John F. Binning, Ph.D.
PSYCH
230
Syllabus
View Grades
PSYCH 340 Syllabus
Department of Psychology
presents a
Professional Development Program in
Personnel Psychology
Fall, 2008
Program Facilitator: John F. Binning, Ph.D.
Office Hours: T & Th 3:30 - 4:30 pm, Other times by appointment.
Office: DeGarmo Hall 442
Email: jbinning@ilstu.edu
Prerequisite Courses: Psychology 111 and 230.
Required Text: Cascio, W.F. & Aquinas, H. (2004). Applied psychology in personnel management (6th ed.) Upper Saddle River, NJ: Prentice Hall.
EASY NAVIGATION LINKS:
General Information
Philosophy
Program Objectives
Program Structure
Program Certification Process (i.e., Grading)
Sick Leave Policy
Suggestion for Effective Learning
Key Concepts
YOU HAVE NOT ENROLLED IN A COLLEGE COURSE! YOU HAVE ENROLLED IN A PROFESSIONAL DEVELOPMENT PROGRAM! One implication is that your expectations of this program may be unlike any you have had in the past. This novelty may require that you pay closer attention to program details than you are accustomed!
PLEASE NOTE THAT JOHN BINNING IS NOT YOUR COLLEGE PROFESSOR! HE IS YOUR PROGRAM FACILITATOR! In addition, he is the HR Manager of the department you are in training to join in three months. At the end of your 16-week program, you may receive your Academy of Personnel Psychology Certification (APPC©), and become eligible to join the Human Resources Department.
This program is designed for serious, albeit budding, professionals. This does not mean that your 16-week participation will be unenjoyable. It does mean that this may be a demanding program that requires (at least according to many past participants) consistent effort throughout the 16 weeks in order to excel.
It is very important to realize that this effort involves more than attending group training sessions every Tuesday and Thursday afternoon, or preparing for structured certification examinations. In addition to these, you also will be required to actively think, talk, and write about various professional situations and concepts commonly encountered by professional psychologists and HR managers.
This program is based on the philosophy that:
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Everybody is ignorant – just on different subjects. Also, life is NOT a spelling bee – you usually get another chance after you make a mistake. Making an unwitting mistake when you are earnestly trying to master something is admirable, and certainly no cause for shame. On the other hand, making sloppy mistakes or trying to shroud lack of effort with excuses is not admirable. In this program, concerted effort, regardless of any resulting mistakes will be rewarded. Lack of effort will not.
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There are two basic learning orientations. One is called a performance orientation – where the learner is overly concerned about doing well and being evaluated positively. In contrast there is the mastery orientation – where the learner is concerned with increasing competence, and mistakes are viewed as a valuable part of the learning process.
Mastery-oriented individuals are flexible and adaptable in learning situations, more motivated to learn (rather than just perform), more actively engaged in the training task, more prepared to acquire new skills in training, and more effective at transferring new skills to a job. Which are you? Our educational system tends to create performance orientations. If you are a victim of this brain washing, use this semester to help yourself become deprogrammed!
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You are the architect of your learning and professional development. The Program Facilitator’s role is to facilitate your learning and development by guiding, focusing, and refining your exploration. YOU are the most active agent in your development. What conditions will maximize your motivation?
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The application of psychological science to HR management is an artful and therefore, an ambiguous process. Gathering information from job candidates and making employment decisions based on their patterns of thoughts, emotions, and behaviors is a complex and imperfect process – and yet, this process is highly valued by our society. Learning to manage one’s personal reactions to the inherent ambiguity of human resource decision making, as well as the ever-present possibility of making incorrect decisions about people’s work lives, is an important part of your professional development.
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Virtually every organization in our society values conscientious work behavior. Modeling and practicing such behavior better prepares you to function smoothly in a professional environment. There is no better time to start than right now!
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The single best predictor of achievement in any domain of human activity is TIME ON TASK. The more time you spend trying to master a knowledge domain, the more you will know.
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The best training model for HR professionals is the scientist-practitioner model. The most informed and competent professionals know how to balance scientific knowledge with the effective application of technical principles in the workplace. Effective application and service delivery requires interpersonal skills as well as technical knowledge. This program is designed to enhance both.
In summary, the most formidable demands of this program have to do with personal discipline and effort expenditure, not intellectual prowess (just like life in general). In other words, you do not have to be brilliant to do well in this program, but you will have to exert effort in a disciplined way!
If for any reason you do not think you will be able to devote more time to this program than most college courses you have taken, give serious consideration to enrolling in this program at another time when you can.
The program is designed to familiarize the participant with the principles of psychology relevant to understanding and solving problems unique to making employment decisions in industry, business, and government organizations. With the focus on the individual/job interface in the organization, topics covered will include:
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How to efficiently and effectively SELECT AND PLACE people into organizations and match them optimally to various jobs. This includes issues related to:
- analyzing jobs into their component parts,
- determining those human characteristics which underlie job performance,
- assessing these individual characteristics, and
- developing and evaluating decision strategies necessary for optimally combining this information as a basis for employment decisions.
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How to accurately APPRAISE THE QUALITY OF THEIR PERFORMANCE of jobs and provide feedback about this evaluation.
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How to TRAIN AND DEVELOP those people in various technical and interpersonal domains once they are members of the organization.
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The LEGAL AND REGULATORY ENVIRONMENT in which all of this important decision making takes place.
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And, how to COORDINATE THESE VARIOUS ACTIVITIES IN A STRATEGIC WAY .
An attempt will be made to present current theorizing in each topic area, while representing issues associated with its professional application in real work settings.
This program will have some “traditional” classroom activities (e.g., lectures, discussions, and presentations). In addition, this program will have some simulated professional activities. Some of these will take place in the classroom, but others will take place in the “real world”. When the program is completed, hopefully you will feel that you have learned not only useful technical information, but also practical skills necessary for the successful delivery of professional services to the public.
KEY CONCEPTS: Each module of the program has key concepts associated with it. Each Tuesday, you will be required to turn in a word-processed document in which you have defined the assigned key concepts for that week. Each concept generally can be explained in two or three sentences, so that the essential meaning of the concept is conveyed accurately. There are currently 317 key concepts for the semester. That averages out to 21 concepts a week (or 3 a day) for the next 15 weeks. A list of specific concepts and due dates will be disseminated after the first group meeting.
APPLIED EXERCISES: Applied exercises will be assigned at various times throughout the semester. The specific nature of these will be described as they are assigned.
PROGRAM CERTIFICATION PROCESS:
There will be an interim certification examination and a comprehensive final certification examination. These certification exams will be multiple choice and short answer in format. They will be designed to assess knowledge and understanding of assigned reading material, key concepts, and applied exercise material as well as lecture and discussion information.
On each exam and applied exercise, each program participant will receive a letter grade, normatively similar to the grades assigned in college courses. Your program certification status will be determined by combining your exam and applied exercise grades in the following way:
Decision Model for Determining Program Certification Status:
[[Interim Exam grade + Final Exam grade + Average Applied Exercise grade] ÷ 3] – [attendance deficiency] – [Key Concept identification deficiency].
For averaging purposes, each letter grade will be converted to a numerical score according to the following scale:
| A+ = 12 | B+ = 9 | C+ = 6 | D+ = 3 | F = 0 |
| A = 11 | B = 8 | C = 5 | D = 2 | |
| A- = 10 | B- = 7 | C- = 4 | D- = 1 |
The Interim Certification Exam will occur approximately in the eighth week of the program (i.e., approximately October 9th, 2008).
The Final Certification Exam is scheduled for: Wednesday, December 10, 2008 @ 3:10 p.m.
As in most professional work settings, consistent attendance is very important for workplace coordination and organizational effectiveness. The same is true for this program. The explicit expectation is that every participant will attend all 31 group sessions.
Each participant is provided with one (1) personal day during the 16-week program. In other words, each participant can miss one session with no questions asked. After one personal day, any missed session results in a lowering of final program certification status. Unusual circumstances warranting absence should be discussed with the Program Facilitator PRIOR TO the contemplated absence.
Suggestions for Effective Learning:
I will offer a special session to discuss learning principles and suggested ways to enhance learning in this program. Let me know if you are interested.
Note : Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TDD).
Program Agenda and Key Concepts
I. PSYCHOLOGY AND HUMAN RESOURCE MANAGEMENT IN OVERVIEW.
(Assigned Reading: Chapters 1, 3)
ACADEMY OF MANAGEMENT
EMPLOYEE ASSISTANCE PROGRAMS
AMA
HUMAN RESOURCE MANAGEMENT
APA
IPMA
APS
LABOR & INDUSTRIAL RELATIONS
ASTD
PERSONNEL PSYCHOLOGY
DIVERSITY
SHRM
DIVISION 14
SIOP
II. IDENTIFYING AND MEASURING INDIVIDUAL DIFFERENCES IN JOB CHARACTERISTICS.
A. Conceptual Foundations of Job Analysis. (Assigned Reading: Chapter 9)
BEHAVIOR—> OUTCOMES
JOB DIMENSION
CORE V. PERIPHERAL TASKS
JOB EVALUATION
ESSENTIAL JOB FUNCTIONS
JOB FAMILY
EXTRA-ROLE BEHAVIORS (OCB)
JOB SPECIFICATIONS
JOB
JOB TAXONOMY
JOB ANALYSIS
PEOPLE, DATA, & THINGS
JOB DESCRIPTION
PERFORMANCE DOMAIN
B. Applied Issues in Job Analysis.
ARCHIVAL DATA
PERFORMANCE DIARY
CRITICAL INCIDENT TECHNIQUE
POSITION ANALYSIS QUESTIONNAIRE (PAQ)
DATA COLLECTION METHODS
PRESCRIPTIVE V. DESCRIPTION ANALYSIS
DOT
STRATEGIC JOB ANALYSIS
FUNCTIONAL JOB ANALYSIS
STRUCTURED QUESTIONNAIRE
JOB-ORIENTED DESCRIPTION
THRESHOLD TRAITS ANALYSIS (TAT)
O*NET
WORKER ORIENTED DESCRIPTION
III. IDENTIFYING AND MEASURING INDIVIDUAL DIFFERENCES IN PEOPLE CHARACTERISTICS.
A. Basic Principles of Psychological Measurement. (Assigned Reading: Chapter 6)
COEFFICIENT ALPHA
SPEARMAN-BROWN FORMULA
EFFECT SIZE
STANDARD ERROR OF THE ESTIMATE
INTERNAL CONSISTENCY RELIABILITY
STANDARD ERROR OF MEASUREMENT
NORMATIVE DATA
STANDARD DEVIATION
PARALLEL FORMS RELIABILITY
STANDARD SCORES
PERCENTILES
SYSTEMATIC ERROR
PSYCHOMETRICS
TEST-RETEST RELIABILITY
RANDOM ERROR
TRUE SCORE
SCALES OF MEASUREMENT
Z-SCORE
B. Conceptualizing and Identifying Human Characteristics.
ABILITY
KSAO'S
ACHIEVEMENT MOTIVATION
MANUAL DEXTERITY
AFFECTIVE TRAITS
MEMORY
ATTITUDES
NOMOLOGICAL NETWORK
AXIS II PERSONALITY DISORDERS
PERCEPTUAL ACCURACY
BIG FIVE PERSONALITY FACTORS
PERSONALITY THEORY
COGNITIVE ABILITY
PHYSICAL ABILITY
COMPETENCIES
PRACTICAL INTELLIGENCE
DSM-IV
PRIMARY MENTAL ABILITIES
EMOTIONAL INTELLIGENCE
PSYCHOMOTOR ABILITY
EMOTIONAL LABOR
QUANTITATIVE ABILITY
HYPOTHETICAL CONSTRUCT
REASONING
INTELLIGENCE
SPATIAL RELATIONS
INTERESTS
VALUES
INTERPERSONAL SKILLS
VERBAL ABILITY
C. Methods for Sampling Behavior (Psychological Assessment Procedures). (Assigned Reading: Chapters 12, 14)
ACCOMPLISHMENT RECORD
PANEL INTERVIEW
ASSESSMENT CENTER
POLYGRAPH
ASSESSMENT INTEGRATION PROCESS
PREDICTOR DEVELOPMENT
BEHAVIOR DESCRIPTION INTERVIEW
PROBATIONARY PERIOD
BIB
PROJECTIVE TECHNIQUE
BIODATA
PURDUE PEGBOARD
CALIFORNIA PERSONALITY INVENTORY
RETROSPECTIVE SAMPLING
CONTENT V. METHOD
REFERENCE CHECK
GATB
RORSCHACH INKBLOT
GENETIC SCREENING
SITUATIONAL EXERCISE
GRADUATE RECORD EXAM
SITUATIONAL INTERVIEW
GRAPHOLOGY
16PF
HOGAN PERSONALITY INVENTORY
STRONG-CAMPBELL INTEREST INVENTORY
IN-BASKET EXERCISE
STRUCTURED INTERVIEW
JACKSON PERSONALITY INVENTORY
TAILORED TESTING
LEADERLESS GROUP DISCUSSION
THEMATIC APPERCEPTION TEST
MINER SENTENCE COMPLETION TEST
WEIGHTED APPLICATION BLANK
MINNESOTA PAPER FORM BOARD
WESMAN PERSONNEL CLASSIFICATION TEST
MMPI
WONDERLIC PERSONNEL TEST
MYERS-BRIGGS TYPE INDICATOR
WORK SAMPLE TEST
OVERT INTEGRITY TEST
IV. STRATEGIES FOR MATCHING PEOPLE AND JOBS.
A. Personnel Selection and Placement
1. Data Combination Strategies. (Assigned Reading: Chapter 13)
ATTENUATION
MULTIPLE HURDLE MODEL
BETA WEIGHT
MULTIPLE R
COMPENSATORY MODEL
NONLINEAR DECISION MODEL
CLINICAL SYNTHESIS MODEL
PEARSON CORRELATION COEFFICIENT
COEFFICIENT OF DETERMINATION
PREDICTOR CUTOFF
CRITERION CUTOFF
PURE CLINICAL DECISION MODEL
EXPECTANCY CHART
QUOTA SYSTEM
JUDGMENTAL DATA COMBINATION
REGRESSION INTERCEPT
LEAST SQUARES CRITERION
REGRESSION SLOPE
LIE SCALE
SEQUENTIAL DECISION STRATEGY
LINE OF BEST FIT
SHRINKAGE PROBLEM
LINEAR COMPOSITE
TEST BANDING
LINEAR CORRELATION
TEST BATTERY
MECHANICAL DATA COMBINATION
TOP DOWN HIRING
MINIMUM QUALIFICATION
TRAIT RATINGS
MODERATOR VARIABLE
UNIT WEIGHTING
MULTIPLE CUTOFF MODEL
UNIVARIATE V, MULTIVARIATE
2. Assessing the Quality of Decisions.
a. Conceptual Foundations of Validity. (Assigned Reading: Chapter 7)
DEPENDENT VARIABLE
PREDICTOR SCORES
FACE VALIDITY
SITUATIONAL SPECIFICITY
GENERALIZABILITY THEORY
TRANSPORTABILITY
INDEPENDENT VARIABLE
VALIDITY
INTERORGANIZATIONAL VALIDITY
VALIDITY GENERALIZATION
b. Types and Sources of Validity Evidence. (Assigned Reading: Binning & Barrett, 1989)
CONCURRENT VALIDATION DESIGN
MULTI-TRAIT MULTI-METHOD MATRIX
CONSTRUCT-BASED VALIDITY
PREDICTIVE VALIDATION DESIGN
CONTENT VALIDITY RATIO
RANDOM ASSIGNMENT
CONTENT-BASED VALIDITY
RANGE RESTRICTION
CONVERGENT VALIDITY
RELIABILITY
CORRECTED VALIDITY COEFFICIENT
REPRESENTATIVE SAMPLE
CRITERION-RELATED VALIDITY
SCATTERPLOT
CROSS VALIDATION
SIGNS V. SAMPLES
DISCRIMINANT VALIDITY
STATISTICAL POWER
DUST BOWL EMPIRICISM
SUBJECT MATTER EXPERTS (SME)
HOLD OUT SAMPLE
SYNTHETIC VALIDITY
META-ANALYSIS
c. Fairness in Decision Making. (Assigned Reading: Chapter 8)
BIAS
REGRESSION MODEL
CLEARY MODEL
SINGLE GROUP VALIDITY
DIFFERENTIAL VALIDITY
d. Utility Analysis for HR Decisions. (Assigned Reading: Pages 31-33, 216-222, 284-286)
BASE RATE
INCREMENTAL VALIDITY
COST/BENEFIT RATIO
SDy
FALSE NEGATIVE
SELECTION RATIO
FALSE POSITIVE
TAYLOR-RUSSEL MODEL
3. Criterion Development and Performance Appraisal. (Assigned Reading: Chapters 4, 5)
ABSENTEEISM
JOB INCUMBENT
BARS & BOS
MULTIPLE CRITERIA
CENTRAL TENDENCY EFFECT
OBJECTIVE CRITERION
COMPOSITE CRITERION
PAIRED COMPARISON
CONTRAST EFFECT
PEER NOMINATION
CRITERION
PERFORMANCE APPRAISAL
CRITERION CONTAMINATION
RELATIVE V. ABSOLUTE
CRITERION DEFICIENCY
SATISFACTORINESS
CRITERION PROBLEM
SUBJECTIVE CRITERION
DYNAMIC CRITERIA
360-DEGREE FEEDBACK
FORCED DISTRIBUTION
TRUE PERFORMANCE
FORCED-CHOICE FORMAT
TURNOVER
GRAPHIC RATING SCALES
WEIGHTED CHECKLIST
HALO ERROR
B. Personnel Training and Development.
1. Designing Training Interventions. (Assigned Reading: Chapter 16)
ADAPTIVE TRAINING
ORGANIZATION ANALYSIS
BEHAVIOR MODELING
O-T-P MODEL
COACHING
OVERLEARNING
COMPUTER-ASSISTED INSTRUCTION
PART LEARNING
DECLARATIVE KNOWLEDGE
PERSON ANALYSIS
DOUBLE-LOOP LEARNING
PERSONNEL TRAINING
JOB ROTATION
POSITIVE TRANSFER
KNOWLEDGE COMPILATION
PROCEDURAL KNOWLEDGE
LEARNING PRINCIPLES
SKILL ACQUISITION
MANAGEMENT DEVELOPMENT
SUCCESSION PLANNING
MASSED PRACTICE
TASK ANALYSIS
MASTERY LEARNING
TRANSFER OF TRAINING
NEEDS ANALYSIS
VESTIBULE TRAINING
NEGATIVE TRANSFER
WHOLE LEARNING
2. Evaluating the Effectiveness of Training Interventions. (Assigned Reading: Chapter 17)
ALPHA CHANGE
EXTERNAL CRITERION
INTERNAL CRITERION
BETA CHANGE
EXPERIMENTAL DESIGN
SOLOMON 4-GROUP DESIGN
COEFFICIENT ALPHA
GAMMA CHANGE
TRAINING CRITERIA
V. LEGAL AND PROFESSIONAL ISSUES FOR HR DECISION MAKING. (Assigned Reading: Chapters 2, 8, 18)
ADA (1990)
EQUAL PAY ACT (1963)
ADEA
EXECUTIVE ORDER
ADVERSE IMPACT
FAIR LABOR STANDARDS ACT
AFFIRMATIVE ACTION
FOUR-FIFTH RULE
ALBERMARLE PAPER CO. V. MOODY
GRIGGS V. DUKE POWER
APA STANDARDS
HOSTILE ENVIRONMENT
BAAKE V. UC REGENTS
ILLEGAL DISCRIMINATION
BFOQ
NEGLIGENT HIRING
BURDEN OF PERSUASION
OFCCP
BUSINESS NECESSITY
PRIMA FACIE EVIDENCE
COMPARABLE WORTH
PROTECTED GROUP
COMPENSATORY DAMAGES
PUNITIVE DAMAGES
CRA (1964)
REASONABLE ACCOMMODATION
CRA (1991)
REASONABLE WOMAN STANDARD
DIFFERENTIAL NORMING
QUID PRO QUO SEXUAL HARASSMENT
DISABILITY
SHIFTING BURDEN OF PERSUASION
DISPARATE IMPACT
SIOP PRINCIPLES
DISPARATE TREATMENT
TEST FAIRNESS
DOL
TITLE VII
EEOA
UNDUE HARDSHIP
EEOC
UNIFORM GUIDELINES