General Information
The subject reviews the major theories and practices in the field of industrial and organisational psychology. In the industrial psychology section attention is given to selection and staff training and development with an emphasis on job analysis, the use of test procedures including assessment centres, interviewing, decision strategies, and training. In the organisational psychology section attention is given to the social psychology of the workplace including motivation, leadership, and change facilitation. This subject emphasises the scientist-practitioner approach.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC71-411 Subject title: Psychology At Work Subject level: Postgraduate Semester/Year: September 2022 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: This subject involves group work to develop organisationally relevant skills and understanding. Attendance and involvement are crucial to effective development. Throughout the subject, questionnaires enabling the development of self-understanding and understanding of effects in organisations will be administered and feedback given (e.g., on personality attributes, stress management, organizational audits). These will usually need to be completed outside of lecture time. -
Resources
Prescribed resources: Books
- Aamodt, M. (2022). Industrial/organisational Psychology: An applied approach. 9th, US Cengage
Journals
- Hicks, R.E., & Knies E. (2015). Psychological Capital, Adaptability, Coping with Change, and Employee Engagement, in a Multinational Company.. Journal of International Business Decisions 36-51
- Warr, P. (2009). Jobs and happiness.. The industrial-organizational psychologist 19-24
- Gibson & Hicks (2018). Psychological capital and core self-evaluations in the workplace: Impacts on well-being. International Journal of Psychological Studies 15-24
- Hand, L.E., Hicks, R.E., & Bahr, M (2015). Relationships among transformational and transactional leadership styles, role pressures, stress levels, and coping resources in senior Queensland Catholic Education executives. Review of Business Research 43-54
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC71-411 |
| Subject title: | Psychology At Work |
| Subject level: | Postgraduate |
| Semester/Year: | September 2022 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | This subject involves group work to develop organisationally relevant skills and understanding. Attendance and involvement are crucial to effective development. Throughout the subject, questionnaires enabling the development of self-understanding and understanding of effects in organisations will be administered and feedback given (e.g., on personality attributes, stress management, organizational audits). These will usually need to be completed outside of lecture time. |
| Prescribed resources: | Books
Journals
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
- Cultural responsiveness in organisational contexts, including with Aboriginal and Torres Strait Islander cultures
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Take-home Examination Final Exam. The examination will include a mix of multiple-choice, short-answer and essay questions. 50% Final Examination Period 1,2,3,4,5 Oral Pitch Small Group Presentations 50% To Be Negotiated 1,2,3,4,5 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Take-home Examination | Final Exam. The examination will include a mix of multiple-choice, short-answer and essay questions. | 50% | Final Examination Period | 1,2,3,4,5 |
| Oral Pitch | Small Group Presentations | 50% | To Be Negotiated | 1,2,3,4,5 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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Overview
This lecture provides an introduction to the scientific practitioner model applied to industrial and organisational psychology. Key historical events that inform theory and application of organisational psychology are reviewed.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
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Structuring work
Students are guided in applying job analysis to work. Emphasis is provided for appraisal of personality, performance and ability.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness in organisational contexts, including with Aboriginal and Torres Strait Islander cultures
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Interviewing in recruitment
This lecture guides critical appraisal of recruitment interviews while providing guidance in the use of structured interviews.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
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Psychological testing in recruitment
This lecture provides dscription, critical appraisal and guidance in the use of psychological testing for recruitment.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness in organisational contexts, including with Aboriginal and Torres Strait Islander cultures
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Evaluating selection techniques
This lecture demonstrates an evidence based approach to selecting effective personnel selection techniques.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate basic assessment strategies in situations appropriate to psychological practice and knowledge of psychometric theory and principles of the construction, cultural considerations, implementation and interpretation of some of the more widely used standardised psychological test instruments.
- Cultural responsiveness in organisational contexts, including with Aboriginal and Torres Strait Islander cultures
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Personnel development
This lecture describes, critically appraises and provides guidance for training, coaching and mentoring.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Communication in organisations
This lecture defines key aspects of communication within organisations and strategies to improve communication.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
- Cultural responsiveness in organisational contexts, including with Aboriginal and Torres Strait Islander cultures
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Motivation and work
This lecture outlines primary work motivators and strategies to facilitate satisfaction and productivity.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Workplace stress
Stress at work can erode employers wellbeing and organisational effectiveness. This lecture reviews models for understanding workplace stress and strategies to foster a healthy work environment.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Organisational change and development
This lecture outlines models for workplace change and strategies to facilitate adjustment to changes and development in the workplace.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.
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Leadership
Leadership has a critical role in organisations. Good and bad leadership along with strategies to develop leaders are reviewed.
SLOs included
- Demonstrate understanding of major concepts and historical trends in organisational psychology.
- Demonstrate comprehension and application of a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Explain how basic psychological intervention strategies can be applied across a range of contexts including consideration of cultural responsiveness.