INSTRUCTOR
Dr. Jeff Vancouver, Associate Professor
223 Porter Hall, 593-1071, vancouve@ohio.edu, http://www.psych.ohiou.edu/people/faculty/vancouver
Office Hours: MW 3-4 p.m. or by appointment
COURSE OBJECTIVES
This course is designed to introduce both the new Organizational Ph.D. candidates and other interested students to theories, research and applications in industrial and organizational psychology. We will examine the fundamental concepts that define the science and practice of I/O Psychology, and discuss their relationship with fundamental concepts in psychology and other disciplines. After the course, the student should have a critical understanding of the field of I/O Psychology. This includes:
TEXT
Muchinsky, Paul M. (2003). Psychology Applied to Work (7th ed.). Belmont, CA: Wadsworth
Additional readings assigned (see Calendar of Assignment) will be made available by the instructor.
COURSE FORMAT AND ASSIGNMENTS
Format. This course consists primarily of lecture and class discussion. Students are expect to have read the assigned readings for that day (see Calendar). Please bring a list of questions and comments self-generated from the readings to facilitate discussion, your learning, and your participation grade. Making connections between ideas from previous readings or lectures (from this class or others) is especially appreciated.
Class project. The class with conduct a predictive validity study during the term. The research question is what predicts success for academic I/O psychologists. Archival data will be used. You will review the literature and determine the criteria, predictors, and sample. Modeled off a feature article in TIP, the class should produce a write-up of the study and its findings. This product is worth 10% of your grade.
Term Paper. You have the option of writing 1) a review and critique of the literature, or 2) a research proposal. Whichever you choose it must be on some topic relevant to the course. A research proposal incorporates some literature review, of course, and a review paper may well discuss needed areas of research. However, the objectives of the two kinds of papers differ. A review paper consolidates and integrates what is known at present and provides suggested directions for future work in the area. The focus can be either theoretical, practical, or a combination of both. A research proposal identifies an issue (or issues) and describes viable means of investigating that issue.
You are required to outline your paper before you write the text draft. This outline will be given to both me and a fellow classmate at the beginning of class on or before October 9th. The outline should be about two pages. You will arrange for feedback from both the classmate and me sometime during the week of October 20th. Further, I highly recommend that you discuss your topic with me sometime before the outline is due. I will periodically make suggestions for paper topics during the first half of the course. Take advantage of these suggestions.
The term paper should be about 15-20 pages long (typed, double-spaced). Please
use APA style as documented in the APA Publication Manual (5th ed). This includes
the sections on style as well as formatting. Poor grammar, typos, awkward constructions,
unruly paragraphs, smudgy pages, and the like all detract from the quality of
a paper. Grades will reflect these annoyances. If you are computer-based, spell-
and grammar-checking programs can help.
The term paper is due Wednesday, November 19th by 5:00 p.m.. Late work will be penalized and very late work will not be accepted. The term paper is worth approximately 30% of your grade.
Participation. Participation is a significant part of this class. Participation includes contributions to the discussions of the issues arising in class, the raising of issues via questions about the readings or presentations, and the ratings of contributions by your peers to the class project. Participation will count for approximately 20% of your grade.
Quizzes. Ten quizzes will be given over the term. Each quiz will be at the end of the class period for which it is scheduled (see Calendar) and will cover the material from the previous quiz through the scheduled day of the quiz. The material covered could arise from lectures, readings, and whatever conversations that arise in class that are pertinent to the objectives for the course. Each quiz is worth approximately 4% of your grade.
Policies and Other Points of Interest
• I am a strong proponent of feedback. Tell me what you think of the book, the lectures, the projects, etc. Likewise, I will try to provide specific feedback to each of you regarding progress. Also, feel free to ask me. However, grades are only computed at the end of the term. Any attempt to calculate grades before the term's end, or from any subset of the total points, is a non-binding estimate.
• The Calendar of Assignments is a guideline. Changes may occur throughout the term.
• All actual tests, papers, and other results of assignments will be destroyed after the middle of the following term. Any questions about grades should be addressed before that time.
• Those students who behave in a way deemed disruptive by the instructor may have their class grade reduced, and/or be referred to Student Judiciaries.
• Any student who cheats or plagiarizes may be given a grade of zero for the test/assignment, and/or a grade of "F" for the course, and may also be referred to Student Judiciaries. Cheating includes, but is not limited to: wearing earphones or hats to the test session. Plagiarism involves any attempt to pass off work from another source as your own. This applies to both test and assignments.
• If the student cannot take a test at the scheduled time, s/he must:
• contact the instructor before the test (or leave their name, reason, and telephone number with the secretaries in the psych. dept. office, 235 Porter (614) 593-1707 and
• provide an excuse acceptable to the instructor (e.g., from the physician diagnosing the illness) and
• take the make-up test at a time scheduled by the instructor.
If these conditions are not met, a grade of zero may be given for the missed test. All decisions of the instructor as to the validity of the excuse, as well as on the time, content, format and any penalty associated with any make-up test, are final.
• Late papers or absence from presentations, or lateness to or absence from class will be reflected in the paper and participation grades respectively.
DATE TOPIC QUIZZES
Sept 9 Historical Background and Foreground
Muchinsky, Chap 1
Dunnette, M. D. (1990). Blending the science and practice of industrial and organizational psychology: Where are we and where are we going. In M. D. Dunnette & L. M. Hough (Eds), The Handbook of Industrial/Organizational Psychology (2nd Edition). pp. 1-27.
Macey, B. (2002). The licensing of I-O Psychologists. http://www.siop.org/tip/backissues/TIPJan02/pdf/393_011to015.pdf
Katkowski, D. A. & Medsker, G. J. (2001). SIOP Income and Employment: Income and Employment of SIOP Members in 2000. http://www.siop.org/tip/TipJul01/07salarysurvey.htm
Meyer, H. (2002). A footnote to the 2000 Salary Survey. http://www.siop.org/tip/backissues/TIPJan02/pdf/393_021.pdf
Sept 11 Theory & Research Quiz 1
Muchinsky, Chap. 2
Campbell, J. P. (1990). The role of theory in Industrial and Organizatoinal Psychology. In M. D. Dunnette & L. M. Hough (Eds), The Handbook of Industrial/Organizational Psychology (2nd Edition). Vol 1. pp. 39-74.
Feild, H. S., Childress, G. B., & Bedeian, A . G. (1996). Locating measures used in I/O Psychology: A resource guide. http://www.siop.org/tip/backissues/tipjul96/FEILD.HTM
Sept 16 Criteria & Job Analysis
Muchinsky, Chap. 3
Borman, W. C. (1991). Job behavior, performance, and effectiveness. In M. D. Dunnette & L. M. Hough (Eds), The Handbook of Industrial/Organizational Psychology (2nd Edition). Vol 2. pp. 271-280; 301-326.
Sept 18 Criteria & Job Analysis Quiz 2
Reynolds, R. & Brannick, M. T. (2001). Is Job Analysis Doing the Job? Extending Job Analysis with Cognitive Task Analysis. http://www.siop.org/tip/backissues/TipJul01/13reynolds.htm
Blakeney, R. et al., (2002). Implications of the results of a job analysis of I-O Psychologists. http://www.siop.org/tip/backissues/TIPApr02/pdf/394_029to037.pdf
Sept 23 Predictors
Muchinsky, Chap. 4
Borman, W. C., Hanson, M. A., & Hedge, J. W. (1997). Personnel Selection. Annual Review of Psychology, 48: 299-337.
Murphy, K .R. (1996). Individual differences and behavior in organizations: Much more than g. In K. R. Murphy (Ed.), Individual Differences and Behavior in Organizations (pp. 3- 30). San Francisco: Jossey-Bass.
Reilly, R. R. & Chao, G. T. (1982). Validity and fairness of some alternative employee selection procedures. Personnel Psychology, 35, 1-62.
Neisser, U. et al (1996). Intelligence: Knowns and Unknowns. American Psychologist, 51, 77-101.
Sept 25 Predictors and Class project Quiz 3
Gibby, R. E., et al. (2002). The top I-O Psychology doctoral programs of North American. http://www.siop.org/tip/backissues/TIPApr02/pdf/394_017to025.pdf
Bedeian, A. G. (2002). Caveat Emptor: The Gourman Report. http://www.siop.org/tip/backissues/TIPJan02/pdf/393_032to033.pdf
Sept 30 Personnel Decisions
Muchinsky, Chap. 5.
Dalton, D. R., & Wimbush, J. C. (1996). Integrity testing through an alternative lens: A one act play. http://www.siop.org/tip/backissues/tipapr96/dalton.htm
Oct 2 Personnel Psychology in Larger Perspective Quiz 4
Murphy, K. R., Osten, K., Myers, B. (1995). Modeling the effects of banding in personnel selection. Personnel Psychology, 48, 61-84.
Gutman, A., & Christiansen, N. (1997). Further clarification of the judicial status of banding. http://www.siop.org/tip/backissues/tipjul97/Gutman.html
Kravitz, D. A., et al. (1996). A Review of Psychological and Behavioral Research on Affirmative Action. http://www.siop.org/AfirmAct/siopsaar.html
Sharf, J. C. (2003). University of Michigan's Admissions Challenged by Bush Justice Department. http://www.siop.org/tip/backissues/Apr03/06sharf.htm
Gutman, A. (2003). On the Legal Front: The Administration's Position on Gratz and Grutter: Too Many Inconsistencies. http://www.siop.org/tip/backissues/Apr03/07gutman.htm
Gutman, A. (2003). On the Legal Front: More Excerpts from the Gratz and Grutter Briefs http://www.siop.org/tip/July03/23gutman.htm
Oct 7 Performance Appraisal
Muchinsky, Chap 7
Borman, W. C. (1991). Job behavior, performance, and effectiveness. In M. D. Dunnette & L. M. Hough (Eds), The Handbook of Industrial/Organizational Psychology (2nd Edition). Vol 2. pp. 280-301.
Moon, H., Conlon, D. E., (2002). From acclaim to blame: Evidence of a person sensitivity decision bias. Journal of Applied Psychology, 87, 33-42.
Oct 9 Performance Appraisal Quiz 5
Kerr, S. (1975). On the folly of rewarding A, while hoping for B. Academy of Management Journal, 18: 769-82.
DeNisi, A. S. & Kluger, A. N. (2000). Feedback effectiveness: Can 360-degree appraisals be improved? Academy of Management Executive, 14, 129-139.
van der Zee, K. I., Bakker, A. B., & Bakker, P. (2002). Why are structured interviews so rarely used in personnel selection? Journal of Applied Psychology, 87, 176-184.
Lam, S. S. K., Yik, M. S. M., & Schaubroeck, J. (2002). Responses to formal performance appraisal feedback: The role of negative affectivity. Journal of Applied Psychology, 87, 192-201.
Oct 14 Learning & Training
Muchinsky, Chap 6
Howell, W. C. & Cook, N. J. (1991). Training the human information processor: A review of cognitive models. In I. L. Goldstein and Associates (Eds), Training and Development in Organizations (pp. 121-182). San Francisco: Jossey-Bass.
Towler, A. J. & Dipboye, R. L. (2001). Effects of trainer expressiveness, organization, and trainee goal orientation on training outcomes. Journal of Applied Psychology, 86, 664-673.
Oct 16 Organizations Quiz 6
Muchinsky, Chap 8
Wade-Benzoni, K. A., Okumura, T., Brett, J. M., Moore, D. A., Tenbrunsel, A. E., & Bazerman, M. H. (2002). Cognitions and behavior in asymmetric social dilemmas: A comparison of two cultures. Journal of Applied Psychology, 87, 87-95.
Oct 21 Motivation
Muchinsky, Chap 12
Donovan, J. J. (2002) Work motivation. In N. Anderson, D. S. Ones, H. K. Sinangil, & C. Viswesvaran (Eds.), The Handbook of Industrial, Work & Organizational Psychology (preprint), Sage.
Oct 23 Motivation Quiz 7
Locke, E. A., & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological Science, 1, 240-246.
Van Eerde, W., & Thierry, H. (1996). Vroom's expectancy models and work related criteria: A meta-analysis. Journal of Applied Psychology, 81, 575-586.
Vancouver, J. B., Thompson, C. M., & Williams, A. A. (2001). The changing signs in the relationships between self-efficacy, personal goals and performance. Journal of Applied Psychology, 86, 605-620.
Katzell, R. A., & Thompson, D. E. (1990). Work motivation: Theory and practice. American Psychologist, 45, 144-153.
Oct 28 Job Attitudes and Behaviors
Muchinsky, Chap 10
Harter, J. K., Schmidt, F. L. & Hayes, T. L. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: A meta-analysis. Journal of Applied Psychology, 87, 268-279.
Judge, T. A., Heller, D., & Mount, M. K. (2002). Five-factor model of personality and job satisfaction: A meta-analysis. Journal of Applied Psychology, 87, 530-541.
Kinicki, A. J., McKee,-Ryan, F. M., Schriesheim, C. A., & Carson, K .P. (2002). Assessing the construct validity of the Job Descriptive Index: A review and meta-analysis. Journal of Applied Psychology, 87, 14-32.
Oct 30 Job Attitudes and Behaviors Quiz 8
Salancik, G. R. (1977). Commitment is too easy! Organizational Dynamics. Summer, 62-80.
Herscovitch, L. & Meyer, J. P. (2002). Commitment to organizational change: Extension of a three-component model. Journal of Applied Psychology, 87, 474-487.
George, J. M. & Zhou, J. (2002). Understanding when bad moods foster creativity and good ones don't: The role of context and clarity of feelings. Journal of Applied Psychology, 87, 687-697.
Nov 4 Leadership
Muchinsky, Chap. 13
Turner, N. Barling, J. Epitropaki, O., Butcher, V. Milner, C. (2002). Transformational leadership and moral reasoning. Journal of Applied Psychology, 87, 304-311.
Dionne, S. D., Yammarion, F. J., Atwater, L. E., & James, L. R. (2002). Neutralizing substitutes for leadership theory: Leadership effects and common-source bias. Journal of Applied Psychology, 87, 454-464.
Nov 6 Groups & Teams Quiz 9
Muchinsky, Chap 9
LePine, J. A., Hollenbeck, J. R., Ilgen, D. R., & Hedlund, J. (1997). Effects of individual differences on the performance of hierarchical decision-making teams: Much more than g. Journal of Applied Psychology, 82, 803-811.
Nov 13 Occupational Health
Muchinsky, Chap 11
Edwards, J. R. (1992). A cybernetic theory of stress, coping, and well-being in organizations. Academy of Management Review, 17, 238-274.
Härtel, C. E. J. (1998). Vantage 2000: The consequences and distinctiveness of shiftwork. http://www.siop.org/tip/backissues/TIPApril98/Hartel.htm
Nov 20 Finals week (Wednesday 2:30 p.m.) Quiz 10
Muchinsky, Chap 14
Church A. H. (1999). From both sides now: A look to the future. http://www.siop.org/tip/backissues/TIPApril98/Church.htm