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SYLLABUS
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for a printer friendly version of the syllabus REQUIRED TEXT
Although we do not
have a required text for this course, there are several very good texts
that cover the topics that we will be covering. Some of these are
listed below as "Recommended Sources". The specific sections in
these books serve as reference/review materials for the topics that we
will be covering. It is important that you consult these and other like sources as warranted as we progress through the course.
Of
course, you may purchase or rent one of these texts if you want
to. Should you choose to do so, note that as with most I/O
textbooks at the undergraduate level, they are full I/O texts; that is,
they cover both
personnel and organizational psychology. However, as you are
aware, PSYC 353 covers only personnel psychology and therefore, at best
only half of most of these texts are germane to this course. If
you decide to purchase or rent a copy, I will be glad to discuss which
of these recommended sources might best meet your needs (e.g., do you
intend to carry on to graduate school?).
RECOMMENDED SOURCES
Gatewood, R. D., Feild, H. S., & Barrick, M. (2018). Human resource selection (9th ed.). Boston, MA: Cengage. Landy, F. L., & Conte, J. M. (2018). Work in the 21st century: An introduction to industrial and organizational psychology (6th ed.). Hoboken, NJ: Wiley. Levy, P. (2016). Industrial organizational psychology: Understanding the workplace (5th ed.). New York, NY: Worth Publishers. Muchinsky, P. M., & Howes, S. S. (2014). Psychology applied to work (12th ed.). Summerfield, NC. Hypergraphics Press Inc. ➔ Other sources and readings will be assigned as warranted.PREREQUISITES
PSYC 107, PSYC 301, and PSYC 302; or U3 or U4 classification.
Note:
The course is taught based on the premise that the student has completed
coursework in basic statistics, and research design and methods. COURSE DESCRIPTION
The focus of
this course is to introduce students to current topics, and advances
and innovations in personnel psychology. Towards this end, the
course will start with an overview of major concepts and principles
(e.g., job analysis, test score reliability and validity) which will
serve as the foundation for subsequent topics.
Whereas we are
not exactly a small class, after the introductory topics, my intent is
to make this course more discussion-based and less so
lecture-based. Hence, it is expected that students will have done
some reading on the specified topic before class and be ready to discuss it in class. Note. This course counts as an elective towards the Certificate in Work and Organizations
https://liberalarts.tamu.edu/psychology/undergraduate/academics/ugcertificates
LEARNING OUTCOMES
This course is
designed to introduce and engage the student in a review and discussion
of current topics, and advances and innovations in personnel
psychology. Thus, the objective of course is to familiarize
students with a range of topics and issues in personnel
psychology. At the end of this course, successful students will
be able to: - Demonstrate a basic understanding and
familiarity with core cencepts and principles, and advances and innovations in
personnel selection.
- Understand the research literature on these issues and
subsequently be able to apply this understanding to, and consequently
be an informed consumers of public media and other lay treatments,
presentations, and discussions of these issues and topics.
- Apply this knowledge and understanding as a solid foundation for
graduate or professional study in industrial/organizational psychology,
and/or human resource management.
COURSE
STRUCTURE
As previously
noted, after the introductory topics, my intent is to make this course
more discussion-based and less so lecture-based. Hence, it is
expected that students will have done some reading on the specified
topic before class
and be ready to discuss it in class. Students may be provided
with suggested and/or required readings for specified topics.
However, it is expected that students will actively engage in locating
and reading additional sources and material. The recommended
sources listed on page 1 will be a good place to start for some topics.
EXAMINATIONS AND GRADING POLICIES
Final
course grades will be based on performance on assignments, and exams
which will be administered after the completion of each topic, and a
comprehensive final. The exams may consist of multiple-choice,
write-in, and fill-in items.
1. Assignments and after-topic exams (70%)
There
will be a short
exam (about 15-20 items, sometimes more, sometimes less) after the
completion of each topic. There may be assignments as well.
The assignments and exams will be equally weighted and their cumulative
score will comprise 70% of the final course grade.
2. Final exam (30%)
The final exam will be comprehensive and will be administered on the University-scheduled finals date. This exam will comprise 30% of the final course grade.
FINAL COURSE GRADE.
The assignment of final course letter grades will be based on the
scale presented below. I use standard rounding rules to round to
whole numbers (i.e., .5 or higher rounds to the next whole number).
A
= 90-100 B = 80-89
C = 70-79
D = 60-69 F = below 60 Although
this is not necessarily a difficult course per se, to do well in this
course requires that you engage the material in a meaningful way.
Specifically, develop the habit of reviewing your notes, the posted
lecture notes, and the specified sections in the text book before class
and then take the responsibility of asking questions in class for
clarifications and expectations. The unique thing about
education—particularly higher education—is that it is not just a
service (me) or a good (this course); it is a process, and the learner
(YOU!!) takes an active role in creating its value. In short, YOU
are responsible and control what you get out of this course, and any
other course that you take in this university!! Related to that,
here are four
really good articles on strategies to maximize your learning and
subsequently success in this and other courses in college; (1) Putnam
et al. (2016), (2) Mueller & Oppenheimer (2014), (3) Payne et
al. (2017), and (4) Miyatsu et al. (2018). So, once again, if you are "lost" and/or do
not understand or grasp what is being covered, ASK QUESTIONS. Do
not assume that because no one else is asking questions, they all
understand the material and therefore, you will be "slowing the class
down." Far be from it!! Answering questions and clarifying
material is one of the things I am here to do.
PLEASE
NOTE THAT THE ASSIGNMENT OF COURSE GRADES WILL BE AS STATED IN THIS
SYLLABUS. I DO NOT AND WILL NOT ALTER THESE POLICIES ON A
CASE-BY-CASE BASIS. CONSEQUENTLY, PLEASE DO NOT
APPROACH ME AFTER GRADES HAVE BEEN POSTED TO EITHER ALTER YOUR GRADE OR
GIVE YOU ADDITIONAL OPPORTUNITIES/ACTIVITIES TO CHANGE YOUR COURSE
GRADE.
Exam
Dates and Content
As previously noted, after-topic exams will be administered after
the completion of the specified topics. The exams will be
administered no later than 2 class meetings after the completion of the specified topic. The Final Exam will be on the University-scheduled finals date; please consult the Fall 2017 Final Exam Schedule at http://registrar.tamu.edu/Courses,-Registration,-Scheduling/Final-Examination-Schedules#0-Spring2019. The Final Exam will be comprehensive, encompassing all the material covered in the course.Make–up Exams
Attendance at exams is mandatory.
Illness, death in the family, or other traumatic events unfortunately
are part of life. However, to help manage the course and maintain
some level of fairness across all students in the class, the policy
concerning make-up exams is in strict accordance with University policy
(see http://student-rules.tamu.edu/rule07).
So, if you have an excused absence per this policy, then I will make
arrangements for you to take the missed exam during office hours.
CLASS ATTENDANCE
Because
the vast portion of the material covered by each exam will come from
the lectures, class attendance is mandatory. However, attendance
will not be directly monitored and there will be no direct penalty for
absences. That being said, if you miss class, please do NOT send
me an email asking "Did you do anything important today?" or "What did
we cover today?" It is YOUR responsibility to obtain lecture
notes from a classmate if you miss class. So, identify a friend
and exchange contact information on the first day! Finally,
please ensure that your cell phone (and its usage) does not disrupt
class; turn off the ringer, or better still, turn off the phone. COURSE TOPICS 1. Introduction
- I-O Connection
2. Job Analysis
3. Measurement (test score reliability and validity); and selection decisions
4. Predictors (constructs and methods), and criteria (work performance)
5. Unproctored internet-based testing, and mobile device testing
Arthur,
W., Jr., Doverspike, D., Muñoz, G. J., Taylor, J. E., & Carr, A. E.
(2014). The use of mobile devices in high-stakes remotely
delivered assessments and testing. International Journal of
Selection and Assessment, 22, 113-123.
Lawrence, A. D., & Kenney, T. B. (2017). Mobile devices and selection. Bowling Green, OH: SIOP.
Tippins,
N. T. (2009). Internet alternatives to traditional proctored
testing: Where are we now? Industrial and Organizational
Psychology: Perspectives on Science and Practice, 2, 2-10.
Walker, J. M., & Moretti, D. (2018). Recent trends in preemployment assessment. Bowling Green, OH: SIOP.
6. Use of social media to make employment-related decisions
Chambers,
R., & Winter, J. (2017). Social media and selection: A brief
history and practical recommendations. Bowling Green, OH: SIOP.
Stoughton,
J. W., Thompson, L. F., & Meade, A. W. (2015). Examining
applicant reactions to the use of social networking websites in
pre-employment screening. Journal of Business and Psychology, 30,
73-88.
Van Iddekinge, C.
H., Lanivich, S. E., Roth, P. L., & Junco, E. (2016).
Social media for selection? Validity and adverse impact potential
of a Facebook-based assessment. Journal of Management, 42, 1811-1835.
social media is changing how people search for jobs:
http://www.coca-colacompany.com/stories/hire-power-how-social-media-is-changing-the-way-people-search-for-jobs?ref=cojs
your boss accessing your Facebook:
https://www-marketwatch-com.cdn.ampproject.org/c/s/www.marketwatch.com/amp/story/guid/78EC2AE0-F0C4-11E7-9CB9-66A85B738372
7. Personality testing in personnel selection
http://www.siop.org/article_view.aspx?article=1323
http://www.siop.org/Media/News/rebuttal.aspx
http://www.siop.org/Media/News/personality_tests.aspx
WSJ (2014). Are workplace personality tests fair?
Withdrawal
From the Course
Policy
governing withdrawal from the course is in accordance with current
University regulations (see Student Rule 17 for details http:/student-rules.tamu.edu/rule17).
Americans with Disabilities Act (ADA) Policy Statement
"The
Americans with Disabilities Act (ADA) is a federal anti-discrimination
statute that provides comprehensive civil rights protection for persons
with disabilities. Among other things, this legislation requires
that all students with disabilities be guaranteed a learning
environment that provides for reasonable accommodation of their
disabilities. If you believe you have a disability requiring an
accommodation, please contact Disability Services, currently located in
the Disability Services building at the Student Services at White Creek
complex on west campus or call 979-845-1637. For additional
information, visit http://disability.tamu.edu".
Academic Integrity
Statement and Policy
"AGGIE HONOR CODE.
'An Aggie does not lie, cheat, or steal or tolerate those who do.'
Upon
accepting admission to Texas A&M University, a student immediately
assumes a commitment to uphold the Honor Code, to accept responsibility
for learning, and to follow the philosophy and rules of the Honor
System. Students will be required to state their commitment on
examinations, research papers, and other academic work. Ignorance
of the rules does not exclude any member of the TAMU community from the
requirements or the processes of the Honor System. For additional
information, please visit http://student-rules.tamu.edu/aggiecode".
Plagiarism—Faculty Senate Addendum
"The
handouts used in this course are copyrighted. By 'handouts', I
mean all material generated for this class, which include but are not
limited to syllabi, quizzes, exams, lab problems, in-class materials,
review sheets, and additional problem sets. Because these
materials are copyrighted, you do not have the right to copy the
handouts, unless I expressly grant permission to do so.
As
commonly defined, plagiarism consists of passing off as one's own
ideas, words, writings, etc., which belong to another. In
accordance with this definition, you are committing plagiarism if you
copy the work of another person and turn it in as your own, even if you
should have the permission of that person. Plagiarism is one of
the worst academic sins, for the plagiarist destroys the trust among
colleagues without which research cannot be safely communicated.
If
you have any questions regarding plagiarism, please consult the latest
issue of the Texas A&M University Student Rules, under the section
'Scholastic Dishonesty'."
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