Psychology 3690G-001
Special Topics in Industrial & Organizational Psychology
"The Psychology of Work Motivation and 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)
Unless you have either the prerequisites for this course or written special permission from your Dean to enrol 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.
3 seminar hours; 0.5 course
2.0 COURSE INFORMATION
Instructor: John Meyer
Office: 8411 SSC
Phone #: 519-661-3679
Email: meyer@uwo.ca
Time and Location of Classes: Thursdays, 12:30pm – 3:30pm; AHB 1B06
Students who are in emotional/mental distress should refer to Mental Health@Western
http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help.
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 Student Accessibility Services (formerly known as Services for Students with Disabilities) at 519-661-2147.
3.0 TEXTBOOK
For required course readings, see Class Schedule; readings will be made available through the course website on OWL.
4.0 COURSE OBJECTIVES
This course will introduce students to classic and modern psychological theories pertaining to work motivation and leadership in organizations. Students will also be introduced to the research strategies used to evaluate theories and will learn to critically evaluate both theory and research. Throughout the course, emphasis will also be place on the practical applications of theory and research, including their implications for work design, compensation systems, and manager training and development. Special attention will be given to the changing nature of work, workers, and working as we consider motivation and leadership in the modern workplace.4.1 STUDENT LEARNING OUTCOMES
By the end of the term, students should have developed the following skills:
|
Learning Outcome |
Learning Activity |
Assessment |
|
Depth and Breadth of Knowledge.
Be aware of and understand key psychological principles as they apply to work motivation and leadership. Understand how these principles were established empirically and can be applied in the workplace. |
In-class lectures and discussion; Supplementary readings, case studies, exercises, and videos |
Essay and short written-answer tests. Participation in in-class activities Term paper and in-class presentation. |
|
Application of Knowledge.
Understand and be able to explain how theory and evidence-based psychological principles can be applied to guide human resource management practices in organizations, including the design of compensations systems, work design, leadership development, and change management. |
In-class lectures and discussion; Supplementary readings, case studies, exercises, and videos |
Essay and short written-answer tests. Participation in in-class activities. Term paper and in-class presentation. |
|
Critical Evaluation of Methodologies.
Understand and describe the wide range of research methods used in I/O psychology to discover the psychological principles underlying work motivation and leadership.
Understand and describe how knowledge can be synthesized using systematic reviews and meta-analyses.
Understand and describe how the effectiveness of interventions intended to enhance motivation and improve leadership can be evaluated. |
In-class lectures and discussion; Supplementary readings and exercises |
Essay and short written-answer tests. Participation in in-class activities. Term paper and in-class presentation. |
|
Awareness of Limits of Knowledge.
Identify and think critically about limitations of I/O psychological research methods and findings.
|
In-class lectures and discussion; Supplementary readings and exercises. |
Essay and short written-answer tests. Participation in in-class activities and discussion. Term paper and in-class presentation. |
5.0 EVALUATION
Attendance and Participation (10% of final mark): Students are required to attend class and participate in the general discussion of issues as well as in-class exercises.
Midterm Test (35% of final mark). The midterm test will cover reading and lecture materials for January 9 to February 6 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% of final mark): The final test will cover reading and lecture materials for January 9 to April 2, with emphasis on the material covered from February 27 to March 19 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 and Student-led Discussion (20% of final mark). Students will be required to submit a 2000-word term paper by 11:55 pm on Monday, April 6, 2019. Details concerning the nature of the papers will be presented in class. Late papers will be penalized at a rate of 10% per day. For information about how to submit term papers, see the Appendix. Students will also be required to provide a brief summary of their papers and to lead an in-class discussion of the topic (10-15 minutes inclusive) on either March 26 or April 2. Finally, students must submit a 100-word summary of the topic they will cover in their term paper by 11:55 pm on Friday, February 14. Failure to do so will result in a 5% penalty on the final term paper grade.
PLEASE NOTE: Because this is an essay course, as per Senate Regulations, you must pass the essay component to pass the course. That is, the average mark for your written assignments must be at least 50%.
This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty.
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 Western's 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 ASSESSMENT/EVALUATION SCHEDULE
Mid-term Test: Thursday, February 13 (text & lecture material from January 9 to February 6); Make-up date will be Monday, February 24, 4:00 – 6:00 pm in SSC 8409.
Final Test: TBA (Final exam period April 6-26) (text & lecture material from January 9 to April 2, with emphasis on material from February 27 to March 19); Make-up date will be announced once the final exam time has been determined. Students should not make travel plans until after the final exam make-up is over.
Term Paper Topic Summary: Due February 14 at 11:55 pm
Term Paper: Due April 6 at 11:55 pm
7.0 CLASS SCHEDULE
TOPICS AND READINGS
INTRODUCTION
Jan. 9. Introduction to Evidence- and Principle-based Approaches
Meyer, J.P. (2013). The science-practice gap and employee engagement: It’s a matter of principle. Canadian Psychology, 54, 235-245.
Briner, R.B., Denyer, D., & Rousseau, D.M. (2009). Evidence-based management: Concept cleanup time? Academy of Management Perspectives, 23(4), 19-32.
PART 1: Work Motivation
For an overview of motivation theory and research, read:
Kanfer, R., Frese, M., & Johnson, R.E. (2017). Motivation related to work: A century of progress. Journal of Applied Psychology, 102(3), 338-355.
Jan. 16. The Principles of Reinforcement, Expectancy, & Justice
Stajkovic, A.D., & Luthans, F. A meta-analysis of the effects of organizational behavior modification on task performance, 1975-95. Academy of Management Journal, 40(5), 122-149. (focus on pp. 1122 – 1124, 1128 -1135 and 1139 -1143; i.e., skip details regarding analysis)
Lunenburg, F.C. (2011). Expectancy theory of motivation: Motivating by altering expectations. International Journal of Management, Business, and Administration, 15(1), 1-6.
Ambrose, M.L. (2002). Contemporary justice research: A new look at familiar questions. Organizational Behavior and Human Decision Processes, 89, 803-812.
Optional Van Eerde, W., & Thierry, W. (1996). Vroom`s expectancy models and work-related criteria: A meta-analysis. Journal of Applied Psychology, 81(5), 575-586.
Optional: Colquitt, J.A. et al. (2013). Justice at the millennium, a decade later: A meta-analytic test of social exchange and affect-based perspectives. Journal of Applied Psychology, 98, 199-236.
Jan. 23. Principles of Goal Striving, Self-regulation, and Need Satisfaction
Bandura, A. (2005). The evolution of social cognitive theory. In Smith, K.G., & Hitt, M.A. Great minds in management, (pp. 9-35). Oxford University Press.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705-717.
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Jan 30. Converting Principle to Practice: Compensation and Work Design
Gagné, M., & Forest, J. (2008). The study of compensation systems through the lens of self-determination theory: Reconciling 35 years of debate. Canadian Psychology, 49, 225-232.
Humphrey, S.E., Nahrgang, J.D., & Morgeson, F.P. (2007). Integrating motivational, social, and contextual work design feature: A meta-analytic summary and theoretical extension of the work design literature. Journal of Applied Psychology, 92, 1332-1356. (Focus on pp. 1332-1338 and 1339-1348 and skim rest.)
Feb. 6. Converting Principle to Practice: Employee Engagement
Bakker, A. (2017). Strategic and proactive approaches to work engagement. Organizational Dynamics, 46, 67-75.
Schaufeli, W.B. (2017). Applying the job demands resources model: A ‘how to’ guide to measuring and tackling work engagement and burnout. Organizational Dynamics, 46, 120-132.
Optional: Christian, M.S., Garza, A.S., & Slaughter, J.E. (2011). Work engagement: A quantitative review and test of its relations with task and contextual performance. Personnel Psychology, 64, 89-136.
Feb. 13. Mid-term Test
PART 2: Leadership
For an overview of leadership theory and research, read:
Lord, R.G., Day, D.V., Zaccaro, S.J., Avolio, B.J., & Eagly, A.H. (2017). Leadership in applied psychology: Three waves of theory and research. Journal of Applied Psychology, 102(3), 434-451.
Feb. 27. The Contingency Principle
Zaccaro, S.J. (2007). Trait-based perspectives of leadership. American Psychologist, 62(1), 6-16.
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.
Optional: 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
Optional: 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.
Mar. 5. Principles of Moral and Ethical 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.
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.
Mar 12. Converting Principle to Practice: 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 19. Converting Principle to Practice: Managing Change
Stouten, J., Rousseau, D.M., & De Cremer, D. (2018). Successful organizational change: Integrating the management practices and scholarly literatures. Academy of Management Annals, 12(2), 752-788.
PART 3: Motivation and Leadership in the Future World of Work
Mar. 26. Student-led Discussion
Apr. 2. Student-led Discussion
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
Computer-marked multiple-choice tests and/or exams may be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.
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/PolicyPages.cfm?PolicyCategoryID=1&Command=showCategory&SelectedCalendar=Live&ArchiveID=#Page_12
The full policy for consideration for absences can be accessed at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/Academic_Consideration_for_absences.pdf
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
If you experience an extenuating circumstance (e.g., illness, injury) sufficiently significant to temporarily make you unable to meet academic requirements, you may request accommodation through the following routes:
- Submitting a Self-Reported Absence form (for circumstances that are expected to resolve within 48 hours);
- For medical absences, submitting a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner in order to be eligible for Academic Consideration;
For non-medical absences, submitting appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in their Faculty of registration in order to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation. The self-reported absence form may NOT be used for absences longer than 48 hours; coursework/tests/exams/etc., worth more than 30% of the final grade; or exams scheduled in the December or April final-exam periods: http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html
Students seeking academic consideration:
- are advised to consider carefully the implications of postponing tests or midterm exams or delaying handing in work;
- are encouraged to make appropriate decisions based on their specific circumstances, recognizing that minor ailments (upset stomach) or upsets (argument with a friend) are not normally an appropriate basis for a self-reported absence;
must communicate with their instructors no later than 24 hours after the end of the period covered by either the self-reported absence or SMC, or immediately upon their return following a documented absence
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
- 2019-2020 Calendar References
No electronic devices, including cell phones and smart watches, will be allowed during exams.
Copyright Statement: Lectures and course materials, including power point presentations, outlines, and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute lecture notes, wiki material, and other course materials publicly and/or for commercial purposes without the instructor’s written consent.
Appendix
Instructions for Term Papers
Objective
The purpose of the term paper is to have students consider issues of work motivation and leadership in the future world of work. This is, how will changes in work, workers, and working impact the nature, determinants, and/or outcomes of workers’ motivation, or the nature and effectiveness of leadership in the workplace? Below is a list of potential topics, but students are free to propose other topics of relevance to the stated objective. A 100-word summary of the topic is due by 11:55 pm on Friday, February 14, 2020 (see below).
Potential Topics
Motivating/leading ‘gig’ workers
Effects of ‘precarious work’ on motivation
Leading/motivating innovation
Leading/motivating social responsibility
Leadership/motivation in virtual teams
Leading/motivating millennials
Leadership/motivation in an increasingly diverse workforce
Robots as leaders, co-workers, or assistants
Effects of technology on motivation and/or work/life balance
Applications of artificial intelligence in the workplace
Submission Procedures and Deadlines
To submit your term paper summary please log on to OWL, go to the 3690G site, and click the Assignments tab on the left. You will see the "3690G Term Paper Summary" assignment there. Please upload a single Word document. The due date for the summary is 11:55 pm on Friday, February 14, 2020. Note that submitting summaries after the due date will result in a 5% penalty on the final term paper grade.
To submit your final term paper please log on to OWL, go to the 3690G site, and click the Assignments tab on the left. You will see the "3690G Final Term Paper" assignment there. Please upload a single Word document. The due date is 11:55 pm on Monday, April 6, 2020. Note that there is a late penalty of 10% per day.
Once you submit your paper, you will be able to see your originality report right away. It is more important to go through your entire paper and make sure that there aren't any whole sentences, or the majority of a sentence plagiarized etc. If you would like to make changes to your paper, you can delete your original submission and submit a new one. You can resubmit as many times as you would like to. Papers will not be accepted after Monday, April 13th, 2020 at 11:55 pm.
If you have any questions or issues with submitting your paper, please email the instructor at meyer@uwo.ca
