Instructor: Dr. Stephen J. Vodanovich
Required Text: Gatewood, R. D., Feild, H. S., & Barrick, M. Human Resource Selection (8th ed.), Cengage.
Office: Building 41 Room 220
Office Hours: Tuesday: 1:00 - 2:00; Thursday: 2:00 - 5:00
Additional required readings are listed below. (Please note that this list may be modified during the semester).
Students will be able to:
1) Demonstrate a thorough understanding of the important topic areas and issues in Personnel Psychology.
[Primarily assessed by exams, class discussion] Relevant core areas: Content, Critical thinking, Communication
2) Evaluate the various research designs covered in class (e.g., single group pretest-post test, post-test only control group) and the pros and cons of each.
[Primarily assessed by exams, class discussion] Relevant core areas: Content, Critical thinking, Communication
3) Describe and discuss the statistical/psychometric methods used in creating and assessing the worth of selection tests (internal consistency reliability,
validity, multiple regreession) that are aimed at differentiating individuals (e.g., in ability, personality).
[Primarily assessed by exams, class discussion] Relevant core areas: Content, Critical thinking, Communication
4) Discuss how the approches and techniques covered in the course (e.g., job analysis, performamce appraisal, adverse impact, realistic job previews)
can help solve actual personnel and organizational problems.
[Primarily assessed by exams, class discussion] Relevant core areas: Content, Critical thinking, Communication
5) Formally present and critique primacy source information of some of the influential research articles relevant to the field.
[Primarily assessed by exams, class discussion, presentation/debate] Relevant core areas: Content, Critical thinking, Communication
6) Evaluate the various issues facing personnel psychology (e.g., test fairness, privacy, employment discrimination, test score banding) and
discuss how these issues affect people, organizations, and society.
[Primarily assessed by exams, class discussion, presentation/debate]
Relevant core areas: Content, Critical thinking, Communication
7) Discuss and debate the research findings on a given topioc in Industrial-Organizational Psychology.
[Primarily assessed via exams, presenation/debate] Content, Critical thinking, Communication, Project management
~ Approximate Timeline ~
|
|||
Date |
Chapter |
Topic |
Slides/Readings
|
1/10 |
----- |
Course Overview and Introduction |
|
1/12 & 1/17 |
3 |
Job Analysis in HR Selection |
Thompson, D. E., & Thompson, T. A. (1982). Court standards for job analysis in test validation. Personnel Psychology, 35, 865-874. Get article _______________
Sanchez, J. I. & Levine, E. L. (2009) What is (or should be) the difference between competency modeling and traditional job analysis? Human Resource Management Review, 19, 53Ð63. Link to article
(1/17) Article Presenter: Kahla Davis |
1/19 & 1/24
|
4 |
Legal Issues in Selection |
|
1/26 & 1/31 |
2 |
Job Performance Concepts and Measures |
|
2/2 & 2/7 |
5 |
Recruitment of Applicants |
|
2/9 & 2/14 |
6 |
HR Measurement in Selection |
|
2/16 & 2/21 |
7 |
Reliability of Selection Measures
|
|
2/23 & 2/28 |
8 |
Validity of Selection Measures
|
|
|
3/2 & 3/7 |
9 |
Application Forms, Biodata, T & E Evaluations, Reference Checks
[3/2] Test 1 administered |
Application Blanks, Reference Checks, and Recommendations Slides
Article -- Application Blank Case Summary 3/2 --Chanice Alexander _______________ EEOC Guidelines on Arrest and Conviction Records
(3/7) Articles --Credit Scores-OutcomesCredit Scores-Demographics Articles Presenter: Teresa Salerno
|
3/9 |
----- |
No Class Southeastern Psycholigical Association Conference
|
|
3/14 & 3/16 |
No Class -- Spring Break
|
||
3/21 & 3/23 |
10 |
The Selection Interview |
3/23 - Julius Spicciani
|
3/28 & 3/30 |
11 |
Ability Tests for Selection
|
Cognitive Ability-Handbook Chapter
Less Positive (Less positive on use of CAT) Elizabeth Teta More Positive (More positive on use of CAT) Skye Geeslin
|
4/4 & 4/6 |
12 |
Personality Assessment for Selection
|
|
4/11& 4/13 |
Simulation Tests (e.g., Work Samples, Assessment Centers, Situational Judgment Tests)
|
International Assessment Center Guidelines
Work Sample/Performance Test Slides
|
|
4/18 & 4/20 |
15 |
Strategies for Selection Decision Making (4/18) Test #2 administered |
Multiple Regression example (Hierarchial)
4/18 -- Article Presenter: Jacob Entinger
(4/20) Article Presenter: Michael DeNoia
|
4/25 |
14 |
Testing for Counterproductive Work Behaviors (e.g., Integrity Testing, Drug Testing) |
|
4/27 |
----- |
No Class Society for Industrial-Organizational National Conference
|
|
Some Important Links:
Student Disability Services
Student Grievence Process
~ Grading Criteria ~
Two exams worth 45% each
Presentation/Debate: 10% (Debate rubric) || (Presentation rubric)
Class attendance is required. Each unexcused absence will result in one half a letter grade reduction in the final grade.
● Please note that makeup tests will NOT be given.
(3/30)