Psychology 2660A 001 FW23

Introduction to Industrial and Organizational Psychology

If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.



LONDON               CANADA 

Department of Psychology 




Psychology 2660A    Section 001 



Welcome to our course, which introduces how psychology is applied to understand and improve workplaces. For some students this course can be a foundation for a career in industrial and organizational psychology. But for the many for whom that is not the case, this course will help you leverage an understanding of psychology to improve your workplaces in the future. 




An introduction to the theories, methods, findings and applications of industrial and organizational psychology. Topics to be covered include: employee recruitment and selection, employee training and development, performance appraisal, work attitudes and motivation, leadership and group processes, and organizational design.  See course in the institutional calendar at:   


Antirequisite: Psychology 2060, Psychology 2061A/B. 

Antirequisites are courses that overlap sufficiently in content that only one can be taken for credit. If you take a course that is an antirequisite to a course previously taken, you will lose credit for the earlier course, regardless of the grade achieved in the most recent course. 


Prerequisite(s): A mark of at least 60% in 1.0 credits of Psychology at the 1000 level. 


2 lecture hours and 1 tutorial hour; Course Weight: 0.5  


Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites. 




Instructor: Dr. M. Blair Evans, Assistant Professor, Industrial/Organizational Unit  

Office and Phone Number: 8410 Social Sciences Bldg, 519-661-2111 x84663  



Office Hours: Use ‘Sign-up’ in OWL to book a meeting with me during a time slot. Time slot ranges are from 9am-11am on Wednesdays, and 11am-1:00pm on Fridays. You must book your time slot at least 12 hours beforehand to ensure that I will be on zoom for your meeting. If your need is urgent, please arrange a separate office hour meeting by e-mailing me. In person office hours meetings can be requested.  

Zoom office hours link for Dr. Evans: Unless you personally ask for an in-person meeting during class time or in the OWL sign-up page [I do like meeting in my office!] then I will assume that we will meet over zoom at:    





Teaching assistant: Vishal Sooknanaan 


Office hours: TBD 


Time and Location of Lectures: The course and tutorial sessions will take place in person including two instructional settings 



Lecture: See Student Centre for time/location 



Tutorial session 002: See Student Centre for time/location 

Tutorial session 003: See student Centre for time/location 


During your first tutorial session you will be further split into two smaller subgroups who will attend tutorials on alternating weeks, and this will be communicated using the ‘Post’em’ tab in OWL. 


We will also use the OWL system ( to coordinate all aspects of this course, and deliver in-course activities like quizzes.  



Students who are in emotional/mental distress should refer to Health and Wellness @Western for a complete list of options about how to obtain help. 


Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also contact Accessible Education at or 519-661-2147. 


2.1 Online Learning Notice: Please note: For courses delivered in an online format, include an online component, or are required to pivot online, students must have a reliable internet connection and computer that are compatible with online learning system requirements. Some courses may also require the use of a remote proctoring platform to ensure assessments are taken fairly in accordance with Western’s policy on Scholastic Discipline for Undergraduate Students and Scholastic Discipline for Graduate Students. Please refer to the course syllabus for further information. 





Our readings will involve a combination of an online text (see below) along with additional chapters, academic articles, and online content that will be available on the OWL site and through a formal course readings page supported by Western Libraries. The class schedule below identifies weeks with assigned readings, and these readings are provided along with a guide identifies key messages to derive from each reading. 




Most of our readings will be posted from textbooks that are available through our Library. All readings will be made freely available by Library staff within the ‘course readings’ area of OWL. Our OWL reading guide and podcasts from Dr. Evans will help you navigate the readings and identify content that is most relevant for quizzes and exams. 


Dipboye, R. L. (2018). The emerald review of industrial and organizational psychology. Emerald Group Publishing.  Doi: 10.1108/9781787437852 





Rothmann, S., & Cooper, C. L. (2022) Work and organizational psychology (3rd Edition). Routledge publishing. Doi: 10.4324/b22796  







This course introduces field of industrial and organizational (I/O) psychology.  This course will introduce a spectrum of psychological constructs and theories that help understand people at work.  The course also introduces the range of ways that that psychology is used to produce evidence-based tactics to improve the workplace.   


A focus of this course is also the profession of organizational psychology.  People who work within Industrial and Organizational Psychology often make it out of ‘academia’ and into roles with large-scale multinational organizations (e.g., Google), smaller-scale companies, the military, independent consulting groups, and hospital systems. The types of tasks that these professionals engage-with include those such as training employees, selecting new employees, marketing, team building, and promoting well-being among employees. Following this course, successful students will have the capacity to: 


Learning Outcome 

Learning Activity 



Depth and Breadth of Knowledge.  

-Recognize the traditions and theories that dominate Industrial/Organizational Psychology. 

-Identify key research findings in Industrial/Organizational psychology 

- Identify common workplace practices that relate to psychological research (e.g., interviews; job analysis) 

  • Online modules 
  • Lectures  
  • Readings 

Multiple choice exams Graded quizzes  

Knowledge of Methodologies.  

-Recognize the key research methods used by researchers in Industrial/Organizational Psychology 

-Recall effective strategies to select, train, and evaluate employees.  

  • Online modules 
  • Lectures 
  • Readings 

Multiple choice exams Graded quizzes  

Application of Knowledge.  

-Reflect on how they can improve their workplaces as employees and/or leaders. 

  • Tutorial discussions 


Tutorial assignments  

Communication Skills   

Critically discuss and write-about contemporary issues within industrial/organizational psychology. 

  • Tutorial discussions 

Tutorial assignments 





The evaluation and testing formats for this course were created to assess the learning objectives as listed in section 4.0 and are considered necessary for meeting these learning objectives. 

Mid-term Exam (25%) and Final Exam (40%)   


Mid-term and final examinations will comprise most of the course evaluation activities, worth a total of 65% of the final grade. Items will consist of primarily multiple-choice, matching, and select-all-that-apply questions based on material from the preceding lectures and readings. The final exam will be cumulative, although lectures will have ‘Questions of the day’ that will help students recognize key content. Questions of the day are short-answer style questions and are learning preparation activities that will guide students toward the critical concepts when leading into the final exam. Further information about exam content will be provided in class throughout the term, along with exam reviews. 


The Mid-term exam will be scheduled during class time (Oct 19th). The final exam will be scheduled with the registrar.  


Exam conflicts.  Make-up exams will not be offered for mid-terms. Students with an adequate excuse for missing a mid-term, arranged through academic counselling, will be assigned a score based on your grade on the final exam. Students who do not have a documented and excused absence for a missing midterm will receive a grade of 0. 


To excuse yourself from the registrar-scheduled final exam, contact academic counselling with our course’s information, the final exam date, and any documentation to validate your excuse. If your accommodation is approved, you and the academic counsellor should contact me via email to schedule you for a make-up exam. 


Reviewing exam results. Exam grades will be posted within OWL. An online video reviewing exam items and response options will be posted within two weeks after the exam is completed. Each student is also permitted to view their midterm responses by scheduling a meeting with a teaching assistant at any point in time during the term.  


Quizzes (10%; 6 quizzes each worth just under 2% of the course grade) 

Throughout this semester, students will complete brief quizzes on assigned reading material using OWL. The purpose of these quizzes is to assess understanding of the reading material and to provide practice at retrieving information. Each quiz will cover the content of the reading or listening assigned for that day only. 


Quizzes will take place online (Sep 14, Sep 21, Sep 28, Nov 9, Nov 16, Nov 23) and will be completed using your personal device (i.e., computers) in OWL. Unless otherwise communicated in class and online, quizzes will be “asynchronous, completed on Thursdays as noted within the schedule during a one-day window (i.e., 9am EST to 11:59pm EST). In other words, students will complete their quiz on their own time during the day of our typical lectures. There will be six quizzes ranging from 6 to 9 items in length in matching, multiple choice, and short-answer format. Students can submit late quizzes – but these are only accepted up until 48 hours after the quiz is closed and will have a 20% deduction in the grade. 


If you have formal accommodation to justify missing one or more quizzes, please contact the professor as soon as possible. Quizzes that are missed with appropriate approval will result in: (a) an extension to submit the quiz within the 2 days following the initial due date, or (b) a dropped quiz if you are unable to complete the quiz within 2 days, whereby the quiz grade will be based on the remaining quizzes (i.e., if the student receives one approved quiz absence, that would mean all other quizzes are worth more of the course grade). Otherwise, it is your responsibility to complete all quizzes. 



Tutorial assignments (total of 25%). 

During our tutorials, students engage in student-directed writing to translate knowledge on behalf of a community partner organization. One outside organization will be selected prior to beginning the term and the partner will identify a specific topic for the tutorial session. Students will then be assigned to small groups (3-6 members) that will work together during tutorial sessions to produce a high quality written contribution of 3-5 pages that will be added to an overall ‘white paper’ that will be shared with the partner.  


As examples, in previous years we worked with organizational partners seeking to better understand mentorship within small organizations, as well as organizations seeking insights about how to enhance employee experiences during an organizational re-design. Each student group tackles one sub-topic relating to the overarching issue – literature reviews, designing measurement tools, recommending intervention strategies, and conducting environmental scans. These submissions are combined to create a comprehensive document that touches on many issues and is then shared with the partner. 


Two assignments will be introduced and described during tutorial sessions and related rubrics will be posted in OWL during the second week of class:   

  1. Individual reflection assignment (10%). This will be an individual written assignment. Students will complete a written reflection on experiences with completing a vocational assessment involving one’s personal values and traits, and sharing insights relating to evidence for the effectiveness of such assessments.  
  2. Group whitepaper and subtasks (8%). This group assignment is completed during tutorial sessions. Each group will be assigned to complete a 3-5 page written contribution that will be combined with other group members’ contributions and shared with the community partner during the final class of the term. Each group will also receive grades pertaining to group submissions of subtasks on a regular basis (e.g., annotated bibliography; draft submissions with formatting and visualizations).
  3. Tutorial participation/attendance and peer ratings for contribution (7%). Each student will receive a grade for this assignment comprised of a peer-rated evaluation regarding individual contributions to the group and a tutorial engagement component focused on tutorial attendance and participation.



As a summary of the policies about assignment submission:  



Without approved absence 

With approved absence 

Graded quizzes 

Up to 48hrs late, 20% off grade. After 48hrs, no grade. 

Extension or reweighted quiz grade (onto other 5 quizzes). 

Tutorial assignments 

Up to 48hrs late, 20% off grade. After 48hrs, no grade. 


Tutorial participation/engagement 

No grade for missed sessions. 

Reweighted onto other sessions. 

Mid-term exam 

No exam make-up, and grade of zero. 

Exam weight reweighted onto final exam. 

Final exam 

No exam make-up, and grade of zero. 

Rescheduled final exam. 

Keep in mind that instructors are not permitted to receive documentation directly from the student in relation to accommodation requests. All documentation required for approved absences must be submitted to your Academic Counselling Office 


Grading details.  


The expectation for course grades within the Psychology Department is that they will be distributed around the following averages: 


70% 1000-level to 2099-level courses 

72% 2100-2999-level courses 

75% 3000-level courses 

80% 4000-level courses 


The Psychology Department follows Western’s grading guidelines, which are as follows (see: 


A+ 90-100 One could scarcely expect better from a student at this level 

A 80-89 Superior work that is clearly above average 

B 70-79 Good work, meeting all requirements, and eminently satisfactory 

C 60-69 Competent work, meeting requirements 

D 50-59 Fair work, minimally acceptable 

F below 50 Fail 



Note that in the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components. 


Policy on Grade Rounding: Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered. To maximize your grade, do your best on each and every assessment within the course. 






  1. Quizzes (Sep 14, Sep 21, Sep 28, Nov 9, Nov 16, Nov 23) 


  1. Mid-term Exam (Oct 19) 


  1. Final Exam (Final Exam Period) 


  1. Tutorial assignments (25%) 


Individual reflection (Sep 29)                                                                                    10% 

Group final whitepaper (Dec 1) and subtask submission                                                     8% 

Tutorial participation/attendance and peer ratings for contribution                            7% 




The complete course schedule is provided on the next page.  All students will be required to access OWL for class information and materials and any updates to the course schedule. Slides (posted the prior to the lecture) and supplemental required readings will be posted under the appropriate modules. A more detailed editable course schedule and a reading guide will also be available within OWL. 


Keep in mind that attendance in course and tutorials are both critical to performing well in class. Particularly for tutorials we will keep track of attendance and will integrate that component into grading for the second tutorial assignment.  As such, if you need to miss a tutorial you are asked to please contact your TA.     






Tutorial groups 



Sep 7 

1. Introduction to I/O and research methods. 



All (Tutorial introduction) 

Sep 14 

2. Job analysis, recruitment, and individual differences 


Chs 2 & 7 





Sep 21  

3. Special topics on contemporary workplace issues: Sustainability and the workplace / Individual assessments in the workplace 

 [organizational partner visits class] 

Wiernik et al. 2018 Antecedents of pro-environmental behaviour 





Sep 28 

4. Personnel, performance, and training  


Ch. 11 & 12 






Oct 5 

4. Diversity and Inclusion 

Galinsky et al. 2015. Maximizing the gains 





Oct 12 

5. Occupational health  





Oct 19 

Mid-term exam Oct 13 in class 

No tutorial. 

Oct 26 

6. Work Motivation  

[Adam Grant Work/life Podcast assigned]  





Oct 30-Nov 5       Reading week  

Nov 9 

7. Work and wellbeing 


Ch. 13 






Nov 16 

8. Attitudes and behaviour 


Ch. 4 



Nov 23 

9. Leadership 


Ch. 9 




Nov 30 

10. Teams & workplace interactions  

Lacerenza et al. (2018). Evidence-Based Approaches 



Dec 7 

12. Enhancing teams / Organizational partner visit 

No tutorial 


[see next page for tutorial schedule] 




Who attends each week?  


(Section 002)  



(Section 003) 


Sept 7/8 

Introduction to the tutorial and introduction to organizational partner. Splitting into groupings. 

All attend 

All attend 

Sep 14/15 

Week A –Joining subgroups. Preparing team contract and completing/discussing individual assessment. 

T.A. presentation: What are whitepapers, and how to write for ‘lay’ audiences? 

Due end of session: Contract. 

‘Timbits’ members 

‘Fizzies’ members 

Sep 22/23 

‘Toons’ members 

‘Forks’ members 

Sep 29/30 

Week B – Subgroup workshop. 

T.A. presentation: How can we work effectively as members of classroom teams – and how can we set appropriate norms? 

Due Oct 7: Annotated bibliography (group) 

‘Timbits’ members 

‘Fizzies’ members 

Oct 6/7 

‘Toons’ members 

‘Forks’ members 

Oct 12/13 

Week C - Subgroup workshop and brief presentations to other tutorial subgroups. 

T.A. presentation: Summarizing key concepts and theories for our whitepaper groups. 

Due: TBD. 

‘Timbits’ members 

‘Fizzies’ members 

Oct 26/27  

** [No tutorial Oct 19/20] 

‘Toons’ members 

‘Forks’ members 

Oct 30-Nov 5   

Reading week – no tutorials 

Nov 9/10 

Week D - Subgroup workshop. 

T.A. presentation: Formatting, visualization, and software use for whitepaper preparation. 

Due Nov 17: Formatted draft of group whitepaper. 

‘Timbits’ members 

‘Fizzies’ members 

Nov 16/17 

‘Toons’ members 

‘Forks’ members 

Nov 23/24 

Week E - Subgroup workshop. 

T.A. presentation: How can we track and get ‘credit’ for engagement activities? 

Due Dec 1: Whitepapers. 

‘Timbits’ members 

‘Fizzies’ members 

Nov 30/Dec 1 

‘Toons’ members 

‘Forks’ members 

Dec 8/9 

Last week of class – no tutorials 

Note: Each section (Th / Fr) will be split into two groupings (‘I’ / ‘O’) – meaning you only attend tutorials essentially once every-other week.  This provides a smaller setting to work in tutorials. You will be assigned to your specific grouping during the first week of tutorial, which every student will attend.  After that, you will be assigned into a specific grouping aligned with the letter for your section (T/F) and the weekly grouping (I/O).  



We acknowledge that Western University is located on the traditional lands of the Anishinaabek, Haudenosaunee, Lūnaapéewak and Attawandaron peoples, on lands connected with the London Township and Sombra Treaties of 1796 and the Dish with One Spoon Covenant Wampum. 


With this, we respect the longstanding relationships that Indigenous Nations have to this land, as they are the original caretakers. We acknowledge historical and ongoing injustices that Indigenous Peoples (e.g. First Nations, Métis and Inuit) endure in Canada, and we accept responsibility as a public institution to contribute toward revealing and correcting miseducation, as well as renewing respectful relationships with Indigenous communities through our teaching, research and community service. 




Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offences. Plagiarism and cheating are considered very serious offences because they undermine the integrity of research and education. Actions constituting a scholastic offence are described at the following link: 


As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offences. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and ( 


Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating. 


In classes that involve the use of a personal response system (PRS), data collected using the PRS will only be used in a manner consistent to that described in this outline. It is the instructor’s responsibility to make every effort to ensure that data remain confidential. However, students should be aware that as with all forms of electronic communication, privacy is not guaranteed. Your PRS login credentials are for your sole use only. Students attempting to use another student’s credentials to submit data through the PRS may be subject to academic misconduct proceedings.  


Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University. 




Tests and examinations for online courses will be conducted using a remote proctoring service. By taking this course, you are consenting to the use of this software and acknowledge that you will be required to provide personal information (including some biometric data) and the session will be recorded.  Completion of this course will require you to have a reliable internet connection and a device that meets the technical requirements for this service. More information about this remote proctoring service, including technical requirements, is available on Western’s Remote Proctoring website at: 

In the event that in-person exams are unexpectedly canceled, you may only be given notice of the use of a proctoring service a short time in advance.   




Western’s policy on Accommodation for Medical Illness can be found at: 


If you experience an extenuating circumstance (e.g., illness, injury) sufficiently significant to temporarily make you unable to meet academic requirements, you may request accommodation through the following routes:  

  1. For medical absences, submitting a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner in order to be eligible for Academic Consideration;  
  1. For non-medical absences, submitting appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in their Faculty of registration in order to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate. 


Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation. 


Students seeking academic consideration: 

  • are advised to consider carefully the implications of postponing tests or midterm exams or delaying handing in work;   
  • must communicate with their instructors no later than 24 hours after the end of the period covered SMC, or immediately upon their return following a documented absence 


Students seeking accommodation for religious purposes are advised to contact Academic Counselling at least three weeks prior to the religious event and as soon as possible after the start of the term. 




In the event of a COVID-19 resurgence or any other event that necessitates the course delivery moving away from face-to-face interaction, all remaining course content will be delivered entirely online, either synchronously (i.e., at the times indicated in the timetable) or asynchronously (e.g., posted on OWL for students to view at their convenience). The grading scheme will not change. Any remaining assessments will also be conducted online, as determined by the course instructor. 




In courses involving online interactions, the Psychology Department expects students to honour the following rules of etiquette: 

  • please “arrive” to class on time 
  • please use your computer and/or laptop if possible (as opposed to a cell phone or tablet) 
  • please ensure that you are in a private location to protect the confidentiality of discussions in the event that a class discussion deals with sensitive or personal material 
  • to minimize background noise, kindly mute your microphone for the entire class until you are invited to speak, unless directed otherwise 
  • In classes larger than 30 participants please turn off your video camera for the entire class unless you are invited to speak 
  • In classes of 30 students or fewer, where video chat procedures are being used, please be prepared to turn your video camera off at the instructor’s request if the internet connection becomes unstable 
  • Unless invited by your instructor, do not share your screen in the meeting 


The course instructor will act as moderator for the class and will deal with any questions from participants. To participate please consider the following: 

  • If you wish to speak, use the “raise hand” function and wait for the instructor to acknowledge you before beginning your comment or question. 
  • Please remember to unmute your microphone and turn on your video camera before speaking. 
  • Self-identify when speaking. 
  • Please remember to mute your mic and turn off your video camera after speaking (unless directed otherwise). 


General considerations of “netiquette”: 

  • Keep in mind the different cultural and linguistic backgrounds of the students in the course. 
  • Be courteous toward the instructor, your colleagues, and authors whose work you are discussing. 
  • Be respectful of the diversity of viewpoints that you will encounter in the class and in your readings. The exchange of diverse ideas and opinions is part of the scholarly environment. “Flaming” is never appropriate. 
  • Be professional and scholarly in all online postings. Use proper grammar and spelling. Cite the ideas of others appropriately. 


Note that disruptive behaviour of any type during online classes, including inappropriate use of the chat function, is unacceptable. Students found guilty of Zoom-bombing a class or of other serious online offenses may be subject to disciplinary measures under the Code of Student Conduct. 




Office of the Registrar:   


Student Development Services:  


Psychology Undergraduate Program: 


If you wish to appeal a grade, please read the policy documentation at: 

Please first contact the course instructor. If your issue is not resolved, you may make your appeal to the Undergraduate Chair in Psychology ( 


Copyright Statement: Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent. 


Policy on the Recording of Synchronous Sessions: Some or all of the remote learning sessions for this course (if scheduled) may be recorded. The data captured during these recordings may include your image, voice recordings, chat logs and personal identifiers (name displayed on the screen). The recordings will be used for educational purposes related to this course, including evaluations. The recordings may be disclosed to other individuals participating in the course for their private or group study purposes. Please contact the instructor if you have any concerns related to session recordings. Participants in this course are not permitted to privately record the sessions, except where recording is an approved accommodation, or the student has the prior written permission of the instructor.