Spring 2017


Instructor: Aslı GÖNCÜ KÖSE, Assoc. Prof.


Office: R322

Office Hours: Thursdays between 13:20 – 14:30 or by appointment

Lecture Hours and the Class: Tuesday 13:20-14:20, RB03; Thursday 14:20-16:10, HA02


The Text:

  • Riggio, R. E. (2013). Introduction to Industrial and Organizational Psychology (6th Edition).  Pearson Education, Inc., Upper Saddle River, New Jersey.

The Aim of the Course: This course is aimed to deepen your knowledge of the field of industrial and organizational (I/O) psychology. During the semester, you will have acquire knowledge about employee training and development, basic organizational behavior topics such as employee motivation, positive and negative employee behaviors, leadership, group processes in work organizations, and organizational structure and culture.


Course Format: Four lectures are planned to be reserved for each assigned chapter. The lectures will be supplemented by case and research exercises as well as real-life examples. Each of the four lectures will be followed by four lecture hours reserved for your article presentations whose topics are related to the previous chapter.


Regular attendance to the lectures and reading the assigned material before the class are strongly encouraged since both of them will seriously help you get the most you can from the class. In addition, you are expected to contribute to the class discussions.


Assessment: Assessment includes participation grade, article presentation grade, research proposal grade, and a final exam grade. The final exam will include multiple-choice, fill-in-the-blanks, and short essay questions which will cover the materials presented in the class and in the assigned readings. You will also have two assignments.



1. Participation in class discussions                         10%                  

2. Article Presentation                                              15%

3. Research Proposal                                                30%

3.  Final                                                                      45%

Partcipation in Class Discussions (10%)

You are expected to participate in class discussions during the lectures of article presentations. In other words, you are expected to read the assigned articles before the lectures and contribute to the class discussions by asking the presenters relevant questions or by coming up original ideas about, for example, directions for future research about the topic.


Article Presentations (15%)

In groups of 2, you are going to present the assigned article as if you are the authors of the article J. Therefore, you are expected to be deeply informed about the theoretical reasoning behind the study, hypotheses, methodology used and why that specific methodology was chosen, the results of the study, how the results should be interpreted, limitations of the study, and the directions for future studies that can be derived from that the findings of that specific research.


Presentations should not exceed 30 minutes. In order to get the full grade,

·         You should not copy and paste the sentences directly from the article.

·         You are allowed to present the original tables, figures, etc.; however, you are expected to present and interpret the contents of those figures, tables, etc. with your own words.        


Research Proposal (30%)

In groups of 3, you are going to write a research proposal about one of the topics of interest for you related to I/O psychology. You are not limited to the topics covered in class during the semester. So, feel free to choose any topic of I/O pscyhology that you are interested in and, as I always tell you (and as it was told me by my previous M.A. advisor), study what is in your heart! J


In order to get the full grade,

·         You should come up with an original idea (you should not re-invent the wheel! J)

·         You should strictly follow the APA guidelines while writing your research proposal.

·         Your proposal should include a “Title J, Abstract, Introduction, Method, and References” sections.

·         In the Introduction section, you should present the aim of your study, summarize the relevant literature, rationale of the research idea and hypotheses. You should also include “Expected Theoretical and Practical Implications” section at the end of your Introduction section.

·         In the Method section, you should specify the participants, data collection method and/or procedure, and the measures that are going to be used in detail.     











Topics and the Reading List



Chapter 7: Employee Training and Development



Chapter 7: Employee Training and Development



Chapter 7: Employee Training and Development




Chapter 7: Employee Training and Development




Chapter 7 Article Presentations

Group 1:

Group 2:



Chapter 7 Article Presentations

Group 3:

Group 4:



Chapter 8 & 9: Motivation & Positive Employee Attitudes and Behaviors



Chapter 8 & 9: Motivation & Positive Employee Attitudes and Behaviors



Chapter 8 & 9 Article Presentations

Group 5:

Group 6:



Chapter 8 & 9 Article Presentations

Group 7:

Group 8:



Chapter 8 & 9 Article Presentations

Group 9:

Group 10:



Chapter 10: Worker Stress and Negative Employee Attitudes and Behaviors  



Chapter 10: Worker Stress and Negative Employee Attitudes and Behaviors  



Chapter 10 Article Presentations

Group 11:

Group 12:



Chapter 10 Article Presentations

Group 13:

Group 14:



Chapter 12: Group Processes in Work Organizations



Chapter 12: Group Processes in Work Organizations



Chapter 12 Article Presentations

Group 15:

Group 16:



Chapter 12 Article Presentations

Group 17:



Chapter 13: Leadership



Chapter 13: Leadership



Chapter 13 Article Presentations

Group 18:

Group 19:



Chapter 13 Article Presentations

Group 20:

Group 21:



Chapter 15: Organizational Structure, Culture, and Development



Chapter 15: Organizational Structure, Culture, and Development



Chapter 15 Article Presentations

Group 22:

Group 23:







Article List for Presentations

Chapter 7: Employee Training and Development

Aguinis, H., Mazurkiewicz, M. D., & Heggestad, E. D. (2009). Using web-based frame-of-reference training to decrease biases in personality-based job analysis: An experimental field study. Personnel Psychology, 62, 405-438.

Van Eerde, W. (2003). Procrastination at work and time management training. The Journal of Psychology, 137(5), 421-434.

Frese, M., Beimel, S., & Schoenborn, S. (2003). Action training for charismatic leadership: two evaluations of studies of a commercial training module on inspirational communication of a vision. Personnel Psychology, 56, 671–697.

Davis, F. D., & Yi, M. Y. (2004). Improving computer skill training: behavior modeling, symbolic mental rehearsal, and the role of knowledge structures. Journal of Applied Psychology, 89, 509–523.

Chapter 8 & 9: Motivation & Positive Employee Attitudes and Behaviors (6 out of 8)

Borman, W. C., Penner, L. A., Allen, T. D., Motowidlo, S. J. (2001). Personality predictors of citizenship performance. International Journal of Selection & Assessment, 9 (1/2), 52-70.

Deal, J. J., Stawiski, S., Graves, L., Gentry, W. A., Weber, T. J., & Ruderman, M. (2013). Motivation at work: Which matters more? Generation or managerial level? Consulting Psychology Journal: Practice and Research, 65(1), 1-16.

George, J. (1991). State or trait: Effects of positive mood on prosocial behaviors at work.  Journal of Applied Psychology, 76, 299-307.

Lam, S. S. K., Hui, C., & Law, K. S. (1999). Organizational citizenship behavior: Comparing perspectives of supervisors and subordinates across four international samples. Journal of Applied Psychology, 84(4), 594-601.

Mael, F. & Ashforth, B. E. (1992). Alumni and their alma matter: A partial test of the reformulated model of organizational identification. Journal of Organizational Behavior, 13(2), 103-114.

Moorman, R. H. (1991). Relationship between organizational justice and organizational citizenship behaviors: Do fairness perceptions influence employee citizenship? Journal of Applied Psychology, 76(6), 845-855.

Rioux, S. M., & Penner, L. A. (2001). The causes of organizational citizenship behavior: A motivational analysis. Journal of Applied Psychology, 86(6), 1306-1314.

Choi, D., Oh, I., & Colbert, A. E. (2015). Understanding organizational commitment: A meta-analytic examination of the roles of the five-factor model of personality and culture. Journal of Applied Psychology, 100(5), 1542-1567.


Chapter 10: Worker Stress and Negative Employee Attitudes and Behaviors

Bowling, N. A. & Eschleman, K. J. (2010). Employee personality as a moderator of the relationships between work stressors and counterproductive work behavior. Journal of Occupational Health Psychology, 15(1), 91-103.


Dupré, K. E., & Barling, J. (2006). Predicting and preventing supervisory workplace aggression. Journal of Occupational Health Psychology, 11(1), 13, 13–26. doi: 10.1037/1076-8998.11.1.13

Long, B. C. (1998). Coping with workplace stress: A multiple-group comparison of female managers and clerical workers. Journal of Counseling Psychology, 45(1), 65-78.

Yang, L., Johnson, R. E., Zhang, X., Spector, P. E., & Xu, S. (2013). Relations of Interpersonal Unfairness with Counterproductive Work Behavior: The Moderating Role of Employee Self-Identity. Journal of Business and Psychology, 28, 189-202. doi: 10.1007/s10869-012-9271-8

Chapter 12: Group Processes in Work Organizations (3 out of 4)

Gully, S., Incalcaterra, K., Joshi, A., & Beaubien, J. (2002). A metaanalysis of team-efficacy, potency, and performance: Interdependence and level of analysis as moderators of observed relationships. Journal of Applied Psychology, 87(5), 819–832. doi:10.1037//0021-9010.87.5.819.


Shuffler, M. L., DiazGranados, D., & Salas, E. (2011). There’s a science for that: Team development interventions in organizations. Current Directions in Psychological Science, 20(6), 365-372. doi:10.1177/0963721411422054


Smith-Jentsch, K. A., Cannon-Bowers, J. A., Tannenbaum, S. I., & Salas, E. (2008). Guided team self-correction: Impacts on team mental models, processes, and effectiveness. Small Group Research, 39(3), 303-327. doi:10.1177/1046496408317794


Stajkovic, A. D., Lee, D., & Nyberg, A. J. (2009). Collective efficacy, group potency, and group performance: Meta-analyses of their relationships, and test of a mediation model. Journal of Applied Psychology, 94(3), 814-828. doi:10.1037/a0015659




Chapter 13: Leadership

Göncü, A., Aycan, Z., & Johnson, R. (2014). Effects of paternalistic and transformational leadership on follower outcomes. The International Journal of Management and Business, 5 (1), 36-58.

Kark, R., Shamir, B., & Chen, G. (2003). The two facets of transformational leadership: Empowerment and dependency. Journal of Applied Psychology, 88(2), 246-255.  

Mackenzie, S. B., Podsakoff, P. M., & Rich, G.A. (2001). Transformational and transactional leadership and salesperson performance. Journal of the Academy of Marketing Science, 29(2), 115-135.

Pillai, R., Schriesheim, C. A., & Williams, E. S. (1999). Fairness perceptions and trust as mediators for transformational and transactional leadership: A two-sample study. Journal of Management, 25(6), 897-933.

Chapter 15: Organizational Structure, Culture, and Development (2 out of 4)

Jaramillo, F., Mulki, J. P., & Solomon, P. (2006). The role of ethical climate on salesperson’s role stress, job attitudes, turnover intention, and job performance. Journal of Personal Selling & Sales Management, 26(3), 271–282.

Joiner, T. A. (2001). The influence of national culture and organizational culture alignment on job stress and performance: evidence from Greece. Journal of Managerial Psychology, 16(3), 229 – 242.

Hartnell, C. A., Kinicki, A. J., Lambert L. S., Fugate, M., & Doyle Corner, P. Do similarities or differences between CEO leadership and organizational culture have a more positive effect on firm performance? A test of competing predictions. Journal of Applied Psychology, 101(6), 846-861.

Reis, G., Trullen, J., & Story, J. (2016). Perceived organizational culture and engagement: the mediating role of authenticity. Journal of Managerial Psychology, 31(6), 1091 – 1105.