MAY/JUNE 2020 EXAM SCOPE NOTES
Chapters 2,4,5,6,7.8 and 9
CHAPTER 2 :
Exploring the Meta-Theory of Industrial and Organisational Psychology
Throughout the ages, ever since the dawn of humankind, work has been central in the
lives of people. This is true whether we were/ are gathers or hunters, farmers or
herdsmen, factory workers or knowledge workers.
In IOP human work is studied, from a psychological perspective, in all of its various
manifestations: individual, team and organisational work. In essence, IOP deals with: (1)
the working person; (2) his/her work setting; and (3) how to establish and sustain the
best match (or fit) between the working person and his/her work setting in order to
bring about productive, satisfying and meaningful work which delivers something of
value. The objectives of studying working individuals and organisational behaviour are
achieved in IOP through using and applying psychological knowledge in the world of
work. Psychology concerns the study of human mental processes and behaviour.
Ever since it was founded over a hundred years ago, IOP as a science and practice has
been – and is – affected by many different thinking frameworks (which is called the
meta-theory of IOP in this chapter). One of these thinking frameworks is the schools of
thought in Psychology, which deal with different ways of looking at the human psyche
(see table 2.2 in Bergh & Geldenhuys, 2013). In other sections you will also find other
thinking frameworks to be considered, that is, stances on work (table 2.1), human being
stances (table 2.3), societal stances (table 2.4), scientific frameworks (table 2.5),
ideological stances (table 2.7). See also table 2.8 for a summarised meta-theoretical
perspective.
This chapter is structured as follows:
• Firstly, the so-called four worlds of IOP, and the importance of the meta-theory of IOP,
are discussed (section 2).
• Secondly, the meta-theory of IOP is mapped by identifying the building blocks of the
meta-theoretical landscape which constitutes World 2 of IOP (section 3) (see figure 2.3);
• Thirdly, each building block of the meta-theoretical landscape is discussed (section 4).
• Fourthly, based on the previous section an overview of the past, current and emerging
• meta-theoretical perspectives (or thinking framework) informing the science and
practice of
• IOP (section 5) is given.
2.2 The four worlds making up IOP
,2.2 The four worlds making up IOP and the importance of the meta-theory of IOP
This section presents the four worlds that make up IOP. When you work through this section, you
have to:
• understand, in the first instance, the four worlds that make up IOP.
• know which one of these worlds is appropriate to give one a “view over” or a “helicopter” view of
the science and practice of IOP.
• understand why it is of critical importance to adopt such a “view over” or “helicopter” view of the
field.
2.2.1 The four worlds of IOP
The field of IOP consists of four interdependent BRIEF DESCRIPTION
worlds: WORLD
(1) The personal world This world refers to current and future Industrial
and Organisational psychologists, with their
diverse profiles, who (as a collective) form the
community of practice of IOP. In other words,
this world is made up of the persons who are
involved in the field of IOP.
,(2) The world of meta-theory This world represents the past/current/future
meta-theoretical convictions on IOP as a science
and practice. The word “meta” means “a view
over”, that is, World 2 sits “above” World 3 (the
world of science) and World 4 (the world of
practice) of IOP. The “view over’ provides a
helicopter view of these two worlds. World 2
therefore serves as a vantage point, a “mountain
top”, from which Worlds 3 and 4 can be viewed.
Hence, meta-theory can also be called “the
philosophy of IOP” because it addresses the
meta- theoretical convictions that ground IOP as
a science and practice.
(3) The world of science This world refers to the scientifically-proven
knowledge making of the field of IOP and all the
research activities to expand that knowledge.
Throughout this book, scientifically-proven
knowledge about IOP is presented. How to
conduct research is discussed in part 6 of this
book.
(4) The world of practice The word of practice covers the everyday practice
of IOP in the world of work to help working
persons and organisations – through their
leadership – in enhancing, changing and
transforming the world of work to make it a
better place for all. Part 5 (Employee and
Organisational Well-Being) and part 6
(Psychological Methodologies) of this book are
good examples of the practice of IOP.
CHAPTER 4
HUMAN DEVELOPMENT
Human development refers to the stages and phases that all people pass through in the
normal process of growth and ageing. These developmental stages exert an influence at
various levels and manifest themselves in various ways.
Human development concerns age-related or sequential changes from birth to death,
caused by genetic and learning influences. Maturation refers to changes resulting from
genetic factors, while ageing refers to chronological increase in years. Growth refers to
increase in physical size or improvement in mental and psychosocial competencies.
Maturity implies integration of physical, cognitive, social and psychological factors at a
, specific level. Readiness implies sufficient development to benefit from learning. The
study of human development illustrates the competencies required at each life stage, the
norms which indicate behaviour and how continuity and identity are acquired in one’s
life.
The study of human development incorporates age-related stages, as well as the
continuous progression and changes from a person’s conception to death, influenced by
many genetic and psycho-social factors. Life-span development is concerned with
differences and regularities in and between individuals with regard to certain
developments and adaptive processes.
Maturation: Changes resulting from genetic attributed are termed maturation. These
genetic attributes are inborn and ‘pre-planned’, and occur more or less at certain stages
and ages, but can be hindered by factors such as poor nutrition, illness and other forms
of deprivation. Maturity refers to the integration of physical, cognitive, social and
psycho-social (emotional) tasks at a level where a person can function or live as a fully
functional person at every stage.
Ageing: Ageing refers to a chronological increase in the years and biological and physical
change. Ageing may result in a decline of functions, but may also relate to improvement
in some functions.
Growth: Growth refers to increases in the physical size of biological structures, but also
to improvement in mental and psycho-social competencies.
Characteristics of Human Development
Introduction:
The characteristics of human development include assumptions from various theories
and models:
Models of human development:
• Growth model: in the Growth Model, genetically programmed continuous changes
and increases in motor, sensory and intellectual powers are emphasised.
• Stage model: in the Stage Model, development in the same functions is
emphasised, but particularly during specific life stages.
• Differentiation model: in the Differentiation Model, the change from initial simple,
holistic and diffuse behaviour patterns to more complex, integrated and organised
behaviour patterns (example: in language, thinking and motor skills) is stressed.
• Funnel and canalisation model: the Funnel and Canalisation Model, people’s
behaviour changes from showing very broad patterns during infancy to more
fixed and socially accepted patterns during the adult years.
• Humanistic models: According to the Humanistic models, it is assumed that from
an early age people are active in and in control of directing their own
development and are not controlled by unconscious urges and age or phase
restrictions.
Hierarchical evolution of phases
Behaviours evolve in orderly and predictable sequences which emerge at certain ages
and stages (the individual is ready for certain types of experiences). Although more
Chapters 2,4,5,6,7.8 and 9
CHAPTER 2 :
Exploring the Meta-Theory of Industrial and Organisational Psychology
Throughout the ages, ever since the dawn of humankind, work has been central in the
lives of people. This is true whether we were/ are gathers or hunters, farmers or
herdsmen, factory workers or knowledge workers.
In IOP human work is studied, from a psychological perspective, in all of its various
manifestations: individual, team and organisational work. In essence, IOP deals with: (1)
the working person; (2) his/her work setting; and (3) how to establish and sustain the
best match (or fit) between the working person and his/her work setting in order to
bring about productive, satisfying and meaningful work which delivers something of
value. The objectives of studying working individuals and organisational behaviour are
achieved in IOP through using and applying psychological knowledge in the world of
work. Psychology concerns the study of human mental processes and behaviour.
Ever since it was founded over a hundred years ago, IOP as a science and practice has
been – and is – affected by many different thinking frameworks (which is called the
meta-theory of IOP in this chapter). One of these thinking frameworks is the schools of
thought in Psychology, which deal with different ways of looking at the human psyche
(see table 2.2 in Bergh & Geldenhuys, 2013). In other sections you will also find other
thinking frameworks to be considered, that is, stances on work (table 2.1), human being
stances (table 2.3), societal stances (table 2.4), scientific frameworks (table 2.5),
ideological stances (table 2.7). See also table 2.8 for a summarised meta-theoretical
perspective.
This chapter is structured as follows:
• Firstly, the so-called four worlds of IOP, and the importance of the meta-theory of IOP,
are discussed (section 2).
• Secondly, the meta-theory of IOP is mapped by identifying the building blocks of the
meta-theoretical landscape which constitutes World 2 of IOP (section 3) (see figure 2.3);
• Thirdly, each building block of the meta-theoretical landscape is discussed (section 4).
• Fourthly, based on the previous section an overview of the past, current and emerging
• meta-theoretical perspectives (or thinking framework) informing the science and
practice of
• IOP (section 5) is given.
2.2 The four worlds making up IOP
,2.2 The four worlds making up IOP and the importance of the meta-theory of IOP
This section presents the four worlds that make up IOP. When you work through this section, you
have to:
• understand, in the first instance, the four worlds that make up IOP.
• know which one of these worlds is appropriate to give one a “view over” or a “helicopter” view of
the science and practice of IOP.
• understand why it is of critical importance to adopt such a “view over” or “helicopter” view of the
field.
2.2.1 The four worlds of IOP
The field of IOP consists of four interdependent BRIEF DESCRIPTION
worlds: WORLD
(1) The personal world This world refers to current and future Industrial
and Organisational psychologists, with their
diverse profiles, who (as a collective) form the
community of practice of IOP. In other words,
this world is made up of the persons who are
involved in the field of IOP.
,(2) The world of meta-theory This world represents the past/current/future
meta-theoretical convictions on IOP as a science
and practice. The word “meta” means “a view
over”, that is, World 2 sits “above” World 3 (the
world of science) and World 4 (the world of
practice) of IOP. The “view over’ provides a
helicopter view of these two worlds. World 2
therefore serves as a vantage point, a “mountain
top”, from which Worlds 3 and 4 can be viewed.
Hence, meta-theory can also be called “the
philosophy of IOP” because it addresses the
meta- theoretical convictions that ground IOP as
a science and practice.
(3) The world of science This world refers to the scientifically-proven
knowledge making of the field of IOP and all the
research activities to expand that knowledge.
Throughout this book, scientifically-proven
knowledge about IOP is presented. How to
conduct research is discussed in part 6 of this
book.
(4) The world of practice The word of practice covers the everyday practice
of IOP in the world of work to help working
persons and organisations – through their
leadership – in enhancing, changing and
transforming the world of work to make it a
better place for all. Part 5 (Employee and
Organisational Well-Being) and part 6
(Psychological Methodologies) of this book are
good examples of the practice of IOP.
CHAPTER 4
HUMAN DEVELOPMENT
Human development refers to the stages and phases that all people pass through in the
normal process of growth and ageing. These developmental stages exert an influence at
various levels and manifest themselves in various ways.
Human development concerns age-related or sequential changes from birth to death,
caused by genetic and learning influences. Maturation refers to changes resulting from
genetic factors, while ageing refers to chronological increase in years. Growth refers to
increase in physical size or improvement in mental and psychosocial competencies.
Maturity implies integration of physical, cognitive, social and psychological factors at a
, specific level. Readiness implies sufficient development to benefit from learning. The
study of human development illustrates the competencies required at each life stage, the
norms which indicate behaviour and how continuity and identity are acquired in one’s
life.
The study of human development incorporates age-related stages, as well as the
continuous progression and changes from a person’s conception to death, influenced by
many genetic and psycho-social factors. Life-span development is concerned with
differences and regularities in and between individuals with regard to certain
developments and adaptive processes.
Maturation: Changes resulting from genetic attributed are termed maturation. These
genetic attributes are inborn and ‘pre-planned’, and occur more or less at certain stages
and ages, but can be hindered by factors such as poor nutrition, illness and other forms
of deprivation. Maturity refers to the integration of physical, cognitive, social and
psycho-social (emotional) tasks at a level where a person can function or live as a fully
functional person at every stage.
Ageing: Ageing refers to a chronological increase in the years and biological and physical
change. Ageing may result in a decline of functions, but may also relate to improvement
in some functions.
Growth: Growth refers to increases in the physical size of biological structures, but also
to improvement in mental and psycho-social competencies.
Characteristics of Human Development
Introduction:
The characteristics of human development include assumptions from various theories
and models:
Models of human development:
• Growth model: in the Growth Model, genetically programmed continuous changes
and increases in motor, sensory and intellectual powers are emphasised.
• Stage model: in the Stage Model, development in the same functions is
emphasised, but particularly during specific life stages.
• Differentiation model: in the Differentiation Model, the change from initial simple,
holistic and diffuse behaviour patterns to more complex, integrated and organised
behaviour patterns (example: in language, thinking and motor skills) is stressed.
• Funnel and canalisation model: the Funnel and Canalisation Model, people’s
behaviour changes from showing very broad patterns during infancy to more
fixed and socially accepted patterns during the adult years.
• Humanistic models: According to the Humanistic models, it is assumed that from
an early age people are active in and in control of directing their own
development and are not controlled by unconscious urges and age or phase
restrictions.
Hierarchical evolution of phases
Behaviours evolve in orderly and predictable sequences which emerge at certain ages
and stages (the individual is ready for certain types of experiences). Although more
