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Industrial-Organizational Psychology Dissertations

The Seattle Pacific University Department of Industrial-Organizational Psychology offers both an M.A. and Ph.D. in Industrial-Organizational Psychology.

This series contains successfully defended doctoral dissertations.

Dissertations from 2024 2024

Effects of Advertising Employee Resource Groups (ERGs) on Female Applicants’ Intentions to Pursue Employment Through Perceived Organizational Support , Jamie Crites

Dissertations from 2023 2023

The psychometric evaluation of decent work in India , Jadvir K. Gill

Implicit Trait Policies and Situational Judgment Tests: How Personality Shapes Judgments of Effective Behavior , Alexander Edward Johnson

An Investigation of the Impact of Prosocial Action on Psychological Resilience in Female Volunteer Maskmakers During COVID-19 , Linda D. Montano

To make or buy: How does strategic team selection and shared leadership strategy interact to impact NBA team effectiveness? , Brandon Purvis

Dissertations from 2022 2022

“Intended Between a Man and a Woman”: Examining the LGBTQ Campus Climate of a Non-Affirming Free Methodist University , Justin Cospito

Adverse Work Experiences and the Impact on Workplace Psychological Well Being, Workplace Psychological Distress, Employee Engagement, Turnover Intention, and Work State Conscientiousness , Nicole J. DeKay

Managing One’s Anxiety When Work Narratives Misalign , Shannon Eric Ford and Shannon Ford

The HERO in you: The impact of psychological capital training and perceived leadership on follower psychological capital development and burnout , Alifiya Khericha

CoachMotivation: Leveraging Motivational Interviewing Methodology to Increase Emotion Regulation Ability in the Workplace , Michael R. Nelson

Effects of Pay Transparency on Application Intentions through Fairness Perceptions and Organizational Attractiveness: Diversifying the Workforce by Effectively Recruiting Younger Women , Phi Phan-Armaneous

The space between stress and reaction: A three-way interaction of active coping, psychological stress, and applied mindfulness in the prediction of sustainable resilience , Kait M. Rohlfing PhD

A Quantitative Comparison of Employee Engagement Antecedents , Kirby White

Dissertations from 2021 2021

RAD Managers: Strategic Coaching for Managers and Leaders , Audrey Mika Kinase Kolb

Can Gender Pronouns in Interview Questions Work as Nudges? , Fei Lu

Catalytic Resilience Practices: Exploring the Effects of Resilience and Resilience Practices through Physical Exercise , Mackenzie Ruether

Dissertations from 2020 2020

Softening Resistance Toward Diversity Initiatives: The Role of Mindfulness in Mitigating Emotional White Fragility , Vatia P. Caldwell

When Proenvironmental Behavior Crosses Contexts: Exploring the Moderating Effects of Central Participation at Work on the Work-Home Interface , Bryn E.D. Chighizola

Developing Adaptive Performance: The Power of Experiences and a Strategic Network of Support , Joseph D. Landers Jr.

Purposeful Investment in Others: The Power of a Character of Service , Kayla M. Logan

Developmental Experiences Impacting Leadership Differentiation in Emerging Adults , Gabrielle E. Metzler

Fighting dirty in an era of corporate dominance: Exploring personality as a moderator of the impact of dangerous organizational misconduct on whistleblowing intentions , Keith Andrew Price

CoachMotivation: Developing Transformational Leadership by Increasing Effective Communication Skills in the Workplace , Megan L. Schuller

The Relationship Between Authentic Leadership and Resilience, Moderated by Coping Skills , Alice E. Stark

Building and Sustaining Hope in the Face of Failure: Understanding the Role of Strategic Social Support , Kira K. Wenzel PhD

Dissertations from 2019 2019

Exploring the Buffering Effects of Holding Behaviors on the Negative Consequences of Workplace Discrimination for People of Color , Heather A. Kohlman Olsen

Employee Engagement Around the World: Predictors, Cultural Differences, and Business Outcomes , Amanda Munsterteiger

Dissertations from 2018 2018

Ignatian Spirituality in Vocational Career Development: An Experimental Study of Emerging Adults , Scott Campanario

Narrative Leadership: Exploring the Concept of Time in Leader Storytelling , Helen H. Chung Dr.

Vulnerability in Leadership: The Power of the Courage to Descend , Stephanie O. Lopez

An Exploratory Study Examining a Transformational Salesperson Model Mediated by Salesperson Theory-of-Mind , Philip (Tony) A. Pizelo Dr.

Dissertations from 2017 2017

Developing Conviction in Women Leaders: The Role of Unique Work and Life Experiences , McKendree J. Hickory

The Role of Organizational Buy-in in Employee Retention , Serena Hsia

The Psychometric Evaluation of a Personality Selection Tool , James R. Longabaugh

Approaching Stressful Situations with Purpose: Strategies for Emotional Regulation in Sensitive People , Amy D. Nagley

Validation of the Transformative Work in Society Index: Christianity, Work, and Economics Integration , John R. Terrill

Seeking Quality Mentors: Exploring Program Design Characteristics to Increase an Individual’s Likelihood to Participate as a Mentor , Kristen Voetmann

Predicting Employee Performance Using Text Data from Resumes , Joshua D. Weaver

College for The Sake of What? Promoting the Development of Wholly Educated Students , Michael P. Yoder

Dissertations from 2016 2016

Am I a Good Leader? How Variations in Introversion/Extraversion Impact Leaders’ Core Self-Evaluations , Marisa N. Bossen

Dissertations from 2015 2015

The Development of Job-Based Psychological Ownership , Robert B. Bullock

Generational Differences in the Interaction between Valuing Leisure and Having Work-Life Balance on Altruistic and Conscientious Behaviors , Sandeep Kaur Chahil

Obtaining Sponsorship in Organizations by Developing Trust through Outside of Work Socialization , Katie Kirkpatrick-Husk

Managing Work and Life: The Impact of Framing , Hilary G. Roche

Men and Women in Engineering: Professional Identity and Factors Influencing Workforce Retention , Caitlin Hawkinson Wasilewski

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Home > Graduate Theses, Dissertations, and Capstone Projects > ALL-PROGRAMS > Industrial/Organizational Psychology Theses

Industrial/Organizational Psychology Theses

Theses/dissertations from 2022 2022.

Employee Satisfaction and Perceptions of Organizational Leadership Accountability , Caroline M. Clancy

The Effects of Transformational Leadership on Sales Performance in a Multilevel Marketing Organization , Alexander Techy

Theses/Dissertations from 2021 2021

Too Illegit to Quit: The Impact of Illegitiate Tasks on Turnover Intentions and Well-Being , Jacob Wessels

Theses/Dissertations from 2020 2020

The Effects of Positive and Negative Humor at Work , Trevor Frey

Diverse Teams, Team Effectiveness, and the Moderating Effect of Organizational Support , Hannah Tilstra

Theses/Dissertations from 2019 2019

Effects of Psychological Need Satisfaction on Proactive Work Behaviors , Shota Kawasaki

Theses/Dissertations from 2018 2018

Gender Differences in Development Center Performance in a Healthcare Organization , Samuel Lawson

Theses/Dissertations from 2017 2017

Success in Learning Groups: Where have we been? And Where are we going? , Tiffany Michelle Ackerman

Individual Differences as Predictors of Success for Learning Community Students , Nicole Haffield

Moderating Effects of Resilience and Recovery on the Stressor-Strain Relationship Among Law Enforcement Officers , Austin Hearne

Selection Portfolio: Applying Modern Portfolio Theory to Personnel Selection , Eric Leingang

The Hogan Development Survey: Personality in Selecting and Training Aviation Pilots , Jenna McChesney

Evaluating a Measure of Student Effectiveness in an Undergraduate Psychology Program , Colin Omori

Participant Self-Assessment of Development Center Performance , Ryan Powley

“Let’s be clear”: Exploring the Role of Transparency Within the Organization , Maxwell Salazar

Theses/Dissertations from 2016 2016

The Effect of an Email Intervention Tailored to Highly Ambitious Students on University Retention , Lauren Bahls

911,What's My Emergency? Emotional Labor, Work-Related Rumination, and Strain Outcomes in Emergency Medical Dispatchers , Jessica Lee Deselms

Can You Hack It? Validating Predictors for IT Boot Camps , Courtney Gear

Intervention E-mails and Retention: How E-mails Tailored to Personality Impact an Undergraduate Student's Decision to Return to School or Not , John Kelly Heffernon

Prudence and Persistence: Personality in Student Retention , Logan J. Michels

Examination of the Antecedents, Reactions, and Outcomes to a Major Technology-driven Organizational Change , Ngoc Dinh Nguyen

Training Coping Techniques to Reduce Statistics Anxiety , Brittany Prothe

Assessing the Effect of Personality Characteristics of Minnesota Golfers on the Brand Equity of Golf Drivers , Eric Schinella

Mood and Engagement Contagion in a Call Center Environment , Sarah Welsch

Why Do Some Employees Readjust to Their Home Organizations Better Than Others? Job Demands-Resources Model of Repatriation Adjustment , Yukiko Yamasaki

Theses/Dissertations from 2015 2015

Fitting Flow: An Analysis of the Role of Flow Within a Model of Occupational Stress , Jeffrey Alan Dahlke

Created Equal? Comparing Disturbing Media Outcomes Across Occupations , Christine Nicole Gundermann

The Influence of Perceived Similarity, Affect and Trust on the Performance of Student Learning Groups , Jennifer Louise Lacewell

Depth of a Salesman: Exploring Personality as a Predictor of Sales Performance in a Multi-Level Marketing Sample , Colleen Rose Miller

Expatriate Adjustment of U.S. Military on Foreign Assignment:The Role of Personality and Cultural Intelligence in Adjustment , Jennifer Pauline Stockert

Organizational Trust As a Moderator of the Relationship between Burnout and Intentions to Quit , Glenn Trussell

Theses/Dissertations from 2014 2014

Ethnic Names, Resumes, and Occupational stereotypes: Will D'Money Get the Job? , Tony Matthew Carthen

Examining the Effectiveness of the After Action Review for Online and Face-to-Face Discussion Groups , William Cradick

University Commitment: Test of a Three-Component Model , Brittany Davis

An Investigation into the Effect of Power on Entrepreneurial Motivations , Jack Reed Durand

Development and Enhancement to a Pilot Selection Battery for a University Aviation Program , Ryan Thomas Hanna

Overseas Assignments: Expatriate and Spousal Adjustment in the U.S. Air Force , Andrew R. Hayes

The Roles of Social Support and Job Meaningfulness in the Disturbing Media Exposure-Job Strain Relationship , Hung T. Hoang

Student Assessment of Professor Effectiveness , Roger Emil Knutson

Dirty Work: The Effects of Viewing Disturbing Media on Military Attorneys , Natalie Lynn Sokol

Theses/Dissertations from 2013 2013

Selection System Prediction Of Safety: A Step Toward Zero Accidents In South African Mining , Rachel Aguilera-Vanderheyden

Examining Generational Differences across Organizational Factors that Relate to Turnover , Kimberly Asuncion

An Investigation of Online Unproctored Testing and Cheating Motivations Using Equity Theory and Theory of Planned Behavior , Valerie Nicole Brophy

Race, Gender, and Leadership Promotion: The Moderating Effect of Social Dominance Orientation , Chelsea Chatham

Disentangling Individual, Organization, and Learning Process Factors that Drive Employee Participation , Diana Colangelo

Will [email protected] get the Job Done? An Analysis of Employees' Email Usernames, Turnover, and Job Performance , Jessica Marie Lillegaard

Using Personality Traits to Select Customer-Oriented Security Guards , Tracy Marie Shega

Mobile Internet Testing: Applicant Reactions To Mobile Internet Testing , Sarah Smeltzer

Ethical Leadership: Need for Cross-Cultural Examinations , Shuo Tian

Development of a Pilot Selection System for a Midwestern University Aviation Program , Kathryn Wilson

Theses/Dissertations from 2012 2012

Identifying Organizational Factors that Moderate the Engagement-Turnover Relationship in a Healthcare Setting , Stevie Ann Collini

Organizational Wellness Programs: Who Participates and Does it Help? , Justin Michael Dumond

Coping with Economic Stressors: Religious and Non-Religious Strategies for Managing Psychological Distress , Jonathan Karl Feil

The Creation and Validation of a Pilot Selection System for a Midwestern University Aviation Department , Jacob William Forsman

The National Survey of Student Engagement as a Predictor of Academic Success , Paul Michael Fursman

Perceptions of a Text-Based SJT versus an Animated SJT , Amanda Helen Halabi

The Moderating Effects of Work Control and Leisure Control on the Recovery-Strain Relationship , Jason Nicholas Jaber

The Role Social Influence Has On Dormitory Residents' Responses to Fire Alarms , Michael Otting Leytem

The Impact of Culture, Industry Type, and Job Relevance on Applicant Reactions , Olivia Martin

Someone Who Understands: The Effect of Support on Law Enforcement Officers Exposed to Disturbing Media , Jessica Morales

The Effects of Task Ambiguity and Individual Differences on Personal Internet Use at Work , Hitoshi Nishina

The Roles of Self-Efficacy and Self-Deception in Cheating on Unproctored Internet Testing , Christopher Adam Wedge

Theses/Dissertations from 2011 2011

Assessing Transfer Student Performance , Hyderhusain Shakir Abadin

Should You Hire [email protected]?: An Analysis of Job Applicants' Email Addresses and their Scores on Pre-Employment Assessments , Evan Blackhurst

The Dirty Work Of Law Enforcement: Emotion, Secondary Traumatic Stress, And Burnout In Federal Officers Exposed To Disturbing Media , Amanda Harms

Comparison of a Ranking and Rating Format of the 5Plus5: A Personality Measure , Kristy Lynn Jungemann

Cultural Intelligence and Collective Efficacy in Virtual Team Effectiveness , Pei See Ng

Relationship Type Determines the Target of Threat in Perceived Relational Devaluation: Organizational Self vs. Interpersonal Relationships , Peter Sanacore

Development of an Assessment Center as a Selection Method for I/O Graduate Applicants , Ting Tseng

Hiking, Haiku, or Happy Hour After Hours: The Effects of Need Satisfaction and Proactive Personality on the Recovery-Strain Relationship , Paige Woodruff

Exploring the Antecedents of Organizational Citizenship Behavior in Knowledge-based Virtual Communities , Luman Yong

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Theses and Dissertations (Industrial and Organisational Psychology)

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• The impact of an onboarding programme on work engagement and organisational commitment in a tertiary institution  Legodi, Chuene Abigail ( 2023-01 ) The primary aim of the study was to explore the relationship between an onboarding progamme, work engagement and organisational commitment in a South African tertiary institution. The secondary aim was to ascertain whether ...
• The impact of psychosocial employability attributes among registered HR and IOP professionals in South Africa  Hogg, Dustin ( 2023-06 ) The objective of this study was to measure the impact psychosocial employability attributes of human resources practitioners (HRPs) and industrial and organisational psychologists (IOPs) who are registered with and affiliated ...
• Work engagement and organisational commitment at a private distance learning institution in South Africa  Mushaninga, Yvonne ( 2023-10-09 ) Organisations are increasingly concerned about employees’ work engagement and organisational commitment due to the influence of the two constructs on important organisational outcomes. A question that is also pertinent is ...
• Employees turnover intentions : experiences of employees at a basic education public entity  Selesho, Refilwe Argentina ( 2021-06-14 ) The study was a qualitative research study and was based within the interpretive research paradigm. Participants were selected by means of convenience sampling which was guided by the availability and willingness of ...
• Investigating employee’s experiences of the pay-for-performance system within the banking sector in Limpopo Province  Nkoana, Mautswa Elizabeth ( 2022-12-04 ) This study aimed to explore the employee’s experiences with the pay-for-performance system within a banking institution in Polokwane, Limpopo province branches. The study was a qualitative research study and was based on ...
• Ethical leadership, group learning behaviour and group cohesion in the energy sector: a psycho-social model  Motabologa, Reneilwe Mathabo ( 2023-01 ) Orientation: At present, it is essential for organisations to have a sound ethical context which will enable the organisation to achieve sustainability, and to maintain a positive corporate image. For these reasons, ethical ...
• Exploring links between gender, dwelling and career interests among black emerging adults  Matjie, Mokgata Allen Tshepo ( 2018-07 ) The objectives of the research were (1) to establish the theoretical and empirical relationship between gender, dwelling and the career interests of young African emerging adults; and (2) to determine whether gender and ...
• A qualitative study of perceptions of recruiters when hiring persons with criminal record  Motlhanke, Ponatshego Palesa ( 2023-06 ) The intention of this study was to explore recruiters’ perceptions when hiring persons with a criminal record. Recruiters are the gatekeepers and champions of the recruitment process and therefore play an integral part in ...
• The relationship between psychological career resources and organisational commitment in a parastatal institution in Botswana  Rangel, Malebogo Rosemary ( 2023-05 ) The general aims of this research study were to: (1) Establish if a relationship existed between psychological career resources (PCR) and organisational commitment amongst employees in a parastatal institution in Botswana, ...
• The association between psychosocial career preoccupations and psychological career resources  Govender, Ashlin ( 2020-01 ) The study explored the association between psychological career resources and psychosocial career preoccupations. The participants comprised a convenience sample of N = 314 individuals of varying race, age, gender and ...
• The relationship between employability, career adaptability, and psychological capital amongst non-degreed youth at an educational institution  Van Vuuren, Jean ( 2022-12 ) The world of work is advancing and dominated by the demands of the Fourth Industrial Revolution (4IR) and ever-faster technological developments. Employability, rather than just finding employment, is required today. ...
• A staff retention model for state-owned enterprises in South Africa  Maphanga, Christinah Hlamalane ( 2023-06-14 ) The aim of this quantitative study was to develop a model of staff retention for state-owned enterprises (SOEs) in South Africa. The literature review phase explored the concept of staff retention, the measurement of staff ...
• The validation of a big data analytics capability scale for the South African context  Naicker, Renee ( 2023-01 ) Literature confirms that few organisations have managed to enhance organisational performance through big data analytics capabilities (BDAC). Therefore, the primary objective of this study was to design and validate a BDAC ...
• Work-related sense of coherence, job satisfaction and job embeddedness in an engineering and construction organisation in Africa  Egling, Zoe Edith-Ann ( 2022-01-24 ) The overarching aim of this research study was to determine the nature of the relationship between Work-related Sense of Coherence (Work-SoC) and job satisfaction and job embeddedness and whether Work-SoC can predict job ...
• Exploring managers’ perceived effectiveness of interventions aimed at eradicating workplace bullying  Singo, Azwihangwisi Alfred ( 2023-01 ) The general aim of this research was to explore managers’ perceptions of the effectiveness of interventions aimed at eradicating workplace bullying, and to obtain recommendations as to how such interventions might be ...
• The Black African educators' work-life balance: a hermeneutic phenomenological inquiry  Mloyi, Wellington ( 2022-04 ) The purpose of this study was to explore the work-life balance (WLB) of Black African high school educators in an African context. African high school educators are confronted with multifarious and unique work-life ...
• Use of human resource information systems in the measurement of non-financial organisational success factors  Bonehill, Jason Frederick ( 2022-06 ) Orientation: Organisations make use of human resource information systems (HRISs) to store data and assist with the processing of employee and other related information. This data can be a great source of information ...
• The relationship between employee well-being and organisational effectiveness in a bond origination company in South Africa  Van der Merwe, Chryssa ( 2022-08 ) The well-being of employees influenced the way in which they performed and ultimately impacted the effectiveness of an organisation. The interdependent and mutually beneficial relationship between an organisation and its ...
• Investigating the relationship between career adaptability, career anchors and organizational commitment  Baldeo, Ronika ( 2022-02 ) The aim of this study was to (1) to investigate the relationship between career adaptability (measured by the Career Adaptability Scale), career anchors (measured by the Career Orientations Inventory) and organisational ...
• Exploring the perceived effectiveness of a governmental performance management system  Mashiane, Patricia Cisky ( 2022-01 ) This study explored the perceived effectiveness of a governmental performance management system, through the lived experiences of employees and line managers within the different phases of the performance management ...

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Home > Theses and Dissertations > Dissertations > BROWSE_DISSERTATIONS > DISSERTATIONS_IND_ORG_PSY

Industrial-Organizational Psychology

Dissertations from 2015 2015.

Tomorrow's Leading Ladies: How Core Self-Evaluations, Leadership Perceptions, and Social Support Influence Young Women's Leadership Aspirations , Lauren Ellis

THE IMPACT OF CO-WORKERS ON SAFETY OUTCOMES: COMPARING MODELS OF MEDIATION, MODERATION, AND INCREMENTAL EFFECTS , Anna McFadden

An Examination of Psychological Climate Linking Mechanisms Across the Strategic Priorities of Health and Stress , Alec Munc

Disability Status, Disability Type, and Training as Predictors of Job Placement , Jessica Stahl

Dissertations from 2014 2014

Trust in Self, Trust in Others: The Impact of Emotions on Advice Behavior , Benjamin Slade

IMPACT OF PHYSICAL AND PSYCHOSOCIAL WORKPLACE HAZARDS ON EMPLOYEE HEALTH: AN IRISH T ALE OF CIVIL SERVANT WORKERS , Kyle R. Stanyar

Dissertations from 2013 2013

BETTER SAFE THAN SORRY: PERSONALITY-BASED AND OVERT PREDICTORS OF WORKPLACE SAFETY , Christine Pusilo

The mentoring-burnout relationship and predictors of nurse mentoring behavior , Meline Schaffer

Dissertations from 2012 2012

EFFECTIVENESS OF CEO BLOGS AS A RECRUITING TOOL: IMPACT OF MESSAGE CONGRUENCE WITH APPLICANT PERSONALITY AND IMPLICIT LEADERSHIP THEORIES , Rebekkah Beeco

Working 5 to 9, What a Way to Make a Livin'! An Investigation into the Relationship between Shift and Turnover , Christie Kelley

An Examination of the Relationships between Autonomous Motivation and Situational Constraints with Job Attitudes, Intention to Leave, and General Stress: A Job Demands-Resources Approach , Kalifa Oliver

They were Framed! The Development and Validation of Context-Specific Measures of Individual Culture , Amber Schroeder

The effects of accountability on leniency reduction in self- and peer ratings on team-based performance appraisals , Brettney Smith

Hedonic Prediction and Likeability Effects in Evaluating Biodata for Selection , Peggy Tyler

Dispositional Resilience and Person-Environment Fit as Predictors of College Student Retention , Melissa Waitsman

DOES PRACTICE MAKE PERFECT? EFFECTS OF PRACTICE AND COACHING ON INTERVIEW PERFORMANCE , Katherine Williams

Dissertations from 2011 2011

Teams and Stress: A Meta-Analysis and Process Analysis , Brandy Brown

Applicant self-selection during the hiring process: Developing and testing a model of applicant withdrawal , Gary Giumetti

Dissertations from 2010 2010

Need-based Moderators of Relational and Resource Concerns and Their Relationship to Procedural Justice , Jonas Johnson

Sexual Minorities in the Workplace: An Examination of Individual Differences That Affect Responses to Workplace Heterosexism , Phillip Lipka

THE RELATIONSHIP BETWEEN MOOD, EMOTIONAL LABOR, EGO DEPLETION, AND CUSTOMER OUTCOMES OVER TIME , Eric Mckibben

Predictors and Outcomes of Occupational Commitment Profiles among Nurses , Lindsay Sears

Multilevel Antecedents of Economic Stress , Mark Zajack

Dissertations from 2009 2009

ANTECEDENTS AND OUTCOMES OF WORKPLACE DISCRIMINATION AS PERCEIVED BY EMPLOYEES WITH DISABILITIES , Jessica Bradley

INTERNATIONAL WORK DEMANDS AND EMPLOYEE WELL BEING AND PERFORMANCE , Hailey Herleman

Job Offer Expectancies: An Analysis of Antecedents, Outcomes and Moderated Effects , Matthew Millard

Dissertations from 2008 2008

Social dominance orientation and reactions to affirmative action policies and beneficiaries: A test of the mediating effects of perceptions of race-based inequities and attitudes toward diversity , Ashanti Edwards

PROXIMAL AND LONGITUDINAL OUTCOMES OF PERSON-ENVIRONMENT FIT: A POSITIVE PSYCHOLOGICAL APPROACH , Tiffany Greene-shortridge

EMOTIONAL INTELLIGENCE: COMPARISONS OF CRITERION-RELATED VALIDITY ACROSS CONCEPTUAL AND METHODOLOGICAL VARIANTS OF MEASUREMENT , Moira Hanna

ORGANIZATIONAL AND FAMILY RESOURCES AS PREDICTORS OF WELL-BEING,FAMILY FUNCTIONING, AND EMPLOYEE PERFORMANCE: A LONGITUDINAL STUDY , Heather Odle-dusseau

Situational Constraints and Personality as Antecedents of Organizational Citizenship Behaviors , Jay Steffensmeier

ANTECEDENTS AND CONSEQUENCES OF APPLICANT PERCEPTIONS WITHIN AN INTERNET-BASED TESTING CONTEXT , Laurie Wasko

Dissertations from 2007 2007

Examining the Effects of Fatigue on Decision-Making in Nursing: A Policy-Capturing Approach , Laura Mcclelland

Personality Predictors of Motivation to Lead , Tracey Tafero

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College of Management and Human Potential - Doctoral Programs: PhD in Industrial and Organizational (I/O) Psychology

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• Doctor of Business Administration (DBA) (Semester)
• Doctor of Healthcare Administration (DHA)
• Doctor of Information Technology (DIT) (Quarter)
• Doctor of Information Technology (DIT) (Semester)
• PhD in Health Services
• PhD in Industrial and Organizational (I/O) Psychology

Note on Licensure

Learning outcomes, specializations.

• Learning Tracks
• Degree Requirements

Master of Philosophy (Embedded Degree)

• Doctoral Writing Assessment

8-Year Maximum Time Frame

• PhD in Management
• Doctor of Business Administration (DBA) (Quarter)

Program Website  

Defined as the “scientific study of the workplace,” industrial and organizational (I/O) psychology explores the impact of individual, group, and organizational psychology on workplace health, productivity, and effectiveness.

The PhD in Industrial and Organizational Psychology degree is designed to prepare scholar-practitioners to apply evidence-based I/O principles to lead positive change in the 21st-century workplace as researchers, consultants, educators, or organizational leaders.

Through core coursework completed in a prescribed sequence, students develop an in-depth understanding of individual, group, and organizational behavior in the workplace; advanced research design and analytical skills; and expertise applying evidence-based I/O practices in diverse organizational settings. Optional blended coursework provides opportunities for in-person feedback and hands-on practice, while specializations allow students to gain additional expertise in areas consistent with their interests and career goals. Through their dissertation, students have the opportunity to explore in-depth a specific area of interest and contribute to the body of knowledge in the I/O field.

The curriculum in this doctoral program is designed to reflect the professional guidelines set forth by the Society for Industrial and Organizational Psychology (SIOP).

The PhD in Industrial and Organizational Psychology is not a licensure-leading program and does not prepare an individual to become a licensed psychology professional.

All graduates will be prepared to:

• Evaluate the role of industrial/organizational psychology issues in the workplace.
• Process/Apply current industrial/organizational psychology theory and research.
• Analyze factors contributing to performance on varied organizational levels.
• Apply the organizational consultation process to address change and development issues.
• Evaluate workplace dimensions using a variety of assessments.
• Assess the impact of the employee on workplace performance .
• Evaluate industrial/organizational psychology’s role in promoting positive social change through fostering a healthy and inclusive workplace
• Apply basic and advanced research principles to produce independent scholarly work.

Specialization in Consulting Psychology

Specialization in evidence-based coaching, specialization in general practice, specialization in human resource management, specialization in international business, specialization in self-designed.

There are two tracks in the PhD in Industrial and Organizational (I/O) Psychology

• Track 1  For Those Entering With a Master's Degree in I/O Psychology
• Track 2  For Those Entering With a GPA of 3.0 on Bachelor's Degree or Master's Degree in Another Field

Track 1: For Those Entering With an Master’s Degree in I/O Psychology

Minimum degree requirements.

• Foundation course (3 credits)
• Core courses (25 credits)
• Specialization courses (15–17 credits; see each specialization for specific courses)
• Research courses (10 credits)
• Dissertation support courses (7 credits)
• Dissertation writing courses (5 credits per term for a minimum of four terms; taken continuously until completion)
• Quarter Plans
• Four PhD residencies

Foundation Course (3 credits)

Core courses (25 credits), research courses (10 credits).

• Students may take this a non-degree course.

Specialization Courses (15–17 credits)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page

Residency Requirements

• Residency 1 – Complete Residency 1 as soon as you begin your program; should be completed in Term 1 or Term 2.
• Residency 2 – Complete Residency 2 at the beginning of your second year, around the time of second research course.
• Residency 3 – Complete Residency 3 once you have a prospectus in Walden’s review system.
• Residency 4 General  (RESI 8404) OR
• Residency 4 Proposal Writing  (RESI 8404Q) OR
• Residency 4 Methods & Data Collection: Qualitative  (RESI 8404R) OR
• Residency 4 Methods & Data Collection: Quantitative  (RESI 8404S) OR
• Residency 4 Publishing & Presenting  (RESI 8404T) OR
• an approved professional conference (RESI 8900 for select programs only. Contact Advising for information.) OR
• a dissertation intensive (DRWI 8500) during your 9000 course. Contact Student Success Advising to register. You must attend all sessions and advising throughout the entire intensive retreat in order to successfully complete the experience to satisfy residency 4 requirements.  NOTE: Intensive Retreats are NOT included in Fast Track tuition.
• Optional:  Complete a  dissertation intensive  (DRWI 8500) during IPSY 9000. Contact Student Success Advising to register.

Completion of the Doctoral Dissertation

Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred.

Course Sequence for Students Entering With an MS Degree

Students undertake courses in the following sequence.

* These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

** Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the  Dissertation Guidebook .

Track 2: For Those Entering With a GPA of 3.0 on Bachelor’s Degree or Master’s Degree in Another Field

• Professional Development Plan and Plan of Study
• Core courses (40 credits)
• Research courses (25 credits)

Core Courses (40 credits)

Research courses (25 credits).

• Students may take this as a non-degree course.

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Course Sequence for Students Entering With a BS Degree

Walden awards the Master of Philosophy (MPhil) degree to recognize PhD students for academic achievement leading up to their dissertation. With an MPhil, students will be able to demonstrate to employers and others that they have an advanced knowledge base in their field of study as well as proficiency in research design and evaluation.

• All required PhD core courses (or KAMs)
• All required PhD specialization courses (or KAMs)
• All required doctoral research and advanced research courses
• Program prospectus development course
• Residencies 1, 2, and 3
• A minimum 3.0 GPA is mandatory.
• The MPhil requires a minimum of 45 quarter credits. Maximum transfer of credit varies by program but is not to exceed 50% of the overall, or embedded, program requirements. Students who previously completed a master's degree with Walden in the same discipline area are not eligible for an MPhil.

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required  doctoral writing assessment . Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.

Students have up to 8 years to complete their doctoral degree requirements (see  Enrollment Requirements  in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

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1 An Introduction to Industrial-Organizational Psychology

• Published: September 2020
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This opening chapter provides a brief introduction to the field of industrial-organizational (I-O) psychology. The authors define the field and explain the knowledge, skills, and abilities that master’s-level I-O practitioners will need. I-O master’s-level graduates may enter a wide variety of professional practice areas, and these are briefly outlined. I-O graduate training is introduced. The authors highlight the differences between master’s-level training and doctoral training. I-O master’s programs have grown exponentially over the past several decades, and there is growing demand in the job market for I-O practitioners. The authors conclude with a discussion of issues relevant to the master’s degree in I-O psychology.

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Industrial & Organizational Psychology - Online Campus Program

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6.2 Topics in Industrial and Organizational Psychology

Topics in Industrial and Organizational Psychology 1 2

Work occupies a central part of people’s lives around the world. For example, full-time workers in the U.S. work an average of 8.5 hours/day, spending more time working than performing any other life activity except for sleep (Bureau of Labor Statistics, 2016). Work experiences exert a heavy effect on people’s life satisfaction (Erdogan, Bauer, Truxillo, & Mansfield, 2012), and career goals are a central concern of many young adults (e.g., Rogers, Creed, & Glendon, 2008). Indeed, most readers of this chapter are likely in college as a step toward achieving a hoped-for career!

However, the world of work is changing in many ways that present new questions and challenges for workers. For example, advances in technology, including automation, are disrupting major industries and changing or eliminating many jobs (Susskind & Susskind, 2016). Employers are increasingly experimenting with alternative work arrangements, like contract workers in “gig” jobs (e.g., driving for Uber or Lyft), rather than offering full-time work with job security and stable benefits (Friedman, 2014). Despite progress, women, racial and ethnic minorities, religious minorities, LGBTQ+ individuals, and people with disabilities still struggle to be accepted and successful in many workplaces (Myors et al., 2008). And, around the world, hundreds of thousands of migrant workers continue to search for decent work opportunities that can fulfill their basic needs (Moyce & Schenker, 2018).

Against this backdrop, industrial-organizational (I-O) psychology has an important role to play in improving organizations and promoting the well-being of workers. This chapter first presents a brief overview of I-O and what work in this field entails, and then reviews a series of major areas of research and practice within each half of the field.

I-O psychology is the scientific study of working and the application of psychological principles to workplace issues facing individuals, teams, and organizations. I-O psychologists apply the scientific method to investigate issues of critical relevance to individuals, businesses, and society. As a consequence, I-O psychologists are trained as scientist-practitioners with the ability to both conduct rigorous research and engage in the practical application of scientific knowledge alongside business people.

There are roughly 500 graduate programs in the U.S. that grant master’s and doctoral degrees in I-O psychology. Unlike many areas of psychology that require a doctoral degree practice, a terminal master’s degree is sufficient to pursue many excellent work opportunities in I-O psychology (Michalski, 2017). Moreover, the Department of Labor projects increased demand for I-O psychology into the mid-2020s. Much more information about graduate training and work opportunities is available on the Society for Industrial and Organizational Psychology (SIOP) website; SIOP is the primary professional body for the field.

Figure 1. SIOP, Division 14 of the American Psychological Association, has over 9,000 members as of January 2018.

Photo source: SIOP, used with permission.

Industrial Psychology

As the name “industrial-organizational” suggests, I-O psychology has often been viewed as a field with two distinct, though related, components. The industrial half of I-O Psychology, which is sometimes referred to as personnel psychology , focuses on the analysis of jobs; recruitment, selection, and training of employees; and evaluation of performance in the workplace. Industrial psychology is a close partner of human resource (HR) management in organizations, with industrial psychologists supplying the technical and legal expertise to create and evaluate the personnel systems that HR managers use on a daily basis. To this end, the major areas of research and practice that fall within industrial psychology include job analysis, recruitment and selection, performance appraisal, and training.

Job Analysis

Before we can hire people, before we can assess their performance, before we can decide on their salaries, before we can train them – before we can do virtually anything to affect a job, we must first understand what a job consists of. What tasks does it include? What skills does the job require? Where does the job fit within the organization? Job analysis helps I-O psychologists answer these questions (Sanchez & Levine, 2012). Because of its importance for making further decisions about jobs, many I-O psychologists begin their consulting work with a job analysis.

Generally speaking, a job analysis can fall into one of two categories: work-oriented or worker-oriented (Brannick, Levine, Morgeson, & Brannick, 2007). Work-oriented job analysis focuses on the job itself, and involves developing a list of tasks that the job involves. For example, a retail store sales clerk might assist customers in finding merchandise, answer customer questions, use a cash register to take money and make change, bag the merchandise, and thank the customer, among other responsibilities.  If we put this all together, it produces a job description that we can later use to identify training needs and the valuable behaviors that we should reward.

On the other hand, worker-oriented job analysis focuses on identifying the qualities needed by an employee to successfully perform the job in question. Traditionally, I-O psychologists have tried to identify several key characteristics of employees, including their knowledge (things they know), their skills (such as skill at persuading others), and their abilities (more stable traits they possess, like mathematical ability), often referred to as the “KSAs” required to perform the job. Returning to the example of our retail sales clerk, we might find that they need to be friendly, detail-oriented, reliable, and have the ability to learn about the merchandise the store has in stock. This information is crucial to developing a selection system that identifies job applicants with the right qualifications to be successful.

The process of completing a work- or worker-oriented job analysis procedure is actually quite similar. In each case, I-O consultants typically interview current employees and supervisors, or ask them to complete surveys, to gather information about the job. The consultants then use this information to write the task or KSA statements that describe the job.

Recruitment, Selection, & Placement

Once I-O psychologists understand what a job entails, and the requirements that are necessary to do the job, they can use this information to assist an organization in a wide variety of ways. Generally, this information will be used to aid the hiring process in an organization–quality job analysis information can help with this process in a variety of ways.

The hiring process actually begins with recruitment—before people can be hired into an organization, they must first apply for an open position. Recruitment refers to the process of attracting people to submit applications for open positions within an organization. Today, recruitment often takes advantage of technology, such as Facebook, LinkedIn, Twitter, and internet job boards like Indeed.com and Monster.com. In their attempts to recruit people to apply for a job opening, organizations will typically describe the requirements of the position, including educational requirements, and the main tasks and responsibilities associated with the position. Organizations may also attempt to describe aspects of the culture of the organization, such as the feel of the work environment, or the values or mission of the company. An organization that describes itself as “fast-paced” or “competitive” is likely to attract rather different applicants than an organization that advertises “teamwork” and “cooperation.”

Once an organization has recruited an applicant pool, the organization must decide how to assess the applicants, and the formal hiring process begins. The process used to evaluate job candidates and decide which ones to hire is typically referred to as personnel selection .  Personnel selection is one of the oldest topics in I-O psychology, dating back to the very roots of the field at the start of the 20 th century (Farr & Tippins, 2010; Ployhart, Schmitt, & Tippins, 2017). Selection usually involves administering a series of instruments, such as tests or interviews, to job applicants; the instruments are often scored and combined with other information, such as letters of recommendation, to help employers select the best applicant(s). The selection instruments an organization uses are commonly referred to as predictors , and helping organizations develop effective predictors are one of the most common roles that I-O consultants engage in. Common predictors that I-O psychologists help develop include tests of various qualities (such as intelligence, personality and other traits), and interviews (Cascio & Aguinis, 2011).  Determining the right combination of predictors to give applicants for a given job is a central topic for consultants that assist with personnel selection, and involves the consideration of many factors, including cost, time, legality, validity, reliability, practicality, and acceptance in the business world. Selection often occurs in multiple stages. During the initial stage, it is common for applicants to participate in some initial screening assessments to “weed out” unqualified applicants.  Following this, subsequent stages in the selection process attempt to select the optimal candidate from the qualified applicants that remain after screening.

What predictors do the best job of helping organizations choose qualified applicants? One of the most consistent findings in I-O psychology, based on decades of research, is that general mental ability , or intelligence, is the single most effective predictor of job performance in nearly all jobs, and especially complex jobs (Schmidt & Hunter, 2004). One of the reasons this is the case is that general mental ability helps predict a person’s ability to learn new information and skills, a critical component of success in virtually any job.

Beyond general mental ability tests, many other predictors have been found to be effective for predicting employee success as well. Personality tests , such as those measuring the Big 5 traits, have also been found to successfully predict which applicants will make effective employees. In particular, the Big 5 trait conscientiousness has been found to predict performance in a wide variety of jobs. This is not surprising, given that people high in this trait are typically hard-working, reliable, and organized, all traits that should lead to success in most jobs (Barrick, Mount, & Judge, 2001). Additional predictors, such as simulations and work samples, can be used to successfully assess a person’s ability to handle actual job-related tasks in realistic settings (Scott & Reynolds, 2010).

What about interviews? Interviews have long been used by organizations to help make hiring decisions, and they remain one of the most commonly-used predictors in organizations today (Posthuma, Morgeson, & Campion, 2002). Interviews can be written to evaluate a variety of applicant characteristics and qualifications (Landy & Conte, 2010). Research on the effectiveness of interviews is mixed. Most interviews used in organizations tend to be fairly flexible conversations, where the interviewer is free to ask an applicant a wide variety of different questions. Each applicant may be asked different questions, and the questions may not be directly related to the job the applicant is applying for. These interviews are typically known as unstructured interviews , and, despite their prevalence, they are not very effective predictors for evaluating applicants. One reason for this is that the information gained from one applicant’s interview might be quite different from the information gained from another applicant’s interview, thus making it difficult to compare “apples to apples.”

Fortunately, interviews can be improved by making the interview process more structured . Strategies for structuring an interview include deciding on a consistent list of questions that will be asked of all applicants, ensuring that the questions are related to the content of the job, and using a scoring system to evaluate applicants’ responses. Structured interviews that have these features are much more effective at predicting which applicants will be successful in a given job (Huffcutt, Conway, Roth, & Stone, 2001). I-O consultants often help organizations to design and implement structured interviews to improve the organization’s selection process. Unfortunately, many organizations continue to rely on traditional unstructured interviews, which are much more prone to errors and subjective evaluations of job applicants. This divide between the predictors that I-O psychologists know are effective, and the predictors that many organizations utilize, remains an important concern for many I-O psychologists today.

Evaluating and Managing Worker Performance

Once employees are hired and placed into their roles in an organization, it is typically necessary to assess their performance to see how well they are performing in their new role. Evaluating how well employees perform their jobs, and documenting this performance, is important for a variety of reasons. Certainly, performance information is often used to make decisions about whether and when to promote, train, re-assign, or terminate employees; it can also be used for decisions about compensation, bonuses, and other rewards. If an employee’s performance is lacking, the gap between how he or she is performing, compared to the ideal, might be addressed by training (or re-training) the needed knowledge, skills, or abilities. Performance appraisal can also be used to give employees feedback, and help employees learn about their strengths and weaknesses–thus, another goal of performance appraisal is general employee development.

Performance appraisals are often conducted on a recurring schedule—once or twice a year is common. The review itself is typically structured around the employee’s primary tasks and responsibilities, such that the supervisor provides a summary of the employee and their performance. The appraisal will often involve making ratings on numeric scales corresponding with specific aspects of performance, as well as comments and/or illustrative critical incidents to communicate to the employee how well they are performing on each aspect of the job. Critical incidents are specific behaviors the employee has engaged in—they are used to illustrate good or bad performance and often supplement numeric performance ratings. Feedback and critical incidents from other coworkers may be gathered by the supervisor with the goal of basing the performance appraisal on complete information.

One variant of performance appraisal that has become popular in recent years is 360-degree appraisal, which seeks to gather feedback from multiple sources that the person being evaluated interacts with, such as subordinates, peers, supervisors, clients/customers, and others.  Self-appraisal, provided by the employee him- or herself, may also be included. The goal of this process is to provide employees with a more well-rounded sense of how they’re performing.

Numeric performance ratings are a common part of a performance appraisal.  For example, an employee may be rated on dependability on a scale of one to five, with anchors ranging from unacceptable (1), to average (3), to superior (5). Employees are often rated in the context of how other members of their team or work group are performing. Other rating approaches involve making direct comparisons between employees within a unit, such as ranking all employees, or comparing them two at a time and deciding which of the two is the superior performer. When using any numeric rating method, organizations need to be aware of the biases that raters may unknowingly exhibit. One risk is that all raters will not use a rating scale the same way—for instance, some might provide more generous, or harsher, ratings regardless of how the employee is performing. Such errors can lead to biases in the appraisal process, and impact the fairness of a performance appraisal system; fortunately, rater training can help avoid some of these issues.

What kinds of employee performance are typically assessed in organizations? In many cases, the answer to this question is determined by the type of organization the employee works in—effective performance for an employee who makes electric motors in a factory is likely to be very different from an employee who creates apps for your phone. For legal reasons, it is important for an organization to avoid assessing people based on irrelevant characteristics, such as their age, gender, or race. Here again, I-O consultants often help organizations design performance appraisal systems that focus on core aspects of job performance, and avoid evaluating irrelevant characteristics. For many jobs, the main focus of performance appraisal is on task performance —that is, how effectively an employee performs the key requirements of their job. However, many organizations are also concerned with additional behaviors that employees may engage in outside of their job responsibilities. These “extra” behaviors can be positive or negative in nature. Positive behaviors are typically referred to as organizational citizenship behaviors , or OCBs, and may include actions such as bringing donuts or bagels to an early morning meeting, staying late to assist a coworker with a project, or speaking positively about the organization to outsiders. Negative behaviors, often called counterproductive work behaviors , or CWBs, range from fairly minor actions, such as being rude to a coworker from time to time, to more serious, criminal activities such as theft, sabotage, or arson. As you would expect, employees who enjoy their work are more likely to engage in OCBs, while dissatisfied employees are likely to engage in CWBs. Thus, if organizations want to promote OCBs, and prevent CWBs, it is important for them to consider their employees’ thoughts and feelings about their workplace.

Training & Development

Over time, it often becomes necessary for employees to learn new knowledge or skills, to enhance their job performance and keep pace with changes in their occupation. I-O psychology intersects with cognitive psychology and learning theories in the domain of training and development , which focuses on increasing employees’ knowledge, skills, and abilities. Like many other organizational processes, training is, in part, based on job/task/work analysis to determine the elements of a job that a person requires training to do. The training process often begins with a training needs analysis, which is an analysis of the organization, tasks, and person that results in objectives for training (Arthur, Bennett, Edens, & Bell, 2003). Principles of learning and cognition serve as the basis for designing training and development interventions. Basic principles about memory, perception, judgment, and learning include cognitive biases, primacy and recency, interferences, decision-making, and developments. These are relevant to determining how best to convey information about how and when to engage in various work behaviors, and how to assess how well training has accomplished its goals.

What topics do organizations commonly use training for? Some training is motivated by legal considerations, such as diversity and sexual harassment training. With diversity training, employees are typically educated on the benefits of diversity, and provided with suggestions for acting with sensitivity in a diverse workplace. Sexual harassment and discrimination, which are typically prohibited both by law and organizational policies, can also be addressed via training. Employees may be educated on key terms and ideas related to harassment, practice identifying situations in which harassment may occur, and discuss appropriate courses of action for reporting and preventing harassment.

Other types of training are prompted when employers require employees to possess a particular area of knowledge, skill, or ability to meet organizational needs. If an organization wants to avoid training, they may look to hire employees that already have those KSAs that they desire (a selection approach). Alternatively, they may use help current employees develop those KSAs (a training approach). The decision between these approaches is driven by several considerations, including cost, timing, other available resources, and staffing goals. For example, for employers do not wish to increase the size of their workforce, training may be a more attractive option. In addition, the expected trainability of a knowledge, skill, or ability and skill level of current personnel might be taken into account. Consider the likelihood of successfully teaching someone a specific skill, such as typing, using a cash register, or engaging in successful customer service interactions, compared to the more difficult challenge of improving a person’s mathematical abilities or extraversion.

In organizations today, training can occur in a wide variety of formats. Training often occurs with a face-to-face instructor , but many organizations today are relying on remote or distance training, mediated by communication technology, and self-paced training. In addition, employers are generally motivated to understand whether their resources devoted to training are achieving key training objectives. Consequently, many employee trainings are followed, either immediately or after a delay, with some form of evaluation. Some evaluations focus on how much of the training content was understood and retained by the trainee, while others focus on how well that information transfers to on-the-job behaviors, how well the trainee feels about the training process, and what the outcomes for the organization are (Kirkpatrick, 1959). For the individual, training can be considered in terms of impact on career development and advancement in the organization.

Organizational Psychology

The organizational half of I-O Psychology is broadly concerned with the social and psychological context of the workplace. Organizational psychology focuses on many different levels of workplace phenomena, including micro, within-person experiences, like attitudes and emotions; meso, small group dynamics like teamwork and interpersonal discrimination; and macro, organization-wide factors, such as leadership and organizational culture. Overall, organizational psychology helps us understand the experience and consequences of working life in modern organizations. Major areas of study within organizational psychology include employee attitudes, worker health and safety, motivation, and teamwork and leadership.

Employee Attitudes

I-O psychologists are often concerned with the attitudes employees hold about their work.  Several attitudes have been the focus of extensive research over the past several decades, and the importance of employee attitudes has been demonstrated by their ability to predict whether employees will exert less effort at work, engage in CWBs, or even leave the organization altogether.

Job satisfaction , which refers to an employee’s overall evaluation of their job, is the most fundamental attitude studied in I-O psychology (Judge & Klinger, 2007).  When a worker has positive feelings and thoughts about his or her job, positive outcome are likely. These outcomes include performing their job at a high level, feeling motivated, and being inclined to do extrarole behaviors that are helpful but aren’t explicitly required as part of the job. Job satisfaction is often measured using scales, which include questions with a range of numeric response options with either images or phrases as anchors (e.g., 1 = very dissatisfied to 5 = very satisfied). While job satisfaction can be measured using a single question, a more nuanced understanding of satisfaction can be achieved using multi-item scales that ask the respondent about various aspects of a job (e.g., pay, autonomy, coworkers). Measuring satisfaction in this way can help I-O consultants get a more detailed understanding of which aspects of their jobs employees like and dislike the most.

Another attitude important for understanding work behavior is organizational commitment , or an individual’s psychological attachment to an organization (Meyer & Allen, 1991).  Researchers studying the nature of organizational commitment have identified three types of commitment. Affective commitment reflects an emotional connection an employee may feel with their organization. Employees with high affective commitment may feel as though they are a “part of a family” with their organization. Continuance commitment reflects commitment that is based on a lack of available alternative employment options. Employees with high continuance commitment may stay at their current job because of poor job prospects in their area, or because they lack necessary education or training to make themselves competitive for other job opportunities. Finally, normative commitment is driven by employees’ sense of obligation to their organization. For instance, if a company gives an employee their first job after graduating from college, or has invested resources in an employee in the form or training or development, the employee may feel obligated to stay with the organization to “pay back” these investments. Overall, strong ties have been found between organizational commitment and turnover, or leaving one’s organization.

Employees’ attitudes about an organization may also be based on how fairly they feel they are treated.   Organizational justice theory suggests that employees pay attention to the fairness of how they’re treated in several ways.  The various types and subtypes of justice focus on how outcomes or results are distributed across employees, the fairness of organizational procedures or decision rules, and the nature of interactions among organizational members.  For example, an employee may feel that the process of performance appraisal is fair (procedural justice), but that it did not result in a sufficient pay raise (distributive justice).

What can an organization do to improve their employees’ attitudes? Unfortunately, psychological research on attitudes in general suggests that attitude change is often quite difficult. A basic principle of attitudes is that once an attitude or belief is held, it serves as an anchor around which new information is judged. Thus, once an employee begins to evaluate their workplace negatively, they may seek out and focus on additional information that supports this attitude.

Worker Health & Safety

Occupational health is a multidisciplinary field concerned with the health and safety of people at work, and has become the subject of much research in I-O psychology. Jobs place a variety of demands on workers, and these demands can lead to the experience of stress, which may be followed by various negative outcomes such as effects on the physical and mental health of employees (Beehr, 1995; Jex, 1998; Tetrick & Quick, 2011). Occupational health research examines internal and external sources of occupational stress, as well as ways to decrease worker stress and methods for preventing stress. Evidence suggests that organizations should be concerned with occupational health, as consistent exposure to stressful working conditions can impact not only employees, but also organizational effectiveness: studies have estimated that billions of dollars are lost from the U.S. economy due to occupational stress, based on the assumption that stress plays a role in negative outcomes such as increased medical, legal, and insurance costs, higher rates of absenteeism and turnover, diminished productivity, and increased occupational accidents (e.g., Goldin, 2004).

While I-O psychologists have contributed to the study of occupational stress, the occupational stress literature consists of important contributions from multiple perspectives, including medical (focusing on the contribution of stress in the workplace to employee health and illness), clinical/counseling (which focuses on the impact of stressful working conditions on mental health outcomes such as anxiety and depression), engineering psychology (which focuses on stressors originating from the physical work environment), and organizational psychology . Organizational psychology focuses heavily on cognitive appraisal (the process by which employees perceive the work environment and decide whether it is stressful), as well on sources of stress that are social in nature (e.g., are sourced from interactions with others). Recently, these four approaches have joined into one field known as occupational health psychology (OHP; Barling & Griffiths, 2011). OHP is an interdisciplinary field that focuses on using psychological theories and methodology to enhance health, safety, and well-being for individuals and organizations.

Another focus within the field of OHP is employee safety, usually with regard to preventing accidents and injuries in the workplace. Research has examined workplace safety outcomes in relation with both situational factors in the work environment (e.g., physical hazards such as heat and noise; Jex, Swanson, & Grubb, 2013) and personal factors in the employee (e.g., personality traits; Clarke & Robertson, 2008). Most models of employee safety posit that certain factors influence the experience of accidents and injuries through an effect on the safety performance of the employee (i.e., employees being compliant with safety procedures and notifying others in the organization about safety concerns; Griffin & Neal, 2000). Most studies have found moderate to strong relationships between different types of safety performance and the experience of workplace accidents (Jiang, Yu, Li, & Li, 2010). Moreover, the safety climate of a work unit and/or organization is predictive of safety performance, which has been linked to workplace accidents (Zohar, 2011). Safety climate refers to whether the employees in a company share similar perceptions of policies and procedures regarding workplace safety, such as rules regarding the use of safety equipment. A recent review of the injury and accident prevalence literature suggested that thousands of American workers die each year from injuries sustained in the workplace; however, prevalence rates are far worse in countries that do not have government oversight of labor practices: over two million individuals worldwide die each year as a result of injuries suffered in the work environment (Kaplan & Tetrick, 2011). In the United States, the Occupational Safety and Health Administration (OSHA) is the government agency established to assure safe and healthful working conditions by setting and enforcing standards and providing training, outreach, education, and assistance to US organizations. Most private employers are responsible for ensuring that OSHA standards are met, and employers concerned with worker health and well-being seek to maintain safe working conditions and offer channels for addressing issues as they arise.

Understanding employee motivation –the forces that direct employees’ behaviors at work–has a long history in I-O psychology. The study of motivation in I-O psychology can be traced back to studies by Hugo Munsterberg , who studied motivation issues for employees working at knitting mills (Landy & Conte, 2004). He saw that employees were working 12-hour days, and working 6 days a week.  With some modifications (i.e., having kittens play with balls of yarn on the factory floor), Munsterberg was able to influence the satisfaction and alertness of the employees.

Some of the basic motivational questions that I-O psychologists study include what needs elicit action for individuals, what traits impact the engagement of behaviors, and how the environment (space and individuals) influences the motivation and behaviors of people.  While the study of work motivation is continually evolving, there are several seminal theories that have informed our understanding of motivation.

One of the most well-supported theories of motivation in I-O psychology is goal-setting theory (Locke & Latham, 1990). This theory emphasizes that goals can influence employees in a variety of ways. For instance, goals can influence the direction of actions; Goals can also affect the effort that employees put forth to those actions; In addition to these benefits, goals can increase employee persistence, and motivate them to choose more effective strategies for attaining those goals. Goals that tend to provide the benefits just described tend to share some key characteristics. Specifically, goals that are specific, measurable, actionable, realistic, and time-bound (SMART) are typically more effective than goals that lack these qualities (Locke & Latham, 2002).

Despite the popularity of goal-setting theory, several other motivation theories have received attention, and research support, from I-O psychologists. Expectancy theory (Vroom, 1964) suggests that employees are unlikely to be motivated unless they can provide affirmative answers to three questions. The first question involves asking whether employee effort will lead to performance (instrumentality). If an employees feels that working hard will not result in success on the job, they are likely to have low motivation. If an employee decides that their effort will actually result in a sufficient level of performance, they must then evaluate whether their performance is likely to be rewarded or recognized in satisfactory ways (expectancy). In some workplaces, employees may feel that their strong performance goes unrecognized–if this pattern persists over time, they are likely to lose motivation. Finally, the third questions associated with expectancy theory concerns whether an employee values the rewards they are able to receive (valence). If an organization rewards its employees with public “employee of the month” ceremonies, but an employee would prefer a cash reward rather than public recognition, they may find their motivation limited.

The job characteristics theory (Hackman & Oldham, 1976) takes a rather different approach to motivation. This theory suggests that several key features of job themselves can also influence the motivation level of employees. For example, autonomy , or the freedom that employees have to choose how their work is done (or at least certain elements of it) typically has a positive effect on motivation. Doing work that allows employees to use a variety of different skills and abilities (task variety), and performing work that feels important to other peoples’ lives (task significance) can also generate higher levels of motivation. Finally, receiving feedback , such as from supervisors and peers, can improve motivation for many employees.

In many organizations today, work is often conducted in the context of a group or team. Teams are defined as two or more individuals who share one or more common goals, and interact to perform activities that are relevant to the organization. Teams are influenced by a wide variety of social dynamics. As an example, consider Susie who just graduated medical school and has started her intern year in a department that emphasizes teamwork. Her role in the interdisciplinary team is that of the physician, which she feels comfortable doing as she graduated with honors from her university. What she is concerned about is how to function effectively in the team. She personally likes to do things on her own, so she is uncertain how this part of her job will actually go, especially since she knows the intern year is a very stressful one and she knows that two of the other team members have reputations of being really difficult to work with.

Some of the concerns that Susie has are ones that I-O psychologists try to grapple with as consultants and researchers. Many topics that originated in social psychology are relevant to the study of teams. For instance, many people have a tendency to work with less intensity when they are in a group, compared to when they are by themselves, which social psychologists refer to as social loafing (see Latané, Williams, & Harkins, 1979). Managers can help avoid social loafing in their work groups by making sure that each employee knows what they are responsible for.

Management and Leadership

A natural sister topic of teams concerns the individuals tasked with facilitating teams— leaders . While there are many definitions of leadership, the common elements of the definitions are influence and guidance of others towards a goal. Over time, I-O psychologists have studied management and leadership from several different perspectives. In the 1920s and 1930s, early leadership research focused on the trait approach , which centers on the idea that leaders possess certain traits (e.g., ambition, dominance, extroversion, height) that non-leaders do not possess.  However, this approach did not prove to be productive, as research did not show consistent relationships among the traits. Undeterred, I-O psychologists re-focused their attempts to understand leadership by looking for specific behaviors that successful leaders might engage in. Fleishman and Harris (1962) defined leadership using two dimensions, consideration (concern for the individual’s needs) and initiating structure (organizes and defines activities). This approach proved to be more successful, and the legacy of this work can be seen in more modern research on transactional and transformational leadership (Bass, 1985).

I-O psychologists have a unique place as researchers and consultants when informing the greater population as to the practice of leadership. With changing workforce practices, such as the utilization of temporary workers, teleworking, virtual teams, increasing diversity in the workforce and other existing ambiguous boundaries that modern jobs hold, I-O psychologists are prepared to contribute to our understanding of leadership and how we best develop and coach the leaders of today and tomorrow.

A significant portion of I-O research focuses on management and human relations. Douglas McGregor (1960) combined scientific management (a theory of management that analyzes and synthesizes workflows with the main objective of improving economic efficiency, especially labor productivity) and human relations into the notion of leadership behavior. His theory lays out two different styles called Theory X and Theory Y. In the  Theory X  approach to management, managers assume that most people dislike work and are not innately self-directed. Theory X managers perceive employees as people who prefer to be led and told which tasks to perform and when. Their employees have to be watched carefully to be sure that they work hard enough to fulfill the organization’s goals. Theory X workplaces will often have employees punch a clock when arriving and leaving the workplace: Tardiness is punished. Supervisors, not employees, determine whether an employee needs to stay late, and even this decision would require someone higher up in the command chain to approve the extra hours. Theory X supervisors will ignore employees’ suggestions for improved efficiency and reprimand employees for speaking out of order. These supervisors blame efficiency failures on individual employees rather than the systems or policies in place. Managerial goals are achieved through a system of punishments and threats rather than enticements and rewards. Managers are suspicious of employees’ motivations and always suspect selfish motivations for their behavior at work (e.g., being paid is their sole motivation for working).

In the  Theory Y  approach, on the other hand, managers assume that most people seek inner satisfaction and fulfillment from their work. Employees function better under leadership that allows them to participate in, and provide input about, setting their personal and work goals. In Theory Y workplaces, employees participate in decisions about prioritizing tasks; they may belong to teams that, once given a goal, decide themselves how it will be accomplished. In such a workplace, employees are able to provide input on matters of efficiency and safety. One example of Theroy Y in action is the policy of Toyota production lines that allows any employee to stop the entire line if a defect or other issue appears, so that the defect can be fixed and its cause remedied (Toyota Motor Manufacturing, 2013). A Theory Y workplace will also meaningfully consult employees on any changes to the work process or management system. In addition, the organization will encourage employees to contribute their own ideas. McGregor (1960) characterized Theory X as the traditional method of management used in the United States. He agued that a Theory Y approach was needed to improve organizational output and the wellbeing of individuals.  Table summarizes how these two management approaches differ.

Another management style was described by Donald Clifton, who focused his research on how an organization can best use an individual’s strengths, an approach he called strengths-based management . He and his colleagues interviewed 8,000 managers and concluded that it is important to focus on a person’s strengths, not their weaknesses. A strength is a particular enduring talent possessed by an individual that allows her to provide consistent, near-perfect performance in tasks involving that talent. Clifton argued that our strengths provide the greatest opportunity for growth (Buckingham & Clifton, 2001). An example of a strength is public speaking or the ability to plan a successful event. The strengths-based approach is very popular although its effect on organization performance is not well-studied. However, Kaiser & Overfield (2011) found that managers often neglected improving their weaknesses and overused their strengths, both of which interfered with performance.

Leadership is an important element of management. Leadership styles have been of major interest within I-O research, and researchers have proposed numerous theories of leadership. Bass (1985) popularized and developed the concepts of transactional leadership versus transformational leadership styles. In  transactional leadership , the focus is on supervision and organizational goals, which are achieved through a system of rewards and punishments (i.e., transactions). Transactional leaders maintain the status quo: They are managers. This is in contrast to the transformational leader. People who have  transformational leadership  possess four attributes to varying degrees: They are charismatic (highly liked role models), inspirational (optimistic about goal attainment), intellectually stimulating (encourage critical thinking and problem solving), and considerate (Bass, Avolio, & Atwater, 1996).

As women increasingly take on leadership roles in corporations, questions have arisen as to whether there are differences in leadership styles between men and women (Eagly, Johannesen-Schmidt, & van Engen, 2003). Eagly & Johnson (1990) conducted a meta-analysis to examine gender and leadership style. They found, to a slight but significant degree, that women tend to practice an interpersonal style of leadership (i.e., she focuses on the morale and welfare of the employees) and men practice a task-oriented style (i.e., he focuses on accomplishing tasks). However, the differences were less pronounced when one looked only at organizational studies and excluded laboratory experiments or surveys that did not involve actual organizational leaders. Larger gender-related differences were observed when leadership style was categorized as democratic or autocratic, and these differences were consistent across all types of studies. The authors suggest that similarities between the genders in leadership styles are attributable to genders needing to conform the organization’s culture; additionally, they propose that gender-related differences reflect inherent differences in the strengths each gender brings to bear on leadership practice. In another meta-analysis of leadership style, Eagly, Johannesen-Schmidt, & van Engen (2003) found that women tended to exhibit the characteristics of transformational leaders, while men were more likely to be transactional leaders. However, the differences are not absolute; for example, women were found to use methods of reward for performance more often than men, which is a component of transactional leadership. The differences they found were relatively small. As Eagly, Johannesen-Schmidt, & van Engen (2003) point out, research shows that transformational leadership approaches are more effective than transactional approaches, although individual leaders typically exhibit elements of both approaches.

Work-Family Balance

Many people juggle the demands of work life with the demands of their home life, whether it be caring for children or taking care of an elderly parent; this is known as  work-family balance . We might commonly think about work interfering with family, but it is also the case that family responsibilities may conflict with work obligations (Carlson, Kacmar, & Williams, 2000). Greenhaus and Beutell (1985) first identified three sources of work–family conflicts:

• time devoted to work makes it difficult to fulfill requirements of family, or vice versa,
• strain from participation in work makes it difficult to fulfill requirements of family, or vice versa, and
• specific behaviors required by work make it difficult to fulfill the requirements of family, or vice versa.

Women often have greater responsibility for family demands, including home care, child care, and caring for aging parents, yet men in the United States are increasingly assuming a greater share of domestic responsibilities. However, research has documented that women report greater levels of stress from work–family conflict (Gyllensten & Palmer, 2005).

There are many ways to decrease work–family conflict and improve people’s job satisfaction (Posig & Kickul, 2004). These include support in the home, which can take various forms: emotional (listening), practical (help with chores). Workplace support can include understanding supervisors, flextime, leave with pay, and telecommuting. Flextime usually involves a requirement of core hours spent in the workplace around which the employee may schedule his arrival and departure from work to meet family demands.  Telecommuting  involves employees working at home and setting their own hours, which allows them to work during different parts of the day, and to spend part of the day with their family. Recall that Yahoo! had a policy of allowing employees to telecommute and then rescinded the policy. There are also organizations that have onsite daycare centers, and some companies even have onsite fitness centers and health clinics. In a study of the effectiveness of different coping methods, Lapierre & Allen (2006) found practical support from home more important than emotional support. They also found that immediate-supervisor support for a worker significantly reduced work–family conflict through such mechanisms as allowing an employee the flexibility needed to fulfill family obligations. In contrast, flextime did not help with coping and telecommuting actually made things worse, perhaps reflecting the fact that being at home intensifies the conflict between work and family because with the employee in the home, the demands of family are more evident.

Posig & Kickul (2004) identify exemplar corporations with policies designed to reduce work–family conflict. Examples include IBM’s policy of three years of job-guaranteed leave after the birth of a child, Lucent Technologies offer of one year’s childbirth leave at half pay, and SC Johnson’s program of concierge services for daytime errands.

Link to Learning:  Glassdoor  is a website that posts job satisfaction reviews for different careers and organizations. Use this site to research possible careers and/or organizations that interest you.

Organizational Culture

Each company and organization has an organizational culture.  Organizational culture  encompasses the values, visions, hierarchies, norms, and interactions among its employees. It is how an organization is run, how it operates, and how it makes decisions—the industry in which the organization participates may have an influence. Different departments within one company can develop their own subculture within the organization’s culture. Ostroff, Kinicki, and Tamkins (2003) identify three layers in organizational culture: observable artifacts, espoused values, and basic assumptions. Observable artifacts are the symbols, language (jargon, slang, and humor), narratives (stories and legends), and practices (rituals) that represent the underlying cultural assumptions. Espoused values are concepts or beliefs that the management or the entire organization endorses. They are the rules that allow employees to know which actions they should take in different situations and which information they should adhere to. These basic assumptions generally are unobservable and unquestioned. Researchers have developed survey instruments to measure organizational culture.

With the workforce being a global marketplace, your company may have a supplier in Korea and another in Honduras and have employees in the United States, China, and South Africa. You may have coworkers of different religious, ethnic, or racial backgrounds than yourself. Your coworkers may be from different places around the globe. Many workplaces offer diversity training to help everyone involved bridge and understand cultural differences.  Diversity training  educates participants about cultural differences with the goal of improving teamwork. There is always the potential for prejudice between members of two groups, but the evidence suggests that simply working together, particularly if the conditions of work are set carefully that such prejudice can be reduced or eliminated. Pettigrew and Tropp (2006) conducted a meta-analysis to examine the question of whether contact between groups reduced prejudice between those groups. They found that there was a moderate but significant effect. They also found that, as previously theorized, the effect was enhanced when the two groups met under conditions in which they have equal standing, common goals, cooperation between the groups, and especially support on the part of the institution or authorities for the contact.

One well-recognized negative aspect of organizational culture is a culture of  harassment , including sexual harassment. Most organizations of any size have developed sexual harassment policies that define sexual harassment (or harassment in general) and the procedures the organization has set in place to prevent and address it when it does occur. Thus, in most jobs you have held, you were probably made aware of the company’s sexual harassment policy and procedures, and may have received training related to the policy. The U.S. Equal Employment Opportunity Commission (n.d.) provides the following description of  sexual harassment :

Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when this conduct explicitly or implicitly affects an individual’s employment, unreasonably interferes with an individual’s work performance, or creates an intimidating, hostile, or offensive work environment. (par. 2)

One form of sexual harassment is called quid pro quo. Quid pro quo means you give something to get something, and it refers to a situation in which organizational rewards are offered in exchange for sexual favors. Quid pro quo harassment is often between an employee and a person with greater power in the organization. For example, a supervisor might request an action, such as a kiss or a touch, in exchange for a promotion, a positive performance review, or a pay raise. Another form of sexual harassment is the threat of withholding a reward if a sexual request is refused. Hostile environment sexual harassment is another type of workplace harassment. In this situation, an employee experiences conditions in the workplace that are considered hostile or intimidating. For example, a work environment that allows offensive language or jokes or displays sexually explicit images. Isolated occurrences of these events do not constitute harassment, but a pattern of repeated occurrences does. In addition to violating organizational policies against sexual harassment, these forms of harassment are illegal.

Harassment does not have to be sexual; it may be related to any of the protected classes in the statutes regulated by the EEOC: race, national origin, religion, or age.

Violence in the Workplace

In the summer of August 1986, a part-time postal worker with a troubled work history walked into the Edmond, Oklahoma, post office and shot and killed 15 people, including himself. From his action, the term “going postal” was coined, describing a troubled employee who engages in extreme violence.

Workplace violence is one aspect of workplace safety that I-O psychologists study.  Workplace violence  is any act or threat of physical violence, harassment, intimidation, or other threatening, disruptive behavior that occurs at the workplace. It ranges from threats and verbal abuse to physical assaults and even homicide (Occupational Safety & Health Administration, 2014).

There are different targets of workplace violence: a person could commit violence against coworkers, supervisors, or property. Warning signs often precede such actions: intimidating behavior, threats, sabotaging equipment, or radical changes in a coworker’s behavior. Often there is intimidation and then escalation that leads to even further escalation. It is important for employees to involve their immediate supervisor if they ever feel intimidated or unsafe.

Murder is the second leading cause of death in the workplace. It is also the primary cause of death for women in the workplace. Every year there are nearly two million workers who are physically assaulted or threatened with assault. Many are murdered in domestic violence situations by boyfriends or husbands who chose the woman’s workplace to commit their crimes.

There are many risk factors for workplace violence that can be committed by leaders, employees, and even customers. A significant risk factor is the feeling of being treated unfairly, unjustly, or disrespectfully, and may become more serious when combined with other individual factors like personality and history, environmental stressors, and lack of community. In a research experiment, Greenberg (1993) examined the reactions of students who were given pay for a task. In one group, the students were given extensive explanations for the pay rate. In the second group, the students were given a curt uninformative explanation. The students were made to believe the supervisor would not know how much money the student withdrew for payment. The rate of stealing (taking more pay than they were told they deserved) was higher in the group who had been given the limited explanation. This is a demonstration of the importance of procedural justice in organizations. Procedural justice  refers to the fairness of the processes by which outcomes are determined in conflicts with or among employees.

In another study by Greenberg & Barling (1999), they found a history of aggression and amount of alcohol consumed to be accurate predictors of workplace violence against a coworker. Aggression against a supervisor was predicted if a worker felt unfairly treated or untrusted. Job security and alcohol consumption predicted aggression against a subordinate. To understand and predict workplace violence, Greenberg & Barling (1999) emphasize the importance of considering the employee target of aggression or violence and characteristics of both the workplace characteristics and the aggressive or violent person.

As you can see, I-O psychologists are concerned with a wide variety of topics related to the performance and well-being of both employees and their organizations. Some topics, such as recruitment, selection, and performance appraisal, have been important from the start, while others, such as worker attitudes, stress, and motivation, have increased in importance in recent years. Today, while it is still possible to make a distinction between “I” and “O” topics within this field, there is greater recognition that these areas represent two sides of the same coin, and that both sides can have a substantial influence on one another. As work continues to become more complex and subject to global and technological pressures, I-O psychologists will become increasingly important for helping both workers and organizations weather these changes.

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Introduction to Psychology as a Social Science Copyright © by The Introduction To Psychology As A Social Science Teaching and Learning Group is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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• Three Columns

Psychology Master’s Theses Abstracts Industrial/Organizational Psychology

Psychology master’s theses abstracts industrial/organizational psychology.

Click on authors’ names below for abstracts (lists goes back to 1999/2000)   

Summer 2021

Lyman, Kyle    Work to Live, or Live to Work?  Work-Life Programs and Career Consequences: The Role of Supervisor Perception  

Summer 2019  

Rehmann, Catherine     Benevolent Sexism in the Workplace: The Impact on Affect, Behavior, Cognition, and Performance   

Fall 2018  

Cheban, Yuliya         The Impact of Cultural Resilience on Affect and Performance in Organizational Settings     

Summer 2018    

Oleman, Whitney      The Effect of Leadership Development Interventions on Engineering Program Alumni     

Spring 2018    

Kautz, Brian      The Self-Correcting Workplace: The Impacts of Continuance Commitment and Job Autonomy on the Relationship between Job Dissatisfaction and Creativity      

Fall 2016    

Gergis, Christina    Perceived Effectiveness of the O*NET Skills Search Tool in Identifying Potential Occupations for Individuals with High Functioning Autism    

Good, Stephanie     Expanding the Typical Employment Options for High-Functioning Individuals on the Autism Spectrum using Occupational Interest Theory and a Web-Based Job Search Tool     

Spring 2016

DeYoung, Mindy Does Giving Contingent Rewards Improve Training Effectiveness and Change Professional Social Website Behaviors

Odom, Brianna Helping or Hurting?  The Effects of Manipulated Levels of Sexism on Third Party Perceptions of Interviewee Hireability and Managerial Potential

Summer 2015

Gentz, Rachel The Effect of Non-Engaging vs Engaging Training Methods on the Acceptance of Sexual Harassment Myths

Kim, Eugene           Displays of Counterproductive Work Behaviors on Facebook: An Observation of Possible Predictors Including Mood, Stress, and Gender     

Manderson, Cameron        Life Stress, Work Stress, and Job Performance: Does Conscientiousness Make a Difference?

Solhjou, Maryam       The Effects of Cognitive interventions on Well-Being in the Workplace

Quigley, Jennifer Let’s Work: Employment Experiences of Adults with Developmental Disabilities

Tucker, Kvon The Effects of Ethnic Identity, Ethnicity and Ethnic Identifiers on Job Suitability Ratings

Summer 2014

Galleta, John Andrew            From Injustice to Retaliation: The Mediating Role of Identity Threat     

Smith, Matthew      Employment Affect of Working Adults with Developmental Disabilities      

Spring 2014

Kruk, Allix        The Impact of Theoretical-Based Training Method of Performance on Training Professional Social Networking Use

Nam, Sophia      Do You Agree with This Critique?  An Analysis of the Impacts of Feedback, Feedback Acceptance, and Fairness Perceptions of Performance      

Ramirez, Cinthia      Perceived Efficacy of the O*Net Skills Search Tool Among Individuals with High Functioning Autism      

Herrera, Ariel Alexander   Workplace Retaliation in Groups: The Impact of Narcissism and Referent Status 

Summer 2013

El-Ahraf, Hadeel   Effects of Rater Ethnicity and Acculturation on Ratings of Middle Eastern Resumes

Spring 2013

Garman, Anya Increasing the Effectiveness of Sexual Harassment Prevention through Learner Engagement

Nguyen, Quoc Tim   Modeling Completion at a Community College

Winter 2013

Fisher, Catherine “Tina” Increasing Organizationzal Commitment by Inducing P-O Fit Through Organizational Values Awareness Training

Kim, Joan A Longitudinal Study on the Relationship between Workplace Harassment and Cyberloafing

Kuls, Michaela Single-Item vs. Multiple-Item: An Examination of Validity and the Impact of Mood in Measuring Construct

Low, Sze Zen Workplace Harassment and Counterproductive Work Behaviors: A Daily Diary Investigaton

Tietze, Brandon Developing an Automated Task-Based Minimum Qualification System to Lower Erroneous Rejection and Adverse Impact

Summer 2012

Eslamian, Sanaz Using Social Media to Increase Employment Changes among College Students

Jurica, Michelle Napping in the Workplace as an Invisible Stigma: The Moderating Roles of Raters’ Nap Habit, Work Ethic, and Organizational Policy

Smith, Jenni The Work Expectations of Individuals with Developmental Disabilities

Valle, Carlos The Effectiveness of Employment Interview Coaching: A Meta-Analysis 

Wahl, Stephanie Future Employment of Individuals with a Developmental Disability: Parent Expectations 

Spring 2012

Charboneau, Norma He Loves Me, He Loves Me Not: A Look at Ambivalent Sexism and its Impact on Peer Evaluations of Interviewee Competency and Likability

Luu, Lap The Counteractive Effects of Moods on Organizational Retaliation Behavior in Reaction to Injustice in the Workplace 

Spicer, Rana Motivating Volunteers and Increasing Satisfaction 

Cool, Michael Increasing Survey Response Rates Through Appeals, Pre-Notices, and Reminders

Stokely, Rebekah Preceived Effectiveness of Interview Coaching Workshops: An Investigation of Differences in Workshop Content and Brevity

Tekonen, Hanna The Impact of Item Type on Faking Overt Integrity Items

Spring 2011

Arenales, Milady Case Managers’ Employment Expectations for Adults with Developmental Disabilities

Mills, Lindsey Emotional Labor and Counterproductive Work Behaviors: The Moderating Role of Trait Rumination

McAbee, Samuel The Impact of Manipulated Fairness Perceptions on the Measurement of Organizational Justice

Castiglione, Abigail Counterproductive Work Behaviors: The Role of Employee Support Policies, Envy, and Narcissism

Palacios, Jr, Jorge Job Role Ambiguity as a Mediator Between Workplace Communication and Positive Work Outcomes

Saedi, Brandon Training College Students to Increase Employment Opportunity Using Social Networking Websites

Summer 2010

Kato, Nami Psychological Acculturation, Organizational Socialization and Organizational Commitment: The Case of Japanese Brazilians Working in Japan

Linke, John Perceived Parental Support as a Predictor of Vietnamese American Academic Achievement

Miller, David Outcomes of Psychological Contract Breach and Violation

Nabity, Jeffrey The Bystander Approach to Sexual Harassment Training: Considering a New Perspective

Walters, Sarah Ethnicity, Job Experience, and Interview Ratings

Spring 2010

Maguin, Jennifer A Meta-Analysis of Interpersonal Trust and Team Performance

Norton, Sharon The Effects of Leadership-Efficacy and Personality on Reactions to Stress

Ahnefeld, Karoline The Development and Validation of a Nonviolent Communication Situational Judgment Test (NVC-SJT) for the Workplace

del Carmen Lopez, Maria Effects of Training Intervention on Hiring Discrimination and Rater Prejudice

Summer 2009

Kurtis, Kimberly Minority College Student Attitudes Towards the Geological Sciences: Unearthing Barriers to Enrollment

Ledford-Yang, Tiffanie Culture and Preferred Workplace Conflict Resolution Strategies

Sarkissian, Lara An Examination of Course-Level Factors Contributing to Student Success

Winter 2009

Venegas, Jennifer Effectiveness of an Intervention to Increase Employees’ Awareness of Frequency and Seriousness of Cyberloafing

Dickson, Jennifer Reality in Recruitment: Realistic Job Previews and Individual Differences

Ruleford, Mallory Effects of Class Size and Enrollment Growth Incentives on Faculty Performance

Wada, Akane Retaliation Behavior in the Group Context: Responses to Perceived Justice

Summer 2008

Abulhusn, Karla A. The Effects of Exposure, Cognitive Ability and Interview Self-Efficacy on Employment Interview Performance

Lurie, Sarah B. The Morning Commute: The Moderating Effects of Locus of Control and Organizational Commitment on Employees’ Perceived Commuting Strain

Tzschatzsch, Annika The Effects of Organizational, Supervisor and Coworker Support on Perceived Job Stress and Attitudinal Outcomes

Spring 2008

Escobedo, Matthew Applicant Anxiety and Selection Interview Performance: A Meta-Analysis

Ha, Truc Mai The Fluctuating Bandwidth of Change Management: Factors that Impact Employee Resistance to Workplace Technology

Lewis, Margaret Classroom Intervention to Facilitate Students’ Questions

Ahdoot, Joseph Email Overload: Information Overload and Other Negative Effects of Email Communication

Rivera, Steve A. Identifying an Optimal Job Analysis Method for Synthetic Validation Studies

Smith, Whitney E. Interviewee Perceptions of Structured and Unstructured Interview Questions

Summer 2007

Davis, Kimberly Anne A Meta-Analysis on the Relationship Between Measures of Commute Span and Strain

Spring 2007

Mensinger, Meggan S. An Investigation into the Impact of Organizational Variables on the Impostor Phenomenon

Summer 2006

Leung, Lisa Using Perfectionism, Impostor Phenomenon and Occupational Field to Predict Job Burnout

Spring 2006

Long, Ryan How Personality and Rewards Interact to Impact Performance and Satisfaction

O’Connor, Brendan The Effects of Awareness of Test Process and Competencies Assessed on Applicant Interview Performance

Aguilar, Steven Performance Effects of Gender, Extraversion, and Need for Achievement on Boredom Proneness

Bailey, Wendi A Comparison of Corporate Reputation as Perceived by Internal and External Stakeholders

Olson, Kristin Performance Feedback: The Impact of Personality and Communication Mediumon Recipient Satisfaction and Fairness Perceptions

Summer 2005 

Wright, W. Douglass Casual Attributions and Interactional Justice as Moderators of the Relationship Between Perceived Psychological Contract Breach and Critical Employee Outcomes

Spring 2005

Costello, Kim The Influence of Team Design Characteristics and Personality Traitson Short-Term Film Productions’ Effectiveness

Hammond, Kandice Learning Styles, Self-Efficacy, and Training Delivery: Investigating Factors That Enhance Learning

Winter 2005

St. Clair, Alta Characterizations Ascribed to Male Executives, Female Executives and the Ideal Executive

Kaminski, Kelly An Examination of Applicant Preparation for Assessment Centers

Summer 2004

Bastian, Briana Work/Family Benefits Preferences: Assessing Differences by Gender and Ethnic Minority Status

Chan, Linda The Effects of Ethnic Diversity of LMX, Job Satisfaction, and Organizational Commitment

Croker, Rosee The Effect of Leadership Style on Employee Work Ethic

Spring 2004

Furumoto, Akira The Effect of Use of Impression Management on the Performance Rating of Affirmative Action Beneficiaries

Nguyen, Angela-Minhtu The Mediational Role of Mentoring in the Acculturation-Career Satisfaction Relationship for Asian/Pacific Islander American Faculty

Piffero, Alysia Range Restriction of Ratings: The Impact of Rater Differences

Wolf, Ilan Extrinsic Motivation as a Moderator of Gender Role Stereotypes and Career Choice

Stevens, Christopher Perceptions of the Work Environment: Role of Negative Affectivity and Spiritual Beliefs

Spring 2003

Dourigan, Allison Examining Sources of Validity, Adverse Impact, and Procedural Justice in an Assessment Center

Nielsen, Kristin The Effects of Gender-Role Congruent and Gender-Role Incongruent Leaders on Personnel Rater Perceptions

Yu, Janie Test-Taking Motivation and Impression Management on Overt Integrity Tests and Subtests

Summer 2002

Grimes, Catherine Socialization of Newcomers: An Investigation of Tactic Use and Related Outcomes

Herst, DiAnn More than an Apple a Day: The Effects of Personal Characteristics and Coping Strategies on Teacher Stress and Burnout

Vasconcellos, Chad The Moderating Effects of Self-Esteem and Locus of Control on the Relationship between Objective Job Characteristics and Perceived Job Characteristics

Spring 2002

Moore, Andrew The Heritability of Sexual Orientation and Occupational Choice

Scheinoha, Tricia Examining Individual Differences in Pay Structures and Pay Satisfaction

Thomas, Kristy The Relationship of Generation X Work Values to Job Involvement and Organizational Commitment

Winter 2002

White, Duane Emotional Intelligence and Self-Monitoring: Determiners of Influence Tactic Choice

Mineghino, Mary Ann An Empirical Study of the Relationship Between Role Stress and Empowerment in Front-Line Managers and Workers

Summer 2001

Dolden, Stacy An Examination of the Moderating Role of Perceived Support for Innovation on Leader-Member Exchange, Team-Member Exchange, and Individual Level Work Outcomes

Doss, Sangeeta A Service Quality Comparison Between Electronic Banking Users and Nonusers

Hoffman, Lori Perceived System Knowledge and Its Relationship to Organizational Citizenship Behavior

Spring 2001

Heinbuch, Danielle Educational Assistance and Organizational Commitment Influencing Turnover Intentions

Jankowski, Rebecca Sex Stereotypes in Transformational and Transactional Leadership Ratings

Lonergan, Dale The Interaction of Trainee Perceived Expectations of Themselves and the Trainer on Learning and Reaction to Training (Self-Efficacy and the Reverse Pygmalion Effect)

Primicias, Wesley Studying Ethnic Differences in Socialization, Job Satisfaction, and Organizational Commitment

Timmons, Sarah Computerphobia and Computer-Associated Stress in the Workplace

Summer 2000

Arnoldus, Michael Effects of Locus of Control and Type A Behavior on Selecting of Conflict Handling Styles

DeMaci, Christopher Feng Shui and Psychology: Situational and Individual Predictors of Dominance

Gulak, Lori Compressed Workweeks, Commuting, and Life and Job Satisfaction

Mallery, Faith An Investigation of Need for Achievement and Self-Monitoring on Feedback-Seeking Strategies

Pasanen, Sanna Emotional Intelligence, Conscientiousness and Integrity as Predictors of Organizational Citizenship Behavior

Sterling, Hillary The Influence of Gender and Career Salience on College Students’ Desire for Work/Life Benefits

Spring 2000

Dickerson, Andra Risk Perceptions and Y2K Readiness

Howard, Lara The Effects of Age and Intrinsic Motivation on the Probability of Career Change

Mosconi, Victor Personality Differences in Stress Coping Strategies

Newlon, Candace Effects of Procedural Justice and Self-Efficacy on Acceptance of Merit Pay

Winter 2000

Allen, Donald The Influence of Environment on Job Interview Ratings with Potential Moderation by Personality Variables

Flaxman, Gary Work-Family Conflict as a Mediator between Family Responsive Policies and Job Outcomes

Mendez, Margarita Leader-Member Exchange as Moderator of the Job Dissatisfaction-Communication Response Relationship

Menges, Michele Interactional Justice as a Mediator between Emotional Intelligence and Work-Related Attitudes

Organisational Psychology Library Guide: Theses and Dissertations

• Theses and Dissertations
• Literature Review and Systematic Review
• Journals & Articles
• News Sources
• Referencing
• How to navigate the libraries' website in isi-Xhosa

Accessing theses and dissertations

The Libraries hold all UCT masters and doctoral theses. Honours theses are kept by the academic departments to which they were submitted.

Finding theses and dissertations outside UCT

• Current and Completed Research South African research projects in economics, science, humanities and includes masters and doctoral theses from South African Universities and technikons, as well as research works from government, non-government and private sectors.
• Networked Digital Library of Theses and Dissertations The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic analogues to the traditional paper-based theses and dissertations.
• Nexus Database System Provided by the National Research Foundation, Nexus includes databases of: Current and Completed Research Projects in the Humanities and Social Sciences; Professional Associations; Forthcoming Conferences; Periodicals’ Submission Requirements; Research Organisations; Research Networking; Research Methodology Courses; and Women in Research. The database of Current and Completed Research Projects requires a password – please contact the Chancellor Oppenheimer Library on 021 650 3703/4 or the Law Library on 021 650 2708/9.
• ProQuest Dissertations and Theses With more than 2 million entries, PQD&T is the single, central, authoritative resource for information about doctoral dissertations and master's theses. Dissertations published from 1980 forward include 350- word abstracts written by the author. Master's theses published from 1988 forward include 150-word abstracts. Titles available as native or image PDF formats include free twenty-four page previews.
• Union Catalogue of Theses and Dissertations (UCTD) Bibliographic records of theses and dissertations at Master and Doctorate level submitted to universities in SA since 1918. Updated annually.
• WorldCat Dissertations and Theses This database provides access to the dissertations and theses available university libraries worldwide. Many theses are available electronically, at no charge, directly from the publishing institution. For theses that are not available electronically, UCT users should request a loan via our   Interlibrary Loans  Department. Normally the issuing institution will lend a hard copy, but microfiche copies may be supplied.

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Masters and doctoral theses that have been submitted to UCT  are available electronically via  OpenUCT  or PRIMO.  

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Industrial and Organizational Psychology

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Search the Library Catalog (One Search @ The Chicago School)

To find books in OneSearch, choose "Books" in the Search drop down menu, then enter in the title, author, ISBN # or keywords if looking for books on a topic.  One Search includes both  print  and online books ( ebooks ).

To limit you results to just ebooks, or only print items at your campus, use the limiters on the left:

You can also use the OneSearch " Books Articles and More "  default search, and then limit to books under " Resource Type " in your results.

Ebooks related to Business Psychology can also be searched in the following databases:

Find additional eBooks sources in Databases A-Z

To find dissertations in OneSearch, first conduct a search by entering your keywords in the OneSearch box. After you get your search results:

• Click the drop down menu under "Resource Type"
• Check the "Dissertations" box
• Finally, click "Apply Filters"

OR, Use the OneSearch " Advanced Search " option, found under the OneSearch box, on the right.

In the Advanced Search, use the "Material Type" limiter on the right, and then scroll down to "Dissertations" in the dropdown menu:

Databases are another place to search for dissertations. Use the Databases A-Z and then use the dropdown menu under "All Database Types" and then limit to "Dissertations and Theses"

Databases may offer more limiters and search options than using OneSearch. The ProQuest Dissertations & Theses Global  database is the largest dissertations database with over a million full-text dissertations that are available for download in PDF format.

To find dissertations completed at The Chicago School, use the ProQuest Dissertations & Theses Global database. You can also find this database on the Databases A-Z page.

In the ProQuest Dissertations & Theses database, use the advanced search, and then scroll to the " University/ institution " limiters under the search box. You can either type "Chicago school of professional psychology" in the " University/ institution " search box OR use  "Look Up Universities/ Institutions"

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Industrial-organizational research, master of arts degree, program overview.

The Industrial-Organizational Research specialization prepares students to conduct applied research in business and organizational settings. Students acquire a solid foundation in statistics and research methods that can be applied across a wide range of environments.  Students gain a background in contemporary psychological theories, and are equipped with the analytic tools necessary for effective problem-solving in applied settings, as well as the development of innovative research.  Students learn how to apply psychological and research principles to develop understanding and skill in job analysis, personnel recruitment and selection, performance management, training design, employee motivation, job satisfaction, leadership, teamwork, and organizational climate.

This specialization is designed to be completed in two years and culminates with a thesis or research project. While it is expected that all students will have the opportunity to participate in the solution of actual problems under the guidance of faculty, selected students also have the opportunity for field placements in business settings.

Program Requirements

The Industrial-Organizational Research specialization requires 39 semester credit hours of coursework and research or field experience. The first year of study typically consists of courses in statistics, research methods, and courses related to the discipline. This work is continued into the second year, where students take additional elective courses and work on a thesis or research project.  Further, during the second year students are encouraged to take part in an internship in a business setting relevant to their primary area of interest.

Content Requirements  (three of the following courses)

• PSY 518 Personnel Psychology (3)
• PSY 522 Organizational Psychology (3)
• PSY 631 Job Analysis and Performance Management (3)
• PSY 593 Advanced Organizational Psychology (3)

Methodological Requirements

• PSY 511 Univariate Statistics (4)
• PSY 512 Research Methodology (3)
• PSY 611 Advanced Data Analysis (4)

Research Requirements

• PSY 699 Research and Thesis (4) or PSY 596 Special Problems in Psychology (4)
• A committee consisting of graduate faculty must review and approve a student's thesis proposal or research project (for non-thesis students) before they can sign up for thesis credits or special problems. 

E lectives  (at least 15 credits from the following list)

• PSY 518 - Personnel Psychology
• PSY 519 - Consumer Psychology
• PSY 522 - Organizational Psychology
• PSY 525 - Social Psychology
• PSY 562 - Learning, Memory, and Cognition
• PSY 590 - Industrial and Organizational Psychology Internship
• PSY 593 - Special Topics In Psychology
• PSY 596 - Special Problems in Psychology
• PSY 630 - Diversity Issues in Human Resources
• PSY 631 - Job Analysis and Performance Management
• PSY 672 - Multicultural Psychology and Diversity Practicum
• MGT 640 - Total Rewards, Compensation and Benefits
• MKT 501 - Marketing Management
• MKT 531 - Marketing Research
• MKT 601 - Marketing Strategy
• MKT 608 - Global Marketing

Other courses in Marketing, Operations Management and Business Statistics, Management and Labor Relations, Communication, and Psychology are possible for elective credit, subject to approval by the IOR Faculty Committee.

The faculty of the Industrial-Organizational Research program have diverse areas of expertise, as evident in their research programs and in the courses they teach. These interests broadly address improvements in human resource, and organizational functions, such as:

• Job-seeking strategies and behavior
• Employee recruitment strategies and outcomes
• Work vs. Non-work life balance
• Motivation and learning
• Teamwork and leadership
• Turnover causes and consequences
• Gender bias in performance appraisal
• Cross-cultural organizational environments
• Employee performance and satisfaction
• Textbook presentation and learning outcomes; and
• Field research methodology

More detailed information on faculty interests can be found in the faculty's CVs and faculty profile pages, which can be accessed using the links below.

Next Steps for Industrial-Organizational Graduates

The Industrial-Organizational Research Program prepares students to work in organizations that need “people information,” whether it concerns consumers or members of the organization. Students who complete this program can design and execute research to answer questions in a manner that will contribute to improved organizational functioning.

Potential placements:

Potential employment opportunities are plentiful. Many graduates obtain full-time employment in settings where they completed internships or applied research projects.

Graduates are prepared for careers in human resources or organizational behavior, working on topics such as personnel selection, job analysis, job attitude measurement, and training design.  Graduates also are prepared to conduct program evaluation and assessment in public agencies.

The following is a sample of the types of organizations employing graduates of the Industrial-Organizational Research program:

• Marketing Research Consulting Firms
• Hospitals and Healthcare Organizations
• Banks and Financial Institutions
• Personnel Selection Consulting Firms
• Advertising Agencies
• Real Estate Firms
• Industrial Manufacturers

Where are They Now?

Find out what IO alumni are saying about their experiences

Professional Resources

• Society for Industrial-Organizational Psycholog y (SIOP)

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IResearchNet

Industrial-Organizational Psychology Topics

Industrial-Organizational (I-O)Psychology is defined simply as “psychology applied to work” (APA 1971). It studies “work” in its broadest sense, including paid and unpaid effort, recreation, and any purpose-driven effort (sports, hobbies). Compared with other specialties, I-O is more “applied” – putting practice above theory, since it typically aims to solve specific problems, increase efficiency, and maximize outcomes.

Industrial-Organizational Psychology Research Topics

• Corporate Ethics Topics
• Group Dynamics Topics
• Individual Differences Topics
• Job Satisfaction Topics
• Leadership and Management Topics
• Organizational Behavior Topics
• Organizational Development Topics
• Recruitment Topics
• Work Motivation Topics

Compared with other fields of psychology, I-O psychology today has several features: (a) Small: I-O is a small specialty, including just 5% of US psychologists. (b) High-employment: Since I-O is in high demand in the industry; it has a negative unemployment rate below zero. (c) Lucrative: I-O has long had the highest salary, averaging at least 25% higher than 14 other psychology specialties. (d) Separate: I-O has become a very separate specialty within psychology, with its own independent association since 1987 – the Society for I-O Psychology (SIOP). (e) Hybrid: I-O overlaps with business and other social sciences. (f) Credentials: There is no one credential to define who is an I-O psychologist – be this a M.A., M.S., M.B.A., Ph.D., Psy.D., state license, APA or SIOP membership, or ABPP Diploma. (g) Demographics: SIOP members today are 6% ethnic minorities, 37% female, only 26% licensed, and 85% have a doctorate. I-O work settings vary greatly – employees in large firms, small “boutique” consulting firms, professors in psychology or business programs, or solo-practitioners.

Today, I-O psychology faces several challenges – such as globalization of organizations, the increased diversity of the US workforce, increased regulation by government and labor law, and the changing nature of work. These same challenges make a science-based I-O psychology more indispensable to successful organizations.

References:

• American Psychological Association (APA). (1971). Effective practice of psychology in industry: Task Force on the practice of psychology in industry. American Psychologist, 26, 974–991.
• Benjamin, L.T.,&Baker, D. B. (2004). Fromse´ance to science: Ahistory of the profession of psychology in America. Belmont, CA: Wadsworth.
• Dunnette, M. D., & Hough, L. (Eds.). (1990–1994). Handbook of industrial-organizational psychology. Palo Alto: Consulting Psychologists Press.
• Jones, J.W., Steffy, B. D., & Bray, D.W. (1991). Applying psychology in business: Handbook for managers and HR professionals. Lexington: Lexington Books.
• McGregor, D. M. (1960). The human side of enterprise. New York: McGraw-Hill.
• Riggio, R. E. (2008). Introduction to industrial-organizational psychology (5th ed.). Upper Saddle River: Prentice Hall.
• Roethlisberger, F. J., & Dickson, W. J. (1939). Management and the worker. Cambridge: Harvard University Press.
• Scott, W. D. (1903). The theory of advertising. Boston: Small, Maynard, & Co.
• Zedeck, S. (Ed.) (2011). APA Handbook of industrial-organizational psychology. Washington, DC: APA.

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Articles 1 - 30 of 3968

Full-Text Articles in Industrial and Organizational Psychology

An Investigation Of The Effectiveness Of Student’S T-Test Under Heterogeneity Of Variance , Hayden Nelson May 2024

An Investigation Of The Effectiveness Of Student’S T-Test Under Heterogeneity Of Variance , Hayden Nelson

Masters theses & specialist projects.

Within the field of psychology, few tests have been as thoroughly investigated as Student’s t-test. One area of criticism is the use of the test when the assumption for heterogeneity of variance between two samples is violated, such as when sample sizes and observed sample variances are unequal. The current study proposes a Monte Carlo analysis to observe a broad range of conditions in efforts to identify the resulting fluctuations in the proportion obtained significant results for two conditions: no mean difference (𝜇􀬵 = 𝜇􀬶) compared to the set level of alpha, and small-to-moderate mean differences (𝜇􀬵 ≠ 𝜇􀬶) compared …

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The Effects Of Communication Overaccommodation On Non-Native English-Speaking Employees In The U.S. Workplace , Elizabeth Curtis May 2024

The Effects Of Communication Overaccommodation On Non-Native English-Speaking Employees In The U.S. Workplace , Elizabeth Curtis

Communication overaccommodation (CO) takes the form of baby talk, speech mimicry, and overcommunication, and its effects on recipients have been studied in physician/patient relationships, civilian/police officer relationships, manager/employee relationships, and native and non-native speaker communications. This study focused on CO in non-hierarchical relationships between native English-speaking and non-native English-speaking employees in the U.S. workplace. I investigated the effects of CO on non-native English-speaking co-workers, regarding their feelings of exclusion and satisfaction with their job. I also investigated the potential moderation effect of English proficiency on non-native English-speaking employees’ feelings of being excluded. It was found that the level of English …

A Process Model Of Workplace Cyber Incivility Spillover , Cora Hurt May 2024

A Process Model Of Workplace Cyber Incivility Spillover , Cora Hurt

Cyber incivility is a pervasive problem, affecting individuals not only while at work but also at home. It has been found to spillover to the home domain in the form of aggression and withdrawal, affecting the target and their partner, but the mechanism behind this association has not been examined. This study examines work-related affective rumination as a spillover mechanism between experienced cyber incivility and aggressive and withdrawn behaviors at home. I hypothesized that daily experienced cyber incivility will be positively associated with both aggressive behavior and withdrawn behavior at home, and work-related affective rumination will mediate this relationship. Using …

Investigating The Association Between Incivility Variability And Burnout At Work , Tamia Eugene May 2024

Investigating The Association Between Incivility Variability And Burnout At Work , Tamia Eugene

Incivility is a prevalent workplace stressor for many employees in the workplace. Over time, exposure to stressors may lead to increased burnout, which can be costly for organizations. However, variability in uncivil experiences may be more detrimental to employees than chronic exposure to incivility due to the uncertainty associated with it. Using previously collected data from a larger grant, I examined the direct effect of incivility variability on burnout. Specifically, I hypothesized that employees who experienced incivility frequently but sporadically will report more burnout. Furthermore, I hypothesized that a perceived organizational climate that supports civility will moderate the direct effect …

A Conceptual Model Of Organizational Compassion In Healthcare , Rachel Thienprayoon, Eli Awtrey, Teresa Pestian, Beth A. Lown, Naomi Winick, Jason Kanov Apr 2024

A Conceptual Model Of Organizational Compassion In Healthcare , Rachel Thienprayoon, Eli Awtrey, Teresa Pestian, Beth A. Lown, Naomi Winick, Jason Kanov

Journal of wellness.

Introduction: In healthcare, while the suffering of patients is often evident, the suffering of clinicians receives less focus. Some sources of clinician distress are directly related to constant exposure to patient suffering, but others are caused by the health care system, and thus potentially preventable. Looking at clinician suffering through the lens of compassion fosters a new paradigm of individual, team, and organizational capabilities, and moves the responsibility to alleviate this suffering from the individual onto the organization and team. Yet research into the impact of organizational compassion in healthcare has been extremely limited.

Approach: Our conceptual model of organizational …

The Blurry Line Between Corporation And Cult: A Retrospective Autoethnographic Study , Ernst Graamans Apr 2024

The Blurry Line Between Corporation And Cult: A Retrospective Autoethnographic Study , Ernst Graamans

The qualitative report.

In popular management literature corporations are sometimes loosely compared to cults. The comparison is a severe allegation as it implies the transgression of subordinate employees’ integrity. This paper explores to what extent such comparisons with cults are warranted as well as the implications this has for the practice of corporate culture management. On grounds of the author’s unique, first-hand experience in both corporate and cultic environments a retrospective autoethnographic (RAE) approach was chosen to further explore the supposed resemblance. The comparison is structured along Lifton’s eight criteria of thought reform and reveals that although akin to cults in all aspects …

Harnessing The Power Of Cliftonstrengths®: How Multinational Corporations Can Use Deep-Level Diversity To Enhance Organizational Inclusion , Trapper Kay Pace Apr 2024

Harnessing The Power Of Cliftonstrengths®: How Multinational Corporations Can Use Deep-Level Diversity To Enhance Organizational Inclusion , Trapper Kay Pace

Electronic theses and dissertations.

This research explicitly investigated how multinational corporations can enhance workplace inclusion through the novel use of the CliftonStrengths® assessment as a dimension of deep-level diversity. The study gleaned insights from employees’ perspectives, employing a constructivist grounded theory approach to explicate their experiences in rich qualitative narratives. Through open-ended surveys and intensive interviews, participants were selected using purposeful sampling to ensure meaningful data collection from the study organizations’ three global regions. The researcher conducted the analysis systematically through the constant comparison of data utilizing the NVivo14 software to assist in constructing codes, themes, and a theoretical schema. Results highlighted the significance …

Fostering Belonging In The Workplace: What Does Commitment Look Like At Interpersonal, Team, And Organizational Levels? , Jody Condit Fagan Mar 2024

Fostering Belonging In The Workplace: What Does Commitment Look Like At Interpersonal, Team, And Organizational Levels? , Jody Condit Fagan

Researchers describe belonging as “an essential human need” that supports people’s abilities to share, create meaning, participate, and learn with others at work (Filstad et al., 2019, p117). Sense of belonging varies by culture (Cortina et al., 2017) and belonging-related stressors have been shown to be more intense for those who identify with outgroups (Walton & Brady, 2017). Given this context and the impossibility of directly creating belonging, how can people at all levels support an inclusive commitment to fostering belonging as an organizational value? This presentation will define belonging, outline relevant actions and behaviors, and illuminate potential pitfalls.

The Experience Of Knowledge Workers In Remote Environments During The Covid-19 Pandemic , Dale F. Knapp Mar 2024

The Experience Of Knowledge Workers In Remote Environments During The Covid-19 Pandemic , Dale F. Knapp

Doctor of education program dissertations.

When regional quarantine restrictions were rapidly implemented in March 2020 due to the COVID-19 pandemic, knowledge workers were forced to vacate their traditional shared office spaces and transition to remote work environments. This unprecedented mass exodus from traditional in-person physical workplaces was facilitated by existing and new software and technology that allowed workers to remain connected and working. This phenomenological study explored the lived experiences and perceptions of knowledge workers who experienced this transition to a full-time remote work environment. The study also examined how knowledge workers perceived work performance relative to their experience during the COVID-19 pandemic. Data were …

Empowering Voices: Exploring The Career Trajectories Of Women Of Color Hr Professionals Amid Disruptive Change , Brandi R. Muñoz Mar 2024

Empowering Voices: Exploring The Career Trajectories Of Women Of Color Hr Professionals Amid Disruptive Change , Brandi R. Muñoz

This study investigated strategies to enhance diversity, equity, inclusion, and belonging initiatives in organizational leadership, focusing on supporting women of color in the workplace. The specific problem addressed was the underrepresentation and barriers faced by women of color in leadership positions despite their potential contributions to organizational success. The study employed a qualitative approach, combining qualitative interviews with socioeconomic data analysis. Data collection methods included semistructured interviews with women of color and a survey to gather demographic and employment information. The sample consisted of 16 women of color human resource professionals working in various industries and organizational settings across the …

Does Relationship Conflict Reduce Novel Idea Communication Through Perceived Leader Openness? Power Distance Orientation As A Moderator , Ming-Hong Tsai Mar 2024

Does Relationship Conflict Reduce Novel Idea Communication Through Perceived Leader Openness? Power Distance Orientation As A Moderator , Ming-Hong Tsai

Research collection school of social sciences.

Purpose: This paper aims to investigate why followers have low perceptions of leader openness and thus feel reluctant to communicate novel ideas by examining leader–follower relationship conflict (i.e. interpersonal incompatibility) and a follower’s power distance orientation (i.e. an acceptance of uneven power distribution in organizations) as antecedents. Design/methodology/approach: The research administrators conducted a three-wave work behavior survey in Study 1, a laboratory experiment in Study 2, and an online experiment in Study 3. Findings: The results demonstrated that leader–follower relationship conflict reduced followers’ perceptions of leader openness. However, the negative impact of relationship conflict became non-significant when followers have high …

Digitally Connected, Evolutionarily Wired: An Evolutionary Mismatch Perspective On Digital Work. , Mark Van Vugt, Stephen M. Colarelli, Norman P. Li Mar 2024

Digitally Connected, Evolutionarily Wired: An Evolutionary Mismatch Perspective On Digital Work. , Mark Van Vugt, Stephen M. Colarelli, Norman P. Li

This paper makes the case for an evolutionary mismatch between digital work and the way human ancestors engaged in work. Psychological adaptations for producing things that early humans needed to survive and thrive, such as cognitive mechanisms for obtaining and processing food, toolmaking, and learning valuable working skills, evolved in the context of small networks of hunter–gatherers. These adaptations are central to understanding the significance of work in human evolution. Evolutionary mismatches operate when novel environments cue ancestral adaptations in ways that no longer provide adaptive benefits. We argue that digital work, although efficient and productive, is misaligned with some …

Barriers To Mental Health Seeking Among Army Aviation Personnel: A Preliminary Report , Aric J. Raus Feb 2024

Barriers To Mental Health Seeking Among Army Aviation Personnel: A Preliminary Report , Aric J. Raus

National training aircraft symposium (ntas).

This research explores barriers to mental health seeking, self-reported symptoms, and perspectives on self-help mental-wellness options among U.S. Army Aviation Personnel. Safe aviation operations require constant focus and mental clarity. These requirements expand when considering the implications and added stress of military operations, especially in combat scenarios. Yet, recent studies demonstrate that aviation personnel avoid seeking healthcare due to fears of losing their medical certification. This report provides preliminary results from the first known study on barriers to mental health seeking among U.S. Army aviation personnel. Utilizing an anonymous survey instrument, facilitated primarily through Social Media recruiting of current and …

A Candidate Needs Approach To Job Advertisements , Yuliya M. Cheban-Gore Feb 2024

A Candidate Needs Approach To Job Advertisements , Yuliya M. Cheban-Gore

Dissertations, theses, and capstone projects.

Organizations currently lack research-based best practice guidance on what information is most helpful for job seekers when deciding which jobs and organizations to apply to. This lack of guidance is a detriment because, typically, recruitment strategies are designed from the perspective of the organization’s needs –which is effective when the job market is organization, rather than candidate-driven. When the market is candidate-driven, it would benefit organizations to view the recruitment process through the lens of job seekers. The current studies focus on understanding one of the beginning stages of recruitment through the lens of job seekers: job advertisements. Through a …

In-Work Recovery Among Hybrid Employees: Examining The Relationships Between Stressors, Recovery Experiences, And Strains , Stefanie Larsen Feb 2024

In-Work Recovery Among Hybrid Employees: Examining The Relationships Between Stressors, Recovery Experiences, And Strains , Stefanie Larsen

There has been a drastic increase in the number of hybrid employees (i.e., employees who work remotely for part of a workweek) since the COVID-19 pandemic. While previous research has highlighted some of the benefits and costs of remote work, research on hybrid work is still in its early stages. One area that remains unclear is how hybrid work relates to stressor experiences and in-work recovery from work. The present study examined how levels of specific stressors (i.e., workload, availability pressure) vary depending on whether employees work remotely or in the office, and how the variations of these stressors across …

Developing An Instrument To Measure Group Dynamics Awareness: A Mixed Methods Study , John Weng Jan 2024

Developing An Instrument To Measure Group Dynamics Awareness: A Mixed Methods Study , John Weng

Dissertations.

In a world that is increasingly volatile, uncertain, complex, and ambiguous, adaptive leaders are needed more than ever. Based on group relations programs developed by the Tavistock Institute, a pedagogy known as case-in-point has recently been brought to prominence and incorporated into leadership development programs. These methods claim to develop systems thinking and individuals’ leadership capacity with little prior empirical research.

This mixed methods exploratory study explored individual awareness of group dynamics, a key outcome in case-in-point programs, and adaptive leadership theory. The goal was to create an instrument to measure awareness of group dynamics: the Group Dynamics Awareness Questionnaire …

An Exploratory Approach To College Student Counterproductivity , Reagan L. Marsh, Justin Travis Jan 2024

An Exploratory Approach To College Student Counterproductivity , Reagan L. Marsh, Justin Travis

University of south carolina upstate student research journal.

Although counterproductivity (e.g., shirking responsibilities or lying to supervisors) is a focal topic for many industrial/organizational psychologists, the broader social psychology literature has historically focused on more serious and uncommon forms of individual-level deviance, often in terms of its relation to criminal activity or psychopathology. Additionally, sociologists study intentional harmful behaviors that individuals engage in but use the term deviance in lieu of counterproductivity. Regarding students, there has been some work that addresses the more common phenomenon of counterproductivity at school, such as lying to teachers and cheating on tests. Nevertheless, each of these domains, in criminal justice, social psychology, …

Effects Of Advertising Employee Resource Groups (Ergs) On Female Applicants’ Intentions To Pursue Employment Through Perceived Organizational Support , Jamie Crites Jan 2024

Effects Of Advertising Employee Resource Groups (Ergs) On Female Applicants’ Intentions To Pursue Employment Through Perceived Organizational Support , Jamie Crites

Industrial-organizational psychology dissertations.

Employee resource groups (ERGs) have existed since the 1960’s to provide additional support for a group of employees within an organization that share a common identity (e.g., gender, race, sexual orientation, veteran status). Gaining in popularity over the past 25 years, they are utilized to drive change and foster diversity management (Welbourne et al., 2017). Organizations have also realized the potential for demonstrating a commitment to diversity to external stakeholders, future applicants, and current employees (Biscoe & Safford, 2010; Friedman & Holtom, 2002). ERGs are unique, thus are difficult to quantify and study empirically. However, given the prevalence of ERGs, …

Calculator Provision As An Accommodation For The Canadian Forces Aptitude Test (Cfat) , Joseph W. Berry Jan 2024

Calculator Provision As An Accommodation For The Canadian Forces Aptitude Test (Cfat) , Joseph W. Berry

Personnel assessment and decisions.

The impact of calculator provision on the reliability and validity of a version of the Canadian Forces Aptitude Test—Problem Solving subtest was investigated in order to inform testing accommodation policy. Two hundred and fifty-four Canadian Armed Forces recruits undergoing basic training participated in the experimental research design, which consisted of a calculator and a no-calculator condition. Results supported that the convergent validity of the test was maintained in the calculator condition, as indicated by similar validity coefficients with other measures of cognitive ability in the two conditions; however, several items showed increased correct responding, and there was mixed support for …

Does Background Type And Blurring Affect Performance Ratings In Video Interviews? , Christina Scott, Nicolas Roulin Jan 2024

Does Background Type And Blurring Affect Performance Ratings In Video Interviews? , Christina Scott, Nicolas Roulin

Asynchronous video interviews (AVIs) have become increasingly popular as alternatives (or complements) to more traditional face-to-face interviews. Yet, AVI research has been largely focused on applicant reactions or behaviors, and we still know very little about what influences how applicants are rated. Importantly, because AVIs afford applicants the flexibility to record their responses from their homes, the background they choose could influence raters’ judgments. This study examines whether raters’ ( N =276 Prolific respondents with prior hiring experience) initial impressions and final ratings differ if applicants record their AVIs from a home-office, a bedroom, or use background blurring settings, as …

Enhancing Consistency Of Maximal Responding In Behavior Description Interviews: An Exploration Of Priming And Response Length , Allen I. Huffcutt, Satoris S. Howes, Dianne D. Murphy, Sara A. Murphy Jan 2024

Enhancing Consistency Of Maximal Responding In Behavior Description Interviews: An Exploration Of Priming And Response Length , Allen I. Huffcutt, Satoris S. Howes, Dianne D. Murphy, Sara A. Murphy

In a Behavior Description Interview (BDI), candidates are asked to describe past experiences that demonstrate skills and abilities important for the position (Janz, 1982). A recent study by Huffcutt et al. (2020) found that only around half of participants (48.1 percent) describe an experience reflecting maximal performance capability. Random mixing of maximal capability with day-to-day typical performance tendencies is problematic psychometrically because candidates are not all providing comparable information and top candidates could be overlooked. Given notable methodological concerns with Huffcutt et al.’s approach, our first purpose was to provide empirical confirmation that maximal responding in BDIs is, in fact, …

Competency-Based Personnel Selection Oklahoma - Site Intervention Logic Model , Quality Improvement Center For Workforce Development (Qic-Wd) Jan 2024

Competency-Based Personnel Selection Oklahoma - Site Intervention Logic Model , Quality Improvement Center For Workforce Development (Qic-Wd)

Intervention summaries.

Each QIC-WD site developed a logic model to serve as a visual representation of their selected intervention. All logic models included four main components: inputs, activities, outputs, and outcomes. Collectively, these demonstrate the resources and actions required to implement the program, as well as the associated result or changes anticipated through implementation of the program. The hypothesized relationships are represented by the pathways connecting the listed activities and anticipated outcomes. For more information see Site Overview .

Competency-Based Personnel Selection Oklahoma - Evaluation Overview , Quality Improvement Center For Workforce Development (Qic-Wd) Jan 2024

Competency-Based Personnel Selection Oklahoma - Evaluation Overview , Quality Improvement Center For Workforce Development (Qic-Wd)

Research questions.

The primary research questions concerned the ability of the structured hiring tools to predict job performance, tenure, and turnover. It was hypothesized that the use of the standardized hiring process would result in the selection of candidates who performed better and had lower rates of turnover and longer tenure than candidates hired using existing selection processes, see Logic Model . Intermediate outcomes examined included employee feelings of …

Competency-Based Personnel Selection Oklahoma - Theory Of Change , Quality Improvement Center For Workforce Development (Qic-Wd) Jan 2024

Competency-Based Personnel Selection Oklahoma - Theory Of Change , Quality Improvement Center For Workforce Development (Qic-Wd)

• hiring of new workers,
• promotion decisions for lead worker and supervisor positions, and
• staff recognition and rewards.

Ultimately, one theory of change was developed to step through the “if, then” logic for implementation of a standardized hiring process to improve worker retention and performance.

The theory of change development process was informed by various data examined throughout the needs assessment, input from the Oklahoma QIC-WD Steering Committee , and relevant research and best practice for …

Competency-Based Personnel Selection Oklahoma - Implementation Overview , Quality Improvement Center For Workforce Development (Qic-Wd) Jan 2024

Competency-Based Personnel Selection Oklahoma - Implementation Overview , Quality Improvement Center For Workforce Development (Qic-Wd)

The implementation team.

The QIC-WD worked with Oklahoma Human Services (OKDHS) Division of Child Welfare Services to establish a team to lead the development and implementation of their competency-based personnel selection intervention . The implementation team was called the Oklahoma QIC-WD Steering Committee. It included a Programs Analyst from each of the five geographic regions of the state and one from the Foster Care and Adoptions program, the Site Implementation Manager (SIM), the Data Coordinator, project sponsor (Deputy Director), representatives from Human Resources, training partners within OKDHS and from University of Oklahoma Center for Public Management, and three members of …

Other QIC-WD Products

Supportive Supervision And Resiliency Ohio - Accwic Coaching Curriculum , Quality Improvement Center For Workforce Development (Qic-Wd) Jan 2024

Supportive Supervision And Resiliency Ohio - Accwic Coaching Curriculum , Quality Improvement Center For Workforce Development (Qic-Wd)

No abstract provided.

Supportive Supervision And Resiliency Ohio - Accwic Training Curriculum , Quality Improvement Center For Workforce Development (Qic-Wd) Jan 2024

Supportive Supervision And Resiliency Ohio - Accwic Training Curriculum , Quality Improvement Center For Workforce Development (Qic-Wd)

Supportive Supervision And Resiliency Ohio - Guidance For Coaches: Supporting Resilience , Quality Improvement Center For Workforce Development (Qic-Wd) Jan 2024

Supportive Supervision And Resiliency Ohio - Guidance For Coaches: Supporting Resilience , Quality Improvement Center For Workforce Development (Qic-Wd)

Supportive Supervision And Resiliency Ohio - Resilience Alliance Facilitator Manual , Quality Improvement Center For Workforce Development (Qic-Wd) Jan 2024

Supportive Supervision And Resiliency Ohio - Resilience Alliance Facilitator Manual , Quality Improvement Center For Workforce Development (Qic-Wd)

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The Master of Science in Industrial/Organizational Psychology (MSIO) is a rigorous, 36-unit program designed to prepare students to enhance organizational performance and human well-being in professional settings. Students learn and develop skills through seminars, practicum experience, engagement in research, and development of a professional portfolio or a research thesis.

The MSIO program offers students a choice between two tracks: 1) applied/portfolio and 2) research/thesis. Students must declare their choice of track by the beginning of the second year in the program. While the coursework for the two tracks is largely the same, the tracks are differentiated primarily by the culminating experience. Students planning on a career as a practitioner of Industrial/Organizational psychology are encouraged to choose the applied/portfolio track. In this track, a student will assist a faculty member in a supervised research project and will develop a portfolio of his or her applied projects. Students planning on pursuing a doctorate in Industrial/Organizational psychology may consider the research/thesis track, which requires students to conduct an entire thesis. Steps in thesis development include choosing a research topic, creation of a thesis proposal, data collection and analysis, and writing a discussion of study findings.

Admission Requirements

• (Please see  Non-Psychology Bachelor’s Degree )
• Minimum undergraduate GPA of 2.5
• PSY 220 Research Methods
• PSY 310 Intermediate Statistics (requires Introductory Statistics)
• PSY 314 Psychological Assessment*
• PSY 332 Cognition or PSY 333 Psychology of Learning
• PSY 351 Social Psychology or PSY 381 Introduction to Industrial/Organizational Psychology or PSY 453/553 Principles of Group Dynamics*
• *PSY 314 & PSY 351 or PSY 381 or PSY 453/553 are prerequisites for first semester MSIO program courses and must be taken prior to MSIO program entry.

Degree Requirements (36 units)

Core (21 units).

• PSY 515 - Test Construction Theory and Practice (3 units)
• PSY 581 - Organizational Psychology (3 units)
• PSY 582 - Research in Industrial and Organizational Psychology (3 units)
• PSY 585 - Proseminar in Personnel Psychology (3 units)
• PSY 683 - Issues Organizational Development (3 units)
• PSY 686 - Issues in Training (3 units)
• PSY 688 - Practicum in Industrial and Organizational Psychology (3 units)

Applied/Portfolio Track Electives (15 units)

Take two (2) of the following advanced statistical courses:.

(must include 511 or 512)

• PSY 511 - Statistical Design and Analysis of Experiments (3 units)
• PSY 512 - Multivariate Statistical Analysis (3 units)
• PSY 513 - Social Network Analysis (3 units)
• PSY 523 - Qualitative Methods and Analysis (3 units)

Take two (2) of the following courses:

• PSY 501 - History of Psychology (3 units)
• PSY 518 - Computer Applications in Psychology (3 units)
• PSY 527 - Human Factors (3 units)
• PSY 533 - Research in Cognition and Learning (3 units)
• PSY 544 - Cognitive Neuroscience (3 units)
• PSY 553 - Principles of Group Dynamics (3 units)
• PSY 575 - Clinical Interviewing (3 units)
• PSY 634 - Seminar in Cognition (3 units)
• PSY 651 - Seminar in Social Psychology (3 units)
• PSY 656 - Seminar in Personality (3 units)
• HRM 445 - Compensation Administration (3 units)

Research/Thesis Track Electives (15 units)

(must include 511 or 512)

Take one (1) of the following courses:

Culminating experiences (3-6 units).

• PSY 699 - Directed Research and Portfolio 3 units

Capstone for the MSIO Applied/Portfolio track. Intensive study of theoretical and/or experimental problems in psychology under the guidance of a faculty member. Portfolio development. OR  

• PSY 698 - Thesis (1-6 units)

Capstone for the MSIO Research/Thesis track. Planning, preparation, and completion of a thesis in psychology.

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Alumna Kaytah Mejia wins best thesis award for military mindset research at graduate conference

By: Victoria Godinez May 1, 2024

Austin Peay State University graduate Kaytah Mejia, who finished her master’s degree in industrial-organizational psychology in December 2023, recently earned the Best Thesis of 2023 award from the Tennessee Conference of Graduate Schools.

Her thesis, “The Impact of Organizational Justice Perception on Organizational Commitment: “Exploration on the Military Mindset,” showcased her commitment to understanding complex organizational dynamics and involved countless hours of work .

“My research was the hardest thing I have ever done, even more so than childbirth and military service, simply because of the mental challenge that it takes to overcome,” she said, reflecting on her journey through APSU’s Master of Science in Industrial-Organizational Psychology that began in August 2021.

Throughout her academic tenure, Mejia demonstrated a passion for her field. She served as a graduate teaching assistant and collaborated closely with mentors such as Dr. Kevin Harris, Dr. Nicole Knickmeyer, Dr. Jessica Haatz and Dr. David Earnest.

Before pursuing her master’s degree, Mejia obtained a Bachelor of Science in psychology from APSU, where she discovered her desire to pursue a master’s. She said Dr. Adriane Sanders’ Intro to Applied Psychology course sparked her interest in the intersection of psychology and the workplace.

Mejia's involvement in research projects enriched her academic pursuits , which included collaborations with faculty on a COVID survey and socioemotional mindfulness research for Moshi Kids. Her unique perspective and drive to excel academically and professionally were shaped by her background as an adopted Latina/Hispanic/Native American woman and her experience as a former Army medic in Germany.

“We spend roughly one-third of our lives working,” Mejia said. “After my military service, I realized how I could fit into the puzzle of bringing positive changes into the workspace.”

After completing her master’s degree, Mejia applied her knowledge and skills to her career and became the HR screening specialist at Project 2231 in Clarksville. Leveraging her expertise in workplace ethics, human resources and organizational development, she plays a vital role in the HR department and contributes to the company’s growth and success.

Mejia said her accomplishments, including her award-winning thesis, were made possible with the support of her mentors, committee members and family. She credited Earnest, Harris, and Dr. Chanda Murphy for guiding her through the challenging research process and pushing her to surpass her expectations.

“I was sitting in my car and cried happy tears,” she said. “I never thought I would have won, and having done so, I was extremely proud of myself. This is a once-in-a-lifetime opportunity, and I am so grateful for experiencing it.”

Interested in following Mejia’s footsteps in industrial-organizational psychology? APSU offers an MSIO program that prepares students for diverse roles. Learn more at https://www.apsu.edu/ioprogram .