Master of Science Degree in Industrial

Industrial/Organizational Psychology is a discipline dealing with human behavior in the work place. It is concerned with the application of the facts, methods, and principles of the science of behavior and mental processes to people at work. I/O Psychologists work in a variety of areas within organizations: selection and placement, training and development, organizational development and change, performance measurement and evaluation, quality of worklife, consumer psychology, and human factors psychology.

To learn more about I/O Psychology, visit the Society for Industrial and Organizational Psychology home page (SIOP).

The Industrial/Organizational Psychology (I/O) Master of Science degree program has the explicit goal of being one of the premiere programs of its kind nationwide. The program is designed to prepare individuals for positions in industry or for entry into an I/O doctoral program. Students are familiarized with the scientist/practitioner model emphasizing both work-relevant research and applying problem-solving skills to organizational problems. Whereas the primary focus of the curriculum is on traditional personnel psychology and research methods, students also learn about broader organizational topics.

In order for students to obtain “competency in the discipline of I/O psychology,” two distinct learning objectives are pursued within the curriculum. One goal is for each student to acquire knowledge (i.e., a cognitive learning level) in the following content areas – ethical, legal and professional I/O contexts; attitude theory measurement and change; predictor assessment; job evaluation and compensation; leadership and management; organizational development; organizational theory; small group theory and team processes; training theory, program design and evaluation; work motivation. A second goal is for each student to develop performance skills (i.e., a behavioral learning level) in the following content areas – research methods; statistical methods/data analysis; criterion theory and development; individual differences; job/task analysis and classification; performance appraisal and feedback; personnel recruitment, selection, and placement. Although the names of these areas of competence are taken from the Society for Industrial and Organizational Psychology’s newest Guidelines for education and training at the doctoral level in industrial/organizational psychology (1998), they cover all of the core methods and I/O domains listed in SIOP’s (1994) master’s guidelines.

All applicants must have a Bachelor’s degree from an accredited institution. Entrants are typically accepted for full-time study beginning in the Fall Semester; on rare occasions part-time applicants are considered case-by-case. Applicants must take the Graduate Record Examination, but the psychology subtest is not required. To be considered, an applicant must have a combined verbal and quantitative GRE score of 1100, including a minimum quantitative score of 550. Also, students must have an undergraduate GPA of at least 3.0 on a 4-point scale, and three strong letters of recommendation. Note that these are minimum criteria; actual selection criteria are typically higher (see the "bulleted" information in the next paragraph. Admission is based on a combination of GPA, GRE scores, letters of recommendation and relevant previous experiences (e.g., research involvement and work experiences). Program prerequisites include psychology courses in statistics and in tests and measurement. Students can be admitted to the I/O Master’s program without these courses, but the courses will have to be completed without credit toward the degree. Students are admitted only for Fall enrollment. Application materials should be submitted no later than February 1.

I/O students are recruited from a national/international pool of applicants. A survey of the program is conducted every five years for departmental review. For the review period from 1997-1999, 196 candidates applied, and 15 were admitted as full-time students representing an overall selection ratio of 7.6%. These 15 entrants had the following characteristics

No part-time students were admitted during this same span (1997-1999). Currently, there are 9 full-time I/O students enrolled and one part-time I/O student: 6 first-year and 4 second-year students.

Students must complete at least 30 hours of coursework including a master’s thesis. Students are expected to maintain a B average or above in all coursework. All coursework except the thesis is usually completed in four semesters covering a 2-yr. period. Over this time, the curriculum is structured to progress from surveys of broad I/O concepts, to in-depth study of important issues, to opportunities for skill application. This occurs for both the scientist and practitioner training goals. Hands-on research opportunities begin with first-semester involvement in faculty research projects, continue throughout, and culminate with conducting a thesis. Hands-on practitioner opportunities occur during an optional internship in the summer between the first and second years, a semester-long practicum elective, and/or a required application-based seminar in the final semester. The I/O program has partnered with many businesses in the community and university units to provide applied experiences for students. After every semester, each student meets with the group of I/O faculty to discuss individual progress through the program in a developmental feedback session.

PSY 570 Industrial Psychology (3 cr.)
PSY 572 Organizational Psychology (3 cr.)
PSY 574 Psychology of Industrial Training (3 cr.)
PSY 600 Statistical Inference (3 cr.)
PSY 601 Correlation and Experimental Design (3 cr.)
PSY 608 Measurement Theory and the Interpretation of Data (3 cr.)
PSY 680 Seminar in Industrial-Personnel Psychology (3 cr.)
PSY 681 Seminar in Research Methodologies of I/O Psychology (3 cr.)
PSY 682 Advanced Seminar in Industrial/Organizational Psychology (3 cr.)

Psy 570, Industrial Psychology (3 cr.). Survey of the applications of psychological principles and of research methodology to the various human problems in the industry, such as personnel selection and appraisal, the organizational and social context of human work, the job and work situation, human errors and accidents, and psychological aspects of consumer behavior.

Psy 572, Organizational Psychology (3 cr.). A survey of basic behavioral science research and thinking as these contribute to the understanding of individual, dyadic, group, intergroup, and other large organization behavioral phenomena. The topics covered include motivation , perception, attitudes and morale, communication, leadership, conflict, problem solving, behavior change, and organizational effectiveness.

Psy 574, Psychology of Industrial Training (3 cr.). P: 3 credit hours of psychology. Use of psychological measurement techniques in assessing training needs and evaluating training effectiveness and the application of learning research and theory to industrial training.

Psy 600, Statistical Inference (3 cr.). P: Pursuit of a degree in the psychology graduate program or consent of instructor. Emphasis on principles underlying both parametric and nonparametric inference.

Psy 601, Correlation and Experimental Design (3 cr.). P: 600. Continuation of 600 with emphasis on the design and analysis of experiments.

Psy 608, Measurement Theory and the Interpretation of Data (3 cr.). P: 600 and B307, or equivalent. The theory of measurement and the development of reliability and the Spearman-Brown equations, true scores and variables, and correction for attenuation. Variance or covariance of combinations of variables. Item analysis and test construction strategies. Reliability and validity of measurements and the influence of measurement error and measurement threats to research design.

Psy 680, Seminar in Industrial-Personnel Psychology (3 cr.). P: 570, 572, and 601. (Formerly numbered 681). Extensively surveys the various areas of industrial-personnel psychology (e.g., selection, placement, training, performance appraisal). Provides a critical and up-to-date review of recent and classical research in these areas.

Psy 681, Seminar in Research Methodologies of Industrial/Organizational Psychology (3 cr.). P: 570, 572, 601, or consent of instructor. (Formerly numbered 680). Intensive analysis of application of various research and statistical methods to the study of human behavior in organizational settings.

Psy 682, Advanced Seminar in Industrial/Organizational Psychology (3 cr.). P: 570, 572, or equivalent. Special topics in industrial and organizational psychology are offered on a rotating basis. Examples of the special topics are work motivation, leadership, advanced selection and placement, and performance appraisal. One topic will be treated each semester.

Psy I578, Occupational Analysis (3 cr.). P: 570. Survey of systematic study of human work, including techniques for analyzing jobs and occupations for personnel and related purposes. Survey of occupational research and related topics. Practice in job analysis.

Psy 683, Seminar in Industrial-Social Psychology (3 cr.). P: 570, 572, or equivalent. Study of research and theory emphasizing social perception, attitudes, supervisory behavior, employee participation, motivation, and organizational structure.

Psy 684, Practicum in Industrial/Organizational Psychology (3 cr.). P: 570, 572, and consent of instructor. Practical experience in the development and implementation of field research in organizational settings. Gives students the opportunity to spend eight hours per week within local business organizations in order to gain experience and skills in industrial/organizational psychology.

A limited number of M.S. fellowships ($12,000), teaching/research assistantships ($9,000), and partial tuition remissions are available to full-time MS students. Generally, financial assistance is very competitive and is awarded on a yearly basis.

John T. Hazer, I/O Area Head, Associate Professor, Ph. D., 1976, Bowling Green State University. The area head, Dr. John T. Hazer, has been a critical part of the I/O core since 1975, directing or serving on 73 theses and non-theses. He is an Associate Professor and past Departmental Chairperson whose primary research interests are in personnel selection. Other interests include the design and validation of employee selection/promotion systems, development and implementation of performance appraisal systems, utility of human resource management programs, relationships between worker affect and organizational outcomes, and development and refinement of measurement scales. Click here to view Dr. Hazer's Student Research Involvements.

Jane R. Williams, Associate Professor, Ph. D., 1995, University of Akron. Dr. Jane R. Williams was hired as a core member in 1995. She is an Associate Professor and specializes in performance appraisal. Interests include performance feedback systems, self-evaluation of performance, the measurement of employee attitudes, and feedback seeking. Click here to view Dr. Williams' Student Research Involvements.

Dennis J. Devine, Assistant Professor, Ph. D., 1996, Michigan State University. The third core member of the area, Dr. Dennis J. Devine, was added in 1996. He is an Assistant Professor whose primary interests include work team effectiveness, group decision making, legal issues in human resources, and selection and training in team contexts. Click here to view Dr. Devine's Student Research Involvements.

Currently, there are 9 full-time I/O students enrolled and one part-time I/O student: 6 first-year and 4 second-year students. (Graduate Student email page). I/O students are recruited from a national/international pool of applicants. Over the 3-yr. span from 1997-1999, 196 candidates applied, and 15 were admitted as full-time students representing an overall selection ratio of 7.6%. These 15 entrants had the following characteristics: average undergraduate GPA = 3.67; average GRE Verbal plus Quantitative subtotal = 1157; average overall GRE score = 1819; 80% were from out-of-state; 80% were female; 100% received some sort of financial support, a portion of which has come from other university faculty and departments who hire the students; and 80% finished their undergraduate degree less than one year before admission as master’s-level students. No part-time students were admitted during this same span.

Over this same 3-yr. period, 12 I/O students graduated (11 of whom were admitted earlier than 1997). Nine of these graduates finished their degrees within 2 calendar years. After graduation, all were either employed or admitted into a doctoral program in I/O or a related field. Graduates typically find initial employment in human resource management positions within areas such as staffing, training, and compensation, or as consultants or personnel generalists. Employment has been found in both private and public sector organizations.

In a survey of 50 I/O Master’s alumni in 1993, 48% reported earning more than $50,000, the top salary range included on the questionnaire. Responding on a continuum ranging from 1 (not at all important) to 5 (extremely important), these same alumni had average responses greater than 4 to questions about how important their MS degree was/will be for obtaining their first position, current position and future positions. Moreover, the average alumni rating of the career impact of 12 individual graduate courses in the I/O curriculum was also greater than 4 on a 5-point scale of importance, and no course received an average rating less than 3.5.

The I/O Master’s Program was the first graduate program within the IUPUI Psychology Department and was started shortly after the University was formed in 1969. Through 1999, the I/O program has had 145 graduates. The following are a few of the historical signposts in the evolution of the program:

For its first 15 - 20 yrs., until the development of Psychology’s doctoral-level programs, the I/O Master’s was the primary graduate program within the Department as characterized by the program’s stable performance, student strength and resources. During this period, the program was staffed by 2 - 3 faculty, usually one of whom was untenured and at the Assistant Professor rank.

Following the Departmental review 1990 - 1992, the I/O program went through a significant transformation. During this period, several faculty changes occurred along with a substantial redirection of the main character and goals of the program. The main shift was in terms of requiring all students to complete a thesis and seeking a maximum of five high-quality, full-time students for annual admission. These programmatic changes were adopted to be able to better focus on student and faculty research goals. I n 1991, the Department also reaffirmed support for the I/O program and rededicated at least three faculty positions to staff it. Together, these changes have allowed for a 3.3 to 1 student-to-faculty ratio, one that is far more manageable than the 5 – 9 to 1 ratios occurring prior to 1990. Two of the current faculty were added in 1995 and 1996. Since the last review in 1997, a major emphasis of the program has been on student development in addition to the continuing focus on student and faculty research goals.

This survey was undertaken to identify the current academic and/or professional status of graduates from the IUPUI Master’s Degree Program in Industrial/Organizational Psychology. One of the principal aims of the study was to provide the Department with accurate and timely information for assessing its effectiveness. In 1993, 50 alumni responded to 15 questions. Below is a summary of the results.

Employment History of Alumni (Each cell number is out of 50 respondents)
	Employer
	Current	1^st	2^nd	3^rd	4^th
Setting Type
Industry	29	22	11	7	3
Government	5	9	3	2	0
Consulting	2	0	1	2	0
Academic	8	6	3	1	3
Other	2	0	0	0	0
None	4	0	0	0	0
Position/Title
HR staff	6	13	2	1	3
HR mgmt	16	7	6	3	0
General mgmt	12	3	1	0	0
Researcher	6	1	1	2	0
Consultant	2	2	5	3	0
Professor	4	2	3	1	3
Retired/other	0	2	1	1	0
Student	0	3	0	0	0
None	0	1	0	0	0
Salary Range
<$20,000	1	12	7	3	2
$20-30,000	3	18	6	3	0
$30-40,000	13	4	4	4	2
$40-50,000	7	1	1	1	0
>$50,000	22	2	1	0	2
Date started (mean/SD)	1985-6/7.2	1981-2/6.9	1982-3/5.6	1983-4/4.2	1984-5/2.5
# Promotions (mean/SD)	1.9/1.87	1.28/1.6	1.08/.4	.16/.4	.80/.8

An effort has been made to form a supportive community atmosphere within the I/O program while the students and faculty pursue their professional goals. Each semester, students and faculty discuss and agree upon both research and administrative objectives. Both first- and second-year students have specific research goals designed to promote their involvement in empirical investigations and the completion of their own theses. Students are invited to collaborate on faculty projects in a partnership which leads both to the students acquiring skills necessary for their own research and to the faculty accomplishing more on their research agendas. Students are also encouraged to publish and present research. In fact, the students have co-authored many peer-reviewed journal publications and conference presentations. Each semester, three or four Brown Bag speakers are invited to the Department to discuss I/O topics with students and faculty; other more formal research presentations are also presented occasionally.

The I/O area also pursues a variety of administrative goals each semester. Examples include reviewing the curriculum, developing an I/O homepage, securing student funding, and liaisoning with other I/O student groups. In addition, the I/O area holds at least one formal social gathering each semester. Over the last four years, however, many of the program’s administrative efforts have been devoted to guiding and developing our students. These activities are aimed at refining graduate student’s personal and professional development, assisting in timely completion of the Master’s thesis, and helping to effectively socialize new students into the graduate school lifestyle. The activities are a semiannual feedback meeting for each student with all faculty, a summer research program and a mentorship program.

The students and faculty within the program come together a few times each semester in order to have a relaxed social gathering. A social committee of both students and faculty exists, and the committee plans the social events that occur during the year, considering input from those in the program. Past social activities have included duckpin bowling, pumpkin carving, a volley-ball/cookout party, a holiday party and gift exchange, and dessert socials.

An effort is made to offer students a variety of local practicum and internship opportunities. Below is a partial listing of such sites.

Beckner*, D., Highhouse, S., & Hazer, J.T. (1998). Effects of upward accountability and rating purpose on peer-rater inflation and delay: A field experiment. Journal of Organizational Behavior, 19, 209-214.

Bottrill*, K. V., & Hazer, J.T. (1995, May). Effects of disability and seeking accommodation on pre-employment evaluations. Poster session presented at the annual meeting of the Society for Industrial and Organizational Psychology, Lake Buena Vista, FL.

Devine, D.J., Clayton*, L.D., Philips*, J.L., Dunford*, B.B., & Melner*, S.B. (1999). Teams in organizations: Prevalence, characteristics and effectiveness. Small Group Research, 30, 678-711.

Devine, D.J., Philips*, J.L., & Fogel*, M. H. (April, 1999). Cognitive ability and team performance: A meta-analysis and preliminary model. Presented at the 12^th Annual Meeting of the Midwestern Psychological Association, Chicago, IL.

Devine, D.J., Philips*, J.L., & Fogel*, M. H. (1999). Cognitive ability and team performance: A meta-analysis and preliminary model. Presented at the 20^th Annual Industrial Organizational/Organization Behavior Graduate Student Conference, Fairfax, VA.

Dossinger*, K. (March, 1999). The effects of procedural justice on the relationship between conscientiousness and contextual performance: A test of two competing models. Paper presented at the 20th Annual Industrial/Organizational Organizational Behavior Graduate Student Conference in Fairfax, VA.

Dunford*, B.B., & Devine, D.J. (1998). Employment at-will and employee discharge: A justice perspective on legal action following termination. Personnel Psychology, 51, 903-934.

Dunford*, B. B., & Williams, J. R. (April, 1999). Feedback Seeking and the relationship between self-supervisor performance ratings. Paper presented at the Meetings of the Society of Industrial/Organizational Psychology. Atlanta, GA.

Harrison*, H. A., & Williams, J. R. (1998). Moderators of the social climate perceptions-employee attitude relationship. Paper presented at the Meetings of the Society of Industrial/Organizational Psychology. Dallas, TX.

Hazer, J.T., & Bedell*, K.V. (In Press). Effects of seeking accommodation and disability on pre-employment evaluations. Journal of Applied Social Psychology.

Hazer, J.T., & Bublitz*, S.T. (1997). Psychometric review of the Law Enforcement Assessment and Development Report (LEADR). Security Journal, 8, 109-111.

Highhouse, S., Beadle, D., Gallo*, A., & Miller*, L. (1998). Get'em while they last! Effects of scarcity information in job advertisements. Journal of Applied Social Psychology, 28, 779-795.

Highhouse, S., Beadle, D.J., Gallo*, A., & Miller*, L. (1996). Effects of scarcity information in job advertisements on initial job-choice decisions. Paper accepted for presentation at the annual meeting of the Judgment/Decision Making Society, Chicago.

Highhouse, S., & Bottrill*, K. (1995). The influence of social (mis)information on memory for behavior in an employment interview. Organizational Behavior and Human Decision Processes, 62, 220-229.

Highhouse, S., & Gallo*, A. (1997). Order effects in personnel decision making. Human Performance,10, 31-46.

Highhouse, S., & Johnson*, M. A. (1996). Evidence of gain/loss asymmetry in employee selection. Paper accepted for presentation at the annual meeting of the Judgment/Decision Making Society, Chicago.

Highhouse, S., & Johnson*, M. (In Press). Gain/loss asymmetry and riskless choice: Loss aversion in choices among job finalists. Organizational Behavior and Human Decision Processes.

Highhouse, S., & Yuce*, P. (1996). Perspectives, perceptions, and risk-taking behavior. Organizational Behavior and Human Decision Processes, 65, 159-167.

Highhouse, S., & Yuce*, P. (1994). The effects of framing on perceptions of alternatives in the Asian Disease Problem. Paper presented at the annual meeting of the Judgment/Decision Making Society, Saint Louis.

Loher, B.T., Hazer, J.T., Tsai*, A., Tilton*, K., & James*, J. (1997). Letters of reference: A process approach. Journal of Business and Psychology, 11, 339-356.

Loher, B.T., Hazer, J.T., Tsai*, A., Tilton*, K., & James*, J. (1991, August) Letters of reference: A process approach. Paper presented at the annual meeting of the American Psychological Association, San Francisco, CA.

Lueke*, S. B., Williams, J. R., & Goodman, S A. (April, 1999). Personality and Performance in Customer Service Jobs. Paper presented at the Meetings of the Society of Industrial/Organizational Psychology. Atlanta, GA.

Mees Koch*, C., & Devine, D.J. (1999). Effects of reasonable doubt definition and inclusion of a lesser charge on jury verdicts. Law & Human Behavior, 23, 653-674.

Shermis, M. D., & Lombard*, D. (1999). A comparison of survey data collected by self-completed mail questionnaire and electronic mail. Journal of Business and Psychology, 14(2), 341-354.

Shermis, M. D., Koch*, C. M., Page, E. B., Keith, T. Z., & Harrington, S. (April, 1999). Trait ratings for automated essay grading. Paper presented at the annual meetings of the National Council on Measurement in Education, Montreal, Canada.

Shermis, M. D., Fogel*, M. H., & Olson*, J. J. (April, 1999). Controlling item exposure for web-based computerized adaptive tests. Paper presented at the annual meetings of the American Educational Research Association, Montreal, Canada.

Shermis, M. D., Koch*, C. M., Page, E. B., Keith, T. Z., Harrington, S. (1999, November). New developments in grading essays by computer. Presentation given to the Delaware Educational Research and Development Center, Newark, DE.

Svanum, S., Chen, S. H. A., & Bublitz*, S.T. (1997). Internet-based instruction of the principles of baserate and prediction: A demonstration project. Behavior Research Methods, Instruments, & Computers, 29, 228-231.

Thomas*, J. B., & Williams, J. R. (April, 1999). Examination of the feedback-seeking process: The effect of source-supportiveness. Paper presented at the Meetings of the Society of Industrial/organizational Psychology. Atlanta, GA.

Thompson, J., Barker, K., & Olson*, J. (October, 1998). The Changing Environment of Health Care. Presentation at the ACT Regional WorkKeys® Conference, St. Louis.

Tsai*, A. C., Hazer, J. T., & O’Connor, R. (1994, August). Self-evaluation: Improving individual performance on a group task. Paper presented at the annual meeting of the Academy of Management, Dallas, TX.

Williams, J. R., Bublitz*, S. T., & Melner*, S. A. (1997). Feedback seeking: The costs may in fact be real. Poster presented at the Meetings of the Society for Industrial/Organizational Psychology. St. Louis, MO.

Williams, J. R., & Johnson*, M. A. (In Press). Self-Supervisor agreement: The influence of feedback seeking on the relationship between self and supervisor ratings of performance. Journal of Applied Social Psychology,30,275-292.

Williams, J. R., & Lueke*, S. B. (1999). 360-degree feedback system effectiveness: Test of a proposed model. Journal of Quality Management, 4,23-49.

Williams, J. R., & Lueke*, S. B. (1998). 360-degree feedback system effectiveness: examination of participant reactions. Paper presented at the Meetings of the Society of Industrial/Organizational Psychology. Dallas, TX.

Yuce*, P., & Highhouse, S. (1998). The effects of attribute set-size and pay ambiguity on reactions to "Help Wanted" advertisements. Journal of Organizational Behavior, 19, 337-352.

Webb, Janine (April 12, 2001). Social dilemma research and the organizational psychologist. Lecturer, School of Psychology, Deakin University, Geelong, Australia.

Davis, John E. & Jackson, Phyllis T. (Februrary 16, 2001). Charge processing and mediation. Mediator & Program Analyst, Indianapolis District Office of the EEOC.

Baldwin, Timothy, T. (December 1, 2000). The Kelley School progress study: Interpersonal skills and their relationship to personal and career success. Professor of Management, Kelley School of Business, Indiana University.

I/O Second-Year Students. (November 10, 2000). Averitt, Jason Human resources in a 4-star hotel; Hamel, Brooke The impact of procedural, distributive, and interactional justice on employee performance of organizational citizenship and anti-citizenship behaviors; Jarvis, LaRita Contingency model of supervisory support; Olafson, Kristi The life of a recruiter in a fortune 500 company; Pryce, Jennifer The effects of leader-member exchange relationships on team cohesion and performance.

Dossinger, Karyn & Olkkonen, Heli (September 29, 2000). Making the transition: using industrial/organizational psychology in consulting careers. Organization Effectiveness Consultant & International Consultant, Watson Wyatt Worldwide.

I/O Second Year Student (April 28, 2000). Fogel, Marc Developmental attachment as a predictor of team performance.

Hazer, John, Devine, Dennis, & Williams, Jane. (April 28, 2000). I/O Competencies: Mapping the content of our curriculum. I/O Faculty, Department of Psychology, IUPUI.

Hundley, Stephen (March 31, 2000). Internal consulting in human resources: How to turn human resource managers into internal consultants. Assistant Professor of Organizational Leadership and Supervision, IUPUI.

Murphy, Michael (March 9, 2000). The experiences of a master's graduate in private practice. CEO, Personal and Benefits Resources, Inc.

Smedley, Joseph W. (December 3, 1999). Developing a personal commitment to multicultural understanding. Founder and Principal, J. Wm . Smedley Company.

Poffenberger, Ellen (November 5, 1999). Recruitment and retention. Assistant Vice Chancellor for Human Resources, Human Resources Administration, IUPUI.

I/O Second-Year Graduate Students (October 8, 1999). Koch, Chantal Mees The impact of goal orientation and conscientiousness on the frequency of seeking different types of feedback; Leonard, Emily A. Accountability in multisource feedback systems; Philips, Jennifer L. The effects of a conflict-inducing strategy in group decision making in a simulated business environment; Phillips, Mindy A. Creating a Service Center for the World at RCI. Department of Psychology, IUPUI.

Brandt, Katie & Weibel, Sophia (April 23, 1999). Transitioning into the consulting role. Organizational Development Consultant/Manager, Arthur Andersen Performance & Learning Consulting.

Savitsky, Jeffrey C. (March 25, 1999). The assessment and selection of police and firefighter applicants. Director, Institute for Public Safety Personnel.

Robinson, Sarah K. (December 4, 1998). The use of surveys in the workplace: The employee satisfaction – customer satisfaction – profit relationship. Proprietor and Consultant, Organizational Development Consulting.

Hawkins, R. Ray (October 29, 1998). Selection processes in sports teams. Consultant, College Associates.

I/O Second-Year Graduate Students (September 25, 1998). Dossinger, Karyn The moderating effects of procedural justice on the relationship between personality and contextual performance; Harrell, Eric Geography training redesign at Resorts Condominiums International; Olson, Jennifer Validation of a selection measure for training in a healthcare setting. Department of Psychology, IUPUI.

Brown, Julie (April 17, 1998). Job search techniques: Resume tips, networking and interviewing. Career Counselor, Career Center, IUPUI.

Pfenniger, David (April 2, 1998). Systems thinking and consulting. Executive Consultant, Praxis Consulting.

Ebert, Kim (March 12, 1998). The employment litigation explosion: Trends in lawsuit files. Labor Attorney and Partner, Locke Reynolds Boyd & Weisell.

Beach, Julie (December 5, 1997). JASS/RASS: Resorts Condominiums International’s realistic job preview and hiring system. Senior Organizational Development Consultant, RCI Limited.

I/O Second-Year Graduate Students (November 14, 1997). Brandt, Katie Internship at Resorts Condominiums International; Clayton, Laura Group processes and performance across tasks; Dunford, Ben Feedback seeking and self-supervisory agreement: A field study; Lueke, Sarah Assistantship at Human Resources Administration; Thomas, Jami Feedback seeking in organizations. Department of Psychology, IUPUI.

Smedley, Joseph (October 3, 1997). Diversity management in organizations. Visiting Professor, Department of Psychology, IUPUI.

Goodman, Scott (May 9, 1997). The science and practice of I/O Psychology. Consultant, Saville & Holdsworth Ltd.

Montgomery, Donita (April 15, 1997). Legal issues in the EEOC. Senior Trial Attorney, Equal Employment Opportunity Commission.

Murphy, Michael (April 3, 1997). Tales from the road. CEO, Personnel & Benefits Resources, Inc.

Melner, Sarah (March 4, 1997). Self-directed work teams: Internship at Delta Faucet. I/O Graduate Student, Department of Psychology, IUPUI.

Brooks, Andra (February 14, 1997). The consultant’s calling: Internal consulting issues. Organizational Effectiveness Consultant, Eli Lilly.

I/O Second-Year Graduate Students (November 22, 1996). Holly Harrison, Training and Development Internship at Conseco; Lynn Miller, The Impact of Job Ad Size and Picture Attractiveness on Likelihood of Applying and on Perceptions of Corporate Image; Scott Bublitz, Understanding Self-Adaptive Testing Using the Perceived Control Hypothesis. Department of Psychology, IUPUI.

Devine, Dennis (November 1, 1996). Teams in organizations: A review and preliminary taxonomy. Assistant Professor, Department of Psychology, IUPUI.

Knight, Steve (October 18, 1996). Managing human resources in the midst of change. Director of Human Resources, Acordia Health Care Solutions.

Beckner, David (February 27, 1996). Employee surveys. Vice President, Business Process Excellence, Walker Group.

Hershenson, Marvin (January 31,1996). Practical issues of training and development within the organization. Director of Training and Development, Simon Property Group.

Taw, Bill (December 7th, 1995). How to implement business process re-engineering. Associate Director of Enterprise Technology, Naval Air Warfare Center.

Magjuka, Richard (November 16th, 1995). Electronic commerce: Implications for organizational development. Associate Professor, School of Business, IUPUI.

Williams, Jane (October 5th, 1995). Feedback seeking in organizations. Assistant Professor, Department of Psychology, IUPUI.

Bryant, Scott (March 2, 1995). Validation of a selection procedure for an entry-level production job position. Manager, Selection Services, Human Resource Department, Inland Container Corporation.

Dunlap, Dennis (February 10, 1995). Human resources at Conseco Inc.: Taking a look at some global and local issues. Senior Vice-President, Human Resources, Conseco Inc.

Miller, Hank (December 5, 1994). The Family Medical Leave Act: Implications for human resource professionals. Manager, Staff Training, Human Resource Administration, IUPUI.

Austrom, Douglas (November 3, 1994). The challenge of change management. Turning Point Associates.

Highhouse, Scott (October 6th, 1994). Attraction effects in selection: Decoy and phantom job candidates. Professor, Department of Psychology, IUPUI.

Weldon, Elizabeth (March 29, 1994). Conflict management: U.S. & Chinese joint ventures. Associate Professor, School of Business, IUPUI.

Colquitt, Alan & Coverdill, Kathy (March 10, 1994). Organization design and development at Eli Lilly & Co: A framework for improving organizational performance. Effectiveness Consultants, Eli Lilly & Co.

Brookins, Robert (November 18, 1993). Neosexism and the law. Associate Professor, School of Law, IUPUI.

Mesch, Debra (October 28, 1993). Unexpected consequences of improving workplace justice. Assistant Professor, School of Public and Environmental Affairs, IUPUI.

Roberts, Larry (October 7, 1993). Training leadership trainers. Personnel Director, Indianapolis Star-Indianapolis News.

Henry, Rebecca (April 16, 1993). Performance self-predictions and spontaneous goal setting. Associate Professor, Purdue University.

Shermis, Mark (December 9, 1992). Computerized adaptive testing. Director, I.U.P.U.I. Testing Center.

Klein, Mary & Young, Chris (November 18, 1992). Compensation for the 90’s. Compensation Analysts, Boehringer Mannheim Corporation.

Friedberg, Judy (October 14, 1992). A new population in the workforce of tomorrow. Human Resource Administration, IUPUI.

Liszewski, Hank (April 16, 1992). Applying I/O theory to facilitate organizational change. Manager of Organizational Change & Human Resource Development, Thomson Consumer Electronics.

Sanner, Larry (February 27, 1992). The Americans With Disabilities Act. Supervisor, Equal Employment Opportunity Commission.

Mosey, Susan (November 22, 1991). Drug testing in the workplace. Manager, Employment Services, Boehringer Manheim Corporation.

Lukens, Lisa (September 27, 1991). Behavior-based safety process. Employee Relations Manager, Delta Faucet Company.

Ones, Deniz S. (March 23, 2001). Personality for mangers and presidents. Associate Professor and Hellervik Endowed Professor in Industrial and Organizational Psychology, University of Minnesota.

Ryan, Ann Marie (February 18, 2000). What applicants see as fair: Applying social justice theory to selection contexts. Associate Professor, Department of Psychology, Michigan State University.

Da Silva, Nancy (March 25, 1999). Understanding individual entrepreneurship. University of Houston.

Avolio, Bruce J. (March 5, 1999). Stretching the concept of leadership across the full range: A multi-level view of leadership assessment and development. Director of the Center for Leadership Studies, Binghamton University.

Devine, Dennis (April 19, 1996). Expertise and the use of information in decision making. Michigan State University.

Strickland, Oriel (April 15, 1996). Control motivation, attention to a subordinate, and performance appraisal outcomes. Purdue University.

Christiansen, Neil (April 11, 1996). In search of the team player: Identifying individual differences related to team effectiveness. Northern Illinois University.

Woehr, David (March 29, 1995). Understanding frame-of-reference rater training: The memory/judgment paradox. Texas A&M.

Williams, Jane (March 28, 1995). The role of perceived system knowledge in the performance appraisal process. University of Akron.

Mohammed, Susan (March 9, 1995). The development of shared frames in a group decision-making context. Ohio State University.

Organ, Dennis (April 15, 1994). Work context, personality, organizational citizenship behavior. School of Business, Indiana University.

Buckley, Tim (April 13, 1993). The effect of expertise environmental uncertainly and desirability on forecasting accuracy and confidence. University of Illinois.

Reiter-Palmon, Roni (April 12, 1993). Defining ill-defined problems: The first step in creativity. George Mason University.

Highhouse, Scott (April 21, 1992). Framing threats and opportunities: Addressing the micro side of a micro topic. University of Missouri-St. Louis.

Downey, Ronald (1991). Studies of the faculty salary equity. Kansas State University.

McLaughlin, Gerald (1991). Applied look at information support in organizations: Five function models. Virginia Polytechnic Institute and State University.

Self-Appraisal-Faculty Feedback (SAFF; pronounced “SAFE”) sessions are face-to-face meetings where graduate students meet individually with the I/O faculty to talk about student involvement and progress in the program. SAFF meetings occur at the end of each semester during a student’s first two years (i.e., twice every academic year). Each meeting takes about 60 minutes and involves all three I/O faculty whenever possible. The focus of discussion in each SAFF meeting is the “thought questions” covering various dimensions of student activity (see below). Although the same questions are used for each meeting, the tone and content of each session will vary somewhat depending on the semester (i.e., first, second, third or fourth). Students are expected to be prepared to discuss themselves and to ask specific questions in areas where feedback is desired.

The purpose of SAFF is to provide a structured opportunity for students to reflect on their experiences in the I/O program, plan for the future, and receive personal and professional feedback that might otherwise be missed. The SAFF process is intended to be developmental, not judgmental. At a minimum, SAFF meetings should stimulate problem-solving and goal-setting; ideally, they will produce self-insight and a deeper understanding of strengths and weaknesses. Although certain themes are emphasized in each meeting (e.g., research involvement, class attendance and participation, organizational citizenship), there is no formal evaluation. The overall goal is to ensure that a student’s remaining time in the program contributes maximally to his/her degree progress and professional development.

1. Sign up for a SAFF session on a schedule circulated/posted by the faculty.

--Have I made a substantial contribution to at least one project other than my thesis?

--What are my expectations regarding authorship and have I discussed them with the
appropriate faculty member(s)?

--What can I do to improve my research contribution to the program next semester?

--Which of the following do I consider to be strengths and which do I see as needing
improvement:

--What can I do to increase my skills in areas where I consider myself to be weak?

Thesis

Personnel Psychology (e.g., Selection, Training, Performance Appraisal, Legal Issues)

Organizational Psychology (e.g., Attitudes, Motivation, Leadership, Teams, OD)

Psychological Measurement (e.g., Psychometrics, Test Construction, Item Analysis)

Statistics (e.g., T-tests, ANOVA, Regression, Factor Analysis, Structural Equations)

--Is there any feedback I can share that might help the faculty improve their courses or
the curriculum?

--What do I currently plan to do when I graduate: (1) Apply to a Ph.D. program, (2)
Seek a consulting position, (3) Seek an HR position, or (4) Something else.

We hope this process will be a positive experience and one that you will find helpful as you progress toward becoming an I/O professional!! Above all, remember: SAFF IS FOR YOU. . . TAKE MAXIMUM ADVANTAGE OF IT.

Contact Information

To request further information about the I/O Master's program at IUPUI, please write or call:

Susie Wiesinger
Graduate Program Coordinator
IUPUI Department of Psychology
402 North Blackford Street LD 124
Indianapolis, IN 46202-3275
Voice: (317) 274-6945
FAX: (317) 274-6756
E-mail: swiesing@iupui.edu

What is I/O Psychology?	M.S. Program Objectives	Admission Requirements
Degree Requirements	I/O Course Descriptions	Financial Assistance
Faculty	Graduate Students	M.S. Program History
Alumni Survey Results	Program Activities	Social Activities
Practicum/Internship Sites (Partial Listing from 1991-1996)	I/O Student Publications and Presentations (1991-1999)	I/O Invited Speakers (1991-2001)
Student Feedback	Contact Information

Questions	Mean	SD
If you did NOT have your first job before starting work on the MS degree at IUPUI, how important was the MS degree in obtaining your first career-related position?	4.05	1.23
How important is your education for your current position?	4.12	0.94
How important is your education to your future career?	4.14	1.17

How important were the following courses in terms of impact on your career:	Mean	SD
570 Industrial Psychology	4.23	0.84
572 Organizational Psychology	4.21	0.93
574 Psychology of Industrial Training	3.88	1.02
578 Occupational Analysis	4.04	1.08
600 Statistical Inference	3.96	1.12
601 Experimental Design	3.52	1.19
608 Measurement Theory	3.64	1.13
680 Seminar in Personnel Psychology	4.33	0.92
681 Seminar in Research	4.09	1.00
682 Applications in I/O Psychology	4.04	1.02
683 Seminar in IndustrialSocial Psychology	4.50	0.76
684 Practicum	4.41	0.69