PSYC 303
To:
Faculty Council on Liberal Learning and Academic Life
From: Diane Catanzaro, Department of Psychology
Re: Proposed course for Identity, Institutions, and Societies Area of Inquiry
Date: September 16, 2005
 This course is an existing course in the current curriculum thata we ar enow proposing for this Area of
Inquiry.
1.
Name and contact info form department chair administrating this course:
Dr. Timothy Marshall, Department of Psychology
tmarshal@cnu.edu x 7994
2.
In any given semester, offer 2 sections. (Spring semester only)
3.
Why is this course being offered/what is it designed to achieve?
This course explores the principle theories, research methods, and knowledge-base in the field of
industrial and organizational psychology. This area of psychology is concerned with measuring,
predicting, and understanding human behavior and motivation in organizational settings. These
principles apply to business organizations and also other organizations including educational,
religious, and charitiable organizations.
Course goals include:
a. student understanding of the role of selection, training, and performance measurement in shaping
organizational effectiveness
b. student ability to explain research- and theory-based methods for improving selection, training,
and performance in organizations
c. student understanding of the systems view of organizations in relationship to the external and
internal environments in which the organization operates, including the cultural, legal, competitive,
and resource environments
4.
Learner objectives the course will address:
 Identify concepts, patterns, and issues that affect the organization of societies, shape individual
thought, and shape social mores. (see “a” below)
 Identify institutional structures and their influence on individuals’ behavior and attitudes. (see “b”
below).
 Explain the fluid role of the individual within society as members of various organizations and
organizational subgroups. (see “c” below).
 Recognize the influence of societal or cultural context on self and others as individuals. (see “d”
below”)
5.
How the class will address the above objectives.
a. Organizations reflect our societal values, goals, and cultural environment. In turn,
organizations shape and influence societal values, goals, and the cultural environment.
Students often do not realize the tremendous implications of organizational design,
processes, and effectiveness on modern life. This course helps students to understand the
nature and impact of organizations and organizational culture on the cultures in which
that organization operates, and vice versa.
b. Organizational structures and processes including organizational design, leadership, and
policies and practices regarding selection, training, and performance measurement have
important impact on both macro-level organizational effectivness criteria but also
individual’s job satisfaction, motivation, attitudes, and physical and psychological health.
Research and theory on these relationships is a key foundation of the course.
c. Role conflict occurs frequently as organizational members must balance competing
expectations, values, and needs in enacting organizational roles both within the
organization and as boundary-spanners interacting with diverse constituencies outside of
the organization. This topic is an important one that is specifically addressed in the
course in several contexts, including leadership, customer service, and legal issues in
organizations.
d. The reciprocal influences of (1) organizational culture, policies, and practices, and (2) the
broader societal culture, and the impact of these various influences on the individual and
work group are an important focus of industrial and organizational psychology.
6.
Course assessment
 Participation in class discussion and debate – The course has 10% of the grade based on class
discussion
 Writing analytical or evaluative papers – Students submit two homework assignments, each worth
12% of the class grade, that require examination and application of specific problems, issues, or
methods in the field of I/O psychology.
 Other means – Student knowledge of research, theory, and the knowledge-base is assessed through
four rigorous examinations, each worth 16.5% of the course grade.
7.
8.
Syllabus attached.
The course contributes primarily to the FLL expectation for
 Information literacy – Through the strong emphasis on students understanding principles, theories,
and a knowledge-base derived from research.
However, there is some emphasis on oral communication literacy based on the expectation and
assessment of class participation.
Additionally, there is some emphasis on writing literacy, primarily through the homework
assignments. As seen in the syllabus, homework assignments are graded for both content and
excellence in written expression.
9.
Course connection to Vision 2010
Priority II – Goal E (1) and (2)
An understanding of I/O psychology prepares students to succeed in a diverse and global society, and to
be prepared to meet the rapidly changing challenges of a professional life.
Students will be working in some type of organizational setting regardless of what career field they choose
(exception: hermit). An understanding of the principles, practices, and processes that underlie
organizational effectiveness is key to successfully working within any organizational setting as well as
shaping and changing organizations to adapt to a changing global organizational environment and better
meet the needs of society for effective organizations.
Priority II – Goal E (3)
Ethics and ethical values are an important aspect of I/O psychology, and knowledge regarding these
professional ethics are a component of this course. Students are exposed to various ethical dilemmas that
occur when doing research and practice in organizational settings, and presented with ethical guidelines
and principles for resolving these dilemmas.
Priority II – Goal C (5)
Promoting excellence in undergraduate and graduate research is facilitated as Psychology 303 features a
strong emphasis on the scientific method and understanding research methods used in organizational
psychology. Many students from Psychology 303 have participated in RIOT Squad research projects,
developing research ideas based on the course content and participating as lead investigators or coinvestigators in research on I/O topics. Many of these students have presented their research at
professional conferences.
Priority II – Goal A (5)
Learning in the classroom is naturally connected to learning outside the classroom because I/O
psychology as a field uses the scientist-practitioner model. A key in I/O is application of knowledge to
applied organizational settings, and in discussion and homework assignments students are encouraged to
relate course concepts to experience in organizational settings of various kinds, including business
settings, educational institutions, sports teams, religious organizations, and so forth.
Psychology 303 Industrial & Organizational Psychology
Dr. Catanzaro - Office: Wingfield 217 594-7948
E-mail: catanzar@cnu.ed
I/O Psychology is the application of psychological principles to the study of human behavior in work and
organizational settings. I/O Psychology seeks to maximize both employee quality of worklife and organizational
effectiveness.
Text: Muchinsky, Paul M. (2003). Psychology Applied to Work (7th ed.). Belmont, CA: Wadsworth.
Course objectives:
1. To learn and apply the principles and theories that are the foundation of organizational psychology,
including theories of motivation, job satisfaction, leadership, and job design.
2. To learn and apply the principles and methods that are the foundation of personnel psychology,
including job analysis, selection testing, training, and performance appraisal.
3. To learn the basic research methods that are the foundation of discovery in I/O psychology.
Date
Reading due
Topic
Jan 11
Introductory class - What is I/O psychology?
Jan 13
1 - 20
Overview and history of I/O psychology
Jan18
21 - 40
Research - process, methods, basics of data analysis
Jan 20
40 - 53
Research - correlation, ethics, application
Jan 25
54 - 72
Criteria, job analysis  Homework 1 due- Research methods
Jan 27
78 - 88
Criteria
Feb 1
Exam #1
Feb 3
89 - 103
Predictors, reliability, validity
Feb 8
103 - 135
Predictors, selection test methods
Feb 10
136 - 149
Legal context, recruitment
Feb 15
150-164
Regression analysis, selection
Feb 17
 Homework 2 due - Selection
Feb 22
164 - 172
Personnel decisions
Feb 24
176 - 189
Training and development
Mar 1
Spring recess
Mar 3
Spring recess
Mar 8
189 - 209
Training and development
Mar 10
Exam #2
Mar 15
210 - 222
Performance appraisal
Mar 17
222 - 242
Performance appraisal
Mar 22
258-267 & 273-276 Organizational social systems and organizational change
Mar 24
306 - 314
Attitudes - job satisfaction, job involvement, organizational commitment
Mar 29
314 - 323
Attitudes - organizational justice, organizational citizenship  Homework 3
due – Organizational culture and attitudes
Mar 31
332-338 & 339-352 Attitudes - antisocial behavior & Occupational health - stress
Apr 5
Exam #3
Apr 7
372 - 391
Work motivation - need hierarchy, equity, expectancy, reinforcement
Apr 12
391 - 411
Apr 14
412 - 429
Apr 19
429 - 441
cultural  Homework 4 dueApr 21
442-455
Work motivation - goal setting, self regulation, job
characteristics
Leadership - trait, behavioral, power, LMX
Leadership - transformational, implicit, crossOrganizational leadership
Changing nature of work
Grading:
4 exams @ 16.5%
2 homework/writing assignments @ 12%
discussion/class participation
= 60%
= 24%
= 10%
100%
Exams:
Four exams will cover reading and lecture material. Exams will have a
combination of essay/open-ended and multiple choice items. To do well on exams, you
will need to really understand the material and be able to apply it...simple memorization
is not enough!! You can help yourself be most successful if you:
a. read the reading assignments according to the schedule in the syllabus,
b. read for understanding....process the material by taking notes, thinking about how it
applies to your experiences, others’ experiences (parents, friends, co-workers), or
how you would apply it if you were a manager or consultant in an organization,
c. attend all classes (except in case of illness), get involved in discussion, take notes, pay
attention, ask questions,
d. allow yourself enough time to prepare for success....a rule of thumb is to spend 3 hours
of preparation each week for each credit hour...this means 9 hours of outside
preparation each week for a 3 credit course
e. prepare for exams all semester long, rather than try to‘cram’ at the last minute.
 Inspirational quote: “Did you ever consider how ridiculous it would be to try to
cram on a farm....to forget to plant in the spring, relax all summer, and then cram in the fall to bring
in the harvest? The farm is a natural system. The price must be paid and the process followed. You
always reap what you sow; there is no shortcut.”
(Steven Covey, Seven Habits of Highly Effective People).
Homework assignments: Separate instructions will be given for the homework
assignments. Students may choose any two of the four assignments provided. Homework
must be turned in on the assigned due date for that assignment. Homework assignments
should demonstrate clear and grammatical writing. More than 4 proofreading errors will
not be accepted. You may wish to visit the Writing Center to assist you in this endeavor.
Note: If you wish to do more than the required two assignments, each additional
homework turned in that is of “B” or better quality will be worth up to 15 points extra
credit added to any exam. These extra credit homeworks must be (a) turned in on the due
dates provided in the syllabus for that assignment, (b) of ‘B’ or higher quality, and (c) not
require a re-write due to proofreading errors.
Discussion participation: Your participation and contribution to class discussion is a
meaningful part of your learning experience, other students’ learning experiences, and
your grade in this course. Please come to class prepared with several "learning points"
(concepts learned.... applications of concepts to your own experiences.... thoughts or
questions about how the concepts relate to other things you are interested in such as
sports (and sports psychology), careers, forensic science, politics, your church, social
activism, etc.
Please ask questions and share your ideas.
Attendance: Your attendance in class is expected except in case of illness (refer to
CNU's University-wide attendance requirement). Students who have several absences
are unlikely to do well on tests. Lecture material not covered in the textbook will be on
tests, and you are responsible for all course material. Of course, if you have a fever or are
contagious, stay home.
Extra credit:
Students may earn extra credit by participating in research studies in the Psychology
Department as part of our subject pool. For each study you participate in you will earn 3
points extra credit to be added to an exam grade. You may participate in a maximum of 4
studies. See the “blue bin” display case in Wingfield Hall for more information and to
sign up. Don’t wait too long; most of the research studies stop running subjects about
midway through the semester.
Academic integrity: The CNU Honor Code will be honored. Students should
familiarize themselves with this University-wide policy. Plagiarism is the stealing or
passing off as your own the writings or ideas of someone else. Examples of plagiarism
include, but are not limited to, quoting, summarizing, or paraphrasing ideas without
giving credit to their source, submitting as your own work that has been copied or
purchased from another student or other source, and permitting someone else to revise or
edit a paper to the extent that it is no longer your own work. Cheating, plagiarizing,
copying, and/or "borrowing" class assignments or materials from others, published or
unpublished sources, or the internet are forms of academic dishonesty and are not
permitted, nor should they be tolerated by other students. Plagiarism cannot be allowed
and will result in a zero for that assignment and may result in an F for the course. It is
your responsibility to know what plagiarism is and how to avoid it. I expect that you will
uphold the CNU Honor Code, below, in your work for this course.
Christopher Newport Honor Code: “On my honor, I will maintain the highest possible
standards of honesty, integrity, and personal responsibility. That means I will not lie,
cheat, or steal and as a member of this academic
community, I am committed to creating an environment of respect and mutual trust.”
Writing Center: Because all writers can benefit from readers’ responses to their work, I
encourage you to visit the CNU Writing Center. Consultants there can help you at any
stage of the writing process, from invention, to development of ideas, to polishing a final
draft. The Center is not a proofreading service, but its consultants can help you to
recognize and correct grammar and punctuation errors in your work. The Writing Center
is in Ratcliffe 110; you can call (594-7684) or email (wcenter@cnu.edu) for an
appointment or just drop in. Go as early in the writing process as you can, and go often!
I will announce hours in class. The Writing Center’s web site provides handouts and
links to other writing resources on the web: it is available at
http://www.cnu.edu/wcenter/ index.htm.
Disability policy: If you believe that you have a disability, make an appointment to see
me to discuss your needs. In order to receive an accommodation, your disability must be
on record in the Academic Advising Center, 594-8763, Administration Building, Room
125.
Classroom citizenship: Please do your best to be on time for class. Consistent lateness
is unappealing. If you need to leave class early, please let me know at the beginning of
class. Please show respect for whomever is talking in class, whether it is the professor or
another student, by paying attention and not chatting with your neighbor.
Office hours:
Stop by and discuss I/O psychology, careers, graduate school, our course material and
assignments, etc. I would like to informally meet with each of you during the semester at
your convenience. You don’t have to make an appointment, but if you do I can reserve
the time for you. Other times can be scheduled, just ask!