Aamodt Ch01 PPT

Chapter 1
© 2017 Cengage Learning. All Rights Reserved.

 Be able to describe I/O psychology and what
I/O psychologists do
 Learn about the history of I/O psychology
 Know the admissions requirements for
graduate programs in I/O psychology
 Understand the importance of conducting
research
 Understand how to conduct research
 Be able to differentiate various research
methods

 A branch of psychology that applies the
principles of psychology to the workplace
(Aamodt, 2016)
 Industrial-organizational psychologists are able
to apply psychological theories to explain and
enhance the effectiveness of human behavior in
the workplace (Canadian Psychological
Association)
 I/O psychologists “enhance the dignity and
performance of human beings, and the
organizations they work in, by advancing the
science and knowledge of human behavior”
(Rucci, 2008)
 Personnel Psychology
 Organizational Psychology
 Human Factors/Ergonomics
 Occupational Health and Safety
Employment Setting Highest Degree Highest Degree
Obtained (M.A.) Obtained (Ph.D.)
Education 0.8 40.0
Private sector 44.0 23.3
Public sector 10.5 8.2
Consulting 37.3 25.0
Other 7.4 3.5
Source: Medsker, G. J., Katkowski, D. A., & Furr, D. (2005). 2003 income and employment survey results for
the Society for Industrial and Organizational Psychology. The Industrial-Organizational Psychologist, 43(1),
36–50.

Typical I/O Courses Typical MBA Courses
Research methods Finance

Quantitative methods Marketing
Employee selection Corporate strategies and policies
Organizational psychology/behavior Accounting
Psychometrics/test construction Information systems
Training & development Economics
Performance appraisal Operations management
Culture/global/international business
Ethics
Source: Moberg & Moore (2011)

Degree
Characteristic M.A. Ph.D.
Average GPA 3.41 3.58
Years to complete 2 5
Internship Yes Yes
Dissertation No Yes
 Graduate Record Exam (GRE)
 Types of Graduate Programs
 Master’s programs
 Doctoral programs

1903 Walter Dill Scott publishes The Theory of
Advertising
1913 Hugo Munsterberg publishes Psychology and
Industrial Efficiency
http://www.youtube.com/watch?v=q7sIc8RXspk
1917 Journal of Applied Psychology first published
1918 WWI provides I/O psychologists with first
opportunity for large-scale employee testing and
selection

1921 First Ph.D. in I/O Psychology awarded to
Bruce Moore and Merrill Ream at Carnegie
Tech
1932 First I/O text written by Morris Viteles
1933 Hawthorne studies published
1937 American Association for Applied Psychology

established

1945 Society for Industrial and Business Psychology established as
Division 14 of the APA with 130 members
1960 Division 14 renamed as Society for Industrial Psychology,
membership exceeds 700
1971 B. F. Skinner publishes Beyond Freedom and Dignity
1982 Division 14 renamed Society for Industrial and
Organizational Psychology (SIOP)
2008 The journal Industrial and Organizational Psychology:
Perspectives on Science and Practice begins publication as an
official journal of SIOP
2010 SIOP membership exceeds 8,000
2014 SIOP membership exceeds 8,300

 Answering questions and making decisions
 Research and everyday life
 Common sense is often wrong

 Ideas
 Hypotheses - well thought-out suggestions or
ideas
 Theories - systematic sets of assumptions
regarding the nature and cause of particular
events

Does all this noise High levels of noise Noise causes a
affect my employees’ will increase the distraction, making it
performance? number of errors difficult to
made in assembling concentrate.
electronic
components.
Idea or question Hypothesis or Theory or
prediction explanation
What will happen Why it will happen

What employee Employee referrals 1. Realistic job
recruitment source is will result in preview theory
best? employees who stay 2. Differential
with the company recruitment-
longer than will the source
other recruitment 3. Personality
methods. similarity theory
4. Socialization theory
Idea or question Hypothesis or Theory or
prediction explanation
What will happen Why it will happen

 Written sources
 Journals
 Bridge publications
 Trade magazines
 Magazines
 Internet (word of caution)

 Locations
 Laboratory research
 Field research
 Issues
 Informed consent
 Institutional review boards

 Experiments
 Independent variable is manipulated {and}
 Subjects are randomly assigned to conditions
 Dependent variable
 Quasi-experiments
 Independent variable is not manipulated {or}
 Subjects are not randomly assigned to conditions
 Archival research
 Surveys
 Meta-analysis

 Independent Variable
 Experimental group
 Control group
 Dependent Variable

A researcher thinks that smaller groups
will be more cohesive than larger groups
Independent variable = Group size
Dependent variable = Level of cohesion
Number of Group Members

3 5 7 9 11 13
Cohesiveness 87 77 65 60 60 58
rating

A researcher thinks that setting goals will increase the
number of orders that are “upsized” at McBurger
King
Independent variable = Setting of goals (yes or no)
Dependent variable = # of upsized orders
Experimental Condition
No Goals Goals
# of upsized 18 79
orders
 Are employees in large organizations more likely to miss
work than those in small organizations?
 Will taking a practice test increase scores on the an
employment test?
 Will making “to do” lists decrease the stress of managers?
 A researcher found that employees with customer service
training have fewer customer complaints than employees
who haven’t been trained.
 A researcher found that employees on the night shift make
more errors than those on the day shift.
 A researcher found that employees paid on commission
were more productive but less satisfied than employees
paid an hourly rate.

 Used when experiments are not practical or
when manipulating a variable may not be
ethical
 A study is a quasi-experiment rather than an
experiment when
 The independent variable is not manipulated
{or}
 Subjects are not randomly assigned to conditions
 Cannot determine cause-effect relationships

 2013 Employee absenteeism rate = 5.09%
 2014 On-site child-care center established
(Jan 1)
 2014 Employee absenteeism rate = 3.01%

Date Absenteeism % External Factor Internal Factor
1/13 2.8
2/13 3.1
3/13 4.7 Unemployment rate at 4.1%
4/13 4.7
5/13 4.8
6/13 6.7 Main highway closed
7/13 6.5
8/13 4.9 Highway reopens
9/13 4.5
10/13 4.4
11/13 8.7 Terrible snowstorm
12/13 5.3
2013 Total 5.09%

Date Absenteeism % External Factor Internal Factor
1/14 5.3 Child care center started

2/14 5.2
3/14 5.1 Flextime program started

4/14 2.0 Unemployment rate at
9.3%
5/14 2.0
6/14 2.0
7/14 1.8 Wellness program started
8/14 1.8
9/14 2.0 New attendance policy
10/14 2.1
11/14 4.0 Mild weather
12/14 4.2 Mild weather
2014 Total 3.13%

 Mail
 Personal interviews
 Phone
 Email
 Internet

 Mail Responses  Email Responses
 Gone with the Wind  Gone with the Wind
 The Sound of Music  Star Wars
 The Wizard of Oz  Schindler’s List
 It’s a Wonderful  The Wizard of Oz
Life  The Shawshank
 To Kill a Redemption
Mockingbird

 Pre-contact participants
 Personalize the survey (e.g., original
signature)
 Ensure survey responses will be anonymous
by using identification numbers
 Use a first-class stamp (15% more likely to be
opened)

 Compared to regular mail, email
 Faster
 Cheaper (5-20% of regular mail cost)
 Results in longer, more candid open-ended
responses
 Has similar response rates (about 30%)
 Survey length does not affect response rates

 Immediately identify self and affiliation
 Provide a phone number if participant is
suspicious
 Stress the importance of the information
 Keep the interview short
 Limit the number of response options
 Speak clearly

Poll Obama McCain Difference
Actual results 52.9% 45.6% 7.3%
Battleground 50 48 2
Fox News 50 43 7
Rasmussen Reports 52 46 6
NBC News/Wall St. Journal 51 43 8
ABC News/Washington Post 53 44 9
CBS News 51 42 9
Reuters/C-SPAN/Zogby 54 43 11
Gallup 55 44 11

Poll Obama Romne Difference
y
Actual results 51.1% 47.2% 3.9%
Gallup 49 50 –1
Rasmussen Reports 48 49 –1
Battleground/Politico/GWU 47 47 0
CNN/Opinion Research 49 49 0
IBD/TIPP 50 49 1
NBC News/Wall St. Journal 48 47 1
ABC News/Washington Post 50 47 3
Pew Research 50 47 3

 Will the participant understand the question?
 Will the question itself change the way a
person thinks?
 Do the response options cover the construct?
 What are we going to do with the data?
 What question are we trying to answer?
 How much time, effort, and money are we
willing to spend in coding and analyzing
responses?
 Does the format increase or decrease the
probability of responding?
 Open-ended items
 Provide richer quality
 Difficult to analyze
 Restricted items
 Easier to analyze
 May limit responses

 Age _____
 Age
 Under 21
 21–25
 26–30
 31–40
 41–50
 Over 50

 In the past year, how many times did you
play golf?
 How many times per week do you drink
alcohol?

 Statistical method of reaching conclusions
based on previous research

Study N Validity p
Will & Grace (2008) 20 0.28 NS
Dharma & Gregg (2009) 30 0.25 NS
Smith & Jones (1983) 25 0.30 NS
Starsky & Hutch (1990) 40 0.27 NS

Study N Validity p
Will & Grace (2008) 430 0.28 0.001
Dharma & Gregg (2009) 30 0.05 NS
Smith & Jones (1983) 225 0.30 0.001
Starsky & Hutch (1990) 40 0.07 NS

 Obtain relevant studies
 Convert test statistics into effect sizes
 Compute mean effect size
 Correct effect sizes for sources of error
 Determine if effect size is significant
 Determine if effect can be generalized or if
there are moderators

 Establish time frame for studies
 Sources
 Journals
 Dissertations
 Theses
 Technical reports
 Conference presentations
 File cabinet data

 Search Engines
 Academic Search Complete
 PsycINFO
 Lexis-Nexis
 Google Scholar
 World Cat
 Internet
 Bibliographies from studies
 Phone calls
 List serve calls for help

 Must be empirical
 Must have the appropriate statistic to
convert to an ‘r’ or a ‘d’
 Must have complete set of information
 Must be accurate

 Two common effect sizes
 Correlation (r)
 Difference (d)
 Conversion Types
 Directly using means
 (Mexp – Mcontrol) ÷ SDoverall
 Formulas to convert t, F, X2, r, and d

Answer to

Study Type IV DV
A Correlation Satisfaction Performance
B Archival Sex Salary
C Quasi-experiment MNF Game Days missed
D Survey None Child-care

center
attitudes

Study Type IV DV
E Meta-analysis Incentives Performance
F Survey None Work attitude
G Archival Education Performance
H Experiment Training Ability to detect

deception

 Size
 Students vs. “real world”
Does it Matter?
If you were investigating whether the
length of time it took for an employee to
report sexual harassment (1 day versus 3
months) influenced jurors decisions,
would students as subjects be different
from having people from the
community?
 Types of Samples
 Random
 Representative
 Non-random/representative
 Sampling Methods
 Random selection
 Convenience
 Random assignment

 A researcher has the students in her classes fill
out a questionnaire
 A researcher gives $6 to people who will
participate in his study. As the people arrive, he
flips a coin to see if they will be in the
experimental or the control condition.
 A manager wants to see if a training program will
increase performance. She selects every third
name from the company roster to participate.
Employees with an odd number at the end of
their social security number are given one
training program and those with an even number
are given another.
 Extra credit
 Money
 Intrinsic reasons
 Ordered to participate
Does it Matter?
Would the inducement used affect the
type of person agreeing to participate?
In what ways?

 Ethically
required
 Can be waived when
 Research involves minimal risk
 Waiver will not adversely affect rights of
participants
 Research could not be done without the waiver

 An experimenter wants to study the effects
of electric shock on reducing patients’
depression levels
 A researcher wants to conduct a telephone
survey in which she asks people their five
favorite TV shows. She will then determine
if males and females like different shows.
 A researcher wants to determine the types of
people who litter. He plans to hide above a
road and record information about the
people who litter or don’t litter (e.g., age,
sex, type of car).
 Informed consent
 Instructions
 Task completion
 Deception?
 Debriefing

Answer to

 Introduction
 Old references: Article was published in 2015 yet
most recent cite is 1978
 Article stated that other studies “have shown no
improvement” but did not cite them
 Method
 Small sample size
 No description of participant characteristics
 Subjective dependent variable
 Results
 Significance levels were ignored
 Inferred “cause” in a correlational study
 Numbers will always be different
 Are they different by chance or by something
true?
 Probability levels (p < 0.05)

 Descriptive  Statistics
showing
Statistics differences
 Mean  t-tests
 Median  Analysis of variance
 Mode  Chi-square
 Frequencies
 Standard deviation

 Does not show causation
 Correlation coefficient
 Direction
 Positive
 Negative
 Magnitude
 Distance from zero
 Comparison to norms
 Type of Relationship
 Linear
 Curvilinear

Salary
Time in Job

Salary
Time in Job

 Informed consent
 Debriefing
 Research Review Boards

 Ethicaldilemmas: Ambiguous situations that
require personal judgments of what is right
or wrong.
 Two types
 Type A
 Type B

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Chapter 1

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

Research methods Finance

Source: Moberg & Moore (2011)

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

1933 Hawthorne studies published

1937 American Association for Applied Psychology

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

What will happen Why it will happen

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

Independent variable = Group size

Dependent variable = Level of cohesion

Number of Group Members

© 2017 Cengage Learning. All Rights Reserved.

Independent variable = Setting of goals (yes or no)

Dependent variable = # of upsized orders

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

3/13 4.7 Unemployment rate at 4.1%

© 2017 Cengage Learning. All Rights Reserved.

1/14 5.3 Child care center started

3/14 5.1 Flextime program started

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

Will & Grace (2008) 20 0.28 NS

Dharma & Gregg (2009) 30 0.25 NS

Smith & Jones (1983) 25 0.30 NS

Starsky & Hutch (1990) 40 0.27 NS

© 2017 Cengage Learning. All Rights Reserved.

Will & Grace (2008) 430 0.28 0.001

Dharma & Gregg (2009) 30 0.05 NS

Smith & Jones (1983) 225 0.30 0.001

Starsky & Hutch (1990) 40 0.07 NS

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.

© 2017 Cengage Learning. All Rights Reserved.