Course Description

Course Description
This course will provide an Introduction to Industrial and Organizational Psychology, a scientific
discipline that studies human behavior in the workplace. Organizational psychologists help
institutions hire, manage, develop, support employees and align employee efforts with business
needs. Their work contributes to outcomes such as better talent to achieve the strategic goals of
the organization, reduced turnover, increased productivity, and improved employee engagement.
In February 2014, the U.S. Bureau of Labor Statistics named Industrial and Organizational
Psychology as the fastest growing profession with a projected growth of 53% until 2022.
Professionals with a background in Industrial and Organizational Psychology work in a variety

of settings including multinational corporations, small and medium-size enterprises, not-for-
profit organizations, military, Healthcare, and academia. In the business world, a number of
terms are used to describe the activities of organizational psychologists. These include talent
management, employee development, human capital management, and workforce management.
Within corporations, they typically hold positions in human resources, talent management,
leadership development, learning and development, workforce analytics, marketing,
organizational development, or research and development.
This course will provide a scientist-practitioner view of the discipline. Through the lectures and
class discussions, students will learn the scientific basis of human behavior at work and how they
relate to processes of hiring, developing, managing and supporting employees.
Lecturer Bio
Dr. Shreya Sarkar-Barney is the president and founder of Human Capital Growth Inc., (Links
to an external site.)Links to an external site. a talent management firm that uses the science of
human behavior to improve workplace effectiveness. Human Capital Growth is incorporated in
the US and India, and services clients around the globe. Shreya’s career has spanned academia,
corporate roles, and external consulting. She has worked in the United States, Europe, and Asia.
Her primary expertise is in the area of talent and organizational development. In particular, she
has deep expertise in designing and deploying enterprise-wide solutions to complex business
problems. She has led projects in the areas of leadership assessment, feedback & coaching, team
development, competency modeling, succession planning, high volume hiring assessments, sales
training, technical training and diversity & inclusion.
In her last internal role, she was responsible for leadership development at Levi Strauss and
Company. Shreya has won awards for her work on Global Human Capital Development at
Dendrite International where she was responsible for training and development. She has also
held a tenure-track professor position at Illinois Institute of Technology, authored several journal
articles & book chapters. She is the author of the book “The role of national culture in transfer of
training” which is based on a 49 country study of training effectiveness. She currently chairs an
SHRM/ANSI team working on developing a standard and metric on employee turnover.
Shreya has a B.A. in Industrial Psychology from Fergusson College, India, and a Ph.D. in
Industrial and Organizational Psychology from Bowling Green State University. She along with
her husband and two children lives in Vacaville, California. Shreya enjoys experiencing all the
beautiful things this world has to offer through travel, food, music, and art.
Course goals and learning objectives

In this course you will:
 understand the origins of I-O Psychology and what I-O Psychologists do

 understand the building blocks of a job and learn a methodology to study jobs
 learn how the science of human behavior is used to select, develop, and manage
employees
 learn how organizations can create a supportive work environment
 develop an understanding of how theory and research are applied to work settings
 begin to think and write critically about I-O psychology theory, research, and application
 begin to apply what you’ve learned about I-O psychology to your own and others’ work
Course format
The goal of this course to engage you in thinking critically about the needs of workplaces and
understand how the science of I-O Psychology helps address those needs. We will use several
learning methods to achieve this goal, including lectures, discussions, and activities. All relevant
information will be covered during the class lectures. Class presentation will be made available
through bCourses. It is expected that students will review the presentation before coming to
class. Students can expect to gain practice in using the learned information through case study
analysis, debates, discussions, or activities.
Classroom attendance is required, and you are encouraged to bring questions for discussion. To
earn the participation grades, students are expected to attend the entire duration of each class and
activity participate in all activities. Any absence due to health emergencies will require a note
from the doctor. If you have any questions or concerns, please see me before or after the class or
schedule an appointment. The best way to reach me is at my work email
(shreya@humancapitalgrowth.com) or send a text message to 415-755-8907. I will do my best to
respond within 24 hours.
Graded Course Activities

1) Chapter Quizzes (30% of the grade, 300 Points - 9 quizzes, number of questions
for each quiz will vary between 15 and 20)
These will be in a multiple-choice format and designed to gauge understanding from
the lectures and classroom discussion. They should be completed online after each class
lecture and will be due within 24 hours. These are take-home tests and should be completed
independently.
2) Midterm examinations (20% of the grade, 200 points)
The midterm exam will be a take-home exam as well. It will be a combination of multiple choice
and short essay questions. The exam will assess your knowledge of the assigned topics and your
ability to evaluate, integrate, and apply the learned material. The exam will be made available
after class on June 12th. Take no more than 2 hours to complete it. It should be submitted by
midnight on June 14th.
3) Project Work (30% of the grade, 300 points)
The purpose of the project work is to practice using the theory and concepts learned in
the class to solve real-world problems. You have two options:
(a) Conduct a diagnosis of an HR organization. Understand their current practices and

recommend better solutions based on what you have learned in the course.
(b) Meet with a friend or a colleague to understand some of their challenges at work. Based on
the topics covered in the course describe their challenge and propose a solution that their
employer can implement.
A one-paragraph proposal of your paper will be due midway through the course. Please
note that late papers will be penalized.
4) Final examination (20% of the grade, 200 points)
The final will be cumulative though strongly emphasizing the material covered after the
second midterm exam. The format of the final exam will be similar to that of the midterm.
Grades
Grades for the course will be determined based on the cumulative scores earned in the graded
course activities. Students may earn additional points by participating in extra credit activities.
Grading criteria
Grade Point Grade Point Grade Point
A+ 960+ A 930 - 958 A- 900 - 928
B+ 870 - 898 B 840 - 868 B- 800 - 838
C+ 770 – 798 C 740 - 768 C- 700 - 738
D+ 670 - 698 D 640 - 668 D- 600 - 638
F < 600
Extra Credit
Students will have an opportunity to earn extra credits by participating in RPP projects. For each
RPP point you earn, 3 points will be added to your total score in the course. When you sign up
for RPP credits, be sure to indicate the course it should apply to (e.g. PSY 180).
In order to learn how to create an RPP account and start participating in experiments, please go
to the following link:
http://psychology.berkeley.edu/students/undergraduate-program/research-participation-program
and click on "Important Information for Students." If you have any questions, you can contact
RPP at rpp@berkeley.edu.
Regrade Policy
A student may request for an exam to be regraded if they can provide accurate reasoning for their
exam response(s). If a student would like to request a regrade he/she should write a one-page
argument providing a rationale for why his/her answer is correct, and the student is encouraged
to use class notes or reading material to support his/her arguments. The regrade rationale can be
submitted within two weeks of the time exams are returned to students.
Make-up Exam Policy

Students who miss an exam must have a legitimate excuse (e.g. major illness) and should inform
me of his/her plans to miss an exam prior to the examination time. For these students, a make-up
exam will be scheduled during the last week of class. Projects not completed on time will receive
a zero.

Syllabus
Class Date Classroom Text Book
Chapter 1: Historical
Background of I/O
What is I-O Psychology? Psychology
1 July 7th
Relationship to talent Chapter 2: Research
management? Methods in I-O Psychology

Chapter 3: Criteria:
Standards for Decision
Job Analysis Making
2 July 11th
Talent Acquisition Chapter 5: Personnel
Decisions (read section on
Recruitment)
Chapter 4: Predictors:
3 July 14th Employee selection
Psychological Assessments
Learning and Chapter 6: Organizational
4 July 18th
Development (Training) Learning
Performance appraisal
Chapter 7: Performance
Management
Take home MID-TERM
EXAM
5 July 21st
(released online after
Review Chapters 1, 2, 3, 4,
class, deadline midnight
5, 6, & 7
July 23rd)
Leadership
6 July 25th Chapter 13: Leadership
Submit Project Proposal

Teams
Chapter 9: Team and
7 July 28th
Teamwork

Employee Engagement Chapter 10: Affect,,
8 August 1st Attitudes, and Behavior at
work
Chapter 12: Work
Motivation
9 August 4th Work Motivation

Employee well-being at Chapter 11: Workplace
10 August 8th
Work Psychological Health
FINAL EXAM
August Review Chapters 1, 2, 3, 4,

11
11th 5, 6, 7, 9, 10, 11, 12, 13
Final Project Report
Due (by midnight)

Project Work Guidelines

(a) Conduct a diagnosis of an HR organization. Understand their current practices and
recommend better solutions based on what you have learned in the course.
Step 1: Use your network to identify a target organization for your project. The organization
should have a minimum of 100 employees and can be located anywhere in the world. Secure a 1-
hour long interview with an HR representative of the organization to understand their HR
practices. You may conduct this interview in person, by telephone or video conferencing
facilities such as Skype or Google Hangouts.
Step 2: Create a checklist of items and an interview guide. Because we will not have covered all
the topics before your interview, the instructor will make available a standardized checklist. The
purpose of the interview should be to understand how the HR function supports the organization;
become aware of their goals, objectives, and deliverables; as well as, their key challenges. You
can use the checklist to gather data quickly and for probing purposes.

Step 3: Upload your project proposal to bCourses for feedback. Also, bring a copy to class on
July 25th. In your proposal be sure to include the name of the organization, the title and name of
your interviewee, proposed checklist (if modified) and interview questions. The project
description and interview question should be no more than a page.
Step 4: Conduct your interview using the checklist and interview questions. Take detailed notes.
Alternatively, with the permission of the interviewee you can record the interview and transcribe
it for your final report.
Step 5: Write your project report. This should be approximately five (5) pages long, double-
spaced, font size 11, 1" margin. The final report is due on August 11th (Deadline midnight).
The final paper should be uploaded to bCourses.
Here's a recommended structure:

Executive Summary: In five to six sentences describe the purpose of your project, what you did
and what you found.
Background: Describe the organization, their size, location and industry and products. If your
interviewee was promised anonymity, you are not required to name the organization or the
interviewee. Outline the organization's key strengths and challenges.
HR Practices: In this section describe the company's approach to hiring, managing, developing
and supporting employees.
Recommendations for improvement: Using the checklist and your course readings describe what
opportunities exist to improve the practices. Be sure to cite appropriate research when relevant.

Conclusion: Describe the key points from you findings. Share what was most surprising and
include personal learning from the experience.
(b) Meet with a friend or a colleague to understand some of their challenges at work. Based
on the topics covered in the course describe their challenge and propose a solution that
their employer can implement.
Step 1: Use your network to identify a friend or a colleague at work who is willing to describe
their organization and work-related challenges. Secure a 1-hour long interview to understand
their situation. You may conduct this interview in person, by telephone or video conferencing
facilities such as Skype or Google Hangouts.
Step 2: Create an interview guide. The purpose of the interview should be to understand if the
interviewee feels supported by their organization; what are some things they like and what are
the challenges they experience at work. Try to explore how their employer's approach to hiring,
managing, developing and supporting employees. You can use the checklist provided to the class
to gather data quickly and for probing purposes.
Step 3: Upload your project proposal to bCourses for feedback. Also, bring a copy to class on
July 25th. In your proposal be sure to include the name of the organization, the title, and name of
your interviewee, proposed checklist (if modified) and interview questions. The project
description and interview question should be no more than a page.
Step 4: Conduct your interview using the checklist and interview questions. Take detailed notes.
Alternatively, with the permission of the interviewee you can record the interview and transcribe
it for your final report.
Step 5: Write your project report. This should be approximately five (5) pages long, double-
spaced, font size 11, 1" margin. The final report is due on August 11th (deadline midnight).
Here's a recommended structure:

Executive Summary: In five to six sentences describe the purpose of your project, what you did
and what you found.
Background: Describe the organization where your interviewee works( a type of business,
industry). If you promised them anonymity, you are not required to name the organization or the
interviewee. Outline your interviewee's situation at work.
Organizational Practices: In this section describe the organizational practices impacting your
interviewee, particularly as it related to hiring, managing, developing and supporting employees.
Recommendations for improvement: Using your course readings describe what opportunities
exist to improve things for your interviewee. Be sure to cite appropriate research when relevant.
Conclusion: Describe the key points from you findings. Share what was most surprising and
include personal learning from the experience.
Overall writing quality and formatting will be important to earn the highest points. Be sure
to check for spelling, grammar, punctuation, formatting and writing quality. Use APA style
formatting and include a list of references used in the paper. You may use tables and charts
as appropriate.

Course Summary:
Date Details
Sat Jul 9, 2016 Quiz: Class 1-Introduction to Industrial and Organizational due by
Psychology 5pm
Sun Jul 10, 2016 Quiz: Class 1-Introduction to Industrial and
due by
Organizational Psychology
8:35pm
(1 student)
Mon Jul 11, 2016 Quiz: Class 1-Introduction to Industrial and
due by
7:35am
(1 student)
Quiz: Class 1-Introduction to Industrial and
due by
10:50am
(1 student)
Wed Jul 13, 2016 Quiz: Class 2-Job Analysis and Talent Acquisition due by 5pm
Sat Jul 16, 2016 Quiz: Class 3-Employee Selection due by 5pm
Wed Jul 20, 2016 Quiz: Class 4-Training due by 5pm
Sat Jul 23, 2016 Quiz: Class 5- Performance Appraisal due by 5pm
Final Exam due by 10:43pm
Mid Term Exam due by 11:59pm
Sun Jul 24, 2016 Mid Term Exam
due by 11:59pm
(1 student)
Wed Jul 27, 2016 Quiz: Class 6-Leadership due by 5pm
Thu Jul 28, 2016 Quiz: Class 6-Leadership
due by 2pm
(1 student)
Sat Jul 30, 2016 Quiz: Class 7-Teams due by 5pm
Wed Aug 3, 2016 Quiz: Class 8-Job Attitudes and Employee Engagement due by 5pm
Wed Aug 10, 2016 Quiz: Class 10-Employee Health and Well Being due by 5pm
Thu Aug 11, 2016 Final Project due by 11:59pm
Fri Aug 26, 2016 Quiz: Class 1-Introduction to Industrial and
due by
11:59pm
(1 student)
HealthyWorkplaces Survey Participation
Project Proposal- Submit here
RPP Credits
Course Syllabus for "PSYCH304: Industrial/Organizational

Psychology"
This course will introduce you to the major concepts of and debates surrounding industrial and
organizational psychology. Industrial and organizational psychology is the application of psychological
research and theory to human interaction (both with other humans and with human factors, or
machines and computers) in the workplace. The phrase “industrial and organizational psychology”
(sometimes referred to as “I/O”) may be somewhat misleading, as the field deals less with actual
organizations and/or industries and more with the people in these areas. As mentioned above, “I/O” is
an applied psychological science, which means that it takes research findings and theories that may have
originally been used to explain a general phenomenon of human behavior and applies them to human
behavior in a specific setting (here, the workplace). Consider, for example, the fact that many jobs
require applicants to take a personality test. Psychologists originally developed this test to detect and
diagnose abnormal personalities; they are now frequently used to determine whether a given applicant
will be a good “fit” for a position or the dynamic of a company’s staff. In this case, we are applying
traditional psychology research to the workplace. Or consider the traditional job interview. Everything
from the interaction between interviewer and interviewee to the nature of the Q&A can be examined
from a psychological standpoint. While these quick examples pertain to only one area of human
workplace interaction (the employee selection area), there are a number of additional areas that we will
learn about in this course. We will begin by taking a look at how we evaluate jobs and candidates for
jobs (employees) before exploring how we evaluate and motivate employees, noting what encourages
versus discourages employee job commitment. We will then study leadership and group influences in
the workplace and conclude with units on working conditions and humans factors. In addition,
performance management and work teams will be discussed. Leadership interaction and the leadership
theories are also covered. Note: Because this is an applied psychological science, you should have a
strong background in theory and have taken an Introduction to Psychology course prior to taking this
course.
Learning Outcomes
Upon successful completion of this course, the student will be able to:
 perform a thorough and systematic competency model (job analysis);

 develop and validate a job specific selection design;
 design, develop, and evaluate a job specific training program;
 define a performance appraisal process and form;
 identify research methods for conducting experiments;
 explain organizational recruitment, selection, and retainment;
 evaluate the work performance of employees;
 describe the motivating factors of employees;
 identify teamwork problems and issues;
 compare and contrast models of motivation and leadership;
 explain organizational issues including: teams, attitudes, and occupational health; and
 define work-life balance and its impact on organizations and employees.
Course Requirements
In order to take this course, you must:
√ have access to a computer;
√ have continuous broadband internet access;
√ have the ability/permission to install plug-ins or software (e.g. Adobe Reader or Flash);
√ have the ability to download and save files and documents to a computer;
√ have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.);
√ be competent in the English language;
√ have read the Saylor Student Handbook; and
√ have completed all courses listed in the Core Program of the Psychology Major
(PSYCH101 through PSYCH206).
Course Information
Welcome to PSYCH304! Below, please find general information on the course and its
requirements.
Course Designer: Dr. Boyd

Primary Resources: This course is composed of a range of different free, online materials.
However, the course makes primary use of the following materials:
 Human Resource Guide: “Job Analysis Overview”

 Human Resource Guide: U.S. Department of Labor Employment and Training Administration’s
“Chapter 6: Administering Assessment Instruments”
 North Archer: “The Benefits of Performance Appraisal”
Requirements for Completion: In order to complete this course, you will need to work through
each unit and all of its assigned materials. Pay special attention to Units 1 and 2, as these lay the
groundwork for understanding the more advanced, exploratory material presented in the latter
units. You will also need to complete:
 Unit 1 Quiz
 Unit 2 Quiz
 Unit 3 Quiz
 Unit 4 Quizzes
 Unit 5 Quiz
 Unit 6 Quiz
 Unit 7 Quizzes
 Unit 8 Quiz
 Problem Sets for Each Unit
 The Final Exam
Note that you will only receive an official grade on your final exam. However, in order to
adequately prepare for this exam, you will need to work through the quizzes listed above.
In order to “pass” this course, you will need to earn a 70% or higher on the Final Exam. Your
score on the exam will be tabulated as soon as you complete it. If you do not pass the exam, you
may take it again.
Time Commitment: This course should take you a total of 100 hours to complete. Each unit
includes a “time advisory” that lists the amount of time you are expected to spend on each
subunit. These should help you plan your time accordingly. It may be useful to take a look at
these time advisories and to determine how much time you have over the next few weeks to
complete each unit, and then to set goals for yourself. For example, Unit 1 should take you
10 hours. Perhaps you can sit down with your calendar and decide to complete subunits 1.1 (a
total of 2 hours) on Monday night; subunit 1.2 (a total of 3 hours) on Tuesday night; etc.
Tips/Suggestions: As you are going through the units, it is helpful to make notes for each unit
whether it was a reading or presentation. Later, you can make note cards to study from your
notes. In addition, reading your notes into a recorder and then playing them back will also
enhance learning. We know in psychology that in order to have material learned it must be read,
spoken, written, and/or heard seven to nine times. The problem sets provided will give you
“hands on” experience with developing and creating many usable work products and documents
from each unit. Good luck!
Course Overview
 Unit 1: An Introduction to Industrial/Organizational Psychology
Industrial and Organizational Psychology studies the psychology of people in the

workplace. As you will learn in this unit, psychology can teach us how our workplace
functions and why it functions as it does. It is important to note, however, that I/O
psychology is not simply the psychology of business. While the two areas certainly
overlap, I/O deals with the “human” aspect of the working environment (i.e. the
interactions and factors that affect people), not the broader aspects of running a business
or organization. In this unit, we will introduce different areas of I/O psychology and
discuss ways in which psychology can teach us about our workplace. Though we will
only briefly touch upon several different subjects in this unit, we will expand upon them
later in this course.
Unit 1 Time Advisory
This unit should take you 10 hours to complete.

☐ Subunit 1.1: 3 hours
☐ Subunit 1.3.1: 2.5 hours
☐ Subunit 1.3.6: 2.5 hours
Unit1 Learning Outcomes
Upon successful completion of this unit, the student will be able to:
o list the major fields of I/O Psychology;
o describe human factors and the impact on the organization;
o list a short time-line of I/O Psychology;
o list and describe the basic components of research; and
o explain the APA’s major ethical guidelines of psychologists.
 1.1 The Major Fields of I/O Psychology

 1.1.1 Personnel and Job Analysis
o Lecture: Society of Human Resource Management: P.A. Meglitch’s “Essentials of Job
Analysis”
Link: Society of Human Resource Management: P.A. Meglitch’s “Essentials of

Job Analysis” (PowerPoint)

Instructions: Click on the hyperlink “PowerPoint presentation” at the end of the
text to open the lecture. Read slides 1-16. After reading this presentation, you will
understand the historical context of job analysis and the importance to HR
activities and functions with regard to personnel.

Terms of Use: Please respect the copyright and terms of use displayed on the
webpage above.
 1.1.2 Organizational and Workplace Functioning

o Reading: Whole Building Design Guide: Judith Heerwagen’s “The Changing Nature of
Organizations, Work, and Workplace”
Link: Whole Building Design Guide: Judith Heerwagen’s “The Changing Nature
of Organizations, Work, and Workplace” (HTML)

Instructions: Read the entire article. This reading will cover subunits 1.1.3 and
1.1.4 as well.

webpage above.
 1.1.3 Training and Development
Note: This topic is covered in the reading under subunit 1.1.2.
 1.1.4 Organizational Culture
 1.1.5 Human Factors and Ergonomics

o Reading: Safety and Forensic Engineering Journal: Gary Hutter’s “Human
Factors/Ergonomics: Some Basic Concepts”
Link: Safety and Forensic Engineering Journal: Gary Hutter’s “Human

Factors/Ergonomics: Some Basic Concepts” (PDF)

Instructions: On the website, click on the hyperlink for the title of the article
“Human Factors/Ergonomics: Some Basic Concepts” to download the PDF. Read
the entire article as it covers basic concepts on human factors and ergonomics
while comparing and contrasting them as well.

webpage above.
 1.1.6 Extra: The Employment of I/O Psychologists

o Reading: Society for Industrial and Organizational Psychology: Karen E. May’s “Work
in the 21st Century: Implications for I/O Psychologists”
Link: Society for Industrial and Organizational Psychology: Karen E. May’s

“Work in the 21st Century: Implications for I/O Psychologists” (HTML)

Instructions: Click on the link, and read the article in its entirety. This article will
help you understand where the trends and patterns of the work environment are
going and the impact of how I/O Psychologists will have to work in the future.

webpage above.
 1.2 A Brief History of I/O Psychology

o Web Media: YouTube: University of Houston’s “What is I/O Psychology?”
Link: YouTube: University of Houston’s “What is I/O Psychology?” (YouTube)

Instructions: Click on the link of this interactive presentation. After viewing this
presentation, you will have a general understanding of where I/O Psychology
began through to present time. Pertinent dates, people, and events will be
discussed.

webpage above.
 1.2.1 Pioneers in I/O Psychology

o Reading: Middle Tennessee State University: Professor Patrick McCarthy’s “Brief
Outline of the History of I/O Psychology”
Link: Middle Tennessee State University: Professor Patrick McCarthy’s “Brief

Outline of the History of I/O Psychology” (HTML)

Instructions: Click on the link, and read the timeline of I/O Psychology for an
introduction to the pioneers in the early years of Psychology. You will learn how
I/O Psychology impacted WWI and WWII. The Hawthorne Study and other
classical research from I/O will also be explained. This reading will cover
material for subunits 1.2.1-1.2.3.

webpage above.
 1.2.2 WWI and Army Selection Tests

 1.2.3 The Civil Rights Movement and Changing Worker Issues
 1.2.4 The Hawthorne Studies

o Reading: Accel Team Development: “Human Relations Contributors”
Link: Accel Team Development: “Human Relations Contributors” (HTML)

Instructions: Click on the link, and read the webpage in its entirety. After reading
this material, you will have a clear understanding of Elton Mayo’s research on the
variables affecting productivity.

webpage above.
 1.3 Research in I/O Psychology

 1.3.1 The Basic Components of Research
o Reading: Camosun College: Professor R.G. Tonks’ “Topic 2 Research Methods in Basic
and Applied Research”
Link: Camosun College: Professor R.G. Tonks’ “Topic 2 Research Methods in

Basic and Applied Research” (PowerPoint)

Instructions: Click on the link to directly download the PowerPoint Presentation.
Read the presentation in its entirety (30 slides). After reading this material, you
will have a clear understanding of theoretical and applied research, types of data
analyses used, and the difference between quantitative and qualitative research.
This reading will cover subunits 1.3.1-1.3.5.

webpage above.
o Assessment: About.Com: “Psychology Research Methods Quiz”
Link: About.Com: “Psychology Research Methods Quiz”
Instructions: Take this 15-question quiz to test your knowledge of research

methods in psychology. Use the “Continue” button to move on to each question.
After you have completed the last question, click on “Submit Answers” to check
your answers.

webpage above.
o Reading: About.com: Kendra Cherry’s “Introduction to Research Methods”
Link: About.com: Kendra Cherry’s “Introduction to Research Methods” (HTML)

Instructions: Click on the link and open the article. After reading this material (5
pages total), you will have a clear understanding of theoretical and applied
research, types of data analyses used, and the difference between quantitative and
qualitative research. This reading will cover subunits 1.3.1-1.3.5.
webpage above.
 1.3.2 Theoretical Research vs. Applied Research
 1.3.3 Literature Reviews
 1.3.4 Survey Methods, Interviews and Questionnaires
 1.3.5 Quantitative vs. Qualitative Research Methods
 1.3.6 Ethics in I-O Psychological Research

o Reading: American Psychological Association: “Ethical Principles of Psychologists and
Code of Conduct”
Link: American Psychological Association: “Ethical Principles of Psychologists

and Code of Conduct” (HTML or PDF)

Instructions: Read this article (15 pages) for a clear understanding of how
psychologists must conduct themselves with clients, record keeping, and the use
of animals and humans in research, in business, and in marketing. To access the
reading as a PDF, find the link on the right side of the page.

webpage above.
o Activity: The Saylor Foundation’s “Unit 1 Practice Problem”

Link: The Saylor Foundation’s “Unit 1 Practice Problem” (PDF)
Instructions: Click on the link above to download the practice problem sets for the
course. Complete the problem for Unit 1.
 Unit 2: Job Analysis and Evaluation
An individual analyzes a job or career (i.e. performs “job analysis”) by identifying the
components and requirements of that job and determining whether he will be able to
fulfill his own desires and exercise his unique abilities in that position. Employers, on the
other hand, use job analysis in order to accurately describe job responsibilities and
outline the attributes and skills best suited to their performance. If employers are
incompetent with job analysis, they will likely face problems with personnel recruitment,
having implemented standards that are either too low or too high. This unit will discuss
these matters in greater detail.
This unit should take you 13.5 hours to complete.

☐ Subunit 2.2: 3.5 hours
o define job analysis and a variety of methods to gather data;
o identify the difference between focusing on person vs. job requirements;
o list the functions of a job analysis;
o write a job description using one or more job classification systems; and
o explain the functions of wage and salary with relation to job analysis.
 2.1 Job Analysis

 2.1.1 Purpose of a Job Analysis
o Assessment: WorldatWork Society of Certified Professionals: “Test Your Knowledge:
Job Analysis, Documentation, & Evaluation”
Link: WorldatWork Society of Certified Professionals: “Test Your Knowledge:
Job Analysis, Documentation, & Evaluation” (HTML)

Instructions: Take this quiz once you have completed the readings for this
subunit. Submit your results by clicking on the “Get Results” button on the
bottom of the webpage. Immediate results and correct answers will appear.

webpage above.
o Reading: Human Resource Guide: “Job Analysis Overview”
Link: Human Resource Guide: “Job Analysis Overview” (HTML)

Instructions: Read the article in its entirety. You will be introduced to a variety of
interview methods and how certain aspects of jobs are analyzed. In addition, you
will learn about structured interviews and expected interview outcomes. This
reading will cover subunits 2.1.1-2.1.4.

webpage above.
 2.1.2 Aspects of Job Analyzed
 2.1.3 Structured Interviews
 2.1.4 Interview Outcomes
 2.2 Person/Worker Oriented Analysis

 2.2.1 Focus on the Attributes of the Person Rather Than the Job Requirements
o Lecture: Eastern Illinois University: Professor S.J. Scher’s “Job Analysis Outline”
Link: Eastern Illinois University: Professor S.J. Scher’s “Job Analysis Outline”
(Microsoft Word)

Instructions: Click on the “JobAnalysis.outline.doc” hyperlink to open up the
Word document. Read the 17 page presentation in its entirety. This presentation
will familiarize you with the difference between person/worker/function analysis
and how to define knowledge, skills, and abilities in terms of competencies. This
reading will cover subunits 2.2.1-2.2.7

webpage above.
 2.2.2 Knowledge
 2.2.3 Skill
 2.2.4 Abilities
 2.2.5 The Importance and Definition of Competencies
 2.2.6 Transferring Knowledge, Skill and Abilities From Job to Job
 2.2.7 The Combination of Person/Worker Oriented Analyses and Job-Oriented Analyses: Not
Always Separate
 2.3 Functions of Job Analysis

 2.3.1 Identifying Essential Job Functions
o Reading: Job Accommodation Network: “Determining Essential Job Functions”
Link: Job Accommodation Network: “Determining Essential Job Functions”

(HTML)

Instructions: Read the webpage in its entirety. This reading will cover subunits
2.3.1-2.3.3.

webpage above.
 2.3.2 Describe the Physical and Mental Performing Elements

 2.3.3 Job Worksheet
 2.4 Writing a Job Description

 2.4.1 Titling the Job Accurately
o Reading: Human Resource Guide: “Job Analysis: Job Classification Systems”
Link: Human Resource Guide: “Job Analysis: Job Classification Systems”

(HTML)

Instructions: Read the entire article on job descriptions. This material will provide
many major world resources for locating jobs, job titles, and job descriptions.
These resources allow HR departments to pull from certain standards in job
descriptions versus rewriting the same descriptions repeatedly. This reading will
cover subunits 2.4.1-2.4.6.

webpage above.
 2.4.2 Dictionary of Occupational Titles
 2.4.3 Australian Standard Classifications of Occupations
 2.4.4 O*Net: Occupational Information Network
 2.4.5 US Standard Occupation Classifications System
 2.4.6 Major Occupational Groups
 2.5 Compensation and Job Evaluation

 2.5.1 Wage and Salary
o Reading: Society for Human Resource Management: Robert Greene’s “Effectively
Managing Base Pay: Strategies for Success”
Link: Society for Human Resource Management: Robert Greene’s “Effectively

Managing Base Pay: Strategies for Success” (PDF)
Instructions: Read the article on compensation in its entirety. In this article, pay
equity, market pricing, wage, and salary as it connects to job evaluation will be
addressed. This reading will cover subunits 2.5.1-2.5.5.

webpage above.
 2.5.2 How to Determine Pay Equity
 2.5.3 Experience vs. Education vs. Demands
 2.5.4 Determining the Correct and Applicable Market Factors
 2.5.5 Legal and Regulatory Issues
o Activity: The Saylor Foundation’s “Unit 2 Practice Problems”
Link: The Saylor Foundation’s “Unit 2 Practice Problems” (PDF)
course. Complete the problems for Unit 2.
 Unit 3: Recruitment, Selection, and Retainment
In this unit, we will review different ways of screening and selecting employees. This
evaluation process generally takes the form of an interview or a resume, but there are
other ways of conducting the process. The focus of this unit will be the understanding the
use of personnel assessments in the hiring process.
It should be noted that many of the evaluation techniques that companies use when
evaluating employees stem from psychological research methodology or statistical
theory. If you are unfamiliar with either of these topics, some of these concepts may seem
daunting or discouragingly complex. For this reason, it may be helpful to review or refer
to supplemental materials on these topics as you progress through this unit. We will
begin by discussing the purpose of personnel assessments and the legal issues around
using them.

o define the purpose of a personnel assessment;
o understand the laws and regulations of personnel assessments;
o define reliability and validity;
o understand good test criteria; and
o evaluate and understand assessment implementation.
 3.1 Personnel Assessment

o Reading: Human Resources Guide: U.S. Department of Labor Employment and
Training Administration’s “Chapter 1: Personnel Assessment”
Link: Human Resources Guide: U.S. Department of Labor Employment and

Training Administration’s “Chapter 1: Personnel Assessment” (PDF)

Instructions: Read this entire webpage for information on personnel assessment,
their purpose, design, and various types of assessments available. This reading
will cover subunits 3.1.1-3.1.5.

Terms of Use: This material is part of the public domain.
 3.1.1 Purpose of Personnel Assessments
Note: This topic is covered in the reading under subunit 3.1.
 3.1.2 Measurement

 3.1.3 Prediction
 3.1.4 Types of Assessments
 3.1.5 Level of Standardization, Objectivity, and Quantifiability
 3.2 Laws and Regulations with Implications for Assessments

 3.2.1 Title VII and Civil Rights Act
o Reading: Human Resources Guide: U.S. Department of Labor Employment and
Training Administration’s “Chapter 2: Laws and Regulations with Implications for
Assessments”
Link: Human Resources Guide: U.S. Department of Labor Employment and

Training Administration’s “Chapter 2: Laws and Regulations with Implications
for Assessments” (PDF)

Instructions: Read this entire webpage for material discussing the laws and
regulations impacting personnel assessments. This reading will cover subunits
3.2.1-3.2.9.

Terms of Use: This material is part of the public domain.
 3.2.2 Age Discrimination Employment Act (1967)
 3.2.3 Equal Employment Opportunity Commission (1972)
 3.2.4 Uniform Guidelines on Employee Selection Procedures (1978)
 3.2.5 Title I of the Civil Rights Act (1991)
 3.2.6 Americans with Disability Act (1990)

 3.2.7 Record Keeping of Adverse Impact and Job-Relatedness Tests
 3.2.8 The Standards of Educational and Psychological Testing (1985)
 3.2.9 Relationship between Federal, State, and Local Employment Laws
 3.3 Understanding Test Quality-Concepts of Reliability and Validity

 3.3.1 What Makes a Good Test?
o Reading: Human Resource Guide: U.S. Department of Labor Employment and Training
Administration’s “Chapter 3: Understanding Test Quality-Concepts of Reliability and
Validity”
Link: Human Resource Guide: U.S. Department of Labor Employment and

Training Administration’s “Chapter 3: Understanding Test Quality-Concepts of
Reliability and Validity” (HTML)

Instructions: Read this entire chapter to understand test-quality and the concepts
of reliability and validity when testing. This reading will cover subunits 3.3.1-
3.3.6.

webpage above.
o Assessment: WebQuiz: “Reliability and Validity”
Link: WebQuiz: “Reliability and Validity” (HTML)

Instructions: Click on “start assignment now,” and take this quiz to test your
knowledge of reliability and validity when testing.

webpage above.
 3.3.2 Test Reliability
 3.3.3 Interpretation Of Reliability Information from Test Manuals and Reviews

 3.3.4 Types of Reliability Estimates
 3.3.5 Standard Error of Measurement
 3.3.6 Test Validity
 3.4 How to Select Tests-Standards for Evaluating Tests

 3.4.1 Sources of Information about Tests
Administration’s “Chapter 5: How to Select Tests-Standards for Evaluating Tests”

Training Administration’s “Chapter 5: How to Select Tests-Standards for
Evaluating Tests” (HTML)

Instructions: Read the chapter in its entirety. A full description of sources to
locate selection tests is provided. Also, problems with testing, cost issues,
standards for evaluating a test, and finally a checklist for evaluating a test will be
covered in this material. This reading will cover subunits 3.4.1-3.4.4.

webpage above.
 3.4.2 Adverse Impacts, Problems, and Cost Issues
 3.4.3 Standards For Evaluating a Test-Information to Consider to Determine Suitability of a

Test for Your Use
 3.4.4 Checklist for Evaluating a Test
 3.5 Administering Assessment Instruments

 3.5.1 Training and Qualifications of Administrative Staff
Administration’s “Chapter 6: Administering Assessment Instruments”
Training Administration’s “Chapter 6: Administering Assessment Instruments”
(HTML)

Instructions: Read chapter 6 in its entirety for an understanding of test
administration, including special cases and test anxiety. This reading will cover
subunits 3.5.1-3.5.8.

webpage above.
 3.5.2 Following Instructions and Guidelines Stated in the Test Manual
 3.5.3 Ensuring Suitable and Uniform Assessment Conditions
 3.5.4 How Much Help to Offer Test Takers and Test Anxiety
 3.5.5 Alternative Assessment Methods for Special Cases
 3.5.6 Providing Reasonable Accommodation in the Assessment Process to People with

Disabilities
 3.5.7 Administering Computer-Based Tests
 3.5.8 Obtaining Informed Consent of Test Takers and a Waiver of Liability Claims
 Unit 4: Evaluating Work Performance
In the previous unit, we discussed various methods of evaluating work performance. This
may seem like a straightforward task, but as this unit will demonstrate, there are a
number of factors that must be considered, including what to do with the information that
employee evaluations collect. How to deliver the information, as well as the succession
planning and pay structure will be covered. These considerations can become even more
complicated when you imagine that you are evaluating not just one employee but dozens
or even hundreds of employees. This unit will present strategies for these situations.

o define job evaluation;
o conduct a job evaluation;
o list the methods of job appraisal; and
o explain record keeping and legal concerns of job evaluations.
 4.1 Job Evaluation Development and Implementation

 4.1.1 What Is Job Evaluation?
o Reading: Internet Archive: MS Office Info Path: Susan M. Heathfield’s “Conduct a Job
Evaluation”
Link: Internet Archive: MS Office Info Path: Susan M. Heathfield’s “Conduct a

Job Evaluation” (HTML)

Instructions: Read the entire article for a complete description of the development,
implementation, and importance of job evaluations. This reading will cover
subunits 4.1.1-4.1.6.

webpage above.
 4.1.2 Factors in Job Evaluation
 4.1.3 Implementing Job Evaluation
 4.1.4 Steps in Job Evaluation
 4.1.5 Job Evaluation Methods
 4.1.6 Value of Job Evaluations
 4.2 Job Design, Matching, Pay Structures

 4.2.1 Job Design and Analysis
o Web Media: SlideShare: “Job Design and Analysis”
Link: SlideShare: “Job Design and Analysis” (Adobe Flash)
Instructions: Watch this slide show on job design and analysis (27 slides). The
major concepts of job design are discussed. This material will cover subunits
4.2.1-4.2.4.

webpage above.
 4.2.2 Critical Incident Reporting
 4.2.3 Succession Planning and Development
 4.2.4 Major Concepts of Job Design

 4.3 Performance Management (PM)

 4.3.1 Evaluation of Work Performance
o Lecture: Psychology Video Lecture: Lynda Villaneuva’s “Performance Management”
Link: Psychology Video Lecture: Lynda Villaneuva’s “Performance

Management” (Adobe Flash)

Instructions: Click on the arrow to start the video, and watch it in its entirety. A
discussion on performance management, including the differences between a
performance appraisal and a 360-degree method, ratings scales, common rating
errors, and factors influencing fairness are targeted. This material will cover
subunits 4.3.1-4.3.6.
Watching this video should take approximately 30 minutes.

webpage above.
o Assessment: ProProfs: “Performance Management Quiz”
Link: ProProfs: “Performance Management” (HTML)

Instructions: To access the quiz, you must insert your first name in the box, and
then click on “Take Quiz.” Answer all ten questions in the quiz.

webpage above.
 4.3.2 Difference between Performance Appraisal and 360 Degree
 4.3.3 Relative and Absolute Rating Scales
 4.3.4 Common Rater Errors
 4.3.5 Factors Influencing Fairness

 4.3.6 Factors Enhancing Defensibility of PM System
 4.4 The Focus and Implementation of the Appraisal Method

 4.4.1 How to Set Up Appraisal
o Reading: Archer North: “Performance Appraisal and Appraisal Methods”
Link: Archer North: “Performance Appraisal and Appraisal Methods” (HTML)

Instructions: Read the webpage in its entirety to learn about methods of appraisal.

webpage above.
 4.4.2 Benefits of Appraisal

o Reading: Archer North: “The Benefits of Performance Appraisal”
Link: Archer North: “The Benefits of Performance Appraisal” (HTML)

Instructions: Read the webpage in its entirety to learn about the benefits of
appraising performance.

webpage above.
 4.4.3 Reward Issues

o Reading: Archer North: “Reward Issues”
Link: Archer North: “Reward Issues” (HTML)

Instructions: Read the entire webpage to learn about reward issues in performance
appraising.

webpage above.
 4.4.4 Intrapersonal Skills

o Reading: Archer North: “Conflict and Confrontation”
Link: Archer North: “Conflict and Confrontation” (HTML)

Instructions: Read the entire webpage. Conflict and confrontation are explained
while detailing resolution techniques as well.

webpage above.
 4.5 The Methods of Job Appraisal
 4.5.1 Employee Comparisons
o Reading: eNotes: “Employee Evaluation and Performance Appraisals”
Link: eNotes: “Employee Evaluation and Performance Appraisals” (HTML)

Instructions: Read the entire article on the many methods of appraising jobs while
understanding the most valid depending on the situation and job. This reading will

webpage above.
 4.5.2 Rank Ordered
 4.5.3 Paired Comparisons
 4.5.4 Forced Distributions
 4.5.5 Objective Measures: Quality of Work
 4.5.6 Safety
 4.5.7 Ratings: Checklists and Scales
 4.5.8 Comparing Workers and Expectations
 4.6 Evaluating Performance

 4.6.1 Obtaining and Reviewing Data
o Reading: Society for Human Source Management: Elaine D. Pulako’s “Performance
Management: A Roadmap for Developing, Implementing, and Evaluating Performance
Management Systems”
Link: Society for Human Source Management: Elaine D. Pulako’s “Performance
Management: A Roadmap for Developing, Implementing, and Evaluating
Performance Management Systems” (PDF)

Instructions: Read pages 9-20. Development, implementation, and the actual
performance appraisal meeting are covered in this section.

webpage above.
o Assessment: Certified Human Resources Professional: “Sample Certification Quiz”
Link: Certified Human Resources Professional: “Sample Certification Quiz”

(HTML)

Instructions: Take sample quiz to assess the material covered in Unit 4.

webpage above.
 4.6.2 Reading Incident Logs
 4.6.3 Completing the Rating Forms: Errors and the Halo Effect
 4.6.4 Response Biases
 4.6.5 Proximity Errors and Contrast Effects
 4.6.6 Low Reliability Across Raters
 4.6.7 Behavior Samples

 Unit 5: Employee Motivation, Satisfaction, and Commitment
In previous units, we have gone over material that is primarily applicable to the
workplace setting. While this unit will continue to look at issues related to the workplace,
the information we will cover and the conclusions we will draw will be more readily
generalizable to people in a number of different settings.
This unit will discuss the concepts of motivation, satisfaction, and commitment. You will
find that although these concepts are (as earlier noted) widely applicable to a variety of
circumstances, they have some interesting nuances when studied in the workplace. We
will address these nuances, exploring the general research trends that they contradict.
We will also consider motivation, satisfaction, and commitment from both employee and
employer perspectives.

o list factors that drive employee motivation;
o explain employee engagement and commitment;
o describe employee values and expectations;
o identify the steps in goal setting; and
o describe the connection between and goals and rewards.
 5.1 Factors Driving Employee Motivation, Engagement, and Commitment

 5.1.1 Employee Motivation
o Reading: Journal of Extension: James R. Lindman’s “Understanding Employee
Motivation”
Link: Journal of Extension: James R. Lindman’s “Understanding Employee

Motivation” (HTML)

Instructions: Read article in its entirety. Understanding employee motivation in
the work place is covered in this reading.

webpage above.
o Assessment: QuizMoz: “Employee Motivation Quiz”
Link: QuizMoz: “Employee Motivation Quiz” (HTML)

Instructions: Complete this quiz on employee motivation.

webpage above.
 5.1.2 Employee Engagement and Commitment

o Reading: Society for Human Resource Management: Robert J. Vance’s “Employee
Engagement and Commitment”
Link: Society for Human Resource Management: Robert J. Vance’s “Employee

Engagement and Commitment” (PDF)

Instructions: Read pages 1-18 only. This working paper will provide the key
ingredients for employee engagement and how companies measure engagement.
The link between job performance and employee commitment are addressed as
well. This reading will cover subunits 5.1.2-5.1.5.

webpage above.
 5.1.3 Power of Job Enrichment
 5.1.4 Recruiting for Engagement and Commitment
 5.1.5 Strategic Compensation for Engagement and Commitment

 5.2 Employee Value and Expectations

 5.2.1 Needs and Values: Maslow’s Motivation
o Reading: Goal Setting Guide: Joe Kelly’s “Motivation Theories”
Link: Goal Setting Guide: Joe Kelly’s “Motivation Theories” (HTML)

Instructions: Read the entire article. A discussion on Maslow’s Motivation and
Hierarchy of Needs is addressed. This reading will cover subunits 5.2.2-5.2.5.

webpage above.
 5.2.2 Maslow Motivation and a Hierarchy of Needs
 5.2.3 The Two Factor Theory of Herzberg
 5.2.4 Need for Achievement: David McClelland
 5.2.5 Expectancy Theory: Victor Vroom
 5.3 Goal Setting

 5.3.1 The Effects of Goal Setting
o Reading: Free Management Library: Carter McNamara’s “Goal Setting with
Employees”
Link: Free Management Library: Carter McNamara’s “Goal Setting with

Employees”

Instructions: Read the article on goal setting with employees. The effects,
characteristics, and measurement of goals will be discussed. This reading will

webpage above.
 5.3.2 Planning and Goal Setting

 5.3.3 Measuring Goal Setting
 5.3.4 Feedback on Goal Process

o Reading: Legalzoom.com’s “Employee Review and Guide”
Link: Legalzoom.com’s “Employee Review and Guide” (PDF)

Instructions: Read the article on the employee review meeting. Focus on the
concepts on the performance feedback and the review meeting. This reading will

webpage above.
 5.3.5 Identify and Explain Goal Behaviors
Note: This topic is also covered above in subunit 5.3.4.
o Reading: Drake University: Lynn Summer’s “Conducting a Successful Goal-Setting

Discussion: A Manager's Checklist”
Link: Drake University: Lynn Summer’s “Conducting a Successful Goal-Setting

Discussion: A Manager's Checklist”

Instructions: Click on the link above, and scroll down to the article title, listed
under the “Successful Goals Programs” heading. Click on this link to open the
Word document. Read the entire article on goal setting with employees. Focus on
the difference between a competency and a goal.

webpage above.
 5.4 Rewards
 5.4.1 Employee Rewards for Reaching Goals
o Web Media: Society of Human Resource Management: Dale J. Dwyer’s “Designing
Incentives and Rewards”
Link: Society of Human Resource Management: Dale J. Dwyer’s “Designing

Incentives and Rewards” (PowerPoint)

Instructions: Click on the hyperlink titled “Powerpoint” to download the file. The
effects, characteristics, and measurement of goals will be discussed. This reading
will cover subunits 5.4.1-5.4.4.

webpage above.
 5.4.2 Effectiveness of Incentive Depends on: Timing, Contingency and Type of Incentive
 5.4.3 Types of Rewards
 5.4.4 Employee Acceptance
 5.4.5 Operant Conditioning Effect/Reinforcement Schedules

o Reading: Encyclopedia of Management: “Operant Conditioning”
Link: Encyclopedia of Management: “Operant Conditioning” (HTML)

Instructions: Read the entire article. Operant conditioning as it relates to business
is discussed along with reinforcement schedules of reward. Be sure to click Read
More to access the whole article.

webpage above.
 Unit 6: Leadership
Leadership is an important trait in the workplace, as partly evidenced by the myriad

books and seminars available to individuals interested in honing and developing their
leadership skills. Leadership, however, is a complicated trait. Even those with great
leadership abilities may not demonstrate their skills in every situation under the
sun – they often demonstrate their leadership talents in unanticipated interactions with
others. In this unit, we will not only review why and how leadership is important, but
identify the characteristics associated with individuals who tend to be leaders. Daniel
Goleman’s Emotional Intelligence will also be explained. Emotional Intelligence has
become far more important than just productivity.

o list personal characteristics associated with leadership;
o describe task vs. person leadership orientation;
o explain leadership and situation interaction; and
o define emotional intelligence for leaders.
 6.1 Personal Characteristics Associated with Leadership

 6.1.1 Intelligence
o Reading: About.com: Psychology: Kendra Cherry’s “Eight Leadership Theories”
Link: About.com: Psychology: Kendra Cherry’s “Eight Leadership Theories”

(HTML)

Instructions: Read the article in its entirety. An introduction to the Eight
Leadership Theories will be introduced, including Trait and Situational
Leadership Theories.

webpage above.
 6.1.2 Kurt Lewin’s Three Leadership Styles

o Reading: About.com: Psychology: Kendra Cherry’s “Lewin’s Leadership Styles”
Link: About.com: Psychology: Kendra Cherry’s “Lewin’s Leadership Styles”

(HTML)

Instructions: Read the article in its entirety. This article introduces Lewin’s three
leadership styles: authoritarian, participative, and delegative.

webpage above.
 6.1.3 Leadership Competencies

o Reading: Society of Human Resource Management: Courtney Ledford’s “Leadership
Competencies”
Link: Society of Human Resource Management: Courtney Ledford’s “Leadership

Competencies” (HTML)

Instructions: Read the entire article, which discusses leadership and global
executive competencies as well as business trends affecting leadership
competencies. This reading covers subunits 6.1.3- 6.1.5.

webpage above.
 6.1.4 Global Executive Competencies
 6.1.5 Business Trends Affecting Leadership Competencies
 6.2 Task vs. Person Orientation of Leadership

 6.2.1 Task-Oriented Leaders
o Reading: Change Factory: Kevin Dwyer’s “Leadership; Is It Better to Be People or Task
Oriented?”
Link: Change Factory: Kevin Dwyer’s “Leadership; Is It Better to Be People or

Task Oriented?” (HTML)

Instructions: Read the entire article, which covers task oriented vs. people
oriented leaders and which style most employees desire. This reading covers
subunits 6.2.1 and 6.2.2.

webpage above.
 6.2.2 Person-Oriented Leaders
 6.2.3 Managerial Grid Theory

o Reading: Mind Tools: “Blake Mouton Managerial Grid”
Link: Mind Tools: “Blake Mouton Managerial Grid” (HTML)

Instructions: Read the entire article, which covers the five styles of leadership
according to Mouton. This reading covers subunits 6.2.3 and 6.2.4.

webpage above.
 6.2.4 Team Leaders vs. Impoverished Leaders
 6.2.5 Theory X and Theory Y

o Reading: Mind Tools: “Theory X and Theory Y”
Link: Mind Tools: “Theory X and Theory Y” (HTML)

Instructions: Read the entire article. This article defines and compares Theory X
and Y.

webpage above.
o Assessment: ProProfs: “Are you a Theory ‘X’ or Theory ‘Y’ Manager”
Link: ProProfs: “Are you a Theory ‘X’ or Theory ‘Y’ Manager” (HTML)

Instructions: Click on the “Take Quiz” button to begin the assessment. Take this
quiz once you have completed the readings for this subunit. The quiz is both a
learning tool and self-assessment.

webpage above.
 6.3 Leader and Situation Interaction

 6.3.1 Situation Favorability
o Web Media: University of Richmond: Cristina Hoyt’s “Foundations of Leadership
Studies”
Link: University of Richmond: Cristina Hoyt’s “Foundations of Leadership

Studies” (PowerPoint)

Instructions: Scroll down the webpage until you reach Lecture 9. Click on the
hyperlink “lecture 9_contingency.ppt,” and a PowerPoint presentation will open.
This presentation compares and contrasts the Path-Goal Theory, Situational
Theory, and the Contingency Model. This material covers subunits 6.3.1-6.3.4.

webpage above.
 6.3.2 Path-Goal Theory
 6.3.3 Situational Theory
 6.3.4 Contingency Model
 6.3.5 IMPACT Six Leadership Styles

o Reading: Changing Minds: “Six Emotional Leadership Styles”
Link: Changing Minds: “Six Emotional Leadership Styles” (HTML)

Instructions: Read the entire article, which discusses all six leadership styles.

webpage above.
 6.4 Emotional Intelligence for Leaders

 6.4.1 Intrapersonal vs. Interpersonal Skills
o Reading: Connexions: Carol Schultz’s “Emotional Intelligence: An Overlooked Aspect of
Effective Leadership Practices: A Review of the Literature on Desirable Traits,
Behaviors, and Characteristics for Successful Leadership Promoting Transformational
Change”
Link: Connexions: Carol Schultz’s “Emotional Intelligence: An Overlooked

Aspect of Effective Leadership Practices: A Review of the Literature on Desirable
Traits, Behaviors, and Characteristics for Successful Leadership Promoting
Transformational Change” (PDF)

Also available in:
PDF
EPub Format

Instructions: Read the entire article, and also click on the embedded hyperlinks to
access any figures. Subunits 6.4.1-6.4.4 are covered in this reading.

Terms of Use: This work is licensed under a Creative Commens 2.0 Generic License. It is attributed
to Carol Schultz and can be found in its original form here.
 6.4.2 Business Skills
 6.4.3 Leadership Skills
 6.4.4 Decision Making vs. Power: Exertion of Will or Agreed upon Path
 6.4.5 Charismatic Leaders

o Reading: Changing Minds: “Charismatic Leadership”
Link: Changing Minds: “Charismatic Leadership” (HTML)

Instructions: Read the entire article. The pros and cons of charismatic leadership
are discussed.

webpage above.
 Unit 7: Group Behavior and Conflict/Work Teams
Since the workplace typically requires employees to work and interact with people in
group settings, it is important to examine how individuals behave when in groups and
how a group behaves as a whole. Much of this research has grown out of Social
Psychology, a subfield of psychology that explores how societies and groups affect
individuals and vice versa. As with the previous unit, however, you will notice that
certain observations that may hold true in other settings are not applicable to workplace
settings. For example, psychologists tend to view groups as individuals who hold similar
beliefs, share similar ideas, and voluntarily choose to get together to form a group. In the
workplace, this is not necessarily the case. Frequently, the only thing that employees
have in common with one another is their employer. We will take this observation into
consideration as we study the ways in which groups interact with each other and
individuals interact in groups within the workplace. We will also take a look at how
conflicts within groups can cause problems in a workplace setting.

o define the qualities of a group;
o describe the four stages of group cohesion;
o explain conflict and resolutions;
o list the ways to accelerate group development; and
o describe group decision making.
 7.1 Defining a Group

 7.1.1 The Amount of People or an Interaction
o Reading: Wilderdom: James Neil’s “Group Dynamics, Processes, & Development”
Link: Wilderdom: James Neil’s “Group Dynamics, Processes, & Development”

(HTML)

Instructions: Read the webpage in its entirety. Group dynamics, the criterion for
studying groups and, what makes a group are defined. This reading will cover
subunits 7.1.1- 7.1.4.

webpage above.
o Assessment: ProProfs: “Group Dynamics Quiz”
Link: ProProfs: “Group Dynamics Quiz” (HTML)

Instructions: Once you have completed the readings for this subunit, click on the
“Take Quiz” button and complete this ten-question fill in the blank style
assessment.

webpage above.
 7.1.2 Criteria of a Group
 7.1.3 Group Dynamics
 7.1.4 Model of Group Development
 7.1.5 Methods of Studying Groups

o Reading: UNC.EDU: Berkeley’s Rise’s “The Hawthorne Defect: Persistence of a Flawed
Theory”
Link: UNC.EDU: Berkeley’s Rise’s “The Hawthorne Defect: Persistence of a

Flawed Theory” (HTML)

Instructions: Read the article in its entirety to help gain an understanding of the
Hawthorne Effect and its flaws.

webpage above.
 7.2 Accelerating Development of Groups

 7.2.1 Theories of Small Group Development
o Reading: Organizational Behavior: “Section 9.1 Group Dynamics”
Link: Organizational Behavior: “Section 9.1: Group Dynamics” (PDF)

Instructions: Read Section 9.1, which demonstrates how to differentiate between
formal and informal groups and understand the influences behind group
development. Also, note the various models associated with group development,
such as the Punctuated Equilibrium Model, and additional aspects that affect
group dynamics like cohesion, social loafing, and collective efficacy.

Reading this section should take approximately 45 minutes.

Terms of Use: The text was adapted by The Saylor Foundation under a Creative
Commons Attribution-NonCommercial-ShareAlike 3.0 License without
attribution as requested by the work’s original creator or licensee.
 7.2.2 Four Stages
o Reading: The University of Edinburgh: Gerard M. Blair’s “Groups that Work”
Link: The University of Edinburgh: Gerard M. Blair’s “Groups that Work”

(HTML)

Instructions: Read the entire article for a discussion on a group’s talents, skills,
and the role of facilitator. This reading will cover subunits 7.2.2-7.2.5.

webpage above.
 7.2.3 Group Skills
 7.2.4 Group Facilitators
 7.2.5 Individual Roles in a Group
 7.3 Ethics of Team Work

 7.3.1 Group Cohesiveness
o Reading: Connexions: William Frey’s “Ethics of Team Work”
Link: Connexions: William Frey’s “Ethics of Team Work” (PDF)

Also available in:
PDF

Instructions: Read the entire article for a discussion on a values profile, obstacles,
and best practices. This reading will cover subunits 7.3.1-7.3.4.

Terms of Use: This work is licensed under a Creative Commons Attribution 3.0 Unported
License. It is attributed to William Frey and can be found in its original form here.
 7.3.2 Value Profiles for Professional Ethics
Note: This topic is covered in the reading under subunits 7.3.1 and 7.3.5.
 7.3.3 Obstacles to Group Work
 7.3.4 Best Practices
 7.3.5 Debriefing Group Projects/Processes

o Reading: Ensight: Jeremy Wright’s “10 Tips for Running a Rawking Project Debrief”
Link: Ensight: Jeremy Wright’s “10 Tips for Running a Rawking Project Debrief”

Instructions: Read the entire article for a discussion on a values profile, obstacles,
and best practices. This reading also touches on the topics outlined in subunits
7.3.1-7.3.4.

webpage above.
 7.4 Group Decision Making

 7.4.1 Authoritarian Style
o Reading: Buzzle.com: Uttara Manohar’s “Advantages and Disadvantages to Group
Decisions”
Link: Buzzle.com: Uttara Manohar’s “Advantages and Disadvantages to Group

Decisions” (HTML)

Instructions: Read this entire article for a discussion on a values profile, obstacles,
and best practices. This reading will cover subunits 7.3.1-7.3.4.

webpage above.
 7.4.2 Brainstorming
 7.4.3 Voting Based Methods
 7.4.4 Advantages and Disadvantages
 7.5 Group Conflict

 7.5.1 Identifying Conflict
o Reading: Wikibooks: “Managing Groups and Teams/Conflicts”
Link: Wikibooks: “Managing Groups and Teams/Conflicts” (PDF)

Instructions: Read this article, which discusses aspects involved with managing
groups and the conflicts within. Compare the types of conflicts groups can face
(i.e., positive vs. negative), identify the symptoms and appropriate solutions to
conflict, and note how to prevent and resolve conflicts.

Reading this article should take approximately 45 minutes.

Terms of Use: This resource is licensed under a Creative Commons Attribution-
ShareAlike License. It is attributed to Wikibooks, and the original version can be
found here.
 7.5.2 Styles of Conflict Management
 7.5.3 Personal and Group Skills

o Reading: The University of Maine: Ronald Beard’s “Working with Group Conflict”
Link: The University of Maine: Ronald Beard’s “Working with Group Conflict”
(HTML)

Instructions: Read the whole article for a discussion on personal and group skills
for addressing conflict as well as the roles of a facilitator. This reading covers
topics in subunits 7.5.3-7.5.5. This topic is also touched on in the reading in
subunit 7.5.5.

webpage above.
 7.5.4 Process for Finding Solutions
 7.5.5 Roles of a Facilitator
Note: This topic is also covered in the reading under subunit 7.5.3.
o Reading: Work911: “The Role of the Facilitator - Understanding What Facilitators
Really DO!”
Link: Work911: “The Role of the Facilitator - Understanding What Facilitators

Really DO!” (HTML)
Instructions: Read the whole article for a discussion on personal and group skills
for addressing conflict as well as the roles of a facilitator. The material in this
reading will cover subunits 7.5.3-7.5.5.

webpage above.
o Assessment: The Consulting Team: Marilyn Manning’s “Facilitator Competency Quiz”
Link: The Consulting Team: Marilyn Manning’s “Facilitator Competency Quiz”

(HTML)

Instructions: Once you have completed the reading for this subunit, take this quiz,
which addresses the competencies of a facilitator and self-assessment.

webpage above.
 Unit 8: Work-Family Balance
The final unit on the course will examine how workers and employers are both managing
work-family balance in an effort to keep health costs down and productivity up. The
current statistics show that there is more of a focus on work-family balance than there
ever has been in the workplace. Work schedules are changing and becoming more and
more flexible. Part of finding the balance for employees is taking a look at human factors
and ergonomics and how these affect satisfaction, commitment, and the bottom line.

o compare and contrast how work-life balance has changed from the past;
o explain work schedules, flexible hours, and the impact on workers and productivity;
o define environmental psychology; and
o explain ergonomics and the impact on human factors.
 8.1 Work-Life Balance in USA

 8.1.1 Current Statistics
o Reading: Society for Human Resource Management: Kathy Gurchiek’s “Survey:
Work/Life Balance Off-Kilter in US”
Link: Society for Human Resource Management: Kathy Gurchiek’s “Survey:

Work/Life Balance Off-Kilter in US” (HTML)

Instructions: Read this entire article, which provides the current research and
statistics on how the average American is performing in the work life balance
area.

webpage above.
 8.1.2 Weeks per Year Working in US vs. Other Countries

o Reading: EzineArticles: Roger Chestnut’s “Typical Work Weeks around the World”
Link: EzineArticles: Roger Chestnut’s “Typical Work Weeks around the World”
(HTML)

Instructions: Read the article in its entirety for a discussion of typical work weeks
around the world. This material covers topics in subunits 8.1.2 and 8.1.3.

webpage above.
 8.1.3 Nominal Hours
 8.1.4 Rest Breaks and Manual Labor

o Reading: Employee Issues: “Work Breaks and Meals”
Link: Employee Issues: “Work Breaks and Meals” (HTML)

Instructions: Read the entire webpage for a discussion of Federal and State Laws
on the topic of Breaks and Meals.

webpage above.
 8.1.5 Compressed Work Weeks: Common Schedules

o Reading: The Society for Human Resource Management’s “Work-life Interference:
Expanding our Measurement Conceptualization and Improving our Measurement”
Link: The Society for Human Resource Management’s “Work-life Interference:

Expanding our Measurement Conceptualization and Improving our
Measurement” (PDF)

Instructions: Review the executive summary and key finding, then click the "read
the full report" link at the bottom of the page; read the entire PDF document.

webpage above.
 8.1.6 The Effect of Compressed Weeks on Workers vs. The Effect of Compressed Weeks on
Employers
Note: This topic is also covered in the reading for subunit 8.1.5.
o Reading: Business Management Suite 101: Deborah Hildebrand’s “Flexible Work

Schedules”
Link: Business Management Suite 101: Deborah Hildebrand’s “Flexible Work

Schedules” (HTML)

Instructions: Read the entire article.

webpage above.
 8.1.7 Flexible Work Hours and Shift Work
 8.1.8 Job Sharing and Work at Home

o Reading: Mission Job Share: Laurie Cremona and Elaine Miller’s “Job Share Resource
Guide”
Link: Mission Job Share: Laurie Cremona and Elaine Miller’s “Job Share
Resource Guide” (HTML)

Instructions: Read the entire article, which provides both employee and employer
with guidelines for using job sharing in the workplace.

webpage above.
 8.2 Work Environment

 8.2.1 Environmental Psychology
o Reading: University of Canberra: James Neil’s “Environmental Psychology”
Link: University of Canberra: James Neil’s “Environmental Psychology” (Adobe

Flash)

Also available in:
PDF (Slides Handout)

Instructions: Review slides 1-22 only of this PowerPoint presentation. This
presentation provides a definition of Environmental Psychology, as well as
environmental stressors, risks, and designs within a company. This media covers
the material in subunits 8.2.1-8.2.5

webpage above.
 8.2.2 Environmental Stressors
 8.2.3 Environmental Risks
 8.2.4 Environmental Design
 8.2.5 Herzberg’s Hygienic Factors

o Reading: NETMBA: “Herzberg's Motivation-Hygiene Theory (Two Factor Theory)”
Link: NETMBA: “Herzberg's Motivation-Hygiene Theory (Two Factor Theory)”

(HTML)

Instructions: Read the entire webpage, which addresses factors affecting job
attitude and the implications this has on management.

webpage above.
 8.3 Human Factors
 8.3.1 Cognitive Design Engineering
o Web Media: Science Supercourse: Raja Parasurman’s “Introduction to Human Factors
and Cognitive Engineering”
Link: Science Supercourse: Raja Parasurman’s “Introduction to Human Factors

and Cognitive Engineering” (HTML)
Instructions: Read all 38 slides of this PowerPoint presentation, which will define
cognitive engineering, product design, and human factors. This media
presentation covers topics in subunits 8.3.1-8.3.4.

webpage above.
 8.3.2 The Effect of Computer Use on Workers
 8.3.3 Product Design
 8.3.4 Role of People vs. Role of Machines
 8.3.5 Goals of Ergonomics

o Reading: Absolute Astronomy: “Ergonomics”
Link: Absolute Astronomy: “Ergonomics” (PDF)
Instructions: Read this entire article on the history and etymology of ergonomics,
as well as its applications. This reading covers the topics in subunits 8.3.5-8.3.7.

Terms of Use: The material linked above is licensed under the GNU Free Documentation License.
The original version can be found here.
o Assessment: ErgoWorks Consulting: “Office Ergonomic Quiz”
Link: ErgoWorks Consulting: “Office Ergonomic Quiz” (HTML)
Instructions: Take this quiz. You may also fill out the information and click on the
submit quiz button at bottom left of page to get your results.

webpage above.
 8.3.6 History and Etymology
 8.3.7 Applications of Ergonomics in the Workplace
 Unit 9: Final Exam

o Final Exam: The Saylor Foundation’s “PSYCH304 Final Exam”
Link: The Saylor Foundation’s “PSYCH304 Final Exam”
Textbooks:
Muchinsky, P. M., (1997). Psychology applied to work. 5th Edition. Pacific Grove, Cal.:
Brooks/Cole Publishing Company.

Additional Readings:
There will be several additional readings put on reserve in Law 302 over the course of the term.
These are generally short articles that address current topics of concern in
Industrial/Organizational Psychology or current research interests in industry.
Class DiscussionTopic/Activity
Schedule
Feb. 03History of I/O (pp. 3-24)
Feb. 04Research Methods in I/O (pp. 25-57)
Feb. 05Criteria: Standards for decision making (pp. 61-90)
Feb. 06Predictors: Psychological Assessments (pp. 91-132)
Feb. 07Personnel Decisions (pp. 133-173)
Feb. 10 (Exam 1: Chapters 1-5, and the additional readings)
Feb. 11 Training and development (pp. 174-211)
Feb. 12 Performance Appraisal (pp. 212-241)
Feb. 13 Organizations and work teams (pp. 245-272)
Feb. 14 Organizational behavior (pp. 273-289)
Feb. 17 Stress and well-being at work (pp. 299-325)
Feb. 19 Work Motivation (pp. 326-354)
Feb. 20 Leadership (pp. 355-384)
Feb. 21 Job design and organizational development (pp. 387-419)
Feb. 24 Union/Management relations (pp. 420-447)
Feb. 25 Ergonomics and work conditions (pp. 448-483)
The changing nature of work (pp. 484-495)
Goals of the course: One goal of this course is to become familiar with Industrial/Organizational
Psychology (I/O Psychology). Most definitions of I/O Psychology will represent this subarea of
psychology as an applied science. An applied science takes the principles of human behavior
identified by basic research and applies them to specific "real-life" situations. In the case of I/O
Psychology the "real-life" situation is the workplace.
I/O Psychology has a research component and a technical component. The text covers the
fundamental theories and the research that supports these theories. We will come to understand
the research and its implications for productivity through lectures and class discussions. Lectures
will cover some of the more difficult concepts from the text or the additional readings, while
discussion will focus on extending these concepts to our own experiences in the work world.
I/O Psychology is also a technical field. Therefore, a course in this area of psychology should
also contain a technical component where principles developed from basic research are used to
assess actual work behavior. This technical application of the principles of I/O Psychology will
be accomplished by running an Assessment Center. We will spend approximately one week
becoming familiar with a real assessment center and practicing different roles. We will actually
begin the assessment center during the second week of the term. I will have more to say about
the Assessment Center later in the syllabus.
A second goal of this course is to understand the social forces that have shaped the development
of I/O Psychology. We will examine in depth the Civil Rights Movement, the Civil Rights Act of
1964, and the impact of Title VII on psychology, industry, and you.
Reading assignments: Class discussion/lecture will be based upon the readings listed for each
day and will extend the material, not simply going over the same material presented in the book.
Classes will require a high degree of participation. Therefore, it is critical that you complete the
reading before class so that you will understand the material presented in class and can
contribute to the discussion.
Discussion Questions: Part of your course grade will be based upon discussion questions that
you turn in everyday. This assignment serves several goals:

It will encourage you to read actively rather than passively.
 It will help you integrate the concepts of I/O with the concepts you have mastered
from other courses you have completed at Cornell.
 It will enable you to extend the information discussed in the readings to your own
work experience
 It will provide you with at least two question you can ask each day during class
discussion.
Each day you will turn in two questions based upon the readings from the night before. These
questions should be turned in before class starts each day. The questions should reflect on the
important concepts of the readings and be able to foster class discussion.
This course will introduce you to the major concepts of and debates surrounding industrial and
organizational psychology. Industrial and organizational psychology is the application of
psychological research and theory to human interaction (both with other humans and with human
factors, or machines and computers) in the workplace. The phrase “industrial and organizational
psychology” (sometimes referred to as “I/O”) may be somewhat misleading, as the field deals
less with actual organizations and/or industries and more with the people in these areas. As
mentioned above, “I/O” is an applied psychological science, which means that it takes research
findings and theories that may have originally been used to explain a general phenomenon of
human behavior and applies them to human behavior in a specific setting (here, the workplace).
Consider, for example, the fact that many jobs require applicants to take a personality test.
Psychologists originally developed this test to detect and diagnose abnormal personalities; they
are now frequently used to determine whether a given applicant will be a good “fit” for a
position or the dynamic of a company’s staff. In this case, we are applying traditional
psychology research to the workplace. Or consider the traditional job interview. Everything from
the interaction between interviewer and interviewee to the nature of the Q&A can be examined
from a psychological standpoint. While these quick examples pertain to only one area of human
workplace interaction (the employee selection area), there are a number of additional areas that
we will learn about in this course. We will begin by taking a look at how we evaluate jobs and
candidates for jobs (employees) before exploring how we evaluate and motivate employees,
noting what encourages versus discourages employee job commitment. We will then study
leadership and group influences in the workplace and conclude with units on working conditions
and humans factors. In addition, performance management and work teams will be discussed.
Leadership interaction and the leadership theories are also covered. Note: Because this is an
applied psychological science, you should have a strong background in theory and have taken an
Introduction to Psychology course prior to taking this course.
Learning Outcomes
Upon successful completion of this course, the student will be able to:
 perform a thorough and systematic competency model (job analysis);

 develop and validate a job specific selection design;
 design, develop, and evaluate a job specific training program;
 define a performance appraisal process and form;
 identify research methods for conducting experiments;
 explain organizational recruitment, selection, and retainment;
 evaluate the work performance of employees;
 describe the motivating factors of employees;
 identify teamwork problems and issues;
 compare and contrast models of motivation and leadership;
 explain organizational issues including: teams, attitudes, and occupational health; and
 define work-life balance and its impact on organizations and employees.
Course Requirements
In order to take this course, you must:
√ have access to a computer;
√ have continuous broadband internet access;
√ have the ability/permission to install plug-ins or software (e.g. Adobe Reader or Flash);
√ have the ability to download and save files and documents to a computer;
√ have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.);
√ be competent in the English language;
√ have read the Saylor Student Handbook; and
√ have completed all courses listed in the Core Program of the Psychology Major
(PSYCH101 through PSYCH206).
Course Information
Welcome to PSYCH304! Below, please find general information on the course and its
requirements.
Course Designer: Dr. Boyd
Primary Resources: This course is composed of a range of different free, online materials.

However, the course makes primary use of the following materials:
 Human Resource Guide: “Job Analysis Overview”

 Human Resource Guide: U.S. Department of Labor Employment and Training Administration’s
“Chapter 6: Administering Assessment Instruments”
 North Archer: “The Benefits of Performance Appraisal”
Requirements for Completion: In order to complete this course, you will need to work through
each unit and all of its assigned materials. Pay special attention to Units 1 and 2, as these lay the
groundwork for understanding the more advanced, exploratory material presented in the latter
units. You will also need to complete:
According to the United States Bureau of Labor Statistics (American Time Use Survey, 2009),
the average American will spend over 104,000 hours performing work-related activities by the
time they reach the age of 65. Over the course of an average lifetime, that amounts to over
15% of our entire lives and almost 25% of our waking hours spent at work!
Clearly, work holds an important role in the daily lives of people everywhere and represents a
unique domain of psychological experience. Psychology 255: Industrial & Organizational
Psychology is designed to introduce you to major areas relevant to the behavior of people at
work from the time they enter the labor force until retirement. This course focuses both on
understanding the psychological bases of work behavior and on the organizational practices
used to create a good fit between people’s characteristics and work’s demands. During this
course, we will cover a number of topics including personnel selection, placement, training, work
motivation, job satisfaction, leadership, teamwork, and work-family balance.
Course Goals
The field of Industrial & Organizational Psychology is a unique discipline that blends rigorous
research methodologies and practical applications towards one basic focus:
“How do the emotions, behaviors, thoughts, and motivations of individuals at work contribute to
their overall performance and quality of life as well as the effectiveness and efficiency of the
organizations they work for?”
Perceptions about work are an undeniable part of our cultural fabric, and treatments, opinions,
and insights into this fundamental question are rife in popular literature, media, and
entertainment. However, many of these depictions are not scientifically justified or misinterpret
basic findings from the field of I/O psychology. To this end, I have two goals for this course:
1. I want to introduce you to the concepts, methodologies, and relevant findings that
describe the manner by which I/O psychologists approach the psychological
experiences of individuals in organizations. We will accomplish this by covering a
broad range of topics that I/O psychology has traditionally researched and what we know
about those areas as they pertain to both individuals at work and organizations.
2. I want to improve your capability to think about organizations and employees
scientifically and critically. We will accomplish this by applying principles of I/O
psychology to learning activities and participating in discussions designed to provide you
with the opportunity to try out concepts covered in this course.
Course Objectives and Example Learning Objectives
 You will learn about the major content areas and foundational components of
Industrial/Organizational Psychology
a. Given a term or question about a concept area, empirical finding, or methodological
application/technique relevant to the study of I/O psychology, such as “Which of the following
describes a task-oriented approach to conducting a job analysis?” you will be able to choose
the most accurate definition or factual statement.
b. Given the name of any I/O-related theory we study, you will be able to identify the major
elements of the theory, compare and contrast the theory with competing theories, and choose
a practical application of the theory
 You will learn how to critically evaluate and apply scientifically supported solutions to an
original problem relevant to Industrial/Organizational Psychology.
a. Given an empirical article pertaining to I/O psychology, you will be able to translate those
findings into a practical application that directly addresses a specific, work-relevant problem
or area of interest
Course Information: Online Nature of the Course
Overview
This course will be held entirely online through the ANGEL class system at MSU. There will be
no classes or tests at any physical location on campus. All lectures will be available through the
course web page posted on ANGEL and all graded work will be submitted through the systems
that exist on ANGEL (i.e., drop box, discussion forums, etc.). Each assignment will tell you the
ANGEL method it uses for submission.
Since this course is completely online, you will need to make sure that you have consistent
access to the Internet throughout the duration of the course. Additionally, a high speed
Internet connection is required for this course; this is especially important for quizzes and the
final exam because these assessments are timed. High-speed connections will minimize the
loading times between test questions and therefore maximize the amount of time you have to
actually answer the questions. In addition, the lecture materials using PowerPoint slides and
voice will be very slow on dial-up connections.

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Course Description

Professionals with a background in Industrial and Organizational Psychology work in a variety

Course goals and learning objectives

 understand the origins of I-O Psychology and what I-O Psychologists do

Graded Course Activities

2) Midterm examinations (20% of the grade, 200 points)

3) Project Work (30% of the grade, 300 points)

(a) Conduct a diagnosis of an HR organization. Understand their current practices and

4) Final examination (20% of the grade, 200 points)

Make-up Exam Policy

6 July 25th Chapter 13: Leadership

Submit Project Proposal

August Review Chapters 1, 2, 3, 4,

Project Work Guidelines

Here's a recommended structure:

Course Syllabus for "PSYCH304: Industrial/Organizational

organizational psychology. Industrial and organizational psychology is the application of psychological

 perform a thorough and systematic competency model (job analysis);

In order to take this course, you must:

√ have access to a computer;

√ have continuous broadband internet access;

√ have the ability/permission to install plug-ins or software (e.g. Adobe Reader or Flash);

√ be competent in the English language;

√ have read the Saylor Student Handbook; and

Course Designer: Dr. Boyd

 Human Resource Guide: “Job Analysis Overview”

 Unit 1: An Introduction to Industrial/Organizational Psychology

Industrial and Organizational Psychology studies the psychology of people in the

Unit 1 Time Advisory

This unit should take you 10 hours to complete.

☐ Subunit 1.3.6: 2.5 hours

Unit1 Learning Outcomes

o describe human factors and the impact on the organization;

o list a short time-line of I/O Psychology;

o list and describe the basic components of research; and

o explain the APA’s major ethical guidelines of psychologists.

 1.1 The Major Fields of I/O Psychology

Link: Society of Human Resource Management: P.A. Meglitch’s “Essentials of

 1.1.2 Organizational and Workplace Functioning

 1.1.3 Training and Development

Note: This topic is covered in the reading under subunit 1.1.2.

 1.1.4 Organizational Culture

Note: This topic is covered in the reading under subunit 1.1.2.

 1.1.5 Human Factors and Ergonomics

Link: Safety and Forensic Engineering Journal: Gary Hutter’s “Human

 1.1.6 Extra: The Employment of I/O Psychologists

Link: Society for Industrial and Organizational Psychology: Karen E. May’s

 1.2 A Brief History of I/O Psychology

Link: YouTube: University of Houston’s “What is I/O Psychology?” (YouTube)

 1.2.1 Pioneers in I/O Psychology

Link: Middle Tennessee State University: Professor Patrick McCarthy’s “Brief

 1.2.2 WWI and Army Selection Tests

 1.2.3 The Civil Rights Movement and Changing Worker Issues

Note: This topic is covered in the reading under subunit 1.2.2.

 1.2.4 The Hawthorne Studies

Link: Accel Team Development: “Human Relations Contributors” (HTML)

 1.3 Research in I/O Psychology

Link: Camosun College: Professor R.G. Tonks’ “Topic 2 Research Methods in

o Assessment: About.Com: “Psychology Research Methods Quiz”