University of Baltimore Division of Applied Behavioral Sciences

Practical Applications in I/O Psychology
APPL 655

          Class:   Tuesdays 5:30 -  8:00 PM in AC 222

  Sakai (webboard for class)

Team Assignments
  3 Teams 3 Teams 2 Teams 2 Teams
Team Ldr for project: Consultant* JA PA SEL OB
PA 1 FCPS Bohns, Rachael 1 1 1 3
OB 3 AAC Burkert, Margaret 1 3 3 3
SEL 1 FCPS Duerson, Tanisha 1 5 1 1
PA 3 AAC Lhotsky, Leah 3 3 3 1
OB 1 FCPS Mikush, Kaitlyn 3 1 1 1
SEL 3 AAC Pillion, Hanna 5 5 3 3
PA 5 SAC Tyler, Shaneka 5 5 1 3
 Schedule of Activities, Project due dates: (before midnight)  
Class: Wednesdays 5:30 to 8:00 PM AC 222      
Session # Month Day  Activity JA PA SEL OB
1 Jan 31 Discuss syllabus        
2 Feb 7 JA discussion/vendor eval Organize      
3 Feb 14 PA project discussion   Organize    
4 Feb 21 SEL project discussion     Organize  
5 Feb 28 OB project discussion Reports*     Organize
6 Mar 6 Present JA reports Present SPSS structure    
 7 Mar 13 Discuss PA progress        
  Mar  20 Spring Break        
8 Mar 27 Discuss SEL progress   Reports* SPSS structure  
9 Apr 3 Present PA reports    Present    
10 Apr 10 Winter School (WOP)   Present project   SPSS structure
11 Apr 17 Discuss OB progress     Reports*  
12 Apr 24 Present SEL / PA orals      Present  
13 May 1 SEL orals       Reports*
14 May  8 Present OB /OB orals        Present
15 May 15  Wrap up        
* team member task assignments due with report      
Note: Draft report is optional: must be submitted one week prior to report due date (for feedback)

Course Materials and resources:

Links to relevant sources: Professional Journals:
I. Descriptive Information
           Catalog description:
The purpose of this course is to enable students to practice real-world applications of competencies acquired in the program. Students will respond to simulated, real-world human resources problems to demonstrate their ability to integrate and apply their knowledge of personnel and organizational psychology. 
II. Objectives of course:

General Objective:  Provide the student with opportunities to apply the theory and practices of I/O psychology in a workplace setting. 

    Specific Objectives are to:

    Competencies to be Demonstrated by each student: III. Class format:
Students will act as I/O consultants to solve simulated real-world contemporary problems typically encountered in an organization. The instructor will act in a management role to pose problems that require students to utilize the competences they have learned in previous coursework. A simulated, virtual organization will provide the environment for this dynamic interaction. Students will work in teams to diagnosis problems, generate solutions, and implement them. The Instructor will respond and react to proposed solutions and implementations, providing simulated feedback with criticism, recommendations, and outcome of implementations.  Both face-to-face (synchronous) and computer assisted (asynchronous) modes of communication will be used. Class discussions will be used to discuss ongoing projects and to critically evaluate the effectiveness of the organizational interventions.

Each student will work as a team member on four assigned projects. To accomplish the objectives for a project, each team member will utilize a set of  previously developed I/O specialist competencies. In-class meetings will be held to discuss the progress of the on-going projects. Project teams will also meet in both face-to-face discussions outside of class and also in asynchronous meetings using the  

Students will serve as junior I/O consultants to management at Applied Psychology Consultants, Inc. (APC), a virtual national company specializing in providing I/O consulting services to private and public sector organizations. Because of the recent success of its I/O consulting services, APC Inc. management has hired a full staff of junior consultants from the University of Baltimore's Applied Psychology MS program and begun to market its services to a wide range of new clients. Projects  involve a broad range of I/O applications including job analysis, performance management (performance appraisal, motivating employees), job design, selection and placement, organizational development and many others.

Each project will be initially defined by management and assigned to a project team consisting of from two to five I/O consultants. An appointed Project Team Leader (PTL) will be responsible for managing the project to insure that the goals and objectives are accomplish and that the project is completed on schedule. Since consultants will serve on projects for different clients, it will be necessary for teams to communicate and share relevant client information as projects progress. Each project team (PT) will:

The Project Team Leader (PTL) will submit a written Project Report (by its PTL) to management documenting the project  and indicating each team member's contributions to the project. Projects will proceed simultaneously throughout the semester and progress in a dynamic manner, simulating real world applications. With the exception of the Job Analysis project the Project Team will collect data (simulated data from instructor) and obtain other information relevant to the project. In some instances, the instructor will provide information from management relevant to the projects.

IV. Texts recommended:
  1.  Northouse, P. G. (2006) Leadership: Theory and Practice. 5th ed. Pub: Sage ISBN 978-1-4129-7488-2 paperback
  2.  Landy, F., & Conte, J. M. (2010). Work in the 21st Century: An Introduction to Industrial and Organizational Psychology. 3rd edition Blackwell Publishing ISBN- 978-1-4051-9025-1
  3.  Cascio, W. F., & Aguinis, H. (2011). Applied Psychology in Human Resource Management (7th Ed.). Prentice Hall.
     ISBN: 13: 978-0-13-609095-3
  4. Latham, G. P. (2007). Work Motivation: History, Theory, Research, and Practice. Sage: CA. ISBN: 0-7619-2017-X 

V. Assessment:
The student will be evaluated on how well he or she was able to demonstrate the application of theory and practice in  accomplishing the project objectives. 

Scoring % weights:     Activity:

Rating scale for all assessments: 
  • 0-6   = Little or no contribution
  • 7       = below expectations
  • 8       =   met expectations;  exceeded expectations; 
  • 9-10 = exceeded expectations 
  • 10     = absolute top 

Grade description:
  •  F    no significant work; 
  • C    below expectations; 
  • B    met expectations
  • B+  exceeded expectations; 
  • A    superior 

 Requirements for Data Analyses Reports:

  • JA:  Organize projects 
    Assignment: decide online (Sakai) how you will conduct the team effort.
    1. Leadership strategy (choose a leader/facilitator to ensure deadlines are met, member assignments are met)
    2. Assign tasks to each team member
    3. Assign report writing tasks
    4. Decide roles for Ppoint development and presentation
    5. Decide how team members will serve as SMEs 
  • JA requirements:
  1. Conduct the job analysis for the purposes of developing a performance appraisal and selection procedure:
  2. Determine the best method to use for the client's job (i.e, worker, work oriented, or hybrid)
  3. Include a task (dimension) and KSAO matrix
  4. Ensure that it complies with legal requirements
  •  PA:  ** All issues  and tasks below Must be discussed / addressed in Report **
    1. Role of PA in Performance management 
    2. Alignment of competencies -> behaviors -> results -> org objectives ->mission 
    3. Conflicting Dual purposes of PA (administration and development)
    4. Focus on behavior and/or results
    5. Measurement issues: objective v. subjective, rating freq or evaluations, 
    6. Perceived fairness (procedural & distributive justice)
    7. Role of feedback in performance management  
    8. Aggregating (items, dimensions, overall), weighting
    9. Multi-rater issues
    10.  Explain reasons for choice of demographic (employee attributes)
    11. Explain reasons for choice of Organizational groups (jobs, depts, geo, etc.)
    12. Explain use of Criteria: subjective and objective (reliability/validity)
    13. Construct SPSS data structure (var names, var labels, value labels)
    14.  Conduct Data analysis for PA projects
    15. Submit report / prepare for oral exam
  •  SEL: Discuss projects:  ** All issues below Must be discussed / addressed in Report **

    1. Criterion reliability (over time/ interrater)
    2. Attenuation in predictor/criterion
    3.  Why you chose criteria: behavioral/performance results / archival data /
    4.  Why you chose predictors: (Predictor types:  Biodata, Work samples CAT, personality inventories, interviews.
          SJT, Assessment Centers (explain your reasoning for selecting/not selecting each one)
    5. Modes of testing (explain possible alternatives)
    6. Explain how you handled project issues of buy-in with mgt and incumbents.
    7.  Explain Interrater reliability, agreement results (include literature/theory)
    8. Criterion reliability, corrections for unreliability
    9. Placement of predictors (for temporal order for effectiveness, i.e. incremental validity; and cost factors
    10. Why Demographics were chose: (purpose of grouping variables in analysis (theoretical import):
            gender/race/job class /region etc.
    11. Explain potential adverse impact issues and how you address them in intro/method/results.
    12. Explain decision to aggregate across raters at item or dimension level
    13. Submit report and prepare for oral exam.

  • OB:  ** All issues below Must be discussed / addressed in Report **
  1. Report structure: Exec summary / intro / method & procedure / results / discussion (recommendations) Appendices
  2. Data analysis for OB projects: 
  3. Why and how you computed variables
  4. Describe variable types: Categorical and linear variables
  5. Explain dimensions for JSS / how / why items are summated
  6. Explain why you are adding items specific to an issue
  7. Analysis: Anova: group v repeated measures.
  8. Explain issue: Common method variance 
  9. Compute JSS facets and total, compare to norms (using appropriate statistic)
  10. Explain Drilling down procedure / deciding on number needed in categories
  11. Anonymity v. confidentiality (explain why you chose one or the other)
  12. Data analysis: Anova: group v repeated measures 
  13. Data analysis procedures for Survey studies 
  14. Reporting results: Presenting to management (oral exam question)
  15. Reporting results: Presenting to employees (oral exam question)



    Readings in Organizational Psychology  (J. LeBreton, E. Tenn State)

Bass, B. M. (1997) Does the transactional-transformational Leadership paradigm transcend organizational and national boundaries? American Psychologist, 52, 130-139.

House, R. J. & Aditya, R. N. (1997). The social scientific study of leadership: Quo Vadis? Journal of Management, v. 23, 409-473

Markham, S. E. (1988). Pay for performance, a dilemma revisited: Empirical example of the importance of group effects. J. of Applied Psychology, 73, 172-180.

Ostroff, C. (1992). The relationship between satisfaction, attitudes, and performance; An organizational Level of Analysis. J. of Applied Psychology. 77, 963-974

Ryan, R.M., Deci, E. L.  (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Shore, L. B. & Wayne, S. J. (1993). Commitment and employee behavior: Comparison of affective commitment and continuance commitment with perceived organizational support. J. of Applied Psychology, 78, 774-780

Welsh, D. H. B., Luthans, F., & Sommer, S. M. (1993). Managing Russian factory workers: The impact of U.S. -based behavioral and participative Techniques. Academy of Management Journal, 36, no. 1, 58-79.

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