Psychology 3690G 001 FW24
Special Topics in Industrial and 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.
WESTERN UNIVERSITY
LONDON CANADA
Department of Psychology
2023-2024
Psychology 3690G Section 001
Special Topics in Industrial and Organizational Psychology:
“The Psychology of Work Motivation and Leadership”
Tentative Outline
1 Calendar Description
Selected topics of current interest in industrial and organizational psychology.
Prerequisite(s): Both Psychology 2801F/G (or one of Health Sciences 2801A/B, Psychology 2840F/G, Psychology 2855F/G) and Psychology 2811A/B (or one of Biology 2244A/B, Economics 2122A/B, Economics 2222A/B, Geography 2210A/B, Health Sciences 3801A/B, MOS 2242A/B, Psychology 2830A/B, Psychology 2850A/B, Sociology 2205A/B, Statistical Sciences 2035, Statistical Sciences 2141A/B, Statistical Sciences 2143A/B, Statistical Sciences 2244A/B, Statistical Sciences 2858A/B, the former Social Work 2207A/B), or the former Psychology 2820E, or both the former Psychology 2800E and the former Psychology 2810.
Antirequisites: not applicable
Extra Information: 3 seminar hours.
Course Weight: 0.50
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.
2 Course Information
Instructor: John Meyer, PhD
Phone: 519-661-3679
Office Hours: By appointment
Email: meyer@uwo.ca
Teaching Assistant: TBA
Office:
Office Hours:
Email:
Time and Location of Classes: see Student Timetable
3 Course Materials
For required course readings, see Class Schedule; readings will be made available through the course website on OWL.
4 Course Objectives and Learning Outcomes
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, case studies, exercises, and videos |
Mid-term and final tests; group project and presentation; term paper. |
Knowledge of Methodologies. Have a basic understanding of the research methods used by I/O psychologists in the investigation of motivation and leadership in the workplace. |
In-class lectures and discussion |
Mid-term and final tests |
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, and leadership development. |
In-class lectures and discussion, case studies, exercises, and videos; group project and presentation |
Mid-term and final tests; participation in in-class activities; group project and presentation; term paper |
Communication Skills. Learn to communicate the results of psychological research to a lay audience.
|
Group project involving in-class presentation. |
Group presentation and term paper |
Awareness of Limits of Knowledge. Identify and think critically about limitations of I/O psychological research methods and findings |
In-class lectures and discussion; group project and presentation |
Mid-term and final tests; participation in in-class activities; group research and presentation; term paper
|
5 Evaluation
Attendance and Participation (10% of final mark). Students are required to attend in person classes and participate in the general discussion of issues as well as in-class exercises. Students who cannot attend class on a given day should notify the instructor and provide an explanation. Grades will be based on attendance and participation excluding those days when student have legitimate reasons for absence.
Group Project and Presentation (15% of final mark). Students will be assigned to groups early in the semester and will work together to prepare a presentation regarding (a) an organizational leader or leaders or (b) an organization or organizations of their choosing (see Appendix for more detail). The presentations should highlight the distinguishing qualities of the leader(s) or the organization(s) and discuss their successes and/or limitations from the standpoint of the theories and research discussed throughout the course. Presentations will be approximately 30-40 minutes in length and will be made during the final two weeks of the term (March 27 and April 3). Groups or individuals who have legitimate reasons for being unable to present at the assigned time will be provided an opportunity to present on another date within one week of their scheduled date. A brief proposal outlining the basic objectives of the presentation should be submitted by 11:55 pm on Thursday, March 6. Failure to do so will result in a 5% penalty on the group project grade.
Term Paper (15% of final mark). Students will be required to submit a 2000-word term paper by 11:55 pm on Friday, April 4, 2024. The paper should be based on the research done for the student’s group presentation but should reflect their own unique perspective (see Appendix for more detail and instructions for submission). Late papers will be penalized at a rate of 10% per day unless students receive accommodation. Note: the term paper is designated for this course as the assessment requiring supporting documentation for accommodation.
Midterm Test (30% of final mark). The midterm test will cover reading and lecture materials for January 9 to February 6 and will consist of multiple choice and short written-answer questions. The test will be held in class on February 13. Students who miss the test and receive accommodations (as required) will be given an opportunity to write a make-up test.
Final Test (30% of final mark): The final test will cover reading and lecture materials for Feb. 27 to March 20 and will consist of multiple choice and short written-answer questions. The test will be held on the date to be set by the Registrar’s office. Students who miss the test and receive accommodations (as required) will be given an opportunity to write a make-up test.
The evaluation and testing formats for this course were created to assess the learning objectives as listed in section 4 and are necessary for meeting these learning objectives
Policy on Missing Coursework
See above for policy regarding each component of the evaluation.
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.
The Psychology Department follows Western’s grading guidelines: https://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf
The expectation for course grades within the Psychology Department is that they will be distributed around the following averages:
70% 1000-level to 2099-level courses
72% 2100-2999-level courses
75% 3000-level courses
80% 4000-level courses
In the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components.
Policy on Grade Rounding
Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered.
6 Assessment/Evaluation Schedule
Mid-term Test: Thursday, February 13 (reading & lecture material from January 9 to February 6). Dates for any make-up tests will be determined on a case-by-case basis.
Final Test: TBA (Final exam period) (reading & lecture material from Feb. 27 to March 20. Dates for any make-up tests will be determined on a case-by-case basis.
Group Project and Presentation: Groups must submit a short proposal for approval by March 7. Group presentations will be scheduled for March 27 and April. 3.
Term Paper: Due April 4 at 11:55 pm
7 Class Schedule
TOPICS AND READINGS
Note: Readings will be made available on the course website in OWL.
Assigned readings are required unless designated as ‘optional.’ Optional readings will include information presented in class and provide students with additional coverage and background.
INTRODUCTION
Jan. 9 Introduction: Evidence-based Management
Pfeffer, J., & Sutton, R.I. (2006). Evidence-based management. Harvard Business Review, 84(1), 63-74.
Optional
Rousseau, D.M. (2005). Is there such a thing as “evidence-based management”? Academy of Management, 31(2), 256-269.
PART 1: Work Motivation
Jan. 16 Traditional Theories of Work Motivation
Dinibutun, S.R. (2012). Work motivation: Theoretical framework. Retrieved from ResearchGate (https://www.researchgate.net/publication/338543082_Work_Motivation_Theoretical_Framework?enrichId=rgreq-c8174a5d9faf4ef1290e98a574a4883b-XXX&enrichSource=Y292ZXJQYWdlOzMzODU0MzA4MjtBUzo4NDY1MTkxNzk2ODU4ODhAMTU3ODgzNzMwODI2Ng%3D%3D&el=1_x_2&_esc=publicationCoverPdf)
Stajkovic, A.D., & Luthans, F. (1997). 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)
Jan. 23 Contemporary Theories of Work Motivation
Greenberg, J. (2011). Organizational justice: The dynamics of fairness in the workplace. In S. Zedeck (Ed.) APA Handbook of industrial and organizational psychology (Vol. 3, pp. 271-327). Washington, DC: APA. (Focus on pp. 271-286)
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.
Deci, E.L., Olafsen. A.H., & Ryan, R.M. (2017). Self-determination theory in work organizations: The state of the science. Annual Review of Organizational Psychology and Organizational Behavior, 4, 19-43. (Focus on pp. 19 -30)
Jan. 30 Motivation in Practice I: Compensation
Gerhart, B., & Fang, M. (2014). Pay for (individual) performance: Issues, claims, evidence and the role of sorting effects. Human Resource Management Review, 24, 41-52.
Deci, E.L., Olafsen. A.H., & Ryan, R.M. (2017). Self-determination theory in work organizations: The state of the science. Annual Review of Organizational Psychology and Organizational Behavior, 4, 19-43. (Focus on pp. 31-39)
Optional
Bucklin, B.R., Li, A., Rodriguez, M.M., Johnson, D.A., & Eagle, L.M. (2022). Pay for performance: Behavior-based recommendations from research and practice. Journal of Organizational Behavior Management, 44(2), 309-335.
Feb. 6 Motivation in Practice II: Work Design and Engagement
Oldham, G.R., & Fried, Y. (2016). Job design research and theory: Past, present and future. Organizational Behavior and Human Decision Processes, 136, 20-35.
Bakker, A. (2017). Strategic and proactive approaches to work engagement. Organizational Dynamics, 46, 67-75.
Optional
Humphrey, S.E., Nahrgang, J.D., & Morgeson, F.P. (2007). Integrating motivational, social, and contextual work design features: 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).
Feb. 13. Mid-term Test
February 15-23 Reading Week
PART 2: Leadership
Feb. 27 Traditional Theories of Leadership
House, R.J. & Aditya, R.N. (1997). The social scientific study of leadership: Quo vadis? Journal of Management, 23(3), 409-473. (Read pp. 409-430).
Optional
Judge, T.A., Bono, J.E., Ilies, R., & Gerhardt, M.W. (2002). Personality and leadership: A qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765-780.
Judge, T.A., Piccolo, R.F., & Ilies, R. (2004). The forgotten ones? The validity of consideration and initiating structure in leadership research. Journal of Applied Psychology, 89(1), 36-51.
Mar. 6 Neo-Charismatic Theories of Leadership
House, R.J. & Aditya, R.N. (1997). The social scientific study of leadership: Quo vadis? Journal of Management, 23(3), 409-473. (Read pp. 430-443)
Conger, J.A. (2011). Charismatic leadership. In Bryman, A., Collinson, D., Grint, K., Jackson, B., & Uhl-Bein, M. (Eds.), Sage Handbook of Leadership (pp. 86-102). Thousand Oaks, CA: Sage Publications, Inc.
Optional
Wang, G., Oh, I-S, Courtright, S.H., & Colbert, A.E. (2011). Transformational leadership and performance across criteria and levels: A meta-analytic review of 25 years of research. Group and Organization Management, 36(2), 223-270. (Focus on. 224-236 & 249-255)
Mar. 13 New Genre Theories of Leadership
Hoch, J. E., Bommer, W. H., Dulebohn, J. H., & Wu, D. (2018). Do ethical, authentic, and servant leadership explain variance above and beyond transformational leadership? A meta-analysis. Journal of Management, 44(2), 501–529. (Focus on pp. 501-509 & 520-526)
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.
Optional
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.
Mar. 20 Selected Issues: Destructive Leadership / Gender and Leadership
Krasikova, D.V., Green, S.G., & LeBreton, J.M. (2013). Destructive leadership: A theoretical review, integration, and future research agenda. Journal of Management, 39(5), 1308-1338. (Read pp. 1308 – 1328)
Carli, L.L., & Eagly, A.H. (2011). Gender and leadership. In Bryman, A., Collinson, D., Grint, K., Jackson, B., & Uhl-Bein, M. (Eds.), Sage Handbook of Leadership (pp. 103-116). Thousand Oaks, CA: Sage Publications, Inc.
Mar. 27 - Student Presentations
Apr. 3
8 Academic Integrity
Scholastic offences are taken seriously, and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf.
Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.
Statement on Use of Electronic Devices
Student may use electronic devices for purposes of note taking during class, but no electronic devices are permitted during tests.
Plagiarism Detection Software
All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. 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.
Use of AI
The use of generative AI tools such as ChatGPT to produce written work is not permitted unless permission is granted by the instructor for specific circumstances. Any work submitted must be the work of the student in its entirety unless otherwise disclosed. When used, AI tools should be used ethically and responsibly, and students must cite or credit the tools used in line with the expectation to use AI as a tool to learn, not to produce content.
Multiple Choice Exams
Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.
Personal Response Systems (“Clickers”)
In classes that involve the use of a personal response system, data collected will only be used in a manner consistent to that described in this outline. It is the instructor’s responsibility to make every effort to ensure that data remain confidential. However, students should be aware that as with all forms of electronic communication, privacy is not guaranteed.
9 Academic Accommodations and Accessible Education
View Western’s policy on academic accommodations for student with disabilities at this link.
Accessible Education provides supports and services to students with disabilities at Western.
If you think you may qualify for ongoing accommodation that will be recognized in all your courses, visit Accessible Education for more information. Email: aew@uwo.ca Phone: 519 661-2147
10 Absence & Academic Consideration
View Western’s policy on academic consideration for medical illnesses this link
Find your academic counsellor here: https://www.registrar.uwo.ca/faculty_academic_counselling.html
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain academic considerations. Students must communicate with their instructors no later than 24 hours after the end of the period covered SMC, or immediately upon their return following a documented absence.
Medical Absences
Submit a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner to Academic Counselling in your Faculty of registration to be eligible for Academic Consideration.
Nonmedical Absences
Submit appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in your Faculty of registration to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.
Religious Consideration
Students seeking accommodation for religious purposes are advised to contact Academic Counselling at least three weeks prior to the religious event and as soon as possible after the start of the term.
11 Other Information
- Office of the Registrar: https://registrar.uwo.ca
- Student Development Services: sdc.uwo.ca
- Psychology Undergraduate Program: https://www.psychology.uwo.ca/undergraduate/index.html
Students who are in emotional/mental distress should refer to Health and Wellness@Western https://www.uwo.ca/health/ 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.
If you wish to appeal a grade, please read the policy documentation at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsundergrad.pdf. Please first contact the course instructor. If your issue is not resolved, you may make your appeal in writing to the Undergraduate Chair in Psychology (psyugrd@uwo.ca).
Copyright Statement
Lectures and course materials, including power point presentations, outlines, videos 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 any course materials publicly and/or for commercial purposes without the instructor’s written consent.
12 Land Acknowledgement
We acknowledge that Western University is located on the traditional territories of the Anishinaabek, Haudenosaunee, Lūnaapéewak, and Chonnonton. Nations, on lands connected with the London Township and Sombra Treaties of 1796 and the Dish with One Spoon Covenant Wampum. This land continues to be home to diverse Indigenous Peoples (First Nations, Métis and Inuit) whom we recognize as contemporary stewards of the land and vital contributors of our society.
Appendix
Group Project & Term Paper
Group Project (15% of final mark)
Students will work in groups of 4 or 5 to conduct background research and prepare a presentation regarding one or more organizations or organizational leaders. Presentations will be made during the last two weeks of class (March 27 and April 3). The following is a brief summary of the how to select organizations or leaders as well as the nature and objectives of the presentations. More detail will be provided in class.
Selected Organizations
Students should select an organization or organizations that exemplify the best practices or principles discussed throughout the course. A good starting point might be to search for a list of best employers (e.g., Top 100 Employers in Canada: https://www.canadastop100.com/national/). The presentation should highlight the qualities that make them top employers and relate these qualities to the theory and research discussed in the course. For example, can the success of these organizations as employers be explained by existing theoretical principles? Are there things that this organization does that cannot be explained by current theory and might require refinement or development of new theory? Are the principles or practices being applied in the focal organization(s) unique to their situation or might they be emulated by other organizations? How?
Selected Leaders
Students should select an organizational leader or leaders who exemplify the qualities or behaviors discussed in the course. A good starting point might be to search the internet for top rated leaders or to identify leaders highlighted in course readings. The presentation should address the qualities that make the leader(s) effective along with discussion of the criteria used to evaluate their effectiveness. The presentation should link the leader(s)’ qualities or actions to the theory and research discussed in class to (a) illustrate how existing theory can account for their effectiveness and/or (b) to identify the need for refinement or development of new theory. Discussion might also use the focal leader(s)’ experiences to address specific leadership issues such as gender or culture differences, strategies for leader development, leading change, dealing with crisis or overcoming adversity.
Term Paper (15% of final mark).
Each student in the group will be required to submit a 2000-word term paper based on the group presentation. The paper should be based on the research done for the student’s group presentation but should reflect their own unique perspective. For example, students might compare the organization(s) or leader(s) in the presentation to their own work experiences, or discuss how the investigation might influence their own future job choices or approach to leadership. More details concerning the nature of the papers will be presented in class. Final papers are due on by 11:55 pm on Friday, April 4, 2023. Late papers will be penalized at a rate of 10% per day.
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.