4690G-001
Psychology 4690G-001
Special Topics in Industrial and Organizational Psychology - The Psychology of Leadership
If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
1.0 CALENDAR DESCRIPTION
Selected topics of current interest in industrial and organizational psychology.
Prerequisites: Psychology 2820E, or both Psychology 2800E and 2810, plus registration in third or fourth year Honours Specialization in Psychology or Honours Specialization in Developmental Cognitive Neuroscience
Other Psychology students and Psychology Special Students who receive 75% in the prerequisite courses may enrol in this course.
3 seminar hours, 0.5 course
Unless you have either the prerequisites for this course or written special permission from your Dean to enroll in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites
2.0 COURSE INFORMATION
Instructor: John Meyer, PhD
Office and Phone Number: 8411 SSC; (519) 661-3679
Office Hours: by appointment
Email: meyer@uwo.ca
Teaching Assistant: Chelsea Vaters, MSc
Office: 8424D SSC
Office Hours: by appointment
Email: cvaters@uwo.ca
Time and Location of Classes: SH-3355; Wednesday, 1:30-4:30
If you or someone you know is experiencing distress, there are several resources here at Western to assist you. Please visit: http://www.uwo.ca/uwocom/mentalhealth/ for more information on these resources and on mental health.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also wish to contact Services for Students with Disabilities (SSD) at 519-661-2111 ext 82147 for any specific question regarding an accommodation.
3.0 TEXTBOOK
For required course readings, see Class Schedule
4.0 COURSE OBJECTIVES
This course will address leadership in organizations from a psychological perspective. We will discuss the evolution of theory pertaining to leader emergence and effectiveness and evaluate these theories in terms of research support and practical implications (e.g., leader selection and development). We will examine leadership from the perspective of the leaders as well as their followers, and will address a number of the challenges faced by leaders in modern organizations. The overall objective of the course is to develop students’ ability to critically evaluate leadership theory and research and to help them gain a better understanding of what it takes to be an effective leader.
4.1 STUDENT LEARNING OUTCOMES
Upon successful completion of this course, students should be able to:
- Describe key concepts of relevance to the psychology of leadership
- Recognize strengths and limitations in the research methods used to study leadership
- Critically evaluate theory and research pertaining to the psychology of leadership
- Explain the ways that theory and research pertaining to the psychology of leadership might be applied in the workplace
5.0 EVALUATION
Attendance and Participation (10%): Students are required to attend class and participate in the general discussion of issues as well as in-class exercises.
Midterm Test (25%). The midterm test will cover reading and lecture materials for January 11 to February 8 and will consist of short answer and short essay questions. The test will be two hours in length and will be written during class time.
Final Test (35%): The final test will cover reading and lecture materials for January 11 to March 22, with emphasis on the material covered from March 1 to March 22, and will consist of short answer and short essay questions. The test will be two hours in length and will be written during the final exam period.
Term Paper (20%). Students will be required to submit a 2000-word term paper by 11:55 pm on the last day of class (Tuesday April 5, 2017). Details are provided in Appendix A. Late papers will be penalized at a rate of 10% per day. For information about how to submit term papers, see the Appendix.
In-class Presentation (10%). Students will participate in a group project that requires creating an ‘event’ to be presented during one of the last two classes. Students will be assigned to groups on January 18. Dates for each group presentation will be determined in class on March 1. Details concerning the group project are provided in Appendix A.
Although the Psychology Department does not require instructors to adjust their course grades to conform to specific targets, the expectation is that course marks will be distributed around the following averages:
70% 1000-level and 2000-level courses
72% 2190-2990 level courses
75% 3000-level courses
80% 4000-level courses
The Psychology Department follows the University of Western Ontario grading guidelines, which are as follows (see http://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf ):
A+ 90-100 One could scarcely expect better from a student at this level
A 80-89 Superior work that is clearly above average
B 70-79 Good work, meeting all requirements, and eminently satisfactory
C 60-69 Competent work, meeting requirements
D 50-59 Fair work, minimally acceptable
F below 50 Fail
6.0 TEST AND EXAMINATION SCHEDULE
Mid-term Test: Wednesday, February 15 (text & lecture material from January 11 to February 8)
Final Test: TBA (Final exam period) (text & lecture material from January 11 to March 22)
Term Paper: Due April 5 at 11:55 pm
7.0 CLASS SCHEDULE
Date Topic and Assigned Reading
Jan 11 Introduction and Overview
Jan 18 The `Right Stuff’ for Leadership?
Hoffman, B.J., Woehr, D.J., Maldagen-Youngjonh, R., & Lyons, B.D. (2011). Great man or great myth? A quantitative review of the relationship between individual differences and leader effectiveness. Journal of Occupational and Organizational Psychology, 94, 347-381.
Zaccaro, S.J. (2007). Trait-based perspectives of leadership. American Psychologist, 62(1), 6-16.
Jan 25 Best Practices in Leadership?
Vroom, V.H., & Jago, A.G. (2007). The role of the situation in leadership. American Psychologist, 62(1), 17-24.
Yukl, G. (2012). Effective leadership behavior: What we know and what questions need more attention. Academy of Management Perspectives, 26, 67-84.
Feb 1 Charismatic & Transformational Leadership
Judge, T.A., & Piccolo, R.F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of Applied Psychology, 89, 755-768.
DeRue, D.S., Nahrgang, J.D., Wellman, N. & Humphrey, S.E. (2011). Trait and behavioral theories of leadership: An integration and meta-analytic test of their relative validity. Personnel Psychology, 64, 7-52.
Feb 8 Leadership Theories for a New Era
Hannah, S.T., Sumanth, J.J., Lester, P., & Cavarretta, F. (2014). Debunking the false dichotomy of leadership idealism and pragmatism: Critical evaluation and support of the newer genre leadership theories. Journal of Organizational Behavior, 35, 598-621.
Mumford, M.D. & Fried, Y. (2014). Give them what they want or give them what they need? Ideology in the study of leadership. Journal of Organizational Behavior, 35, 622-634.
Feb 15 Mid-term Test
Mar 1 Romance of Leadership?
Avolio, B.J., Reichard, R., Hannah, S.T., Walumbwa, F.O., & Chan, A. (2009). A meta-analytic review of leadership impact research: Experimental and quasi-experimental studies. Leadership Quarterly, 764-784.
Bligh, M.C., Kohles, J.C., & Pillai, R. (2011). Romancing leadership: Past, present, and future. Leadership Quarterly, 22, 1058-1077.
Mar 8 Leadership from a Follower’s Perspective
Gagné, M., & Deci, E.L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362. Read pp. 331-346; 345-347
Uhl-bein, M., Riggio, R.E., Lowe, K.B., & Carsten, M.K. (2014). Followership theory: A review and research agenda. Leadership Quarterly, 25, 83-104.
Mar 15 Gender and Culture Differences in Leadership
Eagly, A.H., & Karau, S.J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109, 573-598.
Eagly, A.H., Johannesen-Schmidt, M.C., & van Engen, M.L. (2003). Transformational, transactional, and laissez-faire styles: A meta-analysis comparing women and men. Psychological Bulletin, 129, 569-591.
Hanges, P.J., Aiken, J.R., Park, J., & Su, J. (2016). Cross-cultural leadership: Leading around the world. Current Opinions in Psychology, 8, 64-69.
Mar 22 Leader and Leadership Development
Day, D.V. (2001). Leadership development: A review in context. Leadership Quarterly, 11, 581-613.
McCall, M.W. (2010). Recasting leadership development. Industrial and Organizational Psychology: Perspectives on Science and Practice, 3, 3-19.
Mar 29 / Student Group Presentations
Apr 5
8.0 STATEMENT ON ACADEMIC OFFENCES
Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offenses. Plagiarism and cheating are considered very serious offenses because they undermine the integrity of research and education. Actions constituting a scholastic offense are described at the following link: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf
As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offenses. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com http://www.turnitin.com
Possible penalties for a scholastic offense include failure of the assignment, failure of the course, suspension from the University, and expulsion from the University.
9.0 POLICY ON ACCOMMODATION FOR MEDICAL ILLNESS
Western’s policy on Accommodation for Medical Illness can be found at:
http://www.westerncalendar.uwo.ca/2016/pg117.html
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation:
http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html
10.0 OTHER INFORMATION
Office of the Registrar web site: http://registrar.uwo.ca
Student Development Services web site: http://www.sdc.uwo.ca
Please see the Psychology Undergraduate web site for information on the following:
http://psychology.uwo.ca/undergraduate/student_responsibilities/index.html
- Policy on Cheating and Academic Misconduct
- Procedures for Appealing Academic Evaluations
- Policy on Attendance
- Policy Regarding Makeup Exams and Extensions of Deadlines
- Policy for Assignments
- Short Absences
- Extended Absences
- Documentation
- Academic Concerns
- 2016 Calendar References
No electronic devices, including cell phones, will be allowed during exams.
