CENTRAL MICHIGAN UNIVERSITY
COLLEGE OF HUMANITIES AND SOCIAL & BEHAVIORAL SCIENCES
Course Syllabus
FALL 2002
SUBJECT
NO.
COURSE TITLE
CREDIT HOURS
Psychology
536
Personnel Psychology
PREREQUISITES:
PSY 336 and 211, or graduate standing, or permission of the instructor. PSY 310
recommended.
OBJECTIVES:
The objective of this course is to provide students with an overview of five core areas in
personnel psychology: job analysis, criterion development, personnel selection, training, and
performance evaluation.
PROFESSOR:
Stephen M. Colarelli
235 Sloan Hall
Office hours are from 9:30 to 10:30 a.m. on Monday and Wednesday
3 (3-0)
TEXTBOOKS:
Cascio, W. F. (1998). Applied psychology in human resource management (5th ed.). Englewood
Cliffs, NJ: Prentice-Hall.
Brannick, M. T., & Levine, E. L. (2002). Job analysis. Thousand Oaks, CA: Sage Publications.
Reserve Room (RR) Readings
GENERAL METHODOLOGY: Lecture, discussion, and exercises.
BULLETIN COPY:
This course examines the identification, measurement, and development of individual differences and related
human resource systems within organizations. Topics include job analysis, criterion development, personnel
selection, training, and performance evaluation.
EVALUATION:
Two exams and two presentations; graduate students are also required to submit a term paper.
SYLLABUS PREPARED BY:
Stephen M. Colarelli
SMC 8/02
2
Learning Objectives
1.
Knowledge of personnel psychology.
This objective is evaluated by the mid-term and final exams. It includes: (a) an understanding of the fundamentals
of job analysis, criterion development, personnel selection, training, and performance evaluation; (b) knowledge of
key theories, research findings, and contributors, (c) basic knowledge of the methodologies and applications in
personnel psychology and their limitations.
2.
Development of scientific and professional values and skills.
Part of this objective is evaluated by your class participation, presentations, and (for graduate students) term paper.
However, some aspects of this objective may evolve after this class (throughout your years at CMU and beyond)
and thus cannot be evaluated in class. This objective includes: (a) thinking, writing, and speaking clearly; (b) an
appreciation of the scientific method and rational inquiry, (c) understanding the importance of professional
standards of quality and professional ethics in personnel psychology, and (d) an understanding of scientific,
professional, and managerial values as they relate to the work of the personnel psychologist and an awareness of the
potential conflict among these values.
3.
Personal development.
You will be the best judge of whether or not this objective has been achieved. Some benefits of the course may not
become evident until after you have graduated and are a full-time member of the workforce. Specific personal
development objectives include: (a) the ability to get along and work well with others in accomplishing a group
goal; (b) the ability to communicate orally in large and small groups; (c) developing a sense of what constitutes
efficient and effective applications of personnel psychology in organizations; and (d) developing a personal point of
view about the value and role of personnel psychology in the workplace.
Lectures and Discussions
Lectures and discussions are important. The lectures cover material that is in the books and material not in the books. In
the lectures I will explain some of the material in the books and cover some topics that are not in the books. Attendance at
lectures is optional, although you may get more out of the course if you attend. I hope you also find the lectures
sufficiently stimulating so that you enjoy coming to class. Class discussions are important. I am interested in hearing
what you think about the topics we cover. Discussions allow us to see that there may be a variety of perspectives on an
issue, and they can help us clarify our own thinking.
In-Class Exercises
Throughout the semester students may participate in in-class exercises. The exercises are designed to demonstrate and
reinforce concepts from the book and lectures.
Class Participation
Students are graded on class participation. One reason is to promote courtesy and good manners in the classroom.
Because our class involves discussions and class exercises, it is important – for the good of the entire class – that students
be respectful towards one another. Another reason is that courtesy is important in the world of work. In general,
employers prefer to hire (and keep) employees who are courteous. Students who are discourteous may be docked 20%.
This can lower your final grade by as much as one letter grade. Students are expected to contribute to class discussions
and demonstrate that they have read the material and thought about it. Students who attend regularly and participate
effectively can earn an additional 10%.
Presentations
Students will have the opportunity to make two group presentations during the class. The objectives of the first
presentation are to: (a) observe a personnel practice carried out on the Internet, (b) collect information about this practice,
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and (c) critique the practice. The objectives of the second presentation are: (a) to inform the class of about current
controversy in personnel psychology, (b) present both sides of the issue, and (c) present an argument, based on the
research literature, in favor of one side. I grade presentations on content (what you say), clarity (how well you say it), and
interest (keeping audience’s attention). All students in a group receive the same grade.
Writing Assignment
Term Paper. Graduate students should submit one scholarly paper. The term paper may be on any topic covered in this
course. The format of the paper should be: (1) statement of the problem or question, (2) review of the literature and
supporting evidence from scholarly articles, and (3) conclusions and recommendations. Your paper should be about 7
pages long (double spaced), excluding references. Please be sure to use a standard format (e.g., APA format, Chicago
style, etc.). Your paper must have at least 10 different references from several of the following journals: Journal of
Applied Psychology, Personnel Psychology, Journal of Applied Behavioral Science, Behavioral Science, Academy of
Management Review, Academy of Management Journal, Organizational Dynamics, Administrative Science Quarterly,
Human Relations, Human Performance, Journal of Business and Psychology, Journal of Vocational Behavior, Journal of
Organizational Behavior, and Psychological Bulletin. Additional references from other scholarly journals can be used as
well.
Papers are due on the last day of class. Late papers will be docked a half a letter grade for every day they are late beyond
the due date. The criteria for grading the term paper are listed in Appendix 1 at the end of the syllabus.
Exams
There will be a mid-term and a final exam. They will be take-home, essay exams. The questions on the second exam will
only cover the material presented after the first exam. The usual exam format is that I give you about eight or nine essay
questions and ask you to answer about three of them. There may also be some definitions.
Make-up exams. Make-up exams will be given at the discretion of the professor. Students may make up an exam within
one week (7 days) from the original exam.
Academic Honesty
Any student who is caught cheating in the course will receive an E for the course. Any student who witnesses another
student cheating and who does not report the dishonest student to the professor will receive an E for the course. Cheating
includes using other people's answers on a test and plagiarizing other people's written work.
Evaluation
Requirement
Percent (G) Percent (UG)
Midterm
20%
Final
20
25
Term Paper (graduate students only)
20
--
Presentation 1
20
25
Presentation 2
20
25
Class Participation
-20 to 10%
-20 to 10%
25%
4
Course Grade
Percent
Grade
0-4 Scale
93-100
A
4.0
90-92
A-
3.7
88-89
B+
3.3
83-87
B
3.0
80-82
B-
2.7
78-79
C+
2.3
73-77
C
2.0
70-72
C-
1.7
68-69
D+
1.3
63-67
D
1.0
60-62
D-
0.7
59
E
0.6
COURSE OUTLINE
Week
1
2
3
4
5
6
7
Topic
Assignment
Syllabus
Read Syllabus
Overview of Personnel Psychology, Role of Psychology,
Traditional and Systems Perspectives
Cascio 1, 3
Job Analysis
B & L 1, 2, 3
Job Analysis
B & L 4, 9
HR Planning, Job Descriptions, Job Specifications
Cascio 10
B &L 7, pp. 188-195
Criterion Development
Cascio 4
Performance Appraisal
Cascio 5
B & L 7, pp. 197-207
Performance Appraisal
RR 1
Psychometrics
Cascio 6
Appendix B
Psychometrics
Cascio 7
Student Presentations 1
Recruitment, Orientation, and Initial Screening
Cascio 11, 12
RR 2, 3a, 3b
Employment Testing
Cascio 13
B & L 8, pp. 227-249
5
Week
7
8
Topic
Assignment
Employment Testing
Cascio 14
RR 4a
Selection - Process, Content, Context
RR 4b, 4c
MIDTERM
9
10
11
12
13
14
15
Selection Out
RR 5, 6, 7
Training
Cascio 16
B & L 8, pp. 250-264
Training
Cascio 17
RR 8, 9
International HRM
RR 10
International HRM
RR 11
Legal Issues
Cascio 2
RR 12
B & L 6, pp. 165-170
Student Presentations 2
Legal Issues
Cascio 8
B & L 6, pp. 171-186
Implementation and Utilization: Utility Analysis
RR 13, 14
Implementation and Utilization: Other Concepts
RR 15, 16
Ethics
Cascio 18
Ethics
RR 17
Prospects for the Future, Integration and Review
RR 18, 19
B & L 10
Term paper due
(Students will make a brief presentation about their papers
before turning them in.)
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Final Exam
Bibliography
Dunnette, M. D., & Hough, L. M. (Eds.) (1994), Handbook of Industrial and Organizational
Psychology (2nd ed.) (Vols. 1, 2, 3, 4). Palo Alto, CA: Consulting Psychologists Press.
Ghorpade, J.V. (1988). Job Analysis: A Handbook for the Human Resource Director. Englewood
Cliffs, N.J.: Prentice Hall.
Heneman, H. G., Heneman, R. L., & Judge, T. A. (1996). Staffing Organizations. Chicago: Irwin.
Murphy, K. R., & Cleveland, J. N. (1995). Understanding Performance Appraisal. Newbury Park,
CA: Sage.
Noe . R. A. (1999). Employee Training and development. Boston: McGraw-Hill.
Schmitt, N., & Borman, W. C. (1993). Personnel selection in organizations. San Francisco: JosseyBass.
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Reserve Room Readings
1. Hogan, E. A. (1987). Effects of Prior Expectations on Performance Ratings: A Longitudinal Study.
Academy of Management Journal, 30 354-368.
2. Lancaster, S. J., Colarelli, S. M., King, D. W., & Beehr, T. A. (1994). Job Applicant Similarity on Cognitive
Ability, Vocational Interests, and Personality Characteristics Do Similar Persons Choose Similar Jobs? Educational and
Psychological Measurement, 54, 229-316.
3a. Sackett, P. R. and Ostgaard, D. J. (1994). Job-Specific Applicant Pools and National Norms for Cognitive
Ability Tests: Implications for Range Restriction Corrections in Validation Research. Journal of Applied Psychology, 79,
680-684.
3b. Colarelli, S. M., Alampay, M. R., & Canali, K. G. (2002). Letters of recommendation: An evolutionary
perspective. Human Relations, 55, 315-344.
4a. Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel
psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262-274.
4b. Colarelli, S. M., Alampay, M. R., & Canali, K. G. (2002). Letters of recommendation: An evolutionary
perspective. Human Relations, 55, 315-344.
4c. Steiner, D. D., & Gilliland, S. W. (1996). Fairness reactions to personnel selection techniques in France and
the United States, Journal of Applied Psychology, 81, 134-141.
5. Caplan, R. D., Vinokar, A. D., Price, R. H. & Van Ryn, M. (1989). Job Seeking, Reemployment, and Mental
Health: A Randomized Field Experiment in Coping With Job Loss. Journal of Applied Psychology, 759-769.
6. Colarelli, S. M. & Beehr, T. A. (1993). Selection Out: Firings, Layoffs, and Retirement. In N. Schmitt & W.
C. Borman (Eds.), Personnel selection in organizations (pp. 341-384). San Francisco: Jossey-Bass.
7. Spera, S. P., Morin, D. B., Buhrfeind, E. D. & Pennebaker, J. W. Expressive Writing and Coping With Job
Loss. Unpublished Manuscript.
8. Heckman, J. J. (1994). Is Job Training Oversold? The Public Interest, Spring (pp. 91-115).
9.
Brown, K. G. (2001). Using computers to deliver training: Which employees learn and why?
Personnel Psychology 54, 271-296.
10. Arvey, R. D., Bhagat, R. S. & Salas, E. (1991). Cross-cultural and Cross National Issues in Personnel and
Human Resources Management: Where Do We Go From Here? In G. R. Ferris & K. M. Rowland (Eds.). Research in
Personnel and Human Resources Management, (Vol. 9) (pp. 367-407). Greenwich, CT: JAI Press.
11. Guzzo, R. A., Noonan, K. A. & Elron, E. (1994). Expatriate Managers and the Psychological Contract.
Journal of Applied Psychology, 79, 617-626.
12. Sackett, P. R., & Wilk, S. L. (1994). Within-group norming and other forms of score adjustment in
preemployment testing. American Psychologist, 49, 929-954.
13. Latham, G. P. & Whyte, Glen (1994). The Futility of Utility Analysis. Personnel Psychology, 47, 31-46.
14. Johns, G. (1991). Constraints on the Adoption of Psychology - Based Personnel Practices: Lessons From
Organizational Innovation. Personnel Psychology, 46, 569-592.
15. Colarelli, S. M. (1996). Establishment and Job Context Influences On the Use of Hiring Practices. Applied
Psychology: An International Review, 45, 153-176.
16. Colarelli, S. M. & Montei, M. S. (1996). Some Contextual Influences on Training Utilization. Journal of
Applied Behavioral Science, 32, 306-322.
17. American Psychological Association (1990). Ethical Principles of Psychologists. American Psychologist,
45, 390-395.
18. Colarelli, S. M., Dean, R. A. & Konstans, C. (1987). Comparative Effects of Personal and Situational
Influences on Job Outcomes of New Professionals. Journal of Applied Psychology, 72. 558-566.
19. Colarelli, S. M. (1998). Psychological interventions in organizations: An evolutionary perspective.
American Psychologist, 53, 1044-1056.
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Appendix 1
Criteria for Grading Written Assignments.
1.
Is the topic appropriate? Is the topic related to personnel psychology--specifically to the areas covered on course
syllabus?
2.
Is paper logically organized?





3.
Problem statement
Purpose and objectives of paper
Point of view to be argued
Evidence pro and con
Summary and implications
Is paper well written?






Good prose
Good grammar and spelling
Papers or proposals with 5 or more spelling and/or grammatical errors will receive an E.
Coherent sentences and paragraphs
Logical transitions
Tightly focused
4.
Does paper have a point of view?
5.
Does paper cite at least 15 references from scholarly journals? (Papers only)
6.
Format and documentation




Does paper use a standard format (e.g., APA, Chicago)? (APA for research proposals)
Are quotes and ideas of others referenced in paper?
Are all sources cited in reference list, and are sources completely documented in the reference list?
Is the paper about 7 pages long?
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Syllabus Prepared By:
Stephen M. Colarelli
235 Sloan Hall
Email: colar1sm@cmich.edu
Web: http://www.chsbs.cmich.edu/Stephen_Colarelli
Office hours are on Monday and Wednesday from 9:30 to 10:30 a.m.
Signature
Date
CMU provides individuals with disabilities reasonable accommodations to participate in educational
programs, activities, and services. Students with disabilities requiring accommodations to participate
in class activities or meet course requirements should contact me as early as possible.
8/2002