Loyola University Maryland

PY262 Industrial/Organizational Psychology

Spring 2012

INSTRUCTOR: Mr. Thomas W. Murphy, MS, LMHC (FL), CEAP, NCC

Phone: 443.629.3066

Email: twmurphy@loyola.com

CLASS TIMES: Tuesdays and Thursdays 6:00-7:15pm in Maryland Hall 242

OFFICE HOURS: I am happy to meet with students, but since I am only on campus on those teaching days, my office hours will be by appointment. Please call me directly or email me to schedule a meeting.

REQUIRED TEXTS:

Aamodt, Michael G. (2010). Industrial/Organizational Psychology (7th ed). Belmont, CA. Wadsworth Cengage Learning.

SUPPLEMENTAL READINGS: Throughout the course, I may provide you with additional readings or journal articles to supplement the text. I will provide those readings in class or via Moodle.

CLASS F ORMAT: Classes will follow a lecture format in which the instructor will present the basic information of the course content. There will be many opportunities for class discussion, demonstrations, and instructional exercises. It will not be possible for all the assigned reading material to be presented during class time. It is the responsibility of each student to be responsible for all material presented in the readings, even if the information is not explicitly covered during class time.

COMMUNICATION: Please check your Loyola email, Moodle (and our Linked In I O Student group Blog-to be created) regularly for class communications. The best way to reach me is via email (Loyola e-address, which is forwarded immediately to my personal/business e-address). I check the latter multiple times per day. I will respond to you as soon as possible, but at the latest, within 24 hours, unless I am on business travel status, which I will post/relay in class, but NOT change the class schedule.

COURSE DESCRIPTION: Prerequisite: PY101. Application of psychological principles to the work environment. Students attempt to understand and predict human behavior in organizational settings through the scientific study of individual and group processes as well as

organizational structures and functions. Demonstrates the role of applied psychology in the recruitment, selection, performance appraisal, and promotion of applicants and employees.

STUDENT EVALUATION COURSE OUTCOME MEASURES:

Grades will be assigned on the basis of performance areas as follows:

Mid Term Assessment/Exam 20%

Final Exam – Cumulative 30%

Personal Portfolio(*1) 30%

Attendance/Engagement Factor(*2) 20%

*1(The Personal Portfolio will be the term to describe all activities, exercises, and assignments, such as, but not limited to, “Other” Work Hx Analysis, Personal Work Hx Analysis, Resume, Participation in Loyola Career Center Assignments/Personal Survey Interface, Linked In Profile and related activity TBA, etc,).

*2 (A/E Factor will be that category that represents one’s personal attendance level’s, and demonstration of overall effort, 1-1, 1-mini group communication skills, presentation skills, integrating both Loyola Undergraduate , and Psychology Department Educational Aims, and instructor).

SPECIFIC COURSE OBJECTIVES:

Course will be directly aligned with Undergraduate Educational Aims of Loyola University: #1 (a, c) #2 (a-c, e-g) #3 (a & b) #5 (a & b) #8 (a, d)

Course will be directly aligned with Undergraduate Learning Aims for Psychology: Goals 1, 2, 3, 4, & 5

Undergraduate Educational Aims of Loyola University 1. Intellectual Excellence

a. appreciation of and passion for intellectual endeavor and the life of the mind c. excellence in a discipline, including understanding of the relationship between one's discipline and other disciplines; understanding the interconnectedness of all knowledge

2. Critical Understanding: Thinking, Reading, and Analyzing a. the ability to evaluate a claim based on documentation, plausibility, and logical coherence b. the ability to analyze and solve problems using appropriate tools c. the ability to make sound judgments in complex and changing environments

e. the ability to use mathematical concepts and procedures competently and to evaluate claims made in numeric terms f. the ability to find and assess data about a given topic using general repositories of information, both printed and electronic g. the ability to use information technology in research and problem solving, with an appreciation of its advantages and limitations

3. Eloquentia Perfecta a. the ability to use speech and writing effectively, logically, gracefully, persuasively, and responsibly b. critical understanding of and competence in a broad range of communications media

5. Leadership a. an understanding of one’s strengths and capabilities as a leader and the responsibility one has to use leadership strengths for the common good b. a willingness to act as an agent for positive change, informed by a sense of responsibility to the larger community

8. Diversity a. recognition of the inherent value and dignity of each person, and therefore an awareness of, sensitivity toward, and respect for the differences of race, gender, ethnicity, national origin, culture, sexual orientation, religion, age, and disabilities d. awareness of the multiplicity of perspectives that bear on the human experience, and the importance of historical, global and cultural context in determining the way we see the world

Undergraduate Learning Aims for Psychology Goal 1: Mastery of Theory and Content in Psychology:  Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. Goal 2: Research Methods in Psychology:  Students will understand and apply basic research methods in psychology, including research design, data analysis, and report findings. Goal 3: Critical Thinking Skills in Psychology: Students will use critical and creative thinking, skeptical inquiry, and, when possible, a scientific approach to solve problems related to behavior and mental processes. Goal 4: Application of Psychology: Students will understand and apply psychological principles to individual, social, and organizational issues. Goal 5: Communication Skills: Students will be able to communicate effectively in a variety of formats.

TESTING/MAKEUP POLICY:

There will be no make-ups or extensions without penalty, except in instances such as the following:

hospitalization or illnesses whose symptomatology has been documented and judged by your professor as preventing sufficient test preparation or your ability to sit for a test;

a death or serious illness in the family;

court appearances

Documentation must be provided by health officials (e.g. a physician or member of the student center health staff) in the case of illness; an immediate family member in the case of a death or serious illness in the family; and official paperwork in the case of court dates. Students failing to produce such documentation will be penalized one full letter grade. In all cases, the decision to allow a student to make up a test or assignment, as well as the time period for any extension if granted, is left to the discretion of the professor.

 

STANDARDS OF CONDUCT:

It is expected that students will conform to all regulations and policies of the University and classes in which they are registered (see Academic Conduct), including those concerning procedure and conduct in the Loyola/Notre Dame Library. Students are responsible for honoring all University standards of classroom civility, academic integrity, and general campus conduct, including in-class use of technology, as published in the current Loyola University Maryland Community Standards, and as communicated by the course instructor. Students must also abide by all international, federal, state, and local laws. The Office of Student Life is the proponent of approved policies and rules of the Student Code of Conduct.

Violations are reported by students, faculty, campus police, or any member of the Loyola community. These reports are directed to the Office of Student Life. The director of student life or designee shall then hear the case or refer the case to a hearing officer or panel. The appeal process for such decisions is published in the Community Standards.

Warnings, restrictions on social and other activities, fines, suspensions, and dismissals are used in cases involving violations of University regulations. Students who are placed on disciplinary suspension by the University will not be granted transfer credit for courses taken at other institutions during the suspension period. Particulars concerning violations, due process, and sanctions that may be imposed, can be found in the Community Standards.

Academic Conduct

Loyola University Maryland is dedicated not only to learning and the advancement of knowledge but also to the development of ethically sensitive, socially responsible people. The University seeks to accomplish these goals through a sound educational program and its policies for encouraging maturity, independence, and appropriate conduct among its students and faculty within the University community. It is the responsibility of faculty and students alike to maintain the academic integrity of the University in all respects.

The faculty is responsible for establishing the rules for all work in a course, for the conduct of examinations, and for the security of tests, papers, and laboratories associated with courses and programs of the University. Faculty will remind students at the first meeting of each class of the standards of behavior and conduct for the class. The instructor will also make every effort to

discourage dishonesty in any form. Faculty members are encouraged to make use of the Honor Code pledge on all scheduled tests, papers, and other assignments and are strongly encouraged to include a statement indicating support for the Honor Code on the course syllabus.

To ensure an effective and productive teaching and learning environment for all, the University expects every student to behave with integrity in all matters relating to both the academic and social aspects of the University community. This includes maintaining respect for classroom and other learning communities, appropriate participation in the learning process, upholding the Honor Code, and ensuring the rights of others in all campus settings. Refer to the Community Standards for additional information. More information on the Honor Code can be found on the University's website, www.loyola.edu/campuslife/honorcode.

Statement of Professional Behavior

In the spirit of cura personalis, faculty and staff in the Department of Psychology are committed to the education of competent and conscientious undergraduate students who after graduation will continue on to be young professionals or graduate students, active community members and generally solid citizens. As such, we are interested in your holistic development as a student and, more importantly, as a person. This focus is consistent with undergraduate education for our Jesuit Catholic institution of Loyola University Maryland as a whole.

Also, even though you are an undergraduate student, many in the public will identify you as a young professional in the field of psychology. Hence, we require that our undergraduate students act in a manner consistent with the privilege of being emerging representatives of the field of psychology. We expect our undergraduate students to behave in the classroom and in other educational settings, such as professional talks or workshops, in a way that helps to create a learning environment that promotes the education and growth of all involved. This would include, but is not limited to, behavior that reduces distraction, promotes respectful and productive discussion, civility, and provides an environment of acceptance and openness to the educational process involved. In addition the following recommendations are made (note the material in italics below, that is a requirement for this course):

* Be respectful of the learning environment and the educational experiences of others. If you arrive after the class or meeting has started, enter in as non-disruptive and quiet manner as possible. Do not leave the class or professional presentation/meeting once seated unless necessary so as not to disrupt the instructor or your classmates. Wait until the instructor indicates that the class meeting is over before starting to pack your books and other materials.

* Arrive on time for class, professional meetings, workshops, etc. Submit class assignments (homework, papers, take-home assignments, etc.) on time. If due to unforeseen circumstances you will be late attending class or with an assignment, or will miss a class altogether, notify all relevant parties as soon as possible.

* Turn your cell phone to “off” or on “vibrate” while attending class or professional meetings or workshops.

* Abstain from inappropriate use of computers (e.g., text messaging, e-mailing, taking pictures) or other electronic devices (e.g., cell phones, PDAs) during class or professional meetings or workshops. Note that texting and surfing during class are not allowed. A student found texting or surfing will be warned one time to put the device away. If the student texts or surfs again in the same class, or at any time in a future class, the student will be asked to forfeit the electronic device to the instructor immediately, to be returned after class. If the student refuses to forfeit the device, s/he will be asked to leave the classroom immediately, and return only when able to abide by this statement, out of respect for her/his colleagues and instructor.

* Be mindful and respectful of the privacy and feelings of others (e.g., do not make light of personal information disclosed by another during a class or to others after class).

* Be judicious when disclosing information about oneself in a public domain (e.g., posting information on personal websites such as My Space, Facebook). In addition, refrain from posting unprofessional statements or pictures that may be viewed by supervisors, instructors, other students, etc.

Mr. Murphy PY262 Spring 2012 Course Schedule

The schedule and procedures of this course are subject to change at the discretion of the instructor due to the class’ progress and/or for extenuating circumstances.

Date Topic Aamodt Book

January 17th

Introductions/Overview/Expectations/”Pre-Syllabus Review”

Lecture/slides/class engaged activities/post & process

January 19th

Ch 1/Introduction to I/O/Hx Text/lecture/slides/class engaged activities/post & process

January 24th

Ch 1/Hx Text/lecture/slides/class engaged activities/post & process

January 26th

Ch 2 Job Analysis Text/lecture/slides/class engaged activities/post & process

January 31st

February 2nd

Clinical Psychology, Hx of Professional Coaching, & Coaching the Global Village

Dr. Patrick Williams/Guest Speaker

February 7th

Ch 3, Legal issues in Employee Selection Text/lecture/slides/class engaged activities/post & process

February 9th

Ch 4, Employee Selection: Recruiting & Interviewing

Text/lecture/slides/class engaged activities/post & process

February 14th

Ch 5, Employee Selection: References & Testing

Text/lecture/slides/class engaged activities/post & process

February 16th

Ch 6, Evaluating Selection Techniques & Decisions

Text/lecture/slides/class engaged activities/post & process

February Ch 7, Evaluating Employee Performance Text/lecture/slides/class

21st engaged activities/

February 23rd

Mid Term Assessment

February 28th

Ch 8, Designing and Evaluating Training Systems

Text/lecture/slides/class engaged activities/post & process (*1)

March 1st Dr. Jack Leeb, Psychologist Focus on Employee Testing/Screening/Psychological Fitness for Duty Evalutations

March 6th ***NO CLASS – SPRING BREAK*** N/A

March 8th ***NO CLASS – SPRING BREAK*** N/A

March 13th

Ch 9, Employee Motivation Text/lecture/slides/class engaged activities/post & process

March 15th

March 20th

Ch 10, Employee Satisfaction Text/lecture/slides/class engaged activities/post & process

March 22nd

March 27th

Ch 11, Organizational Communication Text/lecture/slides/class engaged activities/post & process

March 29th

Ch 12, Leadership

April 3rd Leadership Text/lecture/slides/OPM 360/class engaged activities/post & process

April 5th ***NO CLASS – EASTER BREAK*** N/A

April 10th Ch 13, Group Behavior Text/lecture/slides/class

engaged activities/post & process

April 12th Group Behavior Text/lecture/slides/class engaged activities/post & process

April 17th Ch 14, Organizational Development Text/lecture/slides/class engaged activities/post & process

April 19th Organizational Development Text/lecture/slides/class engaged activities/post & process

April 24th Ch 15, Stress Management: Dealing with the Demands of Life & Work

April 26th PERSONAL PORTFOIO DUE AND Course Review, Class Post & Process, Consolidation

PERSONAL PORTFOIO DUE

MAY 3 FINAL ASSESSMENT/EXAM (Cumulative)

(*1) “POST AND PROCESS”refers to a classroom education strategy format that will be utilized by the Instructor to extract material from lectures, slides, discussions and “Post” the material in order to then “Process”concepts.