PSYCH304: Industrial/Organizational Psychology « Saylor.org – Free Online Courses Built by Professors

Industrial/Organizational Psychology

Purpose of Course show close

This course will introduce you to the major concepts of and debates surrounding industrial and organizational psychology. Industrial and organizational psychology is the application of psychological research and theory to human interaction (both with other humans and with human factors, or machines and computers) in the workplace. The phrase “industrial and organizational psychology” (sometimes referred to as “I/O”) may be somewhat misleading, as the field deals less with actual organizations and/or industries and more with the people in these areas.

As mentioned above, “I/O” is an applied psychological science, which means that it takes research findings and theories that may have originally been used to explain a general phenomenon of human behavior and applies them to human behavior in a specific setting (here, the workplace). Consider, for example, the fact that many jobs require applicants to take a personality test. Psychologists originally developed this test to detect and diagnose abnormal personalities; they are now frequently used to determine whether a given applicant will be a good “fit” for a position or the dynamic of a company’s staff. In this case, we are applying traditional psychology research to the workplace. Or consider the traditional job interview. Everything from the interaction between interviewer and interviewee to the nature of the Q&A can be examined from a psychological standpoint. While these quick examples pertain to only one area of human workplace interaction (the employee selection area), there are a number of additional areas that we will learn about in this course.

We will begin by taking a look at how we evaluate jobs and candidates for jobs (employees) before exploring how we evaluate and motivate employees, noting what encourages versus discourages employee job commitment. We will then study leadership and group influences in the workplace and conclude with units on working conditions and humans factors. In addition, performance management and work teams will be discussed. Leadership interaction and the leadership theories are also covered.

Note: Because this is an applied psychological science, you should have a strong background in theory and have taken an Introduction to Psychology course prior to taking this course.

Course Information show close

Welcome to PSYCH304! Below, please find general information on the course and its requirements.

Course Designer: Dana Boyd, PhD

Primary Resources: This course is composed of a range of different free, online materials. However, the course makes primary use of the following materials:

Human Resource Guide: “Job Analysis Overview”
Human Resource Guide: U.S. Department of Labor Employment and Training Administration’s “Chapter 6: Administering Assessment Instruments”
North Archer: “The Benefits of Performance Appraisal”

Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its assigned materials. Pay special attention to Units 1 and 2, as these lay the groundwork for understanding the more advanced, exploratory material presented in the latter units. You will also need to complete:

Unit 1 Quiz
Unit 2 Quiz
Unit 3 Quiz
Unit 4 Quizzes
Unit 5 Quiz
Unit 6 Quiz
Unit 7 Quizzes
Unit 8 Quiz
Problem Sets for Each Unit
The Final Exam

Note that you will only receive an official grade on your final exam. However, in order to adequately prepare for this exam, you will need to work through the quizzes listed above.

In order to “pass” this course, you will need to earn a 70% or higher on the Final Exam. Your score on the exam will be tabulated as soon as you complete it. If you do not pass the exam, you may take it again.

Time Commitment: This course should take you a total of 100 hours to complete. Each unit includes a “time advisory” that lists the amount of time you are expected to spend on each subunit. These should help you plan your time accordingly. It may be useful to take a look at these time advisories and to determine how much time you have over the next few weeks to complete each unit, and then to set goals for yourself. For example, Unit 1 should take you 10 hours. Perhaps you can sit down with your calendar and decide to complete subunits 1.1 (a total of 2 hours) on Monday night; subunit 1.2 (a total of 3 hours) on Tuesday night; etc.

Tips/Suggestions: As you are going through the units, it is helpful to make notes for each unit whether it was a reading or presentation. Later, you can make note cards to study from your notes. In addition, reading your notes into a recorder and then playing them back will also enhance learning. We know in psychology that in order to have material learned it must be read, spoken, written, and/or heard seven to nine times. The problem sets provided will give you “hands on” experience with developing and creating many usable work products and documents from each unit. Good luck!

Learning Outcomes show close

Upon successful completion of this course, the student will be able to:

perform a thorough and systematic competency model (job analysis);
develop and validate a job specific selection design;
design, develop, and evaluate a job specific training program;
define a performance appraisal process and form;
identify research methods for conducting experiments;
explain organizational recruitment, selection, and retainment;
evaluate the work performance of employees;
describe the motivating factors of employees;
identify teamwork problems and issues;
compare and contrast models of motivation and leadership;
explain organizational issues including: teams, attitudes, and occupational health; and
define work-life balance and its impact on organizations and employees.

Course Requirements show close

In order to take this course, you must:

√ have access to a computer;

√ have continuous broadband internet access;

√ have the ability/permission to install plug-ins or software (e.g. Adobe Reader or Flash);

√ have the ability to download and save files and documents to a computer;

√ have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.);

√ be competent in the English language;

√ have read the Saylor Student Handbook; and

√ have completed all courses listed in the Core Program of the Psychology Major (PSYCH101 through PSYCH206).

Unit Outline show close

1 An Introduction to Industrial/Organizational Psychology
1.1 The Major Fields of I/O Psychology
1.1.1 Personnel and Job Analysis
1.1.2 Organizational and Workplace Functioning
1.1.3 Training and Development
1.1.4 Organizational Culture
1.1.5 Human Factors and Ergonomics
1.1.6 Extra: The Employment of I/O Psychologists
1.2 A Brief History of I/O Psychology
1.2.1 Pioneers in I/O Psychology
1.2.2 WWI and Army Selection Tests
1.2.3 The Civil Rights Movement and Changing Worker Issues
1.2.4 The Hawthorne Studies
1.3 Research in I/O Psychology
1.3.1 The Basic Components of Research
1.3.2 Theoretical Research vs. Applied Research
1.3.3 Literature Reviews
1.3.4 Survey Methods, Interviews and Questionnaires
1.3.5 Quantitative vs. Qualitative Research Methods
1.3.6 Ethics in I-O Psychological Research

2 Job Analysis and Evaluation
2.1 Job Analysis
2.1.1 Purpose of a Job Analysis
2.1.2 Aspects of Job Analyzed
2.1.3 Structured Interviews
2.1.4 Interview Outcomes
2.2 Person/Worker Oriented Analysis
2.2.1 Focus on the Attributes of the Person Rather Than the Job Requirements
2.2.2 Knowledge
2.2.3 Skill
2.2.4 Abilities
2.2.5 The Importance and Definition of Competencies
2.2.6 Transferring Knowledge, Skill and Abilities From Job to Job
2.2.7 The Combination of Person/Worker Oriented Analyses and Job-Oriented Analyses: Not Always Separate
2.3 Functions of Job Analysis
2.3.1 Identifying Essential Job Functions
2.3.2 Describe the Physical and Mental Performing Elements
2.3.3 Job Worksheet
2.4 Writing a Job Description
2.4.1 Titling the Job Accurately
2.4.2 Dictionary of Occupational Titles
2.4.3 Australian Standard Classifications of Occupations
2.4.4 O*Net: Occupational Information Network
2.4.5 US Standard Occupation Classifications System
2.4.6 Major Occupational Groups
2.5 Compensation and Job Evaluation
2.5.1 Wage and Salary
2.5.2 How to Determine Pay Equity
2.5.3 Experience vs. Education vs. Demands
2.5.4 Determining the Correct and Applicable Market Factors
2.5.5 Legal and Regulatory Issues

3 Recruitment, Selection, and Retainment
3.1 Personnel Assessment
3.1.1 Purpose of Personnel Assessments
3.1.2 Measurement
3.1.3 Prediction
3.1.4 Types of Assessments
3.1.5 Level of Standardization, Objectivity, and Quantifiability
3.2 Laws and Regulations with Implications for Assessments
3.2.1 Title VII and Civil Rights Act
3.2.2 Age Discrimination Employment Act (1967)
3.2.3 Equal Employment Opportunity Commission (1972)
3.2.4 Uniform Guidelines on Employee Selection Procedures (1978)
3.2.5 Title I of the Civil Rights Act (1991)
3.2.6 Americans with Disability Act (1990)
3.2.7 Record Keeping of Adverse Impact and Job-Relatedness Tests
3.2.8 The Standards of Educational and Psychological Testing (1985)
3.2.9 Relationship between Federal, State, and Local Employment Laws
3.3 Understanding Test Quality-Concepts of Reliability and Validity
3.3.1 What Makes a Good Test?
3.3.2 Test Reliability
3.3.3 Interpretation Of Reliability Information from Test Manuals and Reviews
3.3.4 Types of Reliability Estimates
3.3.5 Standard Error of Measurement
3.3.6 Test Validity
3.4 How to Select Tests-Standards for Evaluating Tests
3.4.1 Sources of Information about Tests
3.4.2 Adverse Impacts, Problems, and Cost Issues
3.4.3 Standards For Evaluating a Test-Information to Consider to Determine Suitability of a Test for Your Use
3.4.4 Checklist for Evaluating a Test
3.5 Administering Assessment Instruments
3.5.1 Training and Qualifications of Administrative Staff
3.5.2 Following Instructions and Guidelines Stated in the Test Manual
3.5.3 Ensuring Suitable and Uniform Assessment Conditions
3.5.4 How Much Help to Offer Test Takers and Test Anxiety
3.5.5 Alternative Assessment Methods for Special Cases
3.5.6 Providing Reasonable Accommodation in the Assessment Process to People with Disabilities
3.5.7 Administering Computer-Based Tests
3.5.8 Obtaining Informed Consent of Test Takers and a Waiver of Liability Claims

4 Evaluating Work Performance
4.1 Job Evaluation Development and Implementation
4.1.1 What Is Job Evaluation?
4.1.2 Factors in Job Evaluation
4.1.3 Implementing Job Evaluation
4.1.4 Steps in Job Evaluation
4.1.5 Job Evaluation Methods
4.1.6 Value of Job Evaluations
4.2 Job Design, Matching, Pay Structures
4.2.1 Job Design and Analysis
4.2.2 Critical Incident Reporting
4.2.3 Succession Planning and Development
4.2.4 Major Concepts of Job Design
4.3 Performance Management (PM)
4.3.1 Evaluation of Work Performance
4.3.2 Difference between Performance Appraisal and 360 Degree
4.3.3 Relative and Absolute Rating Scales
4.3.4 Common Rater Errors
4.3.5 Factors Influencing Fairness
4.3.6 Factors Enhancing Defensibility of PM System
4.4 The Focus and Implementation of the Appraisal Method
4.4.1 How to Set Up Appraisal
4.4.2 Benefits of Appraisal
4.4.3 Reward Issues
4.4.4 Intrapersonal Skills
4.5 The Methods of Job Appraisal
4.5.1 Employee Comparisons
4.5.2 Rank Ordered
4.5.3 Paired Comparisons
4.5.4 Forced Distributions
4.5.5 Objective Measures: Quality of Work
4.5.6 Safety
4.5.7 Ratings: Checklists and Scales
4.5.8 Comparing Workers and Expectations
4.6 Evaluating Performance
4.6.1 Obtaining and Reviewing Data
4.6.2 Reading Incident Logs
4.6.3 Completing the Rating Forms: Errors and the Halo Effect
4.6.4 Response Biases
4.6.5 Proximity Errors and Contrast Effects
4.6.6 Low Reliability Across Raters
4.6.7 Behavior Samples

5 Employee Motivation, Satisfaction, and Commitment
5.1 Factors Driving Employee Motivation, Engagement, and Commitment
5.1.1 Employee Motivation
5.1.2 Employee Engagement and Commitment
5.1.3 Power of Job Enrichment
5.1.4 Recruiting for Engagement and Commitment
5.1.5 Strategic Compensation for Engagement and Commitment
5.2 Employee Value and Expectations
5.2.1 Needs and Values: Maslow’s Motivation
5.2.2 Maslow Motivation and a Hierarchy of Needs
5.2.3 The Two Factor Theory of Herzberg
5.2.4 Need for Achievement: David McClelland
5.2.5 Expectancy Theory: Victor Vroom
5.3 Goal Setting
5.3.1 The Effects of Goal Setting
5.3.2 Planning and Goal Setting
5.3.3 Measuring Goal Setting
5.3.4 Feedback on Goal Process
5.3.5 Identify and Explain Goal Behaviors
5.4 Rewards
5.4.1 Employee Rewards for Reaching Goals
5.4.2 Effectiveness of Incentive Depends on: Timing, Contingency and Type of Incentive
5.4.3 Types of Rewards
5.4.4 Employee Acceptance
5.4.5 Operant Conditioning Effect/Reinforcement Schedules

6 Leadership
6.1 Personal Characteristics Associated with Leadership
6.1.1 Intelligence
6.1.2 Kurt Lewin’s Three Leadership Styles
6.1.3 Leadership Competencies
6.1.4 Global Executive Competencies
6.1.5 Business Trends Affecting Leadership Competencies
6.2 Task vs. Person Orientation of Leadership
6.2.1 Task-Oriented Leaders
6.2.2 Person-Oriented Leaders
6.2.3 Managerial Grid Theory
6.2.4 Team Leaders vs. Impoverished Leaders
6.2.5 Theory X and Theory Y
6.3 Leader and Situation Interaction
6.3.1 Situation Favorability
6.3.2 Path-Goal Theory
6.3.3 Situational Theory
6.3.4 Contingency Model
6.3.5 IMPACT Six Leadership Styles
6.4 Emotional Intelligence for Leaders
6.4.1 Intrapersonal vs. Interpersonal Skills
6.4.2 Business Skills
6.4.3 Leadership Skills
6.4.4 Decision Making vs. Power: Exertion of Will or Agreed upon Path
6.4.5 Charismatic Leaders

7 Group Behavior and Conflict/Work Teams
7.1 Defining a Group
7.1.1 The Amount of People or an Interaction
7.1.2 Criteria of a Group
7.1.3 Group Dynamics
7.1.4 Model of Group Development
7.1.5 Methods of Studying Groups
7.2 Accelerating Development of Groups
7.2.1 Theories of Small Group Development
7.2.2 Four Stages
7.2.3 Group Skills
7.2.4 Group Facilitators
7.2.5 Individual Roles in a Group
7.3 Ethics of Team Work
7.3.1 Group Cohesiveness
7.3.2 Value Profiles for Professional Ethics
7.3.3 Obstacles to Group Work
7.3.4 Best Practices
7.3.5 Debriefing Group Projects/Processes
7.4 Group Decision Making
7.4.1 Authoritarian Style
7.4.2 Brainstorming
7.4.3 Voting Based Methods
7.4.4 Advantages and Disadvantages
7.5 Group Conflict
7.5.1 Identifying Conflict
7.5.2 Styles of Conflict Management
7.5.3 Personal and Group Skills
7.5.4 Process for Finding Solutions
7.5.5 Roles of a Facilitator

8 Work-Family Balance
8.1 Work-Life Balance in USA
8.1.1 Current Statistics
8.1.2 Weeks per Year Working in US vs. Other Countries
8.1.3 Nominal Hours
8.1.4 Rest Breaks and Manual Labor
8.1.5 Compressed Work Weeks: Common Schedules
8.1.6 The Effect of Compressed Weeks on Workers vs. The Effect of Compressed Weeks on Employers
8.1.7 Flexible Work Hours and Shift Work
8.1.8 Job Sharing and Work at Home
8.2 Work Environment
8.2.1 Environmental Psychology
8.2.2 Environmental Stressors
8.2.3 Environmental Risks
8.2.4 Environmental Design
8.2.5 Herzberg’s Hygienic Factors
8.3 Human Factors
8.3.1 Cognitive Design Engineering
8.3.2 The Effect of Computer Use on Workers
8.3.3 Product Design
8.3.4 Role of People vs. Role of Machines
8.3.5 Goals of Ergonomics
8.3.6 History and Etymology
8.3.7 Applications of Ergonomics in the Workplace

9 Final Exam

Expand All Resources Collapse All Resources

Unit 1: An Introduction to Industrial/Organizational Psychology

Industrial and Organizational Psychology studies the psychology of people in the workplace. As you will learn in this unit, psychology can teach us how our workplace functions and why it functions as it does. It is important to note, however, that I/O psychology is not simply the psychology of business. While the two areas certainly overlap, I/O deals with the “human” aspect of the working environment (i.e. the interactions and factors that affect people), not the broader aspects of running a business or organization. In this unit, we will introduce different areas of I/O psychology and discuss ways in which psychology can teach us about our workplace. Though we will only briefly touch upon several different subjects in this unit, we will expand upon them later in this course.

Unit 1 Time Advisory show close

Unit 1 Learning Outcomes show close

1.1 The Major Fields of I/O Psychology

1.1.1 Personnel and Job Analysis

Lecture: Society of Human Resource Management: P.A. Meglitch’s “Essentials of Job Analysis”
Link: Society of Human Resource Management: P.A. Meglitch’s “Essentials of Job Analysis” (PowerPoint)

Instructions: Click on the hyperlink “PowerPoint presentation” at the end of the text to open the lecture. Read slides 1-16. After reading this presentation, you will understand the historical context of job analysis and the importance to HR activities and functions with regard to personnel.

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1.1.2 Organizational and Workplace Functioning

Reading: Whole Building Design Guide: Judith Heerwagen’s “The Changing Nature of Organizations, Work, and Workplace”
Link: Whole Building Design Guide: Judith Heerwagen’s “The Changing Nature of Organizations, Work, and Workplace ” (HTML)

Instructions: Read the entire article. This reading will cover subunits 1.1.3 and 1.1.4 as well.

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1.1.3 Training and Development

Note: This topic is covered in the reading under subunit 1.1.2.

1.1.4 Organizational Culture

Note: This topic is covered in the reading under subunit 1.1.2.

1.1.5 Human Factors and Ergonomics

Reading: Safety and Forensic Engineering Journal: Gary Hutter’s “Human Factors/Ergonomics: Some Basic Concepts”
Link: Safety and Forensic Engineering Journal: Gary Hutter’s “Human Factors/Ergonomics: Some Basic Concepts ” (PDF)

Instructions: On the website, click on the hyperlink for the title of the article “Human Factors/Ergonomics: Some Basic Concepts” to download the PDF. Read the entire article as it covers basic concepts on human factors and ergonomics while comparing and contrasting them as well.

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1.1.6 Extra: The Employment of I/O Psychologists

Reading: Society for Industrial and Organizational Psychology: Karen E. May’s “Work in the 21st Century: Implications for I/O Psychologists”
Link: Society for Industrial and Organizational Psychology: Karen E. May’s “Work in the 21^st Century: Implications for I/O Psychologists” (HTML)

Instructions: Click on the link, and read the article in its entirety. This article will help you understand where the trends and patterns of the work environment are going and the impact of how I/O Psychologists will have to work in the future.

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1.2 A Brief History of I/O Psychology

Web Media: YouTube: University of Houston’s “What is I/O Psychology?”
Link: YouTube: University of Houston’s “What is I/O Psychology?” (YouTube)

Instructions: Click on the link of this interactive presentation. After viewing this presentation, you will have a general understanding of where I/O Psychology began through to present time. Pertinent dates, people, and events will be discussed.

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1.2.1 Pioneers in I/O Psychology

Reading: Middle Tennessee State University: Professor Patrick McCarthy’s “Brief Outline of the History of I/O Psychology”
Link: Middle Tennessee State University: Professor Patrick McCarthy’s “Brief Outline of the History of I/O Psychology” (HTML)

Instructions: Click on the link, and read the timeline of I/O Psychology for an introduction to the pioneers in the early years of Psychology. You will learn how I/O Psychology impacted WWI and WWII. The Hawthorne Study and other classical research from I/O will also be explained. This reading will cover material for subunits 1.2.1-1.2.3.

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1.2.2 WWI and Army Selection Tests

Note: This topic is covered in the reading under subunit 1.2.2.

1.2.3 The Civil Rights Movement and Changing Worker Issues

Note: This topic is covered in the reading under subunit 1.2.2.

1.2.4 The Hawthorne Studies

Reading: Accel Team Development: “Human Relations Contributors”
Link: Accel Team Development: “Human Relations Contributors” (HTML)

Instructions: Click on the link, and read the webpage in its entirety. After reading this material, you will have a clear understanding of Elton Mayo’s research on the variables affecting productivity.

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1.3 Research in I/O Psychology

1.3.1 The Basic Components of Research

Reading: Camosun College: Professor R.G. Tonks’ “Topic 2 Research Methods in Basic and Applied Research”
Link: Camosun College: Professor R.G. Tonks’ “Topic 2 Research Methods in Basic and Applied Research” (PowerPoint)

Instructions: Click on the link to directly download the PowerPoint Presentation. Read the presentation in its entirety (30 slides). After reading this material, you will have a clear understanding of theoretical and applied research, types of data analyses used, and the difference between quantitative and qualitative research. This reading will cover subunits 1.3.1-1.3.5.

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Assessment: About.Com: “Psychology Research Methods Quiz”
Link: About.Com: “Psychology Research Methods Quiz ”

Instructions: Take this 15-question quiz to test your knowledge of research methods in psychology. Use the “Continue” button to move on to each question. After you have completed the last question, click on “Submit Answers” to check your answers.

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Reading: About.com: Kendra Cherry’s “Introduction to Research Methods”
Link: About.com: Kendra Cherry’s “Introduction to Research Methods” (HTML)

Instructions: Click on the link and open the article. After reading this material (5 pages total), you will have a clear understanding of theoretical and applied research, types of data analyses used, and the difference between quantitative and qualitative research. This reading will cover subunits 1.3.1-1.3.5.

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1.3.2 Theoretical Research vs. Applied Research

Note: This topic is covered in the reading under subunit 1.3.1.

1.3.3 Literature Reviews

Note: This topic is covered in the reading under subunit 1.3.1.

1.3.4 Survey Methods, Interviews and Questionnaires

Note: This topic is covered in the reading under subunit 1.3.1.

1.3.5 Quantitative vs. Qualitative Research Methods

Note: This topic is covered in the reading under subunit 1.3.1.

1.3.6 Ethics in I-O Psychological Research

Reading: American Psychological Association: “Ethical Principles of Psychologists and Code of Conduct”
Link: American Psychological Association: “Ethical Principles of Psychologists and Code of Conduct” (HTML)

Instructions: Read the entire article (15 pages) for a clear understanding of how psychologists must conduct themselves with clients, record keeping, and the use of animals and humans in research, in business, and in marketing.

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Activity: The Saylor Foundation’s “Unit 1 Practice Problem”
Link: The Saylor Foundation’s “Unit 1 Practice Problem” (PDF)

Instructions: Click on the link above to download the practice problem sets for the course. Complete the problem for Unit 1.
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Unit 2: Job Analysis and Evaluation

An individual analyzes a job or career (i.e. performs “job analysis”) by identifying the components and requirements of that job and determining whether he will be able to fulfill his own desires and exercise his unique abilities in that position. Employers, on the other hand, use job analysis in order to accurately describe job responsibilities and outline the attributes and skills best suited to their performance. If employers are incompetent with job analysis, they will likely face problems with personnel recruitment, having implemented standards that are either too low or too high. This unit will discuss these matters in greater detail.

Unit 2 Time Advisory show close

Unit 2 Learning Outcomes show close

2.1 Job Analysis

2.1.1 Purpose of a Job Analysis

Assessment: WorldatWork Society of Certified Professionals: “Test Your Knowledge: Job Analysis, Documentation, & Evaluation”
Link: WorldatWork Society of Certified Professionals: “Test Your Knowledge: Job Analysis, Documentation, & Evaluation” (HTML)

Instructions: Take this quiz once you have completed the readings for this subunit. Submit your results by clicking on the “Get Results” button on the bottom of the webpage. Immediate results and correct answers will appear.

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Reading: Human Resource Guide: “Job Analysis Overview”
Link: Human Resource Guide: “Job Analysis Overview” (HTML)

Instructions: Read the article in its entirety. You will be introduced to a variety of interview methods and how certain aspects of jobs are analyzed. In addition, you will learn about structured interviews and expected interview outcomes. This reading will cover subunits 2.1.1-2.1.4.

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2.1.2 Aspects of Job Analyzed

Note: This topic is covered in the reading under subunit 2.1.1.

2.1.3 Structured Interviews

Note: This topic is covered in the reading under subunit 2.1.1.

2.1.4 Interview Outcomes

Note: This topic is covered in the reading under subunit 2.1.1.

2.2 Person/Worker Oriented Analysis

2.2.1 Focus on the Attributes of the Person Rather Than the Job Requirements

Lecture: Eastern Illinois University: Professor S.J. Scher’s “Job Analysis Outline”
Link: Eastern Illinois University: Professor S.J. Scher’s “Job Analysis Outline” (Microsoft Word)

Instructions: Click on the “JobAnalysis.outline.doc” hyperlink to open up the Word document. Read the 17 page presentation in its entirety. This presentation will familiarize you with the difference between person/worker/function analysis and how to define knowledge, skills, and abilities in terms of competencies. This reading will cover subunits 2.2.1-2.2.7

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2.2.2 Knowledge

Note: This topic is covered in the reading under subunit 2.2.1.

2.2.3 Skill

Note: This topic is covered in the reading under subunit 2.2.1.

2.2.4 Abilities

Note: This topic is covered in the reading under subunit 2.2.1.

2.2.5 The Importance and Definition of Competencies

Note: This topic is covered in the reading under subunit 2.2.1.

2.2.6 Transferring Knowledge, Skill and Abilities From Job to Job

Note: This topic is covered in the reading under subunit 2.2.1.

2.2.7 The Combination of Person/Worker Oriented Analyses and Job-Oriented Analyses: Not Always Separate

Note: This topic is covered in the reading under subunit 2.2.1.

2.3 Functions of Job Analysis

2.3.1 Identifying Essential Job Functions

Reading: Job Accommodation Network: “Determining Essential Job Functions”
Link: Job Accommodation Network: “Determining Essential Job Functions” (HTML)

Instructions: Read the webpage in its entirety. This reading will cover subunits 2.3.1-2.3.3.

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2.3.2 Describe the Physical and Mental Performing Elements

Note: This topic is covered in the reading under subunit 2.3.1.

2.3.3 Job Worksheet

Note: This topic is covered in the reading under subunit 2.3.1.

2.4 Writing a Job Description

2.4.1 Titling the Job Accurately

Reading: Human Resource Guide: “Job Analysis: Job Classification Systems”
Link: Human Resource Guide: “Job Analysis: Job Classification Systems” (HTML)

Instructions: Read the entire article on job descriptions. This material will provide many major world resources for locating jobs, job titles, and job descriptions. These resources allow HR departments to pull from certain standards in job descriptions versus rewriting the same descriptions repeatedly. This reading will cover subunits 2.4.1-2.4.6.

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2.4.2 Dictionary of Occupational Titles

Note: This topic is covered in the reading under subunit 2.4.1.

2.4.3 Australian Standard Classifications of Occupations

Note: This topic is covered in the reading under subunit 2.4.1.

2.4.4 O*Net: Occupational Information Network

Note: This topic is covered in the reading under subunit 2.4.1.

2.4.5 US Standard Occupation Classifications System

Note: This topic is covered in the reading under subunit 2.4.1.

2.4.6 Major Occupational Groups

Note: This topic is covered in the reading under subunit 2.4.1.

2.5 Compensation and Job Evaluation

2.5.1 Wage and Salary

Reading: Society of Human Resource Management: Robert Greene’s “Effectively Managing Base Pay: Strategies for Success”
Link: Society of Human Resource Management: Robert Greene’s “Effectively Managing Base Pay: Strategies for Success ” (HTML)

Instructions: Read the article on compensation in its entirety. In this article, pay equity, market pricing, wage, and salary as it connects to job evaluation will be addressed. This reading will cover subunits 2.5.1-2.5.5.

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2.5.2 How to Determine Pay Equity

Note: This topic is covered in the reading under subunit 2.5.1.

2.5.3 Experience vs. Education vs. Demands

Note: This topic is covered in the reading under subunit 2.5.1.

2.5.4 Determining the Correct and Applicable Market Factors

Note: This topic is covered in the reading under subunit 2.5.1.

2.5.5 Legal and Regulatory Issues

Note: This topic is covered in the reading under subunit 2.5.1.

Activity: The Saylor Foundation’s “Unit 2 Practice Problems”
Link: The Saylor Foundation’s “Unit 2 Practice Problems” (PDF)

Instructions: Click on the link above to download the practice problem sets for the course. Complete the problems for Unit 2.
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Unit 3: Recruitment, Selection, and Retainment

In this unit, we will review different ways of screening and selecting employees. This evaluation process generally takes the form of an interview or a resume, but there are other ways of conducting the process. The focus of this unit will be the understanding the use of personnel assessments in the hiring process.

It should be noted that many of the evaluation techniques that companies use when evaluating employees stem from psychological research methodology or statistical theory. If you are unfamiliar with either of these topics, some of these concepts may seem daunting or discouragingly complex. For this reason, it may be helpful to review or refer to supplemental materials on these topics as you progress through this unit. We will begin by discussing the purpose of personnel assessments and the legal issues around using them.

Unit 3 Time Advisory show close

Unit 3 Learning Outcomes show close

3.1 Personnel Assessment

Reading: Human Resources Guide: U.S. Department of Labor Employment and Training Administration’s “Chapter 1: Personnel Assessment”
Link: Human Resources Guide: U.S. Department of Labor Employment and Training Administration’s “Chapter 1: Personnel Assessment” (PDF)

Instructions: Read this entire webpage for information on personnel assessment, their purpose, design, and various types of assessments available. This reading will cover subunits 3.1.1-3.1.5.

Terms of Use: This material is part of the public domain.
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3.1.1 Purpose of Personnel Assessments

Note: This topic is covered in the reading under subunit 3.1.

3.1.2 Measurement

Note: This topic is covered in the reading under subunit 3.1.

3.1.3 Prediction

Note: This topic is covered in the reading under subunit 3.1.

3.1.4 Types of Assessments

Note: This topic is covered in the reading under subunit 3.1.

3.1.5 Level of Standardization, Objectivity, and Quantifiability

Note: This topic is covered in the reading under subunit 3.1.

3.2 Laws and Regulations with Implications for Assessments

3.2.1 Title VII and Civil Rights Act

Reading: Human Resources Guide: U.S. Department of Labor Employment and Training Administration’s “Chapter 2: Laws and Regulations with Implications for Assessments”
Link: Human Resources Guide: U.S. Department of Labor Employment and Training Administration’s “Chapter 2: Laws and Regulations with Implications for Assessments” (PDF)

Instructions: Read this entire webpage for material discussing the laws and regulations impacting personnel assessments. This reading will cover subunits 3.2.1-3.2.9.

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3.2.2 Age Discrimination Employment Act (1967)