Practical Applications in I/O Psychology
APPL 655.185 (3 credit hours) Spring 2018
Instructor: Tom Mitchell, Ph.D. (410) 837-5348
Home Page: http://home.ubalt.edu/tmitch
Office / hrs: LC 411 Mon / Wed 12:30 - 1:30 PM
Class: Wednesdays 8:15 PM - 10:45 PM Room BC 321
|Schedule of Activities, Project due dates: (before class)|
|Class:||Wednesdays 8:15 PM -10:45m PM|
|2||Feb||7||JA Project Disc /vendor eval|
|3||Feb||14||PA Project Discussion||Organize||Organize|
|4||Feb||21||OB Project Discussion||Reports||Organize|
|5||Feb||28||SEL Project Discussion|
|6||Mar||7||Present JA Projects||Present||SPSS structure||SPSS structure|
|7||Mar||14||PA & OBl Progress|
|9||Apr||4||SEL Project Progress||SPSS Structure|
|10||Apr||11||Present OB Projects||Present|
|11||Apr||18||Present PA Projects||Present|
|12||Apr||25||Present PA Projects||Reports|
|14||May||9||Present SEL Projects||Present|
|15||May||15||Present SEL Projects||Present|
Course Materials and resources:Links to relevant sources:
An opportunity to practice real-world application of the competencies acquired in the degree program. Students propose solutions to simulated or actual challenges faced by organizations and demonstrate their ability to integrate and apply broad knowledge of personnel and organizational psychology. Prerequisites: APPL 632, 642, 645 and 651. This course is open only to the following majors: Applied Psychology or Certificate in Professional Counseling Studies. Other majors may take this course with departmental permission only.II. Objectives of course and Student learning Outcomes (SLOs):
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:
Enable students to gain experience in applying knowledge they have acquired to solving real-world problems in human resources
Challenge each student to integrate knowledge from personnel and organizational psychology
Help the student to learn how to bridge the gap between theory and practical application.
Enable the student to gain experience in working with teams to solve problems.
Enable students to learn how to know what they don't know that they know (Berra, Y., 1989)
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 Google Docs or Saikai platform.
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. Each group will select a Project Team Facilitator (PTF) who will be responsible for coordinating 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 Facilitator (PTF) will submit to the Sakai assignement folder the written Project Report to management. 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.
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:
- 20 JA Team ReportOne Project Report (each Team Leader) includes SPSS structure
- 60 PA, SEL, and OB Team reports (20% each report)
- 20 Participation (subjective rating by instructor for quality of class and project participation)
- 100 Percent
|Rating scale for all assessments:
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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