INTRODUCTION This instructor's manual was developed as a companion to the textbook, Introduction to Industrial/Organizational Psychology (6th edition), which describes a broad, comprehensive body of major issues of interest in the scientific study of human work behavior The text delineates the major theories, applications, and research findings concerning personnel issues, worker issues, organizational issues, and work environment issues investigated in industrial/organizational psychology The first chapter provides a brief history of early research and historical events that served as forces for the development of industrial/organizational psychology as a major subdiscipline in the study of human behavior, as well as a description of worker and organizational issues that are of interest to I/O psychologists in the future The ubiquitous chapter on research methods is also included (chapter 2) because an understanding of social scientific research methods is required in the development of a firm knowledge base for any social science Knowledge of social science research methods is of particular importance to a thorough and scientifically-based understanding of industrial/organizational psychology because of the field’s extensive reliance on the use of various types of measurement instruments and techniques Personnel issues are examined in Chapters through 7, which cover the topics of job analysis, employee selection and screening, the evaluation of employee performance, and employee training Chapters 8, 9, and 10 examine worker issues, including worker motivation, job satisfaction and organizational commitment, stress, and positive and negative employee attitudes and behaviors Finally, Chapters 11 through 15 examine organizational issues, including workplace communication, group processes at work, leadership, influence, power, and politics, and the structure and development of organizations The chapters of this companion parallel those found in the book, and the various features contained in each were developed and constructed with detail and comprehensiveness in mind The textbook is the most extensively referenced introductory I/O text available, an indication of the reliance on research findings for the understanding of phenomena Exercises for students and lecture suggestions were designed to stimulate critical evaluations of theories and research investigations The use of the text by the student and its companion by the instructor will hopefully aid the interested and dedicated student in the development of an in-depth and scientific understanding of the psychology of work In addition to the regular chapter features, two special features are included The first is a brief section on how to construct a syllabus for the course that utilizes the text This is a standard feature that is included in most available instructor's manuals The second is a description of Reciprocal Peer Tutoring (RPT), a student-to-student study process designed and investigated by Ron Riggio and colleagues Professor Riggio presents the basic structure of RPT as well as the research findings supporting its effectiveness as a student study aid The method is highly recommended as a method of student instruction, as well as an experience that provides an opportunity for student interaction and getting to know classmates The student exercises provided in this manual include exercises for use in the Reciprocal Peer Tutoring process We would like to invite the instructor to enthusiastically tear apart the structure of this manual The features of it were designed to be versatile, with each being appropriate for various uses These alternative uses will be enumerated, however the instructor may obviously use this manual and its features in any preferred manner This companion was specifically designed to acquaint instructors with the text and to facilitate the effective use of the text in the classroom It was composed both for the instructor with an in-depth knowledge of I/O psychology and for those with a more limited range of knowledge We hope that it serves as a valuable tool in your role as a teacher, and that it enables you to accomplish your teaching goals efficiently The following are descriptions of the regular chapter features, including their proposed uses Part I: Chapter Outline Each chapter contains a chapter outline which is identical to that contained in the text Providing such an outline allows the instructor to review the major topics and organization of each chapter without the necessity of referring back and forth from the manual to the text Part II: Chapter Summary Each chapter contains a chapter summary that is identical to that contained in the text at the end of each chapter These summaries are comprehensive enough to serve as a brief review of the material contained in each chapter Part III: Learning Objectives Each chapter contains a brief roster of objectives for student learning These objectives are merely broad guidelines for possible teaching goals; the instructor may choose to focus more or less on certain chapters in the text, and on certain sections in each chapter Part IV: Lecture Features A Suggestions for Lecture Each chapter contains a listing of possible lecture and discussion topics for each major issue in the text chapter, as well as a list of all bold-print definitions in the chapter These suggestions require knowledge of text information, and they focus extensively on the complex relationships among variables of interest They include suggestions for drawing students into active class discussions B Additional Lecture Topics This section provides a narrative summary of two research investigations concerning major concepts in the chapter, along with references that can be used to assist in the development of a topic-specific lecture This section may be particularly useful to the instructor who is attempting to present a detailed lecture on a particular chapter, or who wants to present material not contained in the text to students Part V: Student and Classroom Exercises Each chapter contains five student exercises, each of which requires a thorough knowledge of text material These exercises may be used as homework or in-class assignments Three of the exercises are designed for use by the individual student, although they of course may also be used as student-pair or group assignments The fourth exercise was specifically designed as a group classroom activity The fifth student exercise in each chapter is a Reciprocal Peer Tutoring exercise, created specifically as an added assignment for peer tutor partners These exercises not have to be used in sequence, and the instructor is free to use all, some, or none of them It is recommended that they not be used as essay questions on examinations, because they not tap learned knowledge to an extensive degree as they typically require the student to use personal, subjective experience to some extent Part VI: Film and Video References From three to five current videos on the topic of the chapter are presented along with the running time, the distributor, and the item number Each video is briefly described to help the instructor in selecting the one that he or she thinks would best compliment classroom lecture Contact information for each film/video distributor is listed before the test bank in this manual Part VII: Test Bank 40 to 85 multiple choice, true/false, and essay questions are provided for each chapter These questions cover all aspects of the material presented in the chapter Each multiple choice question has four (or infrequently five) alternative answers Each correct answer to multiple choice and true/false items is provided, as well as the page number where the item may be found in the text Transparency Masters: The final portion of the Instructor’s Manual is a set of transparency masters of selected figures in the textbook We sincerely believe this manual will be a valuable tool to instructors of introductory courses in Industrial/Organizational Psychology Your comments and questions regarding this manual are solicited and will be appreciated You may address your comments/questions to Ron Riggio, Department of Psychology, Claremont McKenna College, 850 Columbia Avenue, Claremont, CA 91711-6420 (ron.riggio@claremontmckenna.edu), or Heidi Riggio, Department of Psychology, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA 90032 (hriggio@calstatela.edu) WEB SITES IN TEXT Chapter www.apa.org www.siop.org www.psychologicalscience.org www.onetcenter.org Chapter 13 research.mckenna.edu/kli/ www.ila-net.org/ Chapter 14 www.influenceatwork.com Chapter www.apa.org/ethics/code/index.aspx Chapter www.onetcenter.org www.onetcenter.org /occupations.html www.mynextmove.org Chapter www.wonderlic.com www.cpp.com www.siop.org/workplace/employment% 20testing/testtypes.aspx Chapter www.eeoc.gov Chapter http://www.bgsu.edu/departments/psych/io/jdi/ Chapter 12 www.has.vcu.edu/group/gdynamic.htm Reciprocal Peer Tutoring: An Easy, Effective Approach for Enhancing Student Learning Ron Riggio, Ph.D During the past several years, I have become an advocate of a classroom learning strategy known as Reciprocal Peer Tutoring (RPT) - a technique developed by my friend John Fantuzzo at the University of Pennsylvania The technique takes advantage of the fact that the best way to learn something is to be obligated to teach it to another (the literature shows that tutors achieve higher cognitive gains in course material than the students they tutor) The RPT technique that I have implemented in many of my lecture courses requires students to alternately play the role of tutor and student In this way, students realize the benefits associated with both roles How to Use RPT Students are randomly paired at the beginning of the course (this prevents “leftover” students after others have selected their friends as partners) and work together throughout the term The course is divided into several units (I have used from three to five) Each unit culminates in an exam Before each unit exam, student pairs are required to meet, inside and/or outside of class, and complete certain structured assignments Each student must prepare a multiple-choice “practice” exam (10-20 items) and administer the exam to the partner during the meeting Students also prepare an answer sheet with the right answer for each test item, along with a brief explanation of why the answer is correct Partners meet, take each others’ exams, and review and discuss the correct responses Students are also required to prepare outlines of answers to some general, essay-type questions on the unit material (devised themselves or assigned by the instructor), and they are expected to have a brief study session, using their materials to guide the session Finally, students write a brief, constructive “critique” of their partner’s exam (confusing items? too difficult? etc.) All of these materials - completed practice exams, answer sheets, essay/discussion question outlines, test critiques - are handed in to the instructor on the day of the unit exam Credit is given for completion of these materials (I not grade them entirely on quality, but generally give full credit for completed assignments I however, make comments on the quality of the materials with suggestions for improvement, noting whether assignment quality is indeed improving over time) The Payoffs Are there benefits of using this RPT technique Yes, and they can be dramatic Research indicates that student academic performance is enhanced substantially In controlled experiments comparing the RPT technique with other formats (included students who worked on similar assignments alone, students assigned to unstructured discussion groups, and students exposed to course-related films in lieu of the RPT assignment), students in the RPT conditions earned an average 83% on unit exams compared to an average of about 70% for students in the other conditions (Fantuzzo, Dimeff, & Fox, 1989; Fantuzzo, Riggio, Connelly, & Dimeff, 1989) The RPT technique not only enhances academic performance, but also has possible psychological benefits All students in these studies were administered various measures of psychological well-being (scales assessing student anxiety, depression, and distress over being evaluated) both at the beginning and end of the term Students in the RPT conditions showed significant increases in well-being over the term, while the well-being of students in other learning conditions showed no change, or ins some cases, increases in anxiety and depression (Fantuzzo, Riggio, Connelly, & Dimeff, 1989; Riggio, Fantuzzo, Connelly, & Dimeff, 1991) Finally, students like the RPT strategy In fact, student course evaluations typically rise after introducing RPT My colleagues and I compared RPT with traditional cooperative learning groups in I/O courses Although RPT and cooperative learning students made equivalent cognitive gains, the RPT students liked their learning strategy significantly more that did students in the cooperative learning groups (Riggio, Whatley, & Neale, 1994) Informal student comments indicated that they appreciated the “partnering,” particularly some of the evening and part-time students, who mentioned that being assigned a partner “forces” them to get to know at least one person in the class Also, students have an assigned “study buddy” who they can rely on for lecture notes in the case of absences Here is the best part - the RPT technique is relatively simple to implement in almost any course and it is extremely cost- and time-efficient The technique requires no additional resources, and a minimal degree of extra effort on the part of the instructor It really is a great technique and I hope you give it a try If you have any questions, or want additional information, please contact me at the Department of Psychology, Claremont McKenna College, Claremont, CA 91711 ronald_riggio @mckenna.edu Fantuzzo, J.W., Dimeff, L.A., & Fox, S.L (1989) Reciprocal peer tutoring: A multimodal assessment of effectiveness with college students Teaching of Psychology, 16, 133135 Fantuzzo, J.W., Riggio, R.E., Connelly, S., & Dimeff, L.A (1989) Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis Journal of Educational Psychology, 81, 173-177 Riggio, R.E., Fantuzzo, J.W., Connelly, S., & Dimeff, L.A (1991) Reciprocal peer tutoring: A classroom strategy for promoting academic and social integration in undergraduate students Journal of Social Behavior and Personality, 6, 387-396 Riggio, R.E., Whatley, M.A., & Neale, P (1994) Effects of student academic ability on cognitive gains using reciprocal peer tutoring Journal of Social Behavior and Personality, 9, 529-542 CONSTRUCTING YOUR CLASS SYLLABUS AND READING SCHEDULE PSY ###-### Industrial/Organizational Psychology Fall/Spring Term, 20## Instructor's Name Office: Room ### Phone: ###-#### Office Hours: As posted I Course Prerequisites Psychology 101: Introduction to Psychology II Course Description This course offers a broad description and examination of the psychology of behavior at work, including the major theories, their applications in the work place, and research investigations of both The course will examine job analysis, employee screening and selection, employee training, the performance appraisal process, worker motivation, job satisfaction, worker stress, communication in the workplace, group processes in the workplace, leadership and power, and organizational structure and development A thorough understanding of social scientific research methods and current psychological research findings are emphasized III Required Text Riggio, R.E (2013) Introduction to Industrial/Organizational Psychology (6th edition) Upper Saddle River, NJ: Prentice Hall IV Reading and Lecture Schedule for the 15-Week Semester Week Text Chapter Topic Chapters Introduction, History, and Research Methods Chapters Research Methods Chapter Job Analysis Chapter Employee Selection Chapter Employee Screening Chapter Evaluating Employee Performance Chapter Employee Training and Development Chapter Motivation Chapter Positive Employee Attitudes 10 Chapter 10 Negative Employee Attitudes 11 Chapter 11 Communication in the Workplace 12 Chapter 12 Group Processes in Work Organizations 13 Chapter 13 Leadership 14 Chapter 14 Influence, Power, and Politics Organizational 15 Chapter 15 Structure, Culture, and Development Reading and Lecture Schedule for the 10-Week Semester/Quarter Week Text Chapter Number Topic Chapters and Introduction, History, and Research Methods Chapters and Job Analysis and Employee Selection Chapter and Employee Screening and Evaluating Performance Chapter Employee Training and Development Chapter Motivation Chapters and 10 Job Satisfaction, Worker Stress, & Attitudes Chapters 11 and 12 Communication and Group Processes at Work Chapters 13 and 14 Leadership, Power, and Politics at Work Chapter 15 Structure, Culture, and Development 10 Review CHAPTER Introduction: Definitions and History BRIEF CHAPTER OUTLINE What is Industrial/Organizational Psychology? The Science and Practice of Industrial/Organizational Psychology The Roots and Early History of Industrial/Organizational Psychology The Beginnings World War I and the 1920s The Great Depression Years and World War II The Postwar Years and the Modern Era Industrial/Organizational Psychology Today and in the Future First trend: The changing nature of work Second trend: Expanding focus on human resources Third trend: Increasing diversity of the workforce Fourth trend: Increasing globalization of business Summary FACTUAL: Steps in the Research Process ANSWER: d The first step in conducting research is to a b c d develop a working hypothesis develop a null hypothesis observe the target behavior formulate the problem to be studied FACTUAL: Steps in the Research Process ANSWER: c An hypothesis is a b c d a statement of fact a natural or physical law which has been proven to be true a statement concerning the supposed relationship between or among variables an assumption that has not previously been scientifically tested FACTUAL: Steps in the Research Process ANSWER: b A theory is a a natural or physical law that has been proven to be true b the organization of beliefs that enable us to better understand behavior c a statement concerning the supposed relationship between or among different things or events d a series of assumptions that are previously unexamined CONCEPTUAL: Steps in the Research Process ANSWER: a Which of the following is NOT true of theories? a b c d They either represent proven facts or the personal views of scientists They serve as useful starting points for understanding and influencing behavior They represent complex, abstract principles of behavior They are useful in developing strategies for research FACTUAL: Steps in the Research Process ANSWER: c The type of research design selected depends on a b c d the time and money available for conducting research the personal preferences of the researchers the research question and research setting the population of interest FACTUAL: Steps in the Research Process ANSWER: c Sampling refers to a b c d 10 the selection of a population to be studied the selection of one hypothesis from several proposed hypotheses the selection of a representative group from a large population the inclusion of all members of a population in a particular study FACTUAL: Steps in the Research Process ANSWER: a A stratified sample is one in which a subjects are selected around important variables that divide a population into subgroups b subjects are selected by drawing names out of a hat c either males or females, but not both, are included d only volunteers are used 11 FACTUAL: Steps in the Research Process ANSWER: b A random sample is one in which a participants are selected around important variables that divide a population into subgroups b participants are chosen in such a way that each individual has an equal probability of being selected c either males or females, but not both, are included d only volunteers are used 12 CONCEPTUAL: Steps in the Research Process ANSWER: b The main benefit of random sampling is a b c d 13 it is always more informative than stratified sampling it protects against biases in the selection of participants for study it is very flexible and follows very loose guidelines it is most frequently used by scientists FACTUAL: Steps in the Research Process ANSWER: b The final step in the research process is a b c d 14 the statistical analysis of the data the interpretation of the results the developing of the hypothesis None of the above FACTUAL: Major Research Designs ANSWER: a The experimental method is designed to a b c d 15 give the researcher a very high degree of control over the research setting increase the objectivity of the researcher examine relationships between variables as they naturally occur establish correlational relationships between variables FACTUAL: Major Research Designs ANSWER: c A field experiment in I/O psychology is one which is conducted a b c d at a location other than the one where the psychologist is working in a laboratory setting in a work setting in a nature setting 16 FACTUAL: Major Research Designs ANSWER: d In a field experiment, the researcher a b c d 17 generally acts as a participant observer must relinquish control and examine naturally occurring relationships cannot manipulate variables generally has less control than in the laboratory FACTUAL: Major Research Designs ANSWER: b The independent variable is the variable that is a b c d 18 the outcome variable manipulated by the researcher measured by the researcher ignored in most experiments FACTUAL: Major Research Designs ANSWER: c The dependent variable is the variable that is a b c d 19 the controlled variable manipulated by the researcher measured by the researcher ignored in most experiments APPLICATION: Major Research Designs ANSWER: c Dr Ob has been hired to evaluate the effectiveness of the XYZ company’s training program in increasing worker productivity In this example, the dependent variable is a b c d the XYZ company the training program worker productivity monetary costs of the training program 20 APPLICATION: Major Research Designs ANSWER: c Dr Io is a scientist who studies teamwork She is interested in examining differences in worker job satisfaction based on the type of product a team is assigned to work on in the laboratory In this example, the independent variable is a b c d 21 teamwork the type of product worked on by the team worker job satisfaction team performance CONCEPTUAL: Major Research Designs ANSWER: c The primary advantage of the experimental method is that a b c d 22 it is much simpler to use in research than the correlational method its findings are usually more useful in business environments it allows us to determine cause-and-effect relationships it produces results that are easier to analyze than the correlational method FACTUAL: Major Research Designs ANSWER: d The control group is the group of participants a b c d that receives the treatment where half of the participants receive the treatment that is always randomly selected that does not receive the treatment 23 APPLICATION: Major Research Designs ANSWER: a In an experiment investigating the effects of alcohol consumption on the ability to operate a punch press machine a alcohol consumption is the independent variable and ability to operate the machine is the dependent variable \ b ability to operate the machine is the independent variable and alcohol consumption is the dependent variable c the experimental group is tested on ability to operate the machine and the control group is not d the control group operates the machine under the influence of alcohol and again after the effects, if any, have worn off 24 APPLICATION: Major Research Designs ANSWER: d To test the effectiveness of a new training program for sales skills, a randomly selected group of salespeople receives training and another randomly selected group receives no training The independent variable consists of a b c d 25 the amount of sales for each of the groups the group of salespeople who received the training the group of salespeople who did not receive the training whether or not the salespeople received the training CONCEPTUAL: Major Research Designs ANSWER: b An extraneous variable in the Hawthorne studies was a b c d the increase in the intensity of the lighting the attention paid to the assemblers by the researchers the group of employees who experienced the change in working conditions All of the above 26 CONCEPTUAL: Major Research Designs ANSWER: b The key to the success of the experimental method is a b c d 27 to randomly select a very large sample of participants to hold all extraneous variables constant to manipulate as many variables as possible to allow extraneous variables to only influence the treatment group CONCEPTUAL: Major Research Designs ANSWER: a Random assignment of participants to treatment and control groups a b c d 28 accomplishes control of many potential extraneous variables is rarely used by I/O psychologists is very difficult to accomplish and time-consuming is only used in correlational research designs CONCEPTUAL: Major Research Designs ANSWER: c Which of the following is a major drawback of the experimental method as applied to organizational settings? a b c d 29 It does not achieve the same depth as other research methods It requires too many participants to be practicable Laboratory conditions may be quite different from conditions in the work setting It cannot be applied to actual work settings FACTUAL: Major Research Designs ANSWER: a The correlational method of research a b c d examines relationships between variables as they naturally occur cannot be used in a laboratory must involve random assignment of participants to groups is less scientific than the experimental method 30 CONCEPTUAL: Major Research Designs ANSWER: b Because the correlational method does not require the rigid control over variables associated with the experimental method, a b c d 31 it is less scientific than experimentation it is easy to use in actual work settings any type of measurement may be used cause-and-effect relationships are easily established FACTUAL: Major Research Designs ANSWER: c One limitation of the correlational method is a b c d 32 it is very difficult to use it is usually costly and time-consuming it is difficult to determine cause-and-effect relationships it can only be used in controlled, laboratory-like conditions FACTUAL: Major Research Designs ANSWER: d A statistical technique that allows the results from several research investigations to be combined and summarized is called a b c d 33 a factor analysis a t-test analysis of variance a meta-analysis FACTUAL: Measurement of Variables ANSWER: c Turning a variable into something that is measurable is called a b c d external validity relevance operationalization objectivity 34 FACTUAL: Measurement of Variables ANSWER: b Obtrusive observation is a method for measuring research variables in which subjects are a b c d 35 unaware that they are being observed aware that they are being observed unconcerned about being observed none of the above APPLICATION: Measurement of Variables ANSWER: a A company had decided to enclose a questionnaire with its next billing to ascertain its customers' opinions about company services Which method of measuring variables is the company using? a b c d 36 self-report technique direct observation unobtrusive observation obtrusive observation FACTUAL: Measurement of Variables ANSWER: a Which of the following is NOT typically examined as a dependent variable in I/O psychology research? a b c d 37 profits employee turnover employee absenteeism employee job satisfaction CONCEPTUAL: Measurement of Variables ANSWER: c Which three dependent variables are most strongly theoretically linked to one another? a b c d Job satisfaction, productivity, absenteeism Job satisfaction, productivity, profits Job satisfaction, absenteeism, turnover Turnover, productivity, quality 38 FACTUAL: Interpreting and Using Research Results ANSWER: a The question of whether research results obtained in one setting will apply to another setting is called a b c d 39 external validity internal validity research applicability method restriction FACTUAL: Interpreting and Using Research Results ANSWER: a Dr Io wants to apply the findings of her laboratory research on teamwork to a particular work organization, a beach resort and restaurant on the island of Kauai Dr Io’s biggest problem is likely to be a b c d 40 the external validity of her results the internal validity of her results random assignment of participants to groups choosing a method FACTUAL: Ethical Issues in Research and Practice in I/O Psychology ANSWER: b Informed consent must be obtained from before data can be collected a b c d 41 researchers participants observers employers FACTUAL: Ethical Issues in Research and Practice in I/O Psychology I/O scientists and practitioners are required to keep data a b c d available to all participants numeric rather than verbal in an organized data file confidential ANSWER: d 42 FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: b The most common measure of central tendency is the a b c d 43 frequency distribution mean standard deviation median FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: b Inferential statistics are used to a b c d 44 create a useful "picture" of data test hypotheses determine the variability of a sample All of the above FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: d A characteristic of a normal distribution of scores is that a b c d 45 it is a bell-shaped curve it has a midpoint score which is both the mean and the median 50% of the scores fall above the mean, and 50% of the scores fall below the mean All of the above FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: c In a normal distribution, what percentage of scores lies between one standard deviation above and below the mean? a b c d percent 50 percent 68 percent 95 percent 46 FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: b A simple statistical test commonly used to test the difference between the means of two groups on some dependent variable is the a b c d 47 correlation coefficient t-test multivariate analysis of variance standard deviation FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: b An advantage of examining more than one independent variable at a time is a b c d 48 detection of main effects detection of interaction effects it is more cost-effective than examining one independent variable fewer participants are required FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: c A negative correlation coefficient indicates that a b c d 49 an increase in one variable is associated with an increase in another variable a decrease in one variable is associated with a decrease in another variable an increase in one variable is associated with a decrease in another variable there can be no negative correlation since correlations range between and +1.0 APPLICATION: Appendix: Statistical Analyses of Research Data Which of the following is an example of a negative correlation? a b c d As turnover increases, absenteeism rates are unchanged Greater absenteeism leads to a drop-off in productivity The more training, the better worker performance The happy worker is a productive worker ANSWER: b 50 APPLICATION: Appendix: Statistical Analyses of Research Data ANSWER: a An I/O psychologist discovers that as job satisfaction increases, absenteeism decreases This is an example of a b c d a negative correlation a positive correlation a mean difference none of the above True/False Test Items 51 FACTUAL: Social Scientific Research Methods ANSWER: T Job satisfaction is an example of a variable examined in organizational research 52 CONCEPTUAL: Social Scientific Research Methods ANSWER: F Theories are useless ideas which have much less meaning in scientific research than facts and laws 53 FACTUAL: Social Scientific Research Methods ANSWER: T The last step in the research process involves interpreting the results and drawing conclusions 54 CONCEPTUAL: Social Scientific Research Methods ANSWER: T A researcher takes care to select participants for a study that represent the ethnic and age breakdowns of the population at large This is an example of stratified sampling 55 CONCEPTUAL: Major Research Designs ANSWER: F Since the researcher often directly observes behavior in an experimental design, another name for the experimental method is the observational method 56 CONCEPTUAL: Major Research Designs ANSWER: T Extraneous variables need to be controlled as much as possible when conducting scientific research 57 FACTUAL: Interpreting and Using Research Results ANSWER: T A meta-analysis is a statistical technique that allows the results of a number of studies to be combined and analyzed together 58 FACTUAL: Measurement of Variables ANSWER: F Obtrusive observation refers to any method of observing participants in a study and recording their behavior 59 FACTUAL: Measurement of Variables ANSWER: T One problem with using self-report techniques of data collection is that subjects may give socially desirable answers rather than truthful answers 60 FACTUAL: Measurement of Variables ANSWER: F Of the handful of dependent variables typically used in I/O research, quality of work is the easiest to measure 61 FACTUAL: Interpreting and Using Research Results ANSWER: T External validity is concerned with whether obtained research results will generalize to other settings 62 CONCEPTUAL: Interpreting and Using Research Results ANSWER: T External validity is usually more of a problem for research conducted in laboratory settings as opposed to field settings 63 FACTUAL: Applying I/O Psychology: The Hawthorne Effect ANSWER: F A 1970s re-analysis of the data from the original Hawthorne studies revealed that the Hawthorne studies were a model of good social scientific research methods 64 FACTUAL: Ethical Issues in Research and Practice in I/O Psychology ANSWER: F Informed consent refers to participants’ being paid for their research participation 65 FACTUAL: Ethical Issues in Research and Practice in I/O Psychology ANSWER: F I/O practitioners follow different ethical standards than I/O scientists 66 FACTUAL: On the Cutting Edge: Multivariate Research in I/O Psychology ANSWER: T Researchers use multivariate research designs to help capture the complexity of actual work behavior 67 CONCEPTUAL: Appendix: Statistical Analyses of Research Data ANSWER: T Analysis of research data can be either quantitative or qualitative 68 FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: F Descriptive statistics are used to statistically verify that there is a significant difference between two groups on some dependent variable 69 FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: F Another name for the median is the "average." 70 FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: T In a normal distribution, the median and the mode are the same number 71 FACTUAL: Appendix: Statistical Analyses of Research Data ANSWER: F Both descriptive statistics and inferential statistics are used to test research hypotheses 72 CONCEPTUAL: Statistical Analyses of Research Data ANSWER: F A strong negative correlation is represented by a coefficient of zero (0.0) Essay Test Items 73 Describe the basic and applied goals of I/O psychology 74 Describe the steps in the research process 75 Discuss the issue of sampling in research, including examples of random and stratified sampling 76 Discuss, compare, and contrast the experimental and correlational methods 77 Describe the experimental method, and the advantages and disadvantages associated with laboratory and field experiments 78 Describe the research method of meta-analysis, including its particular purposes ... Culture, and Development 10 Review CHAPTER Introduction: Definitions and History BRIEF CHAPTER OUTLINE What is Industrial/ Organizational Psychology? The Science and Practice of Industrial/ Organizational. .. emphasized III Required Text Riggio, R.E (2013) Introduction to Industrial/ Organizational Psychology (6th edition) Upper Saddle River, NJ: Prentice Hall IV Reading and Lecture Schedule for the... manual will be a valuable tool to instructors of introductory courses in Industrial/ Organizational Psychology Your comments and questions regarding this manual are solicited and will be appreciated