessment criteria, assignments and feedback on Assignment 03. (ii) Tutorial letter IOP1501/201/2014 (first and second semester) contains the memorandum for

Assignment 01 and 02, as well as information on the examination.

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(iii) Tutorial letter IOPALLA/301/2014. Please read this carefully. It contains very important information

which is not repeated here. Your curriculum and study material for this course, Personality in the work context, are set out in the study guide and the prescribed book. We would like you to use your study material interactively, and therefore throughout this tutorial letter we refer you to the relevant sections in the prescribed book and in the study guide. You can read more about the different tutorial letters and the study guide for this module in your study guide. Section 4 in this tutorial letter also contains information about your module-related resources, including the prescribed book, which is Bergh & Geldenhuys (2013).

The study guide You will receive one study guide for this module which you must use in conjunction with your prescribed book. Please note—the study guide does not add study material, but uses the prescribe book’s contents to more explain the prescribed learning contents by using explanations, practice exercises which you should complete, examples, case studies and assessment activities. Also note that the study guide not necessarily contains all the contents in the prescribed book, else we will only repeat unnecessarily. Please note: The study guide still applies to the revised prescribed book, Bergh & Geldenhuys (2013). However, you will find revised and new information in the book chapters and in some places in the prescribed book numbering of themes may have changed slightly which will also reflect in references in the study guide. For this module (IOP1501) the order of designated chapters in the revised prescribed book (1 to 12) changed slightly and chapter contents have been revised quite markedly. In the first part of the revised book (Chapters 1 to 12, prescribed for IOP1501), for example, chapters 1 and 2 have changed places in the prescribed book. Chapter 1 inter alia now introduces Psychology and I/O psychology as study and practice fields. Chapter 2 in the prescribed book is largely a new chapter which deals with the many thinking frameworks, including the Schools of Psychology, which influence the science and practice of I/O psychology. You may still find it valuable to read the sections on the theoretical perspectives or Schools of Thought in psychology in study topic 1 of the only Study Guide, which is also one of the thinking frameworks briefly dealt with in chapter 2 of the prescribed book. Chapters 8 and 9 have also been revised quite markedly, however, still contain a lot of information which are discussed and applied in the only study guide. Some revision and changes are also evident in other book chapters. 1.2 Online delivery of the module in 2015

As of 2015 this module will offered fully online. This entails that students registering for the module in 2015 will NOT receive printed tutorial material. Students will be required to go online to the module site on myUnisa to begin their journey in this module. The module will be presented in three broad categories referred to as Tiers. These Tiers are aligned with the learning units on the module site and chapters in the prescribed book.

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2 PURPOSE OF AND OUTCOMES FOR THE MODULE 2.1 Purpose This module is intended for all people who are pursuing a career in the field of industrial and organisational psychology, including practitioners in the field of human resources. The purpose of learning in this module is to enable students to develop a fundamental knowledge base of psychological processes in the work context that contributes to individual differences and work behaviour, the improvement of interpersonal work relationships and organisational effectiveness. The qualifying student will be able to: • understand the different thinking frameworks (including classical and other psychological schools

of thought on the nature of the human psyche) and their value in the work context and in Industrial and Organisational psychology,

• understand the general nature of Psychology and I/O psychology and identify their fields of study and application,

• have knowledge of psychological training and registration levels and related occupational possibilities for psychologists in South Africa

• have knowledge and understand the biological developmental and various psychological

processes, such as learning, perception, cognitive processes and motivation and learning and how these aspects manifest in the work context

• have knowledge and understand social behaviours and processes as they pertain to attitudes,

values, prosocial behaviours, aggression and conflict and how these aspects manifest in the individual and groups in the work context.

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2.2 Outcomes Learning outcomes indicate what you have to know and how you should apply this knowledge. These learning outcomes are also based on those contained in the prescribed chapters of Bergh and Theron (2009). In the learning outcomes, the learning activities and the assessment questions we use action words or verbs to tell you what you should be able to do once you have finished working through the study material. There are broad learning outcomes of the module and specific learning outcomes as detailed below. The broad learning outcomes of the module include various study topics and themes. Essentially after completing this course you should be able to:

• explain the different thinking frameworks (including psychological schools of thought on the nature of the human psyche) and their application in I-O psychology and in the work context,

• understand the general nature of Psychology and I/O psychology and identify their fields of study and application,

• have knowledge of psychological training and registration levels for psychologists in South Africa

• clarify the way in which knowledge on the biological processes in human behaviour and human development can be used to understand individual differences and work behaviour, and improve employee and organisational effectiveness,

• identify and apply the various attributes of learning, perception, cognitive processes, motivation and emotion with a view of understanding individual differences and work behaviour, and improving employee and organizational effectiveness

• indicate and apply assumptions and methods that pertain to attitudes, values, prosocial behaviours, aggression and conflict, for the purpose of applying such knowledge to improve interpersonal work relationships and employee and organisational effectiveness.

Specific learning outcomes of this module include:

• understand various thinking frameworks (including the classical and other psychological schools of thought on the nature of the human psyche) and their value in the work context and for I-O psychology

• understand the general nature of Psychology and I/O psychology and identify their fields of study and application areas,

• have knowledge of psychological training and registration levels and occupational possibilities for psychologists in South Africa

• understand biological processes in human behaviour and human development, and assumptions and processes related to learning, perception, cognitive processes and apply this knowledge to understand individual differences and work behaviour, improve interpersonal work relationships and employee and organisational effectiveness,

• understand and apply assumptions and applications that pertain to attitudes, values, prosocial behaviours, aggression and conflict, for the purpose of applying such knowledge to improve interpersonal work relationships and employee and organisational effectiveness.

You will notice that the emphasis in Unisa’s outcomes-based learning rationale and in your learning experiences is on developing your knowledge and understanding, the ability to apply knowledge, as well as creating an adult learning attitude in learners, and the ability of valuing your knowledge and applied skills in various contexts. Added to these are certain cross-field outcomes, and we are confident that during your studies you will use or develop one or more of these competencies in your learning experiences, that is, as you study your prescribed book, search for information, complete learning

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activities, answer assignments and examination questions or consult and talk to interested parties about your studies. Read the section, Added value: How you will benefit from this module, in the study guide to form an overview of the cross-functional outcomes/competencies you could acquire through this module, and which are relevant in your work and other contexts. The outcomes and competencies mentioned above are not only applicable to the way you study and process your learning material, they are also essential in the assessment of learning by lecturers and for self-assessment exercises. For example, in the prescribed book, study guide, assignments and examination you will get multiple-choice questions (MCQs), in which you will have to demonstrate your knowledge of the study contents, and also a number of MCQs to assess your understanding and ability to use your acquired knowledge in practice. Also, in your self-evaluation you will use these outcomes to assess the extent to which you have achieved the study outcomes in each study theme. For example, in the self-evaluation questions on your total learning experience (see questions 36 to 50 in Assignment 02) we also utilise these outcomes to have you assess your learning experience. Read the section, Mutual expectations, in the study guide so that you know what we expect from you and what you will receive from us. We will ensure that we adhere to our commitments towards you and we trust that you will live up to your responsibilities as a student. Also study the sections, Module outcomes and Framework/Contents of the module, as well as recommended learning process in the study guide to form an overview of the outcomes-based learning rationale we follow in this course. 3 LECTURER(S) 3.1 Lecturer(s) Ms Cebile Tebele Lecturer and course leader Mrs Larisa Louw Lecturer Prof Dries Schreuder Subject Manager

3.2 Department The department is situated on the 3rd level of the AJH van der Walt Building on the Unisa main campus. You can e-mail the department by using the following e-mail address: [email protected]. You can also contact the departmental helpdesk as follows: Welheminah Zumba Email: [email protected] 012 429 8054/8033

All queries that are not of a purely administrative nature but are about the content of this module should be directed to the course leader and lecturers. Please have your study material with you when you contact us. Lecturers are generally available during the day until 16:00, but if you wish to consult a lecturer personally, you should arrange an appointment to visit him or her in the AJH van der Walt Building, Unisa main campus. Please note: Letters to lecturers must not be attached to assignments. E-mail and telephone numbers are included above but you might also want to write to us.

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Letters should be sent to: The Module Leader (IOP1501) Department of Industrial and Organisational Psychology PO Box 392 UNISA 0003 3.3 University

Please consult your my Studies @ Unisa brochure issued to you at registration for information on how to contact the University. 4 MODULE-RELATED RESOURCES 4.1 Prescribed books The prescribed book for this module can be purchased from a bookseller recommended by Unisa, or from any other bookseller who has it in stock. The title of the prescribed book is: • Bergh, Z.C. & Geldenhuys D.J. (2013). Psychology in the work context (5th ed.). Cape Town: Oxford

University Press. (ISBN 9780199048069).

Please note: ONLY the 5th edition of the prescribed book may be used for this module. PLEASE NOTE: Prescribed books can be obtained from the official booksellers utilised and

approved by Unisa. If you have difficulty in locating your book(s) at booksellers; please contact the Prescribed Book Section at Tel: 012 429 4152 or E-mail: [email protected]

Prescribed chapters: For the assignments at least you should study all 11 chapters. You should also read chapter 2 well because some assignment questions are from this chapter. Unless you are informed differently, all 11 (leave 12 out) prescribed chapters have to be studied in detail. The chapters in the book include learning outcomes and self-evaluation questions and tasks for each chapter, which can be useful in your studies. Major concepts are emphasised in italics, and work-related examples illustrate the meaning of concepts. The book also has other learning aids which will assist your learning, for example, ethical and information boxes and many figures, tables and other art work. The glossaries (English-Afrikaans) in the book will be helpful and a subject index at the back of the book indicates the pages on which certain concepts can be found. Remember to use the study guide in conjunction with the prescribed book which will explain contents and applications more. IMPORTANT: Read more about your study guide and prescribed book in the section, Your study material, in your study guide.

4.2 Optional reading

You are only expected to study the prescribed book’s contents, however, feel free to consult any relevant source(s) if you need more information than is given in the prescribed book. The use of these sources is not compulsory, but it can be used for additional reading. 1. Cervone, D., & Pervin, L. A. (2008). Personality: Theory and Research (10th ed.). New York: John

Wiley & Sons.

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2. Feldman, R.S. (2005). Understanding Psychology (7th ed). Boston, MA: McGraw-Hill Higher Education.

3. Louw, D.A. & Edwards, D.J.A (1997). Psychology: An introduction for students in Southern Africa. Johannesburg: Heinemann.

4. Maltby, J., Day, L. & Macaskill, A. (2007). Personality, Individual Differences and Intelligence. London: Prentice Hall (Pearson).

5. Meyer, W.F. (2003). Personology: From individual to ecosystem. Johannesburg: Heinemann. 6. Plotnik, R. (2005). Introduction to Psychology (7th ed). Belmont, CA: Wadsworth Thomson Learning. 7. Plug, C.C., Meyer, W.F., Louw, D.A., & Gouws, L. (1997). Psigologie Woordeboek (2nd ed.) or more

recent editions). Johannesburg: McGraw-Hill (equivalent English terms are included, and explanations in Afrikaans).

8. Reber, A.S. & Reber, E.S. (2001). The Penguin Dictionary of Psychology (3rd ed.). New York, NY: Penguin Books.

9. Schneider, B. & Smith, D. Brent (Editors). (2004). Personality and Organizations. Mahwah, NJ: Lawrence Erlbaum Associates.

10. Weiten, W. (2007)) (7th ed., or more recent editions). Psychology: Themes and variations. Belmont, USA: Thomson/Wadsworth

4.3 Electronic Reserves (e-Reserves) You can find all your tutorial letters, the study guide and previous exam papers on myUnisa in Official Study Material. We will also provide additional exercises in “Additional Resources” of myUnisa to aid you in understanding the content. Please view the “Schedule” on myUnisa for a breakdown of what you should study each week in order to work through the relevant chapters before the assignments and for the exam. 4. 4 Developing your graduateness as a Unisa student The discipline-specific knowledge that you will gain from your studies in this course will enable you to develop a fundamental knowledge base of psychological processes in the work context that contributes to the improvement of interpersonal work relationships and organisational effectiveness. However, you will realise in the course of your studies that increasing internationalisation, the growing proportion of knowledge-intensive work, increasing use of rapidly evolving information technology, and a new organisation of work based on global networks, teams, and multi-cultural diversity have all extended the range of capabilities needed in professional work. The general expectation is that a graduate of the University of South Africa (Unisa) will have developed as a person and acquired, in addition to her or his discipline-specific knowledge, skills and competencies, broader attributes that equip him or her to be innovative and effective in the workplace, and that he or she is an active and informed citizen. Unisa generally expects its graduates to have distinctive graduate qualities which characterise their graduateness. These qualities are included in the following statement on the graduateness of a Unisa student (Unisa Curriculum Policy, pp. 13, 14). Unisa graduates: (i) Are independent, resilient, responsible and caring citizens who are able to fulfil and serve in

multiple roles in their immediate and future local, national and global communities. (ii) Have a critical understanding of their location on the African continent with its histories, challenges

and potential in relation to globally diverse contexts. (iii) Are able to critically analyse and evaluate the credibility and usefulness of information and data

from multiple sources in a globalised world with its ever increasing information and data flows and competing worldviews.

(iv) Know how to apply their discipline-specific knowledges competently, ethically and creatively to solve real-life problems.

(v) Are critically aware of their own learning and developmental needs and future potential.

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As a student of the Department of Industrial and Organisational Psychology, you have become part of the College of Economic and Management Sciences (CEMS). The CEMS aims to create graduates that are responsible, accountable, relevant and ethical (RARE) citizens in every community where they live and work. In support of the Unisa statement on its students’ graduateness, the CEMS focuses on imparting to its students, in addition to the discipline-specific knowledge of a course or module, a specific set of generic transferable meta-skills and personal attributes (generally referred to as graduateness skills and attributes) that transcend disciplinary-specific outcomes. These skills and attributes will help students to become competent and professional graduates who have the potential to make sustained positive contributions to society, to their professions, and to their workplaces. The CEMS framework of graduateness skills and attributes addresses three holistic overarching attributes that are regarded as important transdisciplinary enabling outcomes of university education: (1) scholarship (students’ attitude or stance towards knowledge, the way they think and work, and the tools they use to work effectively), (2) global citizenship (students’ attitude or stance towards the world and living in the world), and (3) lifelong learning (students’ attitude or stance towards themselves and living in the world). • As scholars, graduates should be leaders in the production of new knowledge and understanding

through inquiry, critique and synthesis. They should be able to apply their knowledge to solve consequential and complex problems, and they should be able to communicate their knowledge confidently and effectively.

• As global citizens, graduates must aspire to contribute to society in a full, meaningful, ethical and responsible way through their roles as members of local, national and global communities.

• As lifelong learners, graduates must be committed to and capable of continuous learning for the purpose of furthering their understanding of the world and their place in it.

The CEMS generic transferable meta-skills and personal attributes form an integral part of the generic critical cross-field outcomes listed by the South African government as learning outcomes that are relevant throughout life for all South African citizens. Forming an integral part of the CEMS framework of graduateness skills and attributes, these generic learning outcomes enable graduates to continue to be proactive, enterprising learners, learners who are flexible, and able to adapt to change throughout their careers and professional lives. Apart from helping you to develop the required applied competences outlined in the course purpose statement, the learning and assessment activities for this course have been designed to enable you to develop the graduateness skills and attributes expected from a CEMS graduate. Since the development of the graduateness skills and attributes is a gradual process, each of the activities will provide you with various opportunities to evaluate your achievement of these skills and attributes. You will also note that developing and applying the graduateness skills and attributes by completing the various learning and assessment activities will help you to master the disciplinary-specific learning outcomes and applied competences specified for this course. While studying, doing your assignments or implementing theory in the work situation, you should try to be constantly aware of your effectiveness in displaying and using the applied competencies listed above in the course purpose statement and the graduateness skills and attributes summarised in the table below. This will give you a broader understanding of your own skills and acquired effectiveness as a Unisa graduate.

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CEMS generic transferable meta-skills and personal attributes: • Interactive skills: These skills relate to: (1) the effective and efficient use of English language and

technology when communicating with others; and (2) the ability to function effectively and efficiently as a person in communicating and interacting with people from diverse cultures, backgrounds, and authority levels.

• Problem-solving and decision-making skills: These skills relate to being creative and proactive in the process of finding a solution to a recognised, but often ill-defined problem or problematic and complex situation.

• Continuous learning orientation: This involves having a cognitive openness toward lifelong learning and the willingness to proactively engage in the process of acquiring new knowledge, skills and abilities throughout one’s life and career in reaction to, and in anticipation of, changing technology and performance criteria.

• Enterprising skills: These skills involve being adventurous and applying critical thinking, initiative and proactivity when engaging in economic activities or undertakings either to create and operate an enterprise of one’s own, or to be a substantial contributor to an enterprise as an employee. Being enterprising also means that one is able to recognise and be adept at dealing with organisational or team politics.

• Presenting and applying information skills: These skills refer to the ability to clearly and convincingly communicate knowledge, facts, ideas, and opinions (oral and written) in order to offer solutions to problems (either for one’s personal benefit, or for the benefit of one’s community or workplace).

• Goal-directed behaviour: This refers to the ability to be proactive and apply initiative to achieve one’s goals, accomplish tasks, or meet deadlines. Setting realistic goals, developing plans and taking action to achieve one’s goals, accomplish tasks and meeting deadlines are core elements of goal-directed behaviour.

• Ethical and responsible behaviour: This involves accepting full responsibility for, and taking the lead in upholding the code of moral beliefs and values of one’s profession, community, and/or workplace.

• Analytical thinking skills: Analytical thinking implies being able to employ logic, reasoning and analysis in explaining information and data, and being able to draw insightful conclusions from this data analysis.

The diagram below (Figure 1) gives an excellent idea of the type of graduate we would like you to be when graduating. In a global knowledge-based economy and society employers’ perceptions about the quality of graduates from higher education institutions such as Unisa, their employability and general work readiness increasingly influence graduates’ transition into employment. Your employability as a graduate is an important aspect of your overall graduateness. As an aspect of your graduateness, employability relates to your subjective career which involves a sense of self-directedness or personal agency in retaining or securing a job or form of employment based on a set of personal career-related attributes and dispositions generally promoted by employers and researchers as an alternative to job security in an uncertain employment context. In this module you will learn more about these employability attributes. As shown in the Table below, developing your graduateness skills and attributes will provide you with the tools necessary to be regarded as a valuable employee or candidate in the 21st century world of work. Research has shown that graduates’ graduateness significantly predicts their employability.

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Figure 1: Student graduateness skills and attributes (Holtzhausen, 2011)

CURRICULUM, TEACHING, LEARNING & ASSESSMENT DESIGN

GRADUATENESS

STUDENT CENTERED

Scholarship Lifelong Learning

Global Citizen

Interactive

Problem-solving & Decision-making

Presenting & Applying Information

SKILLS & ATTRIBUTES

Continuous Learning Orientation

Enterprising

Goal-directed

Ethical & Responsible

Analytical Thinking Skills

EMPLOYABILITY

R A R E Responsibl

Accountable

Responsive

Ethical

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5 STUDENT SUPPORT SERVICES FOR THE MODULE Important information appears in your my Studies @ Unisa brochure. 5.1 Discussion classes At this stage no discussion classes are scheduled for IOP1501. If any discussion classes are to take place for IOP1501 you will be informed of the date in Tutorial letter IOPALLA/301/2014. Please contact your tutors or lecturers in case of any help with the learning content. 5.2 Tutorial support programme, tutors and study groups The tutorial support programme (TSDL) is an additional programme or support provided by the TSDL department. Please note that these classes are not presented by lecturers. What is the tutorial support programme? It is an optional and voluntary programme that provides students with weekly, face-to-face tutorials led by suitably qualified tutors in the modules that you are currently registered for. It is presented at the various learning centres where you can discuss your course material with the tutor and other students. How does it work? • A minimum of 15 students is needed to start a tutorial programme. • Tutorials take place once a week for an hour or every second week for two hours at the various

learning centres. • 30 sessions per course or 15 hours per module are presented. • Classes are usually scheduled after hours (after 17:00) on weekdays or on Saturdays from 08:00. • Classes run from early February for the 1st semester and early July for the 2nd semester. How do I enrol? Visit your nearest Learning Centre as soon as you have registered at Unisa. • Find out from the Learning Centre if there are currently tutorials presented for the specific module

that you are registered for (it depends on the interest of students – a minimum of 15 students is needed to start a tutorial).

• Find out from the Learning Centre about the fees and the date when the tutorials for your modules will start.

Please note that registration at a Unisa Learning Centre is not compulsory. If you are interested, you may contact the tutors through the Centre's coordinators, whose names and contact details are available in your my Studies @ Unisa brochure. If you need to know the address of the regional centre closest to you, please contact Ms Salome Mamadisa at 012 429 3538 or e-mail: [email protected] or look up your regional centre in your my Studies @ Unisa brochure. Who are the tutors? Please note that there are a number of regional Unisa centres where students can register and enjoy the privilege of interacting with other students who are registered for IOP1501 under the professional guidance of a tutor. All the tutors at the learning centres have been appointed with the approval of the Department of Industrial and Organisational Psychology. They are all fully qualified and are knowledgeable in this field of study. It is important, however, not to confuse their role with that of lecturers. The role of the tutor is to facilitate learning. Tutors are not lecturers, so students should not expect tutors to provide a teacher/learner environment, but rather an environment in which tutors and students can share and discuss the study material. You might receive more information on tutors during the year.

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Study groups It is advisable to have contact with fellow students. One way to do this is to form study groups. You can utilise myUnisa for this purpose to form online study groups. The addresses of students in your area may also be obtained from the following department:

Directorate: Student Administration and Registration PO Box 392 UNISA 0003

You can also send a fax to 012 429 4150 or +27 12 429 4150 (international students). If you need a list of the names of fellow students in your region, please contact the Unisa Student Support Centre at the numbers listed in your my Studies @ Unisa brochure. You can also find information on the various student support systems and services available at Unisa (eg student counselling, tutorial classes, language support) in this brochure. 5.3 Online support/myUnisa for IOP1501 If you have access to a computer that is linked to the internet, you can quickly access resources and information at the University. The myUnisa learning management system is Unisa's online campus that will help you to communicate with other students and with the administrative and lecturing departments of Unisa – all through the computer and the internet. To obtain access to myUnisa’s website, open the main Unisa website at http://www.unisa.ac.za, then click on the “Login to myUnisa” on the right-hand side of the monitor. This should take you to the myUnisa website. You may also go directly to myUnisa by opening it on http://my.unisa.ac.za. Please consult the publication my Studies @ Unisa which you received with your study material for more information on myUnisa. We will follow a blended learning approach in this course. This means that you will receive study guides, as well as other paper-based resources and an online component where you can participate in discussion forums and access some additional online resources. We want to urge you to make use of myUnisa, as we put in a lot of effort to maintain contact with our students, upload additional resources and have discussions about the course content and preparation for the examination on myUnisa. We also have a schedule on myUnisa that indicates which chapters have to be studied each week in order to prepare for assignments and for revision for the exam. Benefits of online participation Everyone receives an equal opportunity to state their views and share experiences. As students you will become part of a learning community and will also develop and improve the following skills: • Technological skills, such as using the internet and the “online campus”, the ability to access

resources electronically, use e-mails, and attach files electronically • Communication skills, such as expressing your thoughts in written form and writing in an

academically acceptable manner • Critical thinking and problem-solving skills, such as substantiating your viewpoints and supporting

them with research • Lifelong learning, that is, becoming an independent lifelong learner by managing your time in such

a way that you regularly participate in discussion forums • Reflective thinking and self-evaluation skills, because many online discussion activities will require

you to reflect on what you are studying and researching and to share this with others in the course The topics of discussion in our discussion forums are directly related to critical issues linked to the learning outcomes and assessment activities. In this course we also use discussion forums to create opportunities for improved communication and collaborative learning.

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Online support Remember, the online discussion forum is not the same as e-mail, or a letter to the lecturer, or a chat room. For this course, we will be using the online discussion forum for academic purposes. There are other pages on the Unisa website where you can ask questions relating to administration not in our online discussion forum! The discussions will be based on topics related to your course, which you will receive either from the lecturers or from others in the course. You will be able to reply to their messages and the subject line will be connected. We will give you more instructions about this in the discussion forum. Also note that the online discussion forum must not be used for personal e-mails or letters to us, your lecturers. This means that we will not be answering each and every message with a personal reply. Online discussion forums are more like class discussions in a face-to-face classroom, where the lecturers may ask a question, but several students can answer. The lecturer then comments at the end, or if there is a problem, etc. There is usually a large number of students for this course. This means that there may be a lot of lively discussion. We will be reading all your messages, but will only put comments online once a week or so. Do not be concerned if you do not hear from us on a daily basis; we are monitoring the situation. The discussion forum provides you with opportunities to: • discuss and clarify critical issues in the subject area • share experiences and ideas with peers and lecturers • solve problems collaboratively • debate topical issues • raise critical questions about the topic under discussion • introduce the most recent developments in the subject area • receive immediate feedback on assignments • have access to additional resources for this course • have access to additional links related to other topics in this subject/discipline • partake in an exam discussion forum based on the subject content one week before the

examination. Online resources We realise that, as a distance education student, you cannot always visit the library when you are searching for information. Therefore we have created a space for online resources on our course website which you can access any time you need to. On this site you will find the following which we may be using: • electronic copies of study guides and tutorial letters • articles related to your field of study • a direct link to the library • newspaper articles • PowerPoint presentations • summaries of discussion forums • links to other websites How to get onto the web page The online learning system of Unisa is called myUnisa. The web address for myUnisa is https://my.unisa.ac.za. If this will be the first time you access this website you will be required to complete a joining procedure and allocate yourself a password. Look for the Join MyUnisa link on the web page. Note that you cannot join myUnisa without a functional e-mail address. Make sure that you verify all your details carefully when you complete the joining procedure. Once you have joined successfully, you will be able to access information about all your courses once you have registered.

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There will also be a Help Desk available to help you with any problems you might have about how to get to the online course pages. You can contact the Help Desk at 012 429 8033 and 012 429 8054. If you really CANNOT go online We realise that some of you who have registered for this module may not have any access to a computer or the internet on a regular basis. If this is the case, contact your lecturers for possible alternative suggestions. Please note: myUnisa is not online tuition for lecturing individual students, but meant for interaction between students and lecturers on tuition matters. Students can use discussion forums on myUnisa to communicate with other students and in the process obtain information and even solve tuition-related problems. Lecturers will monitor student communication and react on these from time to time. Lectures may participate in forum discussions, make announcements and put information on myUnisa or have discussion forums on certain days and times when so arranged with students. Students who want individual tuition support must contact their lecturers by telephone, e-mail or post mail. As a registered student for this module, it is advisable that you try to access myUnisa and the course site several times a month during the course. As lecturers, we try to be online as often as possible and you can use this tool to communicate with us and your fellow students. 5.4 The Unisa Library

The librarian responsible for the information needs of the Department of Industrial and Organisational Psychology is: Mélanie Malan [email protected] Tel: +27 12 4293595 Fax2email: +27 86 6598536 Unisa Library login You will be required to provide your login details, ie your student number and your MyUnisa password, in order to access the library’s online resources and services. This will enable you to: • View or print your electronic course material • Request library material • View and renew your library material • Use the library’s e-resources Requesting books from the library Students are expected to purchase their own copies of prescribed books listed in Tutorial letter 101. A limited number of copies are housed in the Unisa Libraries, subject to each branch library’s lending regulations. Problems experienced in obtaining copies from booksellers should be directed to the Prescribed Book section at e-mail [email protected] or telephone +27 12 429 4152. Electronic requests The preferred way of requesting recommended or additional books is online via the library’s catalogue. Go to http://oasis.unisa.ac.za or via myUnisa, go to http://my.unisa.ac.za > Login > Library > Library catalogue, or for mobile access (AirPAC), go to http://oasis.unisa.ac.za/airpac Telephonic book requests This can be done on +27 12 429 3133. Please supply the reservation order number (RON) if available.

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Postal requests Books may also be requested by completing one library book request card for each book. Request cards are included in your study package. These should be mailed to: The Head: Request Services Department of Library Services PO Box 392 Pretoria 0003 or faxed to +27 12 429 8128. Enquiries about requested books should be addressed to [email protected] – note requests should not be sent to this e-mail address. Telephonic enquiries can be made at +27 12 429 3133/3134. An after-hour voicemail service is also available at these numbers. Requesting journal articles from the library Electronic course material / e-Reserves: Recommended material can be downloaded from the library’s catalogue at http://oasis.unisa.ac.za. Under search options, click on Course code search and type in your course code, eg CST1501. Click on the Electronic reserves for the current year. The recommended articles are available in PDF (portable document format). The Adobe Reader should be loaded on your computer so that you can view or print scanned PDF documents. This can be done free of charge at http://www.adobe.com. Additional journal articles The preferred way of requesting journal articles is online via the library’s catalogue. Go to http://oasis.unisa.ac.za or via myUnisa, go to http://my.unisa.ac.za > Login > Library > Library catalogue, or for mobile access (AirPAC), go to http://oasis.unisa.ac.za/airpac Telephonic requests Telephonic requests can be done at +27 12 429 3133/3134. Please supply the reservation order number (RON) if available Postal requests Journal articles may also be requested by completing an article request card for each item. These should be mailed to the same address as postal requests above or faxed to +27 12 429 8128. Enquiries about requested articles should be addressed to [email protected]; telephonic enquiries can be made at +27 12 429 3432. Requesting literature searches from the library You may request a list of references on your topic from the library’s Information Search Librarians if you are enrolled for an undergraduate course which has a research essay. To request a literature search, go to the catalogue’s homepage, and click on Request a Literature Search, fill in the form and return it to the address provided. Services offered by the Unisa Library The my Studies @ Unisa booklet, which is part of your registration package, lists all the services offered by the Unisa Library at http://www.unisa.ac.za/contents/myStudies/docs/myStudies _unisa2013.pdf

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6 MODULE-SPECIFIC STUDY PLAN 6.1 Work Schedule: IOP1501 This is a suggestion only, but we think that by using such a work schedule you can structure your learning activities for this module. Remember that you are responsible for your own learning and you have to be disciplined in your approach. It is advisable to follow a schedule, as due dates can catch you off-guard if you are unprepared. Rather study a chapter each week than try to cram in a lot of work two weeks before an assignment due date or the exam. Also study the section, Recommended learning process, in the study guide to form an overview of the outcomes-based learning rationale we follow in this course.

Week Activities (more or less from 1 January

2014 semester 1) or (1 June 2014, semester 2)

Status Address incomplete tasks

Week 1 Use one day to:

Read and understand Tutorial letter 101/3/2014, and refer to the indicated related sections in the study guide and prescribed book.

Read suggestions for studying in the study guide. Log on to myUnisa and explore the site – you are going to use it often during your studies – make sure you register now. Look at the Schedule on myUnisa

Complete/Incomplete Speak to peer Speak to tutor Ask a question on myUnisa’s discussion forum Activate your myLife account Access myUnisa to: • Look at the

Schedule for each month

• Read the FAQs

Study Chapters 1 and 2 Complete/Incomplete Complete exercises in study units 1 and 2 in study guide

Complete/Incomplete

Complete multiple-choice questions in:

• Prescribed book • Study guide See Additional Resources on myUnisa for chapter 1 and 2 for more exercises

Complete/Incomplete

Week 2 Read Tutorial letter 101/3/2014 Complete/Incomplete

Study chapter 3 of textbook Complete/Incomplete

Complete exercises in study unit 3 of study guide

Complete/Incomplete

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Complete multiple-choice questions in: • Prescribed book • Study guide See Additional Resources on myUnisa for other exercises

Complete/Incomplete

Week 3 Study chapter 4 of the textbook Complete/Incomplete

Complete exercises in study unit 4 of the study guide

Complete/Incomplete


• Prescribed book • Study guide

See Additional Resources on myUnisa for other exercises

Complete/Incomplete



Complete/Incomplete




Complete/Incomplete



Complete/Incomplete




Complete/Incomplete

Use one day to: Read the tutorial letter COMPLETE AND SUBMIT COMPULSORY ASSIGNMENT 01

Complete/Incomplete

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Week 6

Study chapter 7 of the textbook Complete/Incomplete


Complete/Incomplete




Complete/Incomplete



Complete/Incomplete




Complete/Incomplete



Complete/Incomplete




Complete/Incomplete


Complete exercises in study unit 7 of the study guide.

Complete/Incomplete




Complete/Incomplete

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Week 10

Study chapter 11 of the textbook

Complete/Incomplete


Complete/Incomplete

Complete multiple-choice questions in: • Prescribed book • Study guide


Complete/Incomplete

Use one day to: Read tutorial letter COMPLETE AND SUBMIT ASSIGNMENT 02

Complete/Incomplete

Week 11

Read suggestions for studying, in the study guide

See online study schedule for examination on myUnisa

Draft revision schedule for chapters in preparation for the exam using Tutorial letter 201

Complete/Incomplete

COMPLETE ASSIGNMENT 03 AS PART OF REVISION

Complete/Incomplete

Week 12

REVISION OF CHAPTERS FOR THE EXAM

Complete/Incomplete See Additional Resources on myUnisa for revision exercises

Week 13


Complete/Incomplete See Additional Resources on myUnisa for revision exercises

Week 14


See Additional Resources on myUnisa for revision exercises

Week 15

Join the online exam discussion forum on myUnisa

See Additional Resources on myUnisa for revision exercises

Use your my Studies @ Unisa brochure for general time management and planning skills. 6.2 Effective study

Please consult your my Studies @ Unisa brochure for information regarding the Directorate for Counselling, Career and Academic Development (DCCAD) who supports students before, during and after their Unisa studies and their booklet on effective study.

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6.3 Peer help programme

Please consult your my Studies @ Unisa brochure for information regarding peer help programmes in your region. 6.4 Module practical work and work-integrated learning There are no practicals for this module. We try to achieve some form of practical work by utilising examples and applications in the prescribed book and study guide and in some more applied questions in your assignments and during the examination. 7 ASSESSMENT 7.1 Assessment plan Assignments are seen as part of the learning material for this module. As you do the assignments, study the relevant prescribed material, consult other resources, discuss the work with fellow students or tutors or do research, you are actively engaged in learning. Looking at the assessment criteria (questions) given for each assignment will help you to understand what is required of you more clearly. In some cases, additional assessment might be available on the myUnisa site for your module. For students attending tutorial sessions, tutors may also set additional tasks and give feedback in class. To enable you to benefit fully from our tuition and assessment, the management of Unisa decided to introduce at least two compulsory assignments (01 and 02 in all modules for 2014. You must submit the compulsory assignments for the semester in which you are registered. An assignment 03 is not compulsory, but for your own self-evaluation. You must submit two compulsory assignments. If Assignment 01 is submitted on time, that is before or on the due date you will gain examination admission. Your mark for this assignment will not influence your examination admission. Your marks for each of these two compulsory assignments will each contribute 50% towards a year mark out of 20%, which will be added to your examination mark. Please see the following box. FINAL MARK = YEAR MARK + EXAMINATION MARK Your year mark, based on the average mark obtained for the two compulsory assignments (each contributes 50%), contributes 20% toward your final examination mark, while your examination mark contributes 80%. The combined weighted average of your year mark and examination mark must be 50% or higher for you to pass the module/subject. However, you must obtain a minimum of 40% in the examination, regardless of your year mark. If you obtain less than 40% in the examination, you will fail. For example: Assignment marks of = 70% + 70% = 140/2= 70% 20% of the assignment marks = 14% Examination mark = 50% 80% of the examination mark = 40% Final mark = (20% assignment marks) + (80% examination mark) = 14 + 40% = 54%

Remember that the better your assignment mark, the better your year mark. For example 80% = 16 year marks and 30% = 6 year marks. It is therefore imperative that you do well in both assignments to obtain the benefit of good marks to be added to your examination mark.

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Please ensure that Assignment 01 reaches the Department of Student Assessment Administration (Assignments) at Unisa before or on 14 March 2014 for the first semester and 05 September 2014 for the second semester, and Assignments 02 before or on 22 April 2014 for the first semester and 03 October 2014 for the second semester. If your assignments are not submitted on time, you will not gain examination admission, and you will not obtain a year mark. Please note: Although students may work together when preparing assignments, each student must write and submit his or her own individual assignments. It is unacceptable for students to submit identical assignments on the basis that they worked together. That is copying (a form of plagiarism) and none of these assignments will be marked. Furthermore, you may be penalised or subjected to disciplinary proceedings by the University. 7.2 General assignment numbers Assignments are numbered consecutively per module, starting from 01. There are three assignments for this module, two compulsory (01 and 02) and one for your own self-assessment (03). Please make sure that you complete the correct assignment for your semester. 7.2.1 Unique assignment numbers Assignment 01 for Semester 1: 899766 Assignment 01 for Semester 2: 726878 Assignment 02 for Semester 1: 762965 Assignment 02 for Semester 2: 895136 7.2.2 Due dates for assignments The closing or due dates for the submission of the assignments are:

Assignment Number

Closing Date

Study units and Chapters

01 (Compulsory) Semester 1: 14 March 2014 Semester 2: 05 September 2014

Chapters 1-6 Bergh & Geldenhuys (2013)

02 (Compulsory) Semester 1: 22 April 2014 Semester 2: 03 October 2014

Chapter 1-11 Bergh & Geldenhuys (2013)

03 (Non-compulsory)

Self-assessment

Chapter 1-11 Bergh & Geldenhuys (2013)

7.3 Submission of assignments Assignments should be addressed to: Department of Student Assessment Administration (Assignments) PO Box 392 UNISA 0003

Please note: Enquiries about assignments (eg whether or not the University has received your assignment or the date on which an assignment was returned to you) must be faxed to 012 429 4150 or +27 12 429 4150 (international students), after which it will be distributed to and processed by the relevant department. You might also find information on myUnisa. You will complete the assignments on mark-reading sheets and submit it either by post or electronically via myUnisa. Assignments may not be submitted directly to the lecturers or lecturing department, and also not by fax or e-mail. For detailed information and requirements as far as assignments are concerned, see the brochure: my Studies @ Unisa.

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To submit an assignment via myUnisa:

• Go to myUnisa. • Log in with your student number and password. • Select the module. • Click on assignments in the menu on the left-hand side of the screen. • Click on the assignment number you wish to submit. • Follow the instructions. 7.4 Assignments You will receive the correct answers automatically for multiple-choice questions. For written assignments, markers will comment constructively on your work. However, commentaries on compulsory assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not only to those students who submitted the assignments. The tutorial letter numbers will be 201, 202, etc. As soon as you have received the commentaries, please check your answers. The assignments and the commentaries on these assignments constitute an important part of your learning and should help you to be better prepared for the next assignment and the examination. The commentary on the self-evaluation assignment 03 is included in this tutorial letter. This will enable you to mark your assignment as soon as you have completed it. Feedback on myUnisa additional assessments will be automated and therefore immediate. Additional work set by tutors will be discussed in class. The three assignments Three assignments are set to help you master the material for this course. In the examination, a percentage of the questions may be taken from the three assignments. These three assignments are included in this letter, and you can complete them to assist you in studying the module. The assignments cover the work as a whole, but not all possible questions are included in assignments. You still have to study the relevant chapters in the prescribed book for the examination. Compulsory Assignment 01 for the FIRST semester Students registered for the first semester must submit Assignment 01 for the FIRST semester. Please submit this compulsory assignment by 14 March 2014 in time for marking and to obtain examination admission. This assignment covers the first half of the course content (chapters 1, 2, 3, 4, 5 and 6 in Bergh & Geldenhuys, 5th ed, 2013). You will also receive 50% of a year mark out of 20 and examination admission on the basis of the submission of Assignment 01. Compulsory Assignment 01 for the SECOND semester Students registered for the second semester must submit Assignment 01 for the SECOND semester. Please submit this compulsory assignment by 05 September 2014 in time for marking and to obtain examination admission. This assignment covers the first half of the course content (chapters 1, 2, 3, 4, 5 and 6 in Bergh & Geldenhuys, 5th ed, 2013).You will also receive 50% of a year mark out of 20 and examination admission on the basis of the submission of Assignment 01. Compulsory Assignment 02 for the FIRST and SECOND semester Assignment 02 is included for examination preparation and revision. This assignment contributes 50% of your year mark out of 20 – therefore it must be submitted for evaluation (22 April 2014 for Semester 01 and 03 October 2014 for Semester 02) This assignment is in the form of a trial or mock examination that covers chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11 in Bergh & Geldenhuys, 5th ed, 2013). The purpose of this assignment is to give you some idea of what the questions in the examination will look like. It would be to your advantage to consider this assignment as a self-assessment tool. Your performance will give you an indication of your preparedness for the examination.

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Non-compulsory Assignment 03 for both semesters also covers all the chapters for this module. You may also use this assignment for both examination preparation and revision purposes. This assignment must not be submitted to the University for marking. The questions in Assignment 03 are explained in this tutorial letter to help you to understand the correct answers. First, try to answer the questions on your own without looking at the answers. Then, use the answers to evaluate your performance. The answers to Assignments 01 and 02 will be provided in Tutorial letter IOP1501/201/2014, which will be mailed to you not later than 6 weeks before your examination date. The method of teaching used in the assignments is that of multiple-choice questions compiled from the contents of the study material. Questions include five alternative answers, out of which you have to select the correct answer. In accordance with our outcomes-based tuition rationale, each question is based on an underlying principle or outcome. Some questions test mere knowledge, others test insight and some test your ability to integrate principles or apply them to practical examples. In some questions more than one answer may seem correct, but you must always choose only the one which is the most acceptable of the alternatives, or the one which is obviously correct compared to the others. Try to answer the questions before you consider the correct answers, and make certain that you understand why an answer is correct or incorrect. The multiple-choice questions are also aimed at utilising or developing certain abilities such as the following: Logical thinking • One learns to think inductively, that is, to view specific matters in a broader perspective. • One learns to think deductively, that is, to reason from a broader perspective to finer, specific details

and thus to understand the right of a single phenomenon to exist. • One learns to think phenomenologically, that is, to see through a matter, or a person's problem, to

the extent of recognising the essentials and eliminating that which is not really relevant. Integration • By comparing and distinguishing similarities and differences between phenomena, theories and so

on, one develops a tendency to integrate them. Although a multiple-choice question is fragmentary in terms of the total course, it can contribute to clarifying the relation between related concepts (or theories). By comparing, differentiating and selecting, one also develops strategies for problem solving, or at least a readiness to recognise problems; in other words, to realise that everything is not as simple as it appears to be.

Decision making • A student once enthusiastically declared that the multiple-choice questions taught him the ability to

decide. As with practical problems, more than one correct solution can also be considered for a multiple-choice question. However, a final decision must be made within a particular context. Such a decision is more correct in terms of the facts, that is, the study material. The term that comes to mind here is "objective relativism", that is, relative to the given, irrespective of one's subjective judgement and the facts in other literature. Since a non-exact science like psychology inevitably involves differences of opinion, objective relativism is essential.

By utilising the above-mentioned mental abilities, one "gives" more of oneself than when one merely memorises factual knowledge. One becomes more personally involved in one's studies. It sometimes happens that through involvement, students who have merely chosen the subject as a supplementary course, because their work situation demands higher qualifications, or because of external factors (extrinsic motivation), eventually become intrinsically motivated both from within themselves and for themselves. Since our subject in the first year modules is human behaviour, we indirectly try to create a sense of connectedness with other people, or at least a readiness to try to understand people. Understanding people is essential for specialisation in Industrial and Organisational psychology.

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7.5 How to complete a mark-reading sheet

Before reading the suggestions on answering multiple-choice questions, answer the following six multiple-choice questions on a separate piece of paper. Now read the suggestions on how to approach multiple-choice questions. Mark your answers on the specimen of the Unisa Mark-reading Sheet that is provided at the end of the questions below. Please note that we started with number 11, as the specimen starts at number 11. How many questions did you answer correctly? Study the suggestions once more. Now implement these suggestions by doing the multiple-choice practice exercise again, when you complete the required assignments and when writing the examination. MULTIPLE-CHOICE EXERCISE

Marks: 6 Duration: 10 minutes 11. You can prepare meaningfully for a multiple-choice examination by ________.

1. completing assignments and using the feedback you receive to identify and learn appropriate

study strategies which will assist you to successfully complete the examination 2. analysing old assignments for the content of multiple-choice questions 3. identifying subtle similarities and differences between facts and ideas that could cause confusion 4. 1 and 3

12. When answering multiple-choice questions in an examination, you should ________.

1. attempt to answer the questions before reading the alternatives given 2. always answer the difficult multiple-choice questions first 3. never change an answer on a multiple-choice question 4. always wait until virtually the end of the allocated time during an examination time before you

review your answers to the multiple-choice questions

MULTIPLE-CHOICE QUESTION TEST

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13. Your two-hour exam consists entirely of multiple-choice questions. The best way to organise your time during the examination is to ________.

1. calculate approximately how much time you can spend on each question and then answer the

easy ones so that you have more time to spend on the difficult ones; when you run out of time, guess the answers to the ones you still have not done before you hand in the examination

2. read the entire stem, decide on your answer before looking at the alternatives, then read the alternatives and decide on your final answer

3. mark questions with negatives, superlatives, and qualifiers, then grammatically break down difficult questions

4. read all the questions in the examination paper before answering the question 14. By completing your assignments you can receive valuable feedback because your performance on

each assignment can help you to ________.

1. zero in on effective study techniques 2. focus on important content in the course 3. decide what levels of thinking you should practise for future examination 4. All of the above

15. When would you study for a multiple-choice examination using strategies that enhance recall?

1. If you are an auditory learner. 2. When the questions require a high level of critical thinking. 3. When the alternatives are very complex. 4. When the alternatives are very simple.

16. You would study for a multiple-choice examination using strategies that would enhance recognition

under which of the following conditions?

1. The alternatives are identical (word-for-word) to what you studied, rather than paraphrased. 2. The alternatives require higher rather than lower levels of learning. 3. The alternatives are always quite dissimilar. 4. You do not get confused by incorrect information.

Mark-reading sheet: answers Use the sample of the mark-reading sheet below to indicate your answers to the six multiple choice questions.

PLEASE NOTE: Although the practice exercises included in this text include four alternative answers, the questions in the assignments and examination for IOP1601 will include five (5) alternatives or options.

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The correct options are as follows:

• Question 11 (4) • Question 12 (1) • Question 13 (2) • Question 14 (4) • Question 15 (4) • Question 16 (2)

7.6 Suggestions for coping with multiple-choice questions

Multiple-choice questions are compiled in the following way:

• The item stem asks a question, makes a statement, poses a problem, or presents an incomplete

sentence. • The correct answer appears among other alternatives or options. • There are a number of alternatives referred to as "distracters" or "seductive alternatives" that may

draw your attention away from the correct alternative or if stated positively, that may assist you to find the correct or incorrect answer. With regard to this, however, we never try to mislead you and all the alternatives will come from your study contents.

Your task is to identify the correct answer, that is, the best answer from the alternatives given. Many students find multiple-choice questions difficult to answer. The suggestions given below should help you to answer them more easily. To get the maximum benefit from these suggestions, we recommend that you review them before each assignment or examination. 1. Do not rely on being able to answer multiple-choice questions correctly merely by recognising the

correct answer. Recognition usually entails choosing a familiar item, but with multiple-choice questions it is possible for every alternative to look familiar. The problem, then, is not familiarity, but making sure that you understand the meaning of each alternative given in terms of the context on which the question is based. You can best achieve this level of understanding by studying for the test as though it was a short answer or essay-question test.

2. Try to answer the question before reading any of the alternative answers given. The alternative

answers may confuse you, so it is best to reflect on what you know before looking at these alternatives. If you are unsure about what the question stem is asking, glance at the alternatives to get a better idea. It is equally important that you understand and recall the course content.

3. Always read the alternative answers carefully before jumping to the conclusion that a particular one

must be the best option. 4. Beware of jargon. Alternative answers may contain technical language to test whether you know

the difference between what "looks right" and what "is right". 5. Beware of alternative answers that are correct statements in themselves, but are not correct

answers to the question stems. Be sure that your choice best completes the stem. 6. Be particularly careful with alternatives such as "All of the above" and "None of the above". These

choices are usually the most difficult. Look carefully at every other alternative answer to ensure that it says what you think it says. Sloppy reading can be particularly disastrous with items such as these.

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7. Watch out for double negatives! A question with a question stem that reads "Which of the following is not true?" can be particularly difficult. This situation is compounded if one or more of the alternative also contains negatives. You should approach such a question by identifying those alternatives that are true; you will soon identify the correct (false) alternative answer by using a process of elimination.

8. A good strategy to use when answering multiple-choice examinations is to answer as many of the

questions as you can without worrying about the ones you cannot answer. Then work through the test again, answering all the questions of which you are uncertain. Doing the easier questions first may help you to overcome some of the anxiety that examinations can arouse. Once you are feeling more confident, you will be better able to approach the questions you are unsure about.

9. Pace yourself properly throughout the test. On average, you will have just over one minute per

question. This strategy will allow you a bit of extra time for those questions you found most problematic. You should also plan to reserve a bit of time to review your answers.

10. Review questions that you got wrong when completing your assignments and try to find out why

you answered them incorrectly. Look for patterns in your wrong answers, both in the type of material tested and in the particular form or style of the questions. If you are ever unsure as to why the alternative answer you chose for a particular multiple-choice question was incorrect, review your text and notes again. If you are still unsure, contact your lecturer or tutor.

Note: Assessment related to the EXAMINATIONS IS DISCUSSED IN SECTION 9 7.7 Compulsory Assignment 01 for Semester 01 for exam admission

To allow students to benefit fully from Unisa’s formative tuition and assessment processes, the Management of the University decided to introduce compulsory assignments in all modules for 2014.

You are therefore required to submit a compulsory Assignment 01 to obtain examination admission and 50% of a year mark for the course – the other 50% is contributed by Assignment 02 and ten percent of this combined year mark will contribute to your final examination mark (see section 8.1). Please ensure that this assignment reaches the University before the due date because late submission of the assignment will result in your not being admitted to the examination and not receiving part of your year mark. See section 8.1 for an example on how the year mark is calculated.

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YOUR FINAL MARK = YEAR MARK + EXAMINATION MARK. PLEASE SUBMIT FOR MARKING TO THE ASSIGNMENT DEPARTMENT

COMPULSORY ASSIGNMENT 01 FOR SEMESTER 1 (from chapters 1 to 6 in Bergh & Geldenhuys, 2013)

[For Examination Admission and 50% of the Year Mark out of 20]

Closing date : 14 March 2014

Unique Number : 899766

The assignment will be answered as a MARK-READING SHEET. Consult my studies @ Unisa on how to complete the mark-reading sheet.

PLEASE NOTE: Students who have access to myUnisa (http://my.unisa.ac.za) can submit their assignments via this medium. However, ALL myUnisa enquiries should be directed to the [email protected] and NOT to the lecturers responsible for this module.

PLEASE CONSULT my Studies @ Unisa BOOKLET FOR 2014 FOR ADDITIONAL INFORMATION.

1) Functionalism primarily focuses on _______.

1. Learning en rewards 2. feelings and introspection 3. functions of the mind 4. sensations and feelings 5. predicting behaviour

2) _______ involves understanding the whole of human behaviour as part of a community

1. Humanism 2. Functionalism 3. Metapsychology 4. Dialogical stance 5. Cybernetic theory

3) _______ is concerned with adjustment and maladjustment in the work context.

1. Ergonomics 2. Career psychology 3. Consumer psychology 4. Occupational psychological assessment 5. Employee and organisational wellbeing

4) _______ proposed that the accurate study and analysis of jobs and work processes and

determining standards and best work methods as the only ways to select, train and pay the best employees according to their level of work performance.

1. Taylorism 2. Total quality management 3. The Hawthorne experiments 4. Organisational development 5. Human resources management

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5) Jane needs advice on a possible career path to follow and she asks you whom she should consult for guidance. From your knowledge of IO Psychology and the subfields you refer her to a _______ psychologist.

1. social 2. career 3. clinical 4. consulting 5. developmental

6) If you wanted to understand how people's performance at work is influenced by their work

environment you would consider studying _______. 1. Ergonomics 2. Employment relations 3. Consumer psychology 4. Personnel psychology 5. Research methodology

7) Professional training, practice and conduct of psychologists are governed by the _______.

1. Department of Education 2. Professional Board for Psychology 3. Psychological Society of South Africa 4. Health Professions Council of South Africa 5. Society of Industrial/Organisational Psychology SA

8) When body tissue is damaged by injuries like abrasions or cuts, healing is effected through

_______.

1. genes 2. mitosis 3. meiosis 4. genotype 5. daughter cells

9) The _______ lobe is called the executive part of the brain because it functions similarly to a

company’s chief executive officer (CEO).

1. spinal 2. frontal 3. parietal 4. occipital 5. temporal

10) Everyone in Sam’s family does well in mathematics-related subjects. After reviewing the family

history Sam realised that both his grandparents were good at mathematics. This indicates that the aptitude for mathematics was passed down through the generations, a biological process commonly referred to as _______.

1. genotype 2. phenotype 3. intelligence 4. temperament 5. chromosomes

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11) Jabu was involved in an accident and suffered serious injuries to the head. Upon recovery it became apparent that his speech was affected by the accident. Which part/s of the brain was damaged during the accident to result in Jabu’s speech problem?

1. Spinal cord and cerebellum. 2. Frontal and cerebral cortexts. 3. Parietal and temporal cortexts. 4. Occipital cortex and limbic system. 5. Temporal cortex and thalamus.

12) The essential and major source of energy for muscular activity is _______.

1. oxygen 2. glucose 3. lactic acid 4. carbon dioxide 5. protein molecules

13) The _______ model/s propose that from an early age people are active and in control of directing

their own development.

1. stage 2. growth 3. humanistic 4. differentiation 5. funnel and canalisation developmental

14) At which stage described by Schaie would you expect an adult to be independent and make

decisions that not only impact them but also the broader community?

1. Executive. 2. Achieving. 3. Acquisition. 4. Reintegration. 5. Responsibility.

15) _______refer(s) to points in time when particular factors may have either a negative or positive

impact to development.

1. Socialisation 2. Critical periods 3. Optimal periods 4. Self representations 5. Psychological evolution

16) Which of the following concepts did Havighurst identify as having the potential to lead to happiness when successful, and to social disapproval if unsuccessful?

1. Self-efficacy. 2. Career stages. 3. Psychosocial stages. 4. Developmental tasks. 5. Psychosexual stages.

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17) You have noticed that Themba, your colleague, tends to be very withdrawn when it comes to friendships and relationships at work. He fears he might not fit in so he keeps to himself. Which pattern of attachment behaviour best describes Themba? 1. Declining attachment type. 2. Secure attachment type. 3. Avoidant attachment type. 4. Ambivalent attachment type. 5. Disorganised attachment type.

Questions (18) and (19) Fill in the missing words to complete the sentence below.

_______ (18) refers to potential change in behaviour while _______ (19) is a translation of this potential into behaviour.

1. learning 2. punishment 3. performance 4. reinforcement 5. classical conditioning

20) Andreas is not sure when or how often the performance bonus will be awarded. He is so

determined to receive the bonus or bonuses that he works consistently throughout the year producing work of the same good quality. In this case, the _______ schedule is being applied.

1. fixed ratio 2. fixed interval 3. variable interval 4. partial reinforcement 5. continuous reinforcement

21) In Skinner’s view, according to the law of effect, learning could be facilitated by _______.

1. giving more heavy punishments 2. increase frustration and anxiety 3. emphasizing unpleasant results 4. increase emotional arousal 5. emphasising unpleasant and pleasant results

22) “All executives drive expensive cars” is typical of _______.

1. absolute threshold 2. sensory adaptation 3. just noticeable difference 4. top-down processing 5. subliminal perception

23) A candidate may be viewed by the panel as fit for the post because he is well-dressed and

eloquent in his speech. This perception is best described by the Law of _______.

1. Closure 2. Similarity 3. Proximity 4. Continuity 5. Common fate

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24) Joe notices two men who seem to be having a heated exchange. They are speaking loudly and one man is slapping the other one on the shoulder. The same situation would have been interpreted differently had it occurred in a subdued banking environment or at a large soccer gathering. The difference in the interpretation of the behaviour would depend on _______.

1. the situation 2. the perceiver 3. the perceived target(s) 4. subjective interpretation 5. the loudness or volume of their voices

25) The fact that we are generally far more aware of the changes rather than the constants in our

sensory environments can be explained by _______.

1. sensory adaptation 2. sensory equalisation 3. perceptual constancy 4. the signal detection theory 5. the method of constant stimuli

END OF COMPULSORY ASSIGNMENT 01 FOR SEMESTER 1 Answers and discussions for Assignment 01 for Semester 1 will be included in Tutorial letter IOP1501/201/1/2014, which will be dispatched to you not later than six (6) weeks prior to your examination date.

7.8 Compulsory Assignment 01 Semester 02 for exam admission

To allow students to benefit fully from Unisa’s formative tuition and assessment processes, the Management of the University decided to introduce compulsory assignments in all modules for 2014.

You are therefore required to submit a compulsory Assignment 01 to obtain examination admission and 50% of a year mark for the course – the other 50% is contributed by Assignment 02 and 20% of this combined year mark will contribute to your final examination mark (see section 8.1). Please ensure that this assignment reaches the University before the due date because late submission of the assignment will result in your not being admitted to the examination and not receiving part of your year mark. See section 8.1 for an example on how the year mark is calculated.

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YOUR FINAL MARK = YEAR MARK + EXAMINATION MARK

PLEASE SUBMIT FOR MARKING TO THE ASSIGNMENT DEPARTMENT COMPULSORY ASSIGNMENT 01 FOR SEMESTER 2 (from chapters 1 to 6 in Bergh & Geldenhuys, 2013)

[For Examination Admission and 50% of the Year Mark out of 20]

Closing date : 05 September 2014

Unique Number : 726878

The assignment will be answered as a MARK-READING SHEET. Consult your my Studies @ Unisa on how to complete the mark-reading sheet



1) Which scientific framework asserts that each person has an own understanding of what reality is and about the meaning of things? 1. Structuralism. 2. Rationalism. 3. Idealism. 4. Relativism. 5. Cognitive psychology.

2) In I – O psychology we could belief that each employee in his own right is important, but also part of all sections and processes in the work place and must be made aware of his/her role in the work place to ensure the best results for the work place. This meta-theoretical stance is best associated with one of the following perspectives.

1. Positive psychology. 2. Systemic. 3. Materialism. 4. Scientific management. 5. Contingency.

3) _______ opposed the idea of universal truths and suggests that psychology should focus on the

experiences of people in their social and cultural contexts.

1. Humanism 2. Postmodernism 3. Psychodynamics 4. Gestalt psychology 5. Positive psychology

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4) _______ is mostly used in the psychoanalytical approach with the aim of bringing unconscious content to the conscious.

1. Taylorism 2. Introspection 3. Free association 4. Eidetic reduction 5. Discourse analysis

5) Which subfield in I/O Psychology is concerned with scientifically exploring and verifying

psychological knowledge?

1. Ergonomics. 2. Career psychology. 3. Research methodology. 4. Organisational psychology. 5. Psychological assessment.

6) Fechner, Galton, Binet and Simon contributed to which subfield of I/O psychology?

1. Ergonomics. 2. Career psychology. 3. Research methodology. 4. Organisational psychology. 5. Psychological assessment.

7) The role of genetics in behaviour was recognised in _______.

1. humanism 2. structuralism 3. evolution psychology 4. psychoanalysis 5. gestalt psychology

8) Imagine that you are about to give an oral presentation in one of your classes. You sense your

muscles becoming tense and your breathing and heart rate increasing. These experiences are components of the pattern of physiological changes associated with the functioning of _______.

1. excess testosterone 2. an underactive thyroid gland 3. an underactive pituitary gland 4. a dominant sympathetic system 5. a dominant parasympathetic system

9) Which part of the brain is important for an individual following a career as a mathematician?

1. Thalamus. 2. Cerebellum. 3. Left hemisphere. 4. Right hemisphere. 5. Medulla oblongata.

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10) Genes control specific characteristics through a combined influence of various genes. This is commonly referred to as _______. 1. mitosis 2. meiosis 3. summation 4. sex determination 5. multiple determination

11) Which one of the following body areas is prone to repetitive-strain injuries?

1. Ear. 2. Eye. 3. Neck. 4. Ankle. 5. Arm.

12) One of the following ergonomics recommendations contributes to the proper design of work

stations.

1. Seats with no arm rests. 2. Minimal space for bodily movement. 3. Inadequate access to the work station. 4. Grips and handles that fit the hand of the user. 5. Plugs and switches located far from the work station.

13) Which of the following domains in human development emphasise the roles of self- development

and social influences in personality formation?

1. Critical periods. 2. Cognitive development. 3. Psychosocial development. 4. Physical/ biological development. 5. Hereditary & genetic determination.

14) _______ attachment type would be the appropriate insecure attachment behaviour to describe a person who prefers to be alone and avoids committing themselves in relationships.

1. Secure 2. Fixation 3. Avoidant 4. Ambivalent 5. Disorganised

15) Which of the following career tasks was proposed by Marcia?

1. Career maturity. 2. Setting life goals. 3. Vocational identity diffusion. 4. Acquisition of an ego-identity. 5. Successful achievement of a development task.

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Questions (16), (17), (18) For each author, select the applicable concept from alternatives after question 18.

16) Bowlby

17) Havinghurst

18) Piaget

1. Attachment. 2. Assimilation. 3. Moratorium. 4. Development tasks. 5. Moral development.

19) Learning can be distinguished from performance in that _______.

1. learning refers to behaviour 2. learning will always change behaviour 3. one can always monitor learning directly 4. learning refers to potential change in behaviour 5. absence of change in behaviour indicates that learning did not happen.

20) A reward schedule according to which workers are rewarded only after producing a stipulated

number of items, is known as a _______ schedule.

1. fixed ratio 2. fixed interval 3. variable ratio 4. fixed variable 5. variable interval

21) The _______ schedule is most appropriate to use if one wants to encourage the learning of new

behaviour.

1. fixed ratio 2. variable ratio 3. fixed interval 4. variable interval 5. continuous reinforcement

22) Punishment _______.

1. is effective in extinguishing undesirable habits 2. provokes more fear the more often it is administered 3. has negative consequences for interpersonal relations if it is very intense 4. is more effective if spread over longer periods rather than administered immediately 5. has the desired effect even if a person does not understand why he or she is being punished

23) While attending the discussion class for IOP1501, Thandi concentrated on the lecture to the extent

that she was not distracted by the yawns and whispers of her tired colleagues. This is best described by _______.

1. the Stroop effect 2. sense of learning 3. selective attention 4. attention fluctuation 5. subliminal perception

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24) Which of the following denotes the basic principle according to which people are naturally inclined to experience things in as good a gestalt as possible?

1. Weber’s law. 2. Law of Prägnaz. 3. Attribution theory. 4. Perceptual defense. 5. Law of Common Fate.

25) A type of perception where the perceiver uses too many personal attributes to make attributions or

to explain causes of or reasons for behaviour in individuals or groups is referred to as the _______.

1. actor –observer effect 2. blaming the victim effect 3. a top-down perceptual process 4. fundamental attribution error 5. self-serving bias

END OF COMPULSORY ASSIGNMENT 01 FOR SEMESTER 2

Answers and discussions for Assignment 01 for Semester 2 will be included in Tutorial letter IOP1501/201/2/2014, which will be dispatched to you no later than six (6) weeks prior to your examination date.

7.9 Compulsory Assignment 02 for Semester 01 and Semester 02

COMPULSORY ASSIGNMENT 02 – SEMESTER 1 AND SEMESTER 2

Based on the following chapters:

• Chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 11

REMEMBER TO USE THIS ASSIGNMENT AS A TRIAL EXAMINATION AND SUBMIT IT FOR EVALUATION.

THE ANSWERS FOR ASSIGNMENT 02 WILL BE PROVIDED IN TUTORIAL LETTER IOP1501/201/2014.

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YOUR FINAL MARK = YEAR MARK + EXAMINATION MARK

PLEASE SUBMIT FOR MARKING TO THE ASSIGNMENT DEPARTMENT

COMPULSORY ASSIGMENT 02 FOR SEMESTER 1 AND 2 (CONTRIBUTES THE OTHER 50% OF A YEAR MARK OUT OF 20]

SEMESTER 1 Closing date : 22 April 2014 Unique Number : 762965 SEMESTER 2 Closing date : 03 October 2014 Unique Number : 895136 The assignment will be answered as a MARK-READING SHEET. Consult my studies @ Unisa on how to complete the mark-reading sheet.



1) _______ focuses on the human capacity for goodness and virtuous character as compared to

disciplines that focus on negative experiences.

1. Gestalt psychology 2. Structuralism 3. Free association 4. Evolutionary theory 5. Positive psychology

2) An early experimental project in I-O psychology confirmed social factors as important in the work

place. This finding refers to _______.

1. the Hawthorne studies 2. psychometrics 3. ergonomics 4. social psychology 5. research psychology

3) Many shops display snacks, sweets and magazines near the pay points to increase their sales.

This strategy is reflective of _______.

1. humanism 2. behaviourism 3. functionalism 4. psychoanalysis 5. cognitive psychology

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4) _______ focuses on finding new meanings in how individuals construct their personal beliefs and attach meanings to these beliefs. 1. Humanism 2. Postmodernism 3. Idealism 4. Socialism 5. Positive psychology

5) The area in the brain that serves as a relay station for impulses is the _______.

1. thalamus 2. cerebellum 3. limbic system 4. hypothalamus 5. telencephalon

6) Stimulation of the _______ results in emotions such as anger, excitement and despondency.

1. thalamus 2. cerebellum 3. limbic system 4. hypothalamus 5. medulla oblongata

7) A car mechanic complains about constant back pain. The problem most probably lies with the

_______.

1. loss of muscle power 2. size of his work station 3. body posture he assumes while working 4. accumulation of waste products in his blood 5. grip of the tools he is using to remove parts from the engine

8) Insecure attachment during the early years can result in the following adult behavior.

1. Total independence. 2. The ability to handle any kind of conflict. 3. Emotional sensitivity and fewer social skills. 4. Uncertainty about which career route to take. 5. Higher performance and achievement motivation.

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Questions (9), (10), (11) and (12). Study the table below and align the developmental stage in Column A with the appropriate description in Column B.

Column A Column B

9) Sensory 1. Learners through actions and has concepts of mass and the constancy of objects.

10) Pre-operational 2. Makes progress towards adult ways of thinking.

11) Concrete operational 3. Uses through logical, systematic and diverse approaches to problem solving

12) Formal operational 4. New information and experiences are integrated with existing mental processes.

5. Gains knowledge through looking at, touching and holding objects

13) When he starts a new job, a young man begins to exhibit signs of self-absorption. According to

Erikson's ego-identity phases, the young man may be experiencing difficulties in the _______ stage of development. 1. intimacy vs. isolation 2. ego-integrity vs. despair 3. industrious vs. inferiority 4. generativity vs. stagnation 5. autonomy vs. shame and doubt

Questions (14) and (15)

In accordance with his mother's wishes, John is studying to become a medical doctor, even though the sight of blood terrifies him. Jane, on the other hand, remains uncertain about the career route she should take.

John is experiencing the _______ state (question 14) of Marcia’s ego-identity states in her career choices, whereas Jane is experiencing the_______ state (question 15) of Marcia’s ego-identity states in her career choices.

1. moratorium 2. midlife crisis 3. identity diffusion 4. foreclosed identity 5. occupational identity

16) The smallest noticable difference is a fairly stable proportion of the mass of the original object. This

is known as _______.

1. schema 2. threshold 3. Weber's law 4. sensory adaptation 5. just-noticeable difference

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17) Lightning started a big veld fire. As riots were common in the Johannesburg area at the time, members of the public assumed that rioters caused the fire. This scenario demonstrates the law of _______.

1. closure 2. proximity 3. similarity 4. continuity 5. connectedness

Carefully study the following scenario before you answer questions (18) and (19) You are a member of a panel that has to select an applicant for a particular position. Based on your knowledge of interpersonal perception, you realise that your fellow panel members are forming incorrect impressions of the applicants. Sipho considers early information about the applicants as more important than later information. James continuously makes negative comments about the suitability of women for a traditional male position when a female applicant is interviewed.

Choose and match each of the panel members in column A) with the factor (in column B) that may be contributing to their forming faulty impressions of the applicants.

Column A Column B

18) Sipho 1. stereotype

19) James 2. projection

3. primacy effect

4. halo effect

5. negativity bias

20) Our eyes perceive objects from slightly different positions in space (because they are located on different sides of the face). These perceptual discrepancies, which the brain interprets to signal depth, are known as _______.

1. overlapping 2. convergence 3. contrast effect 4. retinal disparity 5. binocular information

21) In a conversation about the success of a birthday party, for example, one person may say, “It was

nice and cool” referring to the weather on the day the party took place, whilst another person may use the same phrase implying that the birthday speeches were enjoyable.

The above scenario is applicable to which aspect of meaningful conversation?

1. Quality. 2. Manner. 3. Relation. 4. Quantity. 5. Psycholinguistics.

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22) When a person unexpectedly finds the solution to a problem that he or she has been trying to solve

for a while, the problem-solving stage referred to as _______ is evident.

1. incubation 2. verification 3. preparation 4. illumination

5. implementation 23) If you were to deliver a speech during which you simultaneously monitor what you are saying and

how well you are saying it, this would be an example of _______.

1. metacognition 2. episodic memory 3. semantic memory 4. declarative memory 5. Whorf's hypothesis

Questions (24) and (25) [Alternatives are after question 25]

When a stationery supplier failed to deliver the white screens to use with an overhead projector, Sindy, the training manager, instructed her subordinates to cancel the planned symposium. She felt that the speakers would not be able to make their presentation without the screens. Lesley, who is popular for using unexplored paths and unconventional solutions, proposed that the overhead be projected on the wall, which reflects just as well as the screens.

Answer the following questions

24) What is the term given to Sindy’s tendency to consider only the usual function of an object and overlook other possible uses?

25) Which type of creativity would you associate with Lesley’s problem-solving strategy?

1. Hindsight effect. 2. Divergent thinking. 3. Convergent thinking. 4. Functional fixedness. 5. Syllogistic reasoning.

26) One of your colleagues is requested to provide an estimate of your department’s stationery costs

for the next three months. When you receive the proposal you realise that your colleague has made minor adjustments from the previous months’ estimates, irrespective of the fact that your department will need more stationery as the next month has always been characterised by a high level of correspondence. Which type of heuristic has influenced your colleague’s decision?

1. Availability. 2. Representativeness. 3. Verification problem. 4. Anchoring and adjustment. 5. Illumination deficiency problem.

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Questions (27) and (28)

An analysis of two organisations leads you to believe that the organisation ABC has a large power distance while organisation XYZ has a small power distance. Which of the following characteristics are indicative of organisation ABC (question 27) and organisation XYZ (question 28)?

1. Managers value diversity in the organisation. 2. Relationships are more important than the task. 3. A flat hierarchy, and subordinates are consulted. 4. Dominant values of success and progress are encouraged. 5. The salary gap is wide and employees are dependent on their managers.

29) Complete the following statement about values by selecting the appropriate description. Values

_______.

1. are free from cultural influences 2. are mostly inherited from parents 3. are idealistic rather than pragmatic 4. are not always directly reflected in behaviour 5. change according to the demands of the situation

30) A social person would be described as someone who _______.

1. has strong religious values 2. experiences life to the fullest 3. wants to be in control of others 4. is geared towards serving others 5. gets involved in activities with visible utility value

31) A person who puts pressure on others to recycle used material reflects _______ values.

1. social 2. power 3. religious 4. aesthetic 5. economic

32) The pseudo or manipulated type of conflict is when the person _______.

1. disagrees about how to do things or what may be done 2. is able to control the other person by using ploys or games 3. has said what is correct or incorrect about a particular issue 4. wants to have his or her own preferences or methods accepted 5. has basic differences about life issues such as money and education

33) Deindividuation in groups is associated with _______.

1. feeling isolated 2. self-monitoring behaviour 3. personal feelings and thoughts 4. lower levels of social responsibility 5. a focus on external events rather than on personal feelings

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34) _______ conflict focuses on issue-related, tangible and concrete issues that can be dealt with

more intellectually.

1. A-type 2. C-type 3. T-type 4. Interpersonal 5. Organisational

35) Group dynamics refers to _______.

1. communication patterns 2. the occurrence of conflict 3. different levels of authority 4. processes and changes that take place in a group 5. unconscious elements that influence the individual’s behaviour

PLEASE NOTE: The following self-evaluation questions are part of Assignment 02 and are based on your total learning experience in IOP1501. HOWEVER, YOU WILL ONLY RECEIVE ANSWERS FOR QUESTIONS 1 TO 35 WHICH WILL BE PROVIDED IN TUTORIAL LETTER IOP1501/201/2014.

IOP1501 LEARNING EXPERIENCE QUESTIONNAIRE (36) I understand the content of the prescribed book better after doing the activities in the study guide.

5. Strongly disagree 6. Disagree 7. Agree 8. Agree to some extent 9. Strongly agree

(37) I shared my learning experiences with other people, and this enhanced my understanding.


(38) I think I am more sensitive now to my own and other people's/groups' behaviours and habits.


(39) The learning experience improved my competencies to create opportunities to use in my studies

and/or work.


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(40) I learnt certain competencies in decision making and problem-solving.


(41) The learning experience taught me to think more critically and creatively.


(42) I learnt to study more effectively by using various methods of learning.


(43) Sometimes I had to cooperate with other persons or groups in order to learn.


(44) I think I have developed some basic research competencies such as reading, assessing and

analysing information critically, and organising and presenting it logically and systematically.


(45) I had to take more personal responsibility for studying and learning, for instance by following my

own pace and schedule, and by probing in order to understand concepts and assumptions.


(46) The learning experience also taught me to write more economically, for instance, by summarising.


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(47) I believe that the discussion forums on myUnisa help me to understand the content better.

1. I don’t have access to myUnisa 2. I don’t want to use myUnisa 3. Agree 4. Agree to some extent, I sometimes look at myUnisa 5. Strongly agree, I actively participate on myUnisa

(48) By experiencing the learning methods as well as the methods and applications of Industrial

Psychology, I think I am now more sensitive to people's behaviours and the influence of environments on people.


(49) The learning experience provided me with a bigger picture of events, for instance, by helping me to

understand people in more than one way, and to realise that we all live together and are influenced by many factors.


(50) In general I am very satisfied with my learning experience in IOP1501.


END OF TRIAL EXAMINATION

7.10 Non-compulsory Assignment 03 for Self-evaluation

ASSIGNMENT 03 – Based on all the relevant chapters for this module: • Chapters 1 to 11 – 5th edition (2013) of the prescribed textbook

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Note: SELF-EVALUATION - YOU DO NOT SUBMIT THIS ASSIGNMENT. FIRST FIND THE ANSWERS BY STUDYING THE RELEVANT CHAPTERS.

THE ANSWERS AND DISCUSSION ARE PRESENTED AFTER THE ASSIGNMENT.

(1) The emphasis in _______ is on the organisation of immediate experience.

1. Structuralism 2. Functionalism 3. Behaviourism 4. Gestalt psychology 5. Cognitive psychology

Questions (2) and (3) We can explain the main difference between Structuralism and the Psychoanalytic schools of Thought by the fact that Structuralism places great emphasis on (question 2) _______ processes, using _______ as a method of therapy, whereas Psychoanalysis places its emphasis on (question 3) _______ processes, with the aid of _______ as a method of therapy.

1. unconscious; free association 2. unconscious; introspection 3. conscious; eidetic reduction 4. conscious; free association 5. conscious; introspection

(4) A middle manager is feeling aggressive towards top management, but for various reasons he does

not display his feelings towards them. Instead he starts to interact aggressively with his subordinates. Subsequently his performance and that of his department deteriorates rapidly and influences the performance of the rest of the organisation. Top management calls on you as an Industrial psychologist to help them evaluate and study this problem and make the most appropriate intervention. Which field of Industrial

Psychology is at issue in this case?

1. Ergonomics. 2. Personnel psychology. 3. Research methodology. 4. Consumer psychology.

5 Organisational psychology. (5) You are an I/O psychologist in private practice. A person who suffered some impairment in terms

of his physical and cognitive functions in a car accident asks you to refer him to a psychologist who could help him develop corrective actions that would address the brain injury. You would refer him to a _______.

1. career counsellor 2. neuropsychologist 3. clinical psychologist 4. forensic psychologist 5. organisational psychologist

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(6) If the respective performances of the children of two highly intelligent parents are poor, average or

excellent it could be due to _______.

1. neurons 2. meiosis 3. mitosis 4. temperament 5. genotypical and phenotypical differences

(7) Plegia is to the complete loss of muscle power, as paresis is to _______.

1. muscle weakness affecting movement in the limbs 2. the overuse of a body part, such as a joint or tendon 3. the loss of muscle power due to amputation 4. inadequate space for body movements 5. highly repetitive movements of the wrists and fingers

Questions (8), (9) and (10)

You are a lecturer for IOP1501, preparing for a discussion class. You have a box filled with a number of red and yellow cards. The yellow cards contain the names of different structures of the nervous system, and the red cards contain the names of the corresponding functions of the structures. Your task is to prepare a teaching aid for the proposed discussion class by choosing and matching the names of the structures on the yellow cards with the corresponding functions on the red cards.

Yellow cards Red cards

(8) Reticulum activation system 1. seat of sensory, motor and association centres that interrelate and interpret information

(9) Cerebral cortex 2. blood pressure and respiration

(10) Medulla oblongata 3. impulse conduction

4. interpretation of simple sensations such as pain, temperature, crude touch and pressure

5. coordination centre consisting of diffused cells and facilitation functions (eg activation, sleep and wakefulness)

(11) In which field will a person with a dominant and well-developed right brain hemisphere possibly

excel? 1. Mathematics. 2. Linguistics. 3. Art and music. 4. Physics. 5. Engineering.

(12) In terms of static and dynamic muscle activity, a _______ will require more rest periods.

1. builder 2. lecturer 3. computer operator 4. security guard 5. news presenter

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(13) Which of the following statements describe the ideal seat in the work space?

1. The seat must have arm rests, to ease standing up and sitting down. 2. The back rest must be higher than shoulder height. 3. The seat length must be longer than the distance between the buttock to knee. 4. The seat width must be narrower than the sitting buttock. 5. There should be just sufficient space under the worktop for knees.

Questions (14), (15), (16) and (17)

Select the concept applicable to each author from the alternatives after question 17.

(14) Havighurst (15) Bowlby (16) Marcia (17) Erikson

1. Psychosocial development. 2. Vocational identity diffusion. 3. Moral development. 4. Development tasks. 5. Attachment.

(18) A tap on the leg just below the knee leads to the knee-jerk response. This response even occurs in

newborns. The knee jerk following a tap of the leg is an example of a(n) ______.

1. unconditioned reflex 2. conditioned response 3. unconditioned stimulus 4. conditioned stimulus 5. instrumental response

(19) Learning may be distinguished from performance in that _______.

1. learning refers to behaviour 2. learning can be directly monitored 3. learning will always change behaviour 4. learning refers to potential change in behaviour 5. absence of a change in behaviour indicates that no learning happened

(20) Which of the following is NOT a learning principle to facilitate the acquisition of knowledge, skills,

abilities and orientations during training?

1. Trainee readiness. 2. Experiential learning. 3. Knowledge of results. 4. Distribution of practice. 5. Whole versus partial learning.

(21) Symbolic rehearsal is the process in which _______.

1. a particular behaviour is practised 2. learners symbolically code certain behaviours 3. learners visualise themselves engaging in a behaviour 4. a model is constructed to guide future behaviour 5. the learner is motivated by feedback from the environment in response to his/her behaviour

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(22) Two railway lines that appear to join in the distance illustrate _______.

1. brightness 2. interposition 3. retinal disparity 4. linear perspective 5. movement parallax

(23) Joe notices two men who seem to be having a heated exchange. They are speaking loudly and

one man is slapping the other one on the shoulder. The same situation would have been interpreted differently had it occurred in a subdued banking environment or at a large soccer gathering. The difference in the interpretation of the behaviour would depend on _______.

1. the perceiver 2. the situation 3. the perceived target(s) 4. subjective interpretation 5. the loudness of their voices

(24) Someone who has not been promoted for a number of years and believes that this is owing to the

characteristics or system of the working environment within which she works. This is a manifestation of _______.

1. attributional error 2. self-serving bias 3. personal perception 4. internal attributions 5. external attributions

(25) An athlete who has trained very hard and consequently performs at his own personal best in a

road race feels very satisfied with his performance, even though he did not win the race. His reaction is an example of _______.

1. attributional error 2. self-serving bias 3. personal perception 4. internal attributions 5. external attributions

(26) Creativity is related to _______.

1. conformity 2. intelligence 3. dependency 4. strict discipline 5. work performance

(27) Mnemo techniques foster memory by _______.

1. the repetition of facts 2. learning with insight 3. organising facts in categories 4. associating facts with visual images 5. retrieving information in the unconscious

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(28) The intelligence quotient (IQ) is _______.

1. a standard deviation 2. a ratio between mental age and chronological age 3. the deviation from the group's average achievement 4. a method for comparing children within an age group 5. a complete representation of all the factors that comprise intelligence

(29) Which statement is correct?

1. Inherited intelligence is a measurable construct. 2. According to Vernon, the G-factor explains all intellectual operations. 3. Intelligent behaviour may be the function of various cognitive functions. 4. Ratio IQ is the magnitude of the standard deviation from the average score. 5. Extreme levels of intelligence refer to ordinary manifestations of intelligence.

(30) Which alternative is NOT an example of job enrichment?

1. Nurses in a hospital are rotated on a monthly basis. 2. A lecturer may decide how many assessments are compulsory. 3. The superintendent delegates some of his duties to his assistant. 4. A lecturer is given the responsibility to plan and delegate duties to tutors. 5. The senior sister may plan work division without first consulting the matron.

(31) According to Herzberg, which of the following will most likely lead to job satisfaction?

1. Opening a cafeteria for workers. 2. A system of flexi-time being introduced into the company. 3. Soft music being played in the offices during office hours. 4. Paying a bonus to employees who have had ten years' service with the organisation. 5. A clerk writing a computer program in his spare time to help him in his work, but without

being paid for it. (32) A person who enjoys jogging for the pleasure of being active and to socialize with friends may be

best understood in terms of the concept of _______.

1. instincts 2. attribution 3. self-actualisation 4. flow 5. the need for affiliation

(33) Graphically, the relationship between arousal and performance in complex tasks is a(n) _______.

6. S-function 7. U-shaped function 8. normal distribution 9. inverted U-shaped function 10. vertical line with no change of direction

(34) Which of the following could cause cognitive dissonance?

1. An unresolved conflict leads to frustration. 2. If you don't work harder, you will not be promoted. 3. The secretary looks so happy, that she is probably in love. 4. If the behaviourists are correct, humans and the rats have similar brain cells. 5. The neighbours you have always regarded as a happily married couple are getting divorced.

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(35) Which statement is correct?

1 When a supervisor puts across a message with which her group disagrees, she will more easily change their attitude if she points out the positive and negative aspects of this message.

2 Fear-arousing messages are effective if they are very intense and directed at a particular person.

3 Attitudes are based on discrimination and are thus strongly cognitive. 4 When communication is aimed at changing central attitudes, the quantity of information is

important. 5 If one wants to change the principle attitudes of the audience, persuasive cues are not

necessary.

(36) In an individualist society organisations emphasise _______.

1. social relations 2. challenging work 3. managing groups 4. training opportunities 5. loyalty to the organisation

(37) Research shows that the work values of South African high school pupils are mainly centered on

_______.

1. prestige 2. authority 3. risk taking 4. utilising ability 5. social relations

(38) Affiliation problems in individuals and in groups may be the result of the following.

1. People are certain about their acceptability. 2. People seldom react positively to social support and proximity. 3. The emphasis on physical attractiveness creates self-esteem anxiety. 4. People lack good communication skills to be accepted into a group. 5. Similarities between individuals and in groups give rise to positive feelings towards other

dissimilar individuals and groups. (39) Research on affiliation behaviour shows that _______.

1. people with low affiliation needs are poor task performers 2. people with high intimacy needs are more genuine in relationships 3. people with high needs for affiliation are not necessarily well adjusted 4. two people with dissimilar affiliation styles have no chance of a successful relationship 5. two people with insecure attachment behaviour styles will most probably have a successful

relationship

(40) In terms of interpersonal attraction, one or more of the following statements is/are false.

1. Physical attractiveness is a definite factor in interpersonal perception and relationships. 2. Most research indicates that physically attractive people are more skilled than the less

attractive. 3. Physical attractiveness can give rise to incorrect judgment being made about people. 4. Similarity in physical attraction may be a stronger affiliation factor than dissimilarity. 5. Physical attractiveness is probably a lesser factor in binding relationships.

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(41) You are 20 years of age and invited to a work party at which a new product is launched. While observing the people socialising, which of the following strikes you as out of place in terms of your knowledge of affiliation behaviours?

1. An older, smartly dressed woman in the company of a markedly younger man. 2. An attractive young woman in the company of a not-so-attractive older man, who is the sales

director of the company. 3. Two attractive well-known sports personalities together. 4. A tall woman, in her thirties, who is a senior manager in the marketing department,

accompanying a friend also in his thirties who has just been appointed Marketing Director in the company.

5. The Chief Executive Officer of the company in the company of other Chief executive Officers. (42) An employee who spreads malicious gossip about a colleague, because he or she wants the

colleague ousted from a committee, shows _______.

1. obstructionism 2. overt aggression 3. instrumental aggression 4. sanctioned aggression 5. anti-social aggression

(43) When a work group stagnates _______.

1. it could be due to too little conflict 2. it could be due to excessive conflict 3. the group must go back to the storming phase 4. the group must be composed more homogeneously 5. the group must be given more certainty about organisational structures

(44) Aggressive behaviour is best understood in terms of _______ to harm others.

1. the reason 2. provocation 3. justification 4. the intention 5. subtle actions

(45) Whether conflict handling is effective or not depends on _______.

1. the cooperation of the parties 2. the structure of the organisation 3. competition between the parties 4. the self-assertiveness of the parties 5. identification of the source of the conflict

(46) A group is always at its most productive during the _______ stage.

1. forming 2. storming 3. norming 4. performing 5. adjourning

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(47) The head sees her function as creating task structures in the department. Her subordinates accept this, but expect more socio-emotional support from her. Problems could arise concerning _______.

1. their identity 2. her identity 3. role conflict 4. her role identity 5. their role expectations

(48) Which statement is incorrect? Conformity _______.

1. involves the need for acceptance 2. involves succumbing to group pressure 3. promotes conventional decision making 4. may result in changing one's personal opinions 5. involves the outcomes that group membership will have for the individual

(49) A group will probably function more creatively if _______.

1. there is no conflict 2. members have similar skills 3. members all occupy senior positions 4. members have varied characteristics 5. members are more or less the same age

(50) According to research on team communication by Pentland and others, four factors especially

were found to be important for effective communication in high performance groups or teams. One of the following factors does not belong to these four facilitating group communication factors.

1. Power games. 2. Charismatic connectors. 3. Energy. 4. Engagement. 5. Exploration.

ANSWERS AND DISCUSSION FOR ASSIGNMENT 03

Note: All references to Bergh & Geldenhuys (prescribed book), 2013 (5th ed.)

Question (1): Alternative 5 is correct The subject matter of Gestalt psychology is the emphasis on the organisation of immediate experiences. The other school of thought that may, perhaps, have come close is Structuralism. Structuralism is, however, incorrect, because the immediate experience referred to is not “broken up into elements”, but is regarded as a whole – organisation (chapter 2, table 2.2 in 5th ed, 2013). Question (2): Alternative 5 is correct The subject matter of structuralism is the consciousness which attempts to understand psychological processes such as sensation, attention, perception, feelings and emotion. The method used to understand it is called introspection which refers to self-observation of one’s immediate experience of a stimulus to determine the feelings or thoughts to which the stimulus makes reference to (chapter 2, table 2.2 in 5th ed, 2013).

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Question (3): Alternative 1 is correct In the Psychoanalytic school of thought, the individual is not aware of the unconscious activities. Unconscious processes can become conscious through the psychoanalytic method of free association (chapter 2, table 2.2 in 5th ed, 2013). Question (4): Alternative 5 is correct In order to adequately answer this question, you should have familiarised yourself with the discussion of the applied fields in Industrial Psychology. The type of the field which is at issue is signified by the nature of the problems. In this case the problems mentioned are concerned with work adjustment, satisfaction and productivity as well as organisational efficiency. The other field that is perhaps closer to the right answer is personnel psychology (alternative 2). It is, however, not correct as it deals more with the factors that affect the utilisation of human resources, for example, recruitment, selection, training. (Chapter 1, section 1.4 in 5th ed, 2013). Question (5): Alternative 2 is correct Neuropsychologists focus on the relationship between human behaviour and the functions of the brain (chapter 1, section 1.2.1 in 5th ed, 2013). Question (6): Alternative 5 is correct As you have learnt in your study of genetics, when parents produce offspring there is a strong probability that they will have children of different sexes (sex-linked genes). Offspring of the same parents will have different phenotypical and genotypical characteristics. Their behaviour and choices in life will be mostly influenced by the multi-determinant nature of their dominant and recessive genes. The correct alternative thus includes all of the above (chapter 3, sections 3.2.3, 3.2.4, 3.2.5 in 5th ed, 2013). Question (7): Alternative 1 is correct Paresis is muscle weakness affecting movement in the limbs (chapter 3, section 3.5 in 5th ed, 2013). Question (8): Alternative 5 is correct The Reticular Activating System (RAS) is the attention centre in the brain. It is the key to “turning on your brain” and seems to be the centre of motivation. It is the structure in the brain stem that is responsible for arousal and sleep. As a result, the RAS is a very complex collection of neurons which serve as a point of convergence for signals from the external world and interior environment. This structure is responsible for waking you up in the morning and putting you to sleep at night (chapter 3, section 3.3.2.2, p 54 in 5th ed, 2013). Question (9): Alternative 1 is correct The cerebral cortex is the extensive outer layer of gray matter of the cerebral hemispheres and is involved in higher brain functions. Each hemisphere is divided into four sections, the frontal, parietal, temporal and occipital lobes (chapter 3, section 3.3.2.2, p 55 in 5th ed, 2013). Question (10): Alternative 2 is correct The medulla oblongata (myelencephalon) is the extension within the skull of the upper end of the spinal cord, forming the lowest part of the brain stem. Besides forming the major pathway for nerve impulses entering and leaving the skull, the medulla regulates the reflex responses controlling respiration, heartbeat, blood pressure and involuntary processes (chapter 3, section 3.3.2.2, p 54, in 5th ed,2013).

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Question (11): Alternative 3 is correct The left hemisphere is more concerned with matters of logical thinking, analytical and mathematical tasks. The right hemisphere controls spatial visualisation, imagination, artistic activities, intuition, and musical and artistic activities (chapter 3, section 3.3.2.2, p 56 in 5th ed , 2013). Question (12): Alternative 5 is correct Static muscle work refers to a muscle in constant contraction without producing any movement, for example, a long-distance truck driver, or somebody standing or sitting in one place operating an instrument (eg the work of a switchboard or computer operator). Dynamic muscle work refers to a muscle alternately contracting and relaxing. For example, engaging in a variety of exercises (eg a builder) (chapter 3, section 3.5.2, p 61, in 5th ed, 2013). Question (13): Alternative 4 is correct The armrests are essential in an ideal workstation. They should be sufficiently padded with height, angle and width adjustability to adequately support the forearms in order to reduce static muscle tension of the neck and shoulder muscles. The armrest should not interfere with forward movement of the chair toward the desk. The information relating to the back rest and the seat pan is not provided in the textbook; however, extensive reading proves both statements to be true (chapter 3, section 3.5.6, p 63 in 5th ed, 2013). Question (14): Alternative 4 is correct According to Havighurst, there are numerous developmental tasks that must be achieved for the normal process of development to proceed unencumbered (eg learning to walk) (chapter 4, section 4.6, pp 83-85, in 5th ed, 2013). Question (15): Alternative 5 is correct John Bowlby believed that the infant’s innate attachment behaviours were not only physical, but also social and emotional in nature (chapter 4, sections 4.2.5, 4.4.3, p 79 in 5th ed, 2013). . Question (16): Alternative 2 is correct James Marcia, in research based on Erikson's theory, described four identity statuses: identity achievement, foreclosure, moratorium, and identity diffusion (chapter 4, section 4.6.1, p 86, in 5th ed, 2013). Question (17): Alternative 1 is correct You should have studied Erikson’s theory to determine the association between this theory and the concept psychosocial development (chapter 4, section 4.5, p 82, in 5th ed, 2013). Question (18): Alternative 1 is correct Assuming the person who was tapped on the knee was not anticipating this action, the reaction or response to a stimulus would be naturally evoked. This type of stimulus-response relation or reflex does not require prior learning. The knee jerking following an unanticipated tap constitutes an unconditioned response (chapter 5, section 5.3.1, p 95, in 5th ed, 2013). Question (19): Alternative 3 is correct According to Hergenhahn and Olson (1993), as quoted in your prescribed book, learning refers to the potential to change behaviour whereas performance refers to the translation of this potential into behaviour (chapter 5, section 5.2, p 94, in 5th ed, 2013).

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Question (20): Alternative 2 is correct Experiential learning is a technique used in certain learning contexts. It is not a learning principle (chapter 5, section 5.5.2.3, p 110, in 5th ed, 2013). Question (21): Alternative 3 is correct After the learner has symbolically coded the observed behaviour, he/she can visualise or imagine himself/herself actually engaging in the behaviour. The learner thus develops a verbal description or mental image of the model’s actions in order to remember them. This process is called symbolic rehearsal. It is similar to practising in the mind. Although symbolic learning may not always occur, the transfer of learning will be improved if learners practise it and if they are assisted to develop their own symbolic codes (chapter 5, section 5.3.4, pp 99-100 in 5th ed, 2013). Question (22): Alternative 4 is correct The illusion of the two railway lines joining may be best explained by the concept of linear perspective (chapter 6, section 6.3.3, p 125, in 5th ed, 2013). Question (23): Alternative 2 is correct Behaviour can best be explained by what each person perceives as his/her own interpretation of a situation. The difference in interpretation of the situation depends on situational factors (chapter 6, section 6.4.2, p 129, in 5th ed, 2013). Question (24): Alternative 5 is correct Attribution theory describes for example how an individual's justifications and excuses influence motivation. People with an external locus of control attribute the outcomes of the actions to unstable factors and display gratitude for any good luck (Chapter 6, section 6.5.2, pp 132-135, in 5h ed, 2013). Question (25): Alternative 4 is correct Internal attribution is related to confidence and self-esteem, or loss of self-esteem. The athlete feels very satisfied with his performance because he has an internal locus of causality; he feels responsible for his success through using personal skills and effort (chapter 6, section 6.5.2, pp 132-133 in 5th ed, 2013). Question (26): Alternative 2 is correct It is possible that people who score high on creativity tests may also score equally high on intelligence tests. This does not mean that people with lower measured IQ-scores cannot be creative – other factors also have influence. (chapter 7, section 7.2.4, p 149 in 5th ed, 2013). Question (27): Alternative 4 is correct Mnemonics are based on elaboration and association, which ensure that two words are thoroughly linked together in memory. Giving meaning to a word or a name is only half the work; in most cases- this meaning must be attached to or associated with something. With a face goes a name; they must be associated in memory. The better you become at association, the more successful your general memory skills will be (chapter 7, section 7.4.3, p 156 in 5th ed, 2013). Question (28): Alternative 2 is correct Intelligence quotient (IQ) is the ratio of mental age to chronological age as follows: IQ = MA/CA x 100 (chapter 7, section 7.5.1, p 158 in 5th ed, 2013).

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Question (29): Alternative 3 is correct It is accepted that intelligence and most intellectual tasks are determined by multiple factors—also explained in the so-called G-factor. Intelligence comprises various developed abilities that can be measurable and potential abilities that can be developed. Alternative 3 is the most correct alternative (chapter 7, section 7.5.2, pp 159-161 in 5th ed, 2013). Question (30): Alternative 2 is correct Job enrichment adds more authority, accountability, degree of difficulty and specialisation to an individual's work. Motivational factors such as responsibility, achievement, growth and learning, advancement and recognition are therefore developed further. Of the three examples provided, alternatives 2 and 3 fit this profile, whereas the first alternative refers to job enlargement (chapter 8, section 8.6.3, p 170 in 5th ed, 2013). Question (31): Alternative 5 is correct The clerk is probably motivated by performance. Herzberg describes the motivators in his theory as those factors which motivate people and these include job content, responsibility, performance and recognition (chapter 8, section 8.8.1, p 175 in 5th ed, 2013). Question (32): Alternative 4 is correct If a person executes actions for the pleasure and experience of the actions, and not necessarily for other or external rewards, his motivation may be best explained by the concept of “flow” (chapter 8, section 8.7, p 170 in 5th ed, 2013). Question (33): Alternative 4 is correct At a low level of activation, the performance is low. At an average level of activation, the performance is optimal, but if the activation or stress becomes too high, this will have a negative impact on the performance (chapter 8, section 8.11, pp 178-179, in 5th ed, 2013). Question (34): Alternative 5 is correct When people obtain information that is the total opposite of what they have always believed, it could lead to cognitive dissonance (chapter 9, section 9.7.1.1, p 203 in 5th ed, 2013). Question (35): Alternative 1 is correct Two-sided messages are generally more effective if the recipients' attitudes are different from those of the communicator, and when propaganda or counter information is involved (chapter 9, section 9.7.1, pp 205-206 in 5th ed, 2013). Question (36): Alternative 2 is correct Table 9.2 provides a summary of the individualistic values in organisations, which includes challenging work (chapter 9, section 9.6.3.1, table 9.3, pp 200-201 in 5th ed, 2013). Question (37): Alternative 4 is correct Research by Langley indicates that utilising abilities, personal development, performance, economic security and advancement are the most important work values for high school pupils (chapter 9, section 9.5.1, p 196 in 5th ed, 2013). Question (38): Alternative 4 is correct Alternative 2 is incorrect because most people will react positively when receiving support and closeness from others (chapter 10, all sections under 10.4, pp 214-221 in 5th ed, 2013).

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Question (39): Alternative 2 is correct Section 10.4 provides an overview of the differences between people with low affiliation needs and people with high intimacy needs. The last group seems to have real empathy with others (chapter 10, section 10.4, pp 214-221 in 5th ed, 2013). Question (40): Alternative 2 is correct There is no evidence in the research for the second statement. The correlation that is suggested in the statement is not true (chapter 10, section 10.4.1, pp 214- 218 in 5th ed, 2013). Question (41): Alternative 1 is correct In options 3 and 4 the reason underlying affiliation is complimentarily based on the status of the individuals, while for option 2 the affiliation is the result of attraction. For option 1 there is no obvious reason for the affiliation and therefore this option is out of place (chapter 10, section 10.4, pp 214- 221 in 5th ed, 2013). Question (42): Alternative 3 is correct The definition of instrumental aggression suggests that the harming of another person is only a secondary objective (a colleague) carried out to gain another, primary objective (to influence the voting of committee members) (chapter 10, section 10.5.2, p 222 in 5th ed, 2013). Question (43): Alternative 3 is correct It is proposed that a work group stagnates if the conflict level is too low and the people are too similar (homogeneous).The effectiveness of the group can be enhanced by stimulating an appropriate level of conflict and by bringing in others from different backgrounds or cultures that have different values (chapter 10, section 10.7,pp 228-233 in 5th ed, 2013). Question (44): Alternative 4 is correct Aggression can be defined as any behaviour which has as its intention the goal of harming or injuring others who are motivated to avoid such treatment. The criterion used in defining aggression is the person's intention or reason for performing the behaviour. Thus, behaviour itself (actions), or being provoked by others, is not used in defining aggression (chapter 10, section 10.5, pp 221-223 in 5th ed, 2013). Question (45): Alternative 5 is correct The different methods of handling conflict vary in efficiency. The most efficient method is determined by the source of the conflict and not necessarily by the characteristics of the parties or the structure of the organisation (chapter 10, sections 10.7.2, 10.7.3, 10. 7.5, pp 229-235 in 5th ed, 2013). Question (46): Alternative 4 is correct The group is at its most productive during the performing stage because the group's energy moves from getting to know and understanding one another (forming, storming, norming) to performing the task at hand (chapter 11, section 11.5, pp 243-244 in 5th ed, 2013). Question (47): Alternative 3 is correct Problems arise from a discrepancy between the head’s understanding of how she should act in the given situation (role perception) and the employees’ beliefs about how the head should act in the given situation (role expectations) (chapter 11, section 11.6.2, pp 245-246 in 5th ed, 2013).

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Question (48): Alternative 3 is correct Conformity relates to the need for acceptance and the pressure that the group may place on its members to belong to a group. Consequently, conformity influences group members to conform to group norms, but does not necessarily lead to conventional decision making (chapter 11, section 11.6.4, p 247 in 5th ed, 2013). Question (49): Alternative 4 is correct A group will probably function more creatively if members have varied characteristics because the diverse group members bring different backgrounds, attitudes or cultures to the task, and these can be used to complete the task creatively (chapter 11, section 11.6.7, p 249 in 5th ed, 2013). Question (50): Alternative 1 is correct Perrewé and others and van Vuuren in their research clearly indicate that certain political skills are necessary for effective facilitators of team communication, however, not power games and negative organizational politics! (chapter 11, section 11.7.5, p 256 in 5th ed, 2013 8 OTHER ASSESSMENT METHODS There are no other assessment methods for this module – in this module only Multiple Choice Questions are utilised in assignments and the examination. 9 EXAMINATION 9.1 Examination Admission You will gain admission to the examination by submitting Assignment 01. Assignment 01 and 02 each contribute 50% of the year mark out of 20. 9.2 Examination Period This module is offered in a semester period of fifteen weeks. This means that if you are registered for the first semester, you will write the examination in May/June 2014 and the supplementary examination will be written in October/November 2014. If you are registered for the second semester you will write the examination in October/November 2014 and the supplementary examination will be written in May/June 2015. During the semester in which you are registered for this module, the Examination Section will provide you with information regarding the examination in general, examination venues, examination dates and examination times. You can also consult your My Studies @ Unisa brochure. The examination questions will be answered on a mark-reading sheet. The pass mark is 50%. If you do not pass and if you are admitted to the supplementary examination, you will be able to rewrite the examination during the next semester. If you fail, you will have to register for this module again. This tutorial letter applies to the second semester as well, which means that you will be repeating the same assignments, except for Assignment 01. The questions in the assignments are indications of the types of questions that can be asked in the examination. Although some assignment questions will or may be included, the majority of examination questions will be new. We want to encourage you to study thoroughly and with insight, and not merely to memorise answers to previous items or speculative questions.

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9.3 Previous examination papers Previous examination papers are available to students on myUnisa. It would, however, be a very big mistake to focus on these previous papers for exam preparation only, as we change the questions for every semester. Due to Unisa policy, we are not allowed to make the memorandums of the papers known to students so please do not ask us for any examination memoranda. The papers are available also so that you can understand how we formulate questions and what will be expected of you. Please note: DO NOT focus your exam preparation on available examination papers alone. You have to study the prescribed chapters in the prescribed book to obtain more complete knowledge and insight which would enable you to answer any question. Remember to study regularly before the examination. If you do not follow our suggested schedule (see section 6), draw up your own time schedule in which you spread your work out over approximately 15 weeks from registration to the examination, and work consistently according to the schedule. 9.4 Tutorial letter with information on the examination

To help you in your preparation for the examination, you will receive a tutorial letter that will explain the format of the examination paper, give you examples of questions that you may expect and set out clearly what material you have to study for examination purposes. 9.5 Format of the examination paper

Details of the examination paper are as follows: Duration: 2 hours Composition: 75 multiple-choice questions Total marks: 75 marks (will be converted to 100%) The supplementary examination (if your mark is at least 45%) at the end of the next semester will have the same format. 10 FREQUENTLY ASKED QUESTIONS

• I have registered but I have not received my study material as yet, when can I expect it to

arrive? If you have not yet received your study material, you can do the following: Packages sent by Courier The first package after registering will be sent via courier to you. You can also fax enquiries to 012 429 4150 or +27 12 429 4150 (international students), after which it will be distributed to and processed by the relevant department. To obtain the tracking number for the package you can look on myUnisa to find the package number. If the tracking number has a UPN number it means it has been sent via Skynet Couriers. You can use the UPN number that you obtained and log onto the site www.skynet.co.za and track the package or you can phone Skynet Couriers at 012 429 2981 to track the package. Packages sent by registered mail via the Post Office You can find details of the package on myUnisa or by faxing enquiries to 012 429 4150 or +27 12 429 4150 (international students).To follow up on the package you can contact the Post Office at 0860 111 502 for assistance (Note that you can also download study material from myUnisa’s Official Study Material section.)

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• I have the 4th edition (2009) of the prescribed book. May I still use it? No. Please note that you have to use the 5th edition of Psychology in the work context. The 4th edition is outdated and we do not use it anymore. Your study material, exam questions and assignment contents are based on the revised 5th edition (2013). • Can I please get the memorandum to the previous exam papers? No. As you will see in the exam section of this tutorial letter, we do address this issue. It would be a very big mistake to focus on these previous papers for exam preparation, as we change the questions for every semester. Due to Unisa policy, we are not allowed to make the memorandums of the papers known to students so please do not ask us for this. The papers are available also so that you can understand how we formulate questions and what will be expected of you. Please do NOT focus your exam preparation on available examination papers alone. You have to study the prescribed chapters in the prescribed book to obtain more complete knowledge and insight to be able to answer any question. • What is the scope for the exam? You will receive the scope for the exam (chapters to study etc) after the due date of the second compulsory assignment in your Feedback Tutorial letter IOP1501/201/2014. It will also be communicated on myUnisa after the discussion class. For all other general enquiries, please consult your my Studies @ Unisa brochure. 11 CONCLUSION Thank you for all your hard work and efforts you included in learning from this module!

We hope you enjoyed reading your study contents and working through all the learning activities in the study guide and assignments. You can now practice using the same learning methods to prepare for the examination, design new MCQs and practice self-evaluation to assess your own progress.

Feel free to contact us if you have any subject-related queries. We wish you every success with your studies and examination in this module. We trust that it will make you aware of opportunities in your own environment and that you can combine the information given in this module with information you obtain from some of your other modules in your degree to your work and living contexts.

All the best with your studies! YOUR IOP1501 LECTURERS

© UNISA 2014

Tutorial Letter 101/3/2014 Psychological processes in the work context IOP1501 Semesters 1 \u0026 2...

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