1. Loyola University Maryland
PY262 Industrial/Organizational Psychology
Spring 2012
INSTRUCTOR: Mr. Thomas W. Murphy, MS, LMHC (FL), CEAP, NCC
Phone: 443.629.3066
Email: twmurphy@loyola.com
CLASS TIMES: Tuesdays and Thursdays 6:00-7:15pm in Maryland Hall 242
OFFICE HOURS: I am happy to meet with students, but since I am only on campus on those
teaching days, my office hours will be by appointment. Please call me directly or email me to
schedule a meeting.
REQUIRED TEXTS:
Aamodt, Michael G. (2010). Industrial/Organizational Psychology (7th ed). Belmont, CA.
Wadsworth Cengage Learning.
SUPPLEMENTAL READINGS: Throughout the course, I may provide you with additional
readings or journal articles to supplement the text. I will provide those readings in class or via
Moodle.
CLASS FORMAT: Classes will follow a lecture format in which the instructor will present the
basic information of the course content. There will be many opportunities for class discussion,
demonstrations, and instructional exercises. It will not be possible for all the assigned reading
material to be presented during class time. It is the responsibility of each student to be
responsible for all material presented in the readings, evenif the information is not
explicitly covered during class time.
COMMUNICATION: Please check your Loyola email, Moodle (and our Linked In I O Student
group Blog-to be created) regularly for class communications. The best way to reach me is via email
(Loyola e-address, which is forwarded immediately to my personal/business e-address). I check the
latter multiple times per day. I will respond to you as soon as possible, but at the latest, within 24
hours, unless I am on business travel status, which I will post/relay in class, but NOTchange the
class schedule.
COURSE DESCRIPTION: Prerequisite: PY101. Application of psychological principles to
the work environment. Students attempt to understand and predict human behavior in
organizational settings through the scientific study of individual and group processes as well as

2. organizational structures and functions. Demonstrates the role of applied psychology in the
recruitment, selection, performance appraisal, and promotion of applicants and employees.
STUDENT EVALUATION COURSE OUTCOME MEASURES:
Grades will be assigned on the basis of performance areas as follows:
Mid Term Assessment/Exam 20%
Final Exam – Cumulative 30%
Personal Portfolio(*1) 30%
Attendance/Engagement Factor(*2) 20%
*1(The Personal Portfolio will be the term to describe all activities, exercises, and assignments,
such as, but not limited to, “Other” Work Hx Analysis, Personal Work Hx Analysis, Resume,
Participation in Loyola Career Center Assignments/Personal Survey Interface, Linked In Profile
and related activity TBA, etc,).
*2 (A/E Factor will be that category that represents one’s personal attendance level’s, and
demonstration of overall effort, 1-1, 1-mini group communication skills, presentation skills,
integrating both Loyola Undergraduate , and Psychology Department Educational Aims, and
instructor).
SPECIFIC COURSE OBJECTIVES:
Course will be directly aligned with Undergraduate Educational Aims of Loyola University:
 #1 (a, c)
 #2 (a-c, e-g)
 #3 (a & b)
 #5 (a & b)
 #8 (a, d)
Course will be directly aligned with Undergraduate Learning Aims for Psychology:
 Goals 1, 2, 3, 4, & 5
Undergraduate Educational Aims of Loyola University
1. Intellectual Excellence
a. appreciation of and passion for intellectual endeavor and the life of the mind
c. excellence in a discipline, including understanding of the relationship between one's
discipline and other disciplines; understanding the interconnectedness of all knowledge
2. Critical Understanding: Thinking, Reading, and Analyzing
a. the ability to evaluate a claim based on documentation, plausibility, and logical
coherence
b. the ability to analyze and solve problems using appropriate tools
c. the ability to make sound judgments in complex and changing environments

3. e. the ability to use mathematical concepts and procedures competently and to evaluate
claims made in numeric terms
f. the ability to find and assess data about a given topic using general repositories of
information, both printed and electronic
g. the ability to use information technology in research and problem solving, with an
appreciation of its advantages and limitations
3. Eloquentia Perfecta
a. the ability to use speech and writing effectively, logically, gracefully, persuasively, and
responsibly
b. critical understanding of and competence in a broad range of communications media
5. Leadership
a. an understanding of one’s strengths and capabilities as a leader and the responsibility
one has to use leadership strengths for the common good
b. a willingness to act as an agent for positive change, informed by a sense of
responsibility to the larger community
8. Diversity
a. recognition of the inherent value and dignity of each person, and therefore an
awareness of, sensitivity toward, and respect for the differences of race, gender, ethnicity,
national origin, culture, sexual orientation, religion, age, and disabilities
d. awareness of the multiplicity of perspectives that bear on the human experience, and
the importance of historical, global and cultural context in determining the way we see
the world
Undergraduate Learning Aims for Psychology
Goal 1: Mastery of Theory and Content in Psychology: Students will demonstrate
familiarity with the major concepts, theoretical perspectives, empirical findings, and
historical trends in psychology.
Goal 2: Research Methods in Psychology: Students will understand and apply basic
research methods in psychology, including research design, data analysis, and report
findings.
Goal 3: Critical Thinking Skills in Psychology: Students will use critical and creative
thinking, skeptical inquiry, and, when possible, a scientific approach to solve problems
related to behavior and mental processes.
Goal 4: Application of Psychology: Students will understand and apply psychological
principles to individual, social, and organizational issues.
Goal 5: Communication Skills: Students will be able to communicate effectively in a
variety of formats.
TESTING/MAKEUP POLICY:
There will be no make-ups or extensions without penalty, except in instances such as the
following:
 hospitalization or illnesses whose symptomatology has been documented and
judged by your professor as preventing sufficient test preparation or your
ability to sit for a test;
 a death or serious illness in the family;

4.  court appearances
Documentation must be provided by health officials (e.g. a physician or member of the
student center health staff) in the case of illness; an immediate family member in the case of
a death or serious illness in the family; and official paperwork in the case of court dates.
Students failing to produce such documentation will be penalized one full letter grade. In all
cases, the decision to allow a student to make up a test or assignment, as well as the time
period for any extension if granted, is left to the discretion of the professor.
STANDARDS OF CONDUCT:
It is expected that students will conform to all regulations and policies of the University and
classes in which they are registered (see Academic Conduct), including those concerning
procedure and conduct in the Loyola/Notre Dame Library. Students are responsible for honoring
all University standards of classroom civility, academic integrity, and general campus conduct,
including in-class use of technology, as published in the current Loyola University Maryland
Community Standards, and as communicated by the course instructor. Students must also abide
by all international, federal, state, and local laws. The Office of Student Life is the proponent of
approved policies and rules of the Student Code of Conduct.
Violations are reported by students, faculty, campus police, or any member of the Loyola
community. These reports are directed to the Office of Student Life. The director of student life
or designee shall then hear the case or refer the case to a hearing officer or panel. The appeal
process for such decisions is published in the Community Standards.
Warnings, restrictions on social and other activities, fines, suspensions, and dismissals are used
in cases involving violations of University regulations. Students who are placed on disciplinary
suspension by the University will not be granted transfer credit for courses taken at other
institutions during the suspension period. Particulars concerning violations, due process, and
sanctions that may be imposed, can be found in the Community Standards.
Academic Conduct
Loyola University Maryland is dedicated not only to learning and the advancement of knowledge
but also to the development of ethically sensitive, socially responsible people. The University
seeks to accomplish these goals through a sound educational program and its policies for
encouraging maturity, independence, and appropriate conduct among its students and faculty
within the University community. It is the responsibility of faculty and students alike to maintain
the academic integrity of the University in all respects.
The faculty is responsible for establishing the rules for all work in a course, for the conduct of
examinations, and for the security of tests, papers, and laboratories associated with courses and
programs of the University. Faculty will remind students at the first meeting of each class of the
standards of behavior and conduct for the class. The instructor will also make every effort to

5. discourage dishonesty in any form. Faculty members are encouraged to make use of the Honor
Code pledge on all scheduled tests, papers, and other assignments and are strongly encouraged to
include a statement indicating support for the Honor Code on the course syllabus.
To ensure an effective and productive teaching and learning environment for all, the University
expects every student to behave with integrity in all matters relating to both the academic and
social aspects of the University community. This includes maintaining respect for classroom and
other learning communities, appropriate participation in the learning process, upholding the
Honor Code, and ensuring the rights of others in all campus settings. Refer to the Community
Standards for additional information. More information on the Honor Code can be found on the
University's website, www.loyola.edu/campuslife/honorcode.
Statement of Professional Behavior
In the spirit of cura personalis, faculty and staff in the Department of Psychology are
committed to the education of competent and conscientious undergraduate students who after
graduation will continue on to be young professionals or graduate students, active community
members and generally solid citizens. As such, we are interested in your holistic development as
a student and, more importantly, as a person. This focus is consistent with undergraduate
education for our Jesuit Catholic institution of Loyola University Maryland as a whole.
Also, even though you are an undergraduate student, many in the public will identify you as a
young professional in the field of psychology. Hence, we require that our undergraduate students
act in a manner consistent with the privilege of being emerging representatives of the field of
psychology. We expect our undergraduate students to behave in the classroom and in other
educational settings, such as professional talks or workshops, in a way that helps to create a
learning environment that promotes the education and growth of all involved. This would
include, but is not limited to, behavior that reduces distraction, promotes respectful and
productive discussion, civility, and provides an environment of acceptance and openness to the
educational process involved. In addition the following recommendations are made (note the
material in italics below, that is a requirement for this course):
* Be respectful of the learning environment and the educational experiences of others. If you
arrive after the class or meeting has started, enter in as non-disruptive and quiet manner as
possible. Do not leave the class or professional presentation/meeting once seated unless
necessary so as not to disrupt the instructor or your classmates. Wait until the instructor
indicates that the class meeting is over before starting to pack your books and other materials.
* Arrive on time for class, professional meetings, workshops, etc. Submit class assignments
(homework, papers, take-home assignments, etc.) on time. If due to unforeseen circumstances
you will be late attending class or with an assignment, or will miss a class altogether, notify all
relevant parties as soon as possible.

6. * Turn your cell phone to “off” or on “vibrate” while attending class or professional meetings
or workshops.
* Abstain from inappropriate use of computers (e.g., text messaging, e-mailing, taking
pictures) or other electronic devices (e.g., cell phones, PDAs) during class or professional
meetings or workshops. Note that texting and surfing during class are not allowed. A student
found texting or surfing will be warned one time to put the device away. If the student texts or
surfs again in the same class, or at any time in a future class, the student will be asked to forfeit
the electronic device to the instructor immediately, to be returned after class. If the student
refuses to forfeit the device, s/he will be asked to leave the classroom immediately, and return
only when able to abide by this statement, out of respect for her/his colleagues and instructor.
* Be mindful and respectful of the privacy and feelings of others (e.g., do not make light of
personal information disclosed by another during a class or to others after class).
* Be judicious when disclosing information about oneself in a public domain (e.g., posting
information on personal websites such as My Space, Facebook). In addition, refrain from posting
unprofessional statements or pictures that may be viewed by supervisors, instructors, other
students, etc.

7. Mr. Murphy PY262 Spring 2012 Course Schedule
The schedule and procedures of this course are subject to change at the discretion of the
instructor due to the class’ progress and/or for extenuating circumstances.
Date Topic Aamodt Book
January
17th
Introductions/Overview/Expectations/”Pre-
Syllabus Review”
Lecture/slides/class engaged
activities/post & process
January
19th
Ch 1/Introduction to I/O/Hx Text/lecture/slides/class
engaged activities/post &
process
January
24th
Ch 1/Hx Text/lecture/slides/class
engaged activities/post &
process
January
26th
Ch 2 Job Analysis Text/lecture/slides/class
engaged activities/post &
process
January
31st
February
2nd
Clinical Psychology, Hx of Professional
Coaching, & Coaching the Global Village
Dr. Patrick Williams/Guest
Speaker
February
7th
Ch 3, Legal issues in Employee Selection Text/lecture/slides/class
engaged activities/post &
process
February
9th
Ch 4, Employee Selection: Recruiting &
Interviewing
Text/lecture/slides/class
engaged activities/post &
process
February
14th
Ch 5, Employee Selection: References &
Testing
Text/lecture/slides/class
engaged activities/post &
process
February
16th
Ch 6, Evaluating Selection Techniques &
Decisions
Text/lecture/slides/class
engaged activities/post &
process

8. February
21st
Ch 7, Evaluating Employee Performance Text/lecture/slides/class
engaged activities/
February
23rd
Mid Term Assessment
February
28th
Ch 8, Designing and Evaluating Training
Systems
Text/lecture/slides/class
engaged activities/post &
process (*1)
March 1st Dr. Jack Leeb, Psychologist Focus on Employee
Testing/Screening/Psychological
Fitness for Duty Evalutations
March 6th ***NO CLASS – SPRING BREAK*** N/A
March 8th ***NO CLASS – SPRING BREAK*** N/A
March
13th
Ch 9, Employee Motivation Text/lecture/slides/class
engaged activities/post &
process
March
15th
March
20th
Ch 10, Employee Satisfaction Text/lecture/slides/class
engaged activities/post &
process
March
22nd
March
27th
Ch 11, Organizational Communication Text/lecture/slides/class
engaged activities/post &
process
March
29th
Ch 12, Leadership
April 3rd Leadership Text/lecture/slides/OPM
360/class engaged activities/post
& process
April 5th ***NO CLASS – EASTER BREAK*** N/A

9. April 10th Ch 13, Group Behavior Text/lecture/slides/class
engaged activities/post &
process
April 12th Group Behavior Text/lecture/slides/class
engaged activities/post &
process
April 17th Ch 14, Organizational Development Text/lecture/slides/class
engaged activities/post &
process
April 19th Organizational Development Text/lecture/slides/class
engaged activities/post &
process
April 24th Ch 15, Stress Management: Dealing with the
Demands of Life & Work
April 26th PERSONAL PORTFOIO DUE AND Course
Review, Class Post & Process, Consolidation
PERSONAL PORTFOIO DUE
MAY 3 FINAL ASSESSMENT/EXAM (Cumulative)
(*1) “POST AND PROCESS”refers to a classroom education strategy format that will be
utilized by the Instructor to extract material from lectures, slides, discussions and “Post” the
material in order to then “Process”concepts.