PSY 6450 Psychology of Work

1
PSY 6450 Psychology of Work
Unit 1 Schedule Today and Monday
Lecture Wednesday, 9/10 Exam
2
Homecoming Announcement October 24 Departmental
Outstanding Alumni Recipient

• Shezeen Oah, Chung-An University, Seoul, Korea
• MA, Industrial/Organizational Psychology 1989
• Ph.D., Applied Behavior Analysis 1990
• 10 US publications, 43 presentations
• 60 Korean publications
• 800,000 in grants and contracts
• First international recipient
• Only the 2nd I/OBM recipient
• Attends ABAI every year with 5-6 students who
  present 3-5 posters

(he will be here Friday, 300 or 330,
presentation watch for other events!)
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PSY 6450 Unit 1

• Some facts and a little history of I/O
• Aamodt
• Certification and licensing of behavior analysts
• Dickinson paper
• Differences between I/O psychology and OBM
• Bucklin et al. (2000)
• Written essential material into SOs
• History of OBM
• Dickinson (2000)
• 20th anniversary issue of JOBM

New name for our I/O programs IOBM MA and Ph.D.
4
SO 1 I/O vs. Business Fields

• I/O focuses on factors that affect the people
  business focuses on factors that affect running a
  business such as marketing channels,
  transportation networks, cost accounting
• Business courses accounting, finance, marketing,
  business law, corporate policy, information
  systems
• Psychology courses training and development,
  selection and placement, systems analysis,
  experimental methodology (permitting evaluation
  of interventions)
• However, there is clearly overlap Psychology of
  work vs. organizational behavior and management
  systems analysis vs. business process management
  and supply chain management, for example.

(recommend that all of our students take
accounting in Tble 1.1 very interesting MBA,
no courses in research methdology, employee
selection, very few training and performance
appraisal really important when you think of
managers in most organizations that many/most of
you will be working with)
5
Four basic areas of I/O psychology (NFE)

• Personnel Selection and Placement
• Main area of emphasis for I/O
• Not emphasized in OBM
• Training and Instructional Design
• Largest area of employment for MAs
• Performance Management
• Focus of this course
• Systems Analysis - Organizational Development
• these differ from Aamdots list his are more
  general
• (Note not counseling or clinical. EAP programs -
  counseling/clinical/social work degrees recent
  health and wellness programs - yes)

6
SO 3 NFE The I and O in I/O Psychology

• Industrial
• Focuses on the individual worker/position
• Determining the requirements of each job/position
• Selecting individuals who have those requirements
• Training individuals to improve their competency
• Organizational
• Any aspect of the organization and structure that
  affects performance and/or satisfaction
• Reward/pay systems
• Feedback systems
• Organizational structure (systems analysis)

(distinction that has little relevance today,
overlap between the two, but remains in the name)
7
SO 4 Some I/O history - first area of application

• The oldest area of application and the one that
  still dominates today is Personnel Selection
  Placement.
• Main difference between I/O programs and OBM
  programs.
• Personnel Selection got started by selection and
  placement of military personnel in WWI WWII
• Clinical tests, typically intelligence and
  personality tests, and used them to test recruits

(emphasis influences other aspects of training -
statistical methods used to determine
reliability and validity of tests - job
relatedness SO8 Aamodt, at least 5 stats
courses in PH.D. IO)
8
SO5 Putting the O in I/O psychology

• One of the greatest episodes in the formation of
  I/O according to many
• Hawthorne Studies in the 1930s
• Heretofore restricted to the I in I/O job
  analysis, selection, and training
• Expanded to the O in I/O psychology human
  relations, the work environment, and attitudes
  (especially job satisfaction and group morale)

9
SO6 Personnel Selection (NFE)

• I/O expanded greatly when Congress passed Title
  VII Civil Rights Act, 1964
• Banned unfair discrimination against minorities
  and females
• I/O has a lock on personnel selection as a
  profession

Other EEO Laws

• Age Discrimination
• Vietnam/Disabled
• Veterans
• Americans with
• Disabilities Act

(overlap between I/O and OBM and other areas mgt
0 MBA programs, human resources, Industrial
engineer - selection remains I/O. dont deal with
laws and issues here, personnel selection)
10
SO9 Where do I/O psychologists work?

• 9A MAs (learn top two for exam)
• Private Industry 44
• Consulting firms 37
• Public Government 11
• Higher education lt1
• 9B Ph.D.s (learn top three for exam)
• Higher education 40
• Consulting firms 25
• Private Industry 23
• Public Government 8

(note difference PhD universities vs. industry
difference MA, private, more likely to work in
private business with MA consulting firms,
interesting data, first time HSS)
11
SO10 Employment outlook and growth of the field

• In 2014 the Bureau of Labor Statistics predicted
  that the opportunities for IO psychologists are
  expected to increase by 53 between 2012-2022!!
• Largest expected increase of any field!

(Note salary higher)
12
SO10, but NFE Growth of field
SIOP Members
Year

• 1945
• 1960
• 1970
• 1980
• 1990
• 1995
• 2000
• 2010
• 2014

• 130
• 700
• 1,100
• 1,800
• 2,800
• 4,500
• 5,700
• 8,000
• 8,300

(great if we had that many OBM Net members?)
13
SO11 Salaries - SIOP Survey 2012 (NFE)
Median Starting Median Overall Male Median Female Median
PhD 78,000 113,200 118,000 103,000
MA 64,000 80,750
PhD median starting same for applied profs
Profs significantly lower than applied Female
median is 15 lower than males but first
significant decrease-and least since-1982!
(High starting salary for MAs - 40-50 K last
pertains to PhDMA combined mean salaries 20
lower about 50 of students are now female
14 when I got my IO degree in 1977 WMU figures
in Sos expt inst. ranks lower fulls paid 10
less than males)
14
Facts about I/O psychology

• SO12 Primary professional organization for I/O
  psychology

Society for Industrial/Organizational
Psychology Web site www.siop.org
Also, SIOP is Division 14 of APA (Behavior
Analysis is Division 25)
15
Facts about I/O psychology

• SO13 Primary journal for I/O
• psychology (NFE)

Journal of Applied Psychology
Note list of 22 journals in Table 1.5 JOBM is not
included
(little cross-fertilization between IO psychology
and OBM At this point in time most OBM
practitioners/students dont know much about IO
and vice versa 2011 special issue of JOBM
devoted to integration well worth reading)
16
Facts about I/O psychology

• SO14 Percentage of PhD psychologists who are I/O
  psychologists

4
Thus, its not surprising that people dont know
about us
17
SO15 Licensing of IO Psychologists (this slide
NFE)

• Very different than clinical psychology
• Varies from state to state
• Some require it, most dont
• Some states preclude it - i.e., MI
• Educational and experiential requirements focus
  on clinical/counseling courses and internships
• Academics (who do not practice) do not have to be
  licensed

(next few sos, licensing in IO psychology, and
certification/licensing in BA)
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SO15 SIOP opposes licensing - why?

• SIOP maintains that I/O psychologists
• Should be able to be licensed
• But should not be required to be licensed
• Main reason why licensing is not needed
• Licensing is designed to protect the public in
  health care areas (mental and behavioral health).
  I/O psychologists are not health care providers
  and do not deal with vulnerable populations.
• Same argument OBM practitioners are making about
  license laws for behavior analysts
• SIOP successfully blocked some states from
  passing license laws covering I/O 15 years ago

(licensing originally to protect public -
vulnerable populations, health care areas Next
slide, certification/licensing of behavior
analysts,)
19
Certification vs. Licensing, Behavior Analysts

• Organizations that oversee credentialing
• Certification Behavior Analysis Certification
  Board (BACB)
• Nonprofit international organization (separate
  from ABAI)
• Licensing Individual states
• Differences
• Certification is voluntary while licensing is
  legally required
• Requirements for certification are the same from
  state to state and around the globe while
  requirements for licensing vary from state to
  state

(independent from ABAI compliance overseen by
licensing boards established by the state Legal
penalties for violating license laws , 19 states
have license laws)
20
Requirements for Certification and Licensing are
similar Why?

• Certification predated licensing
• National certification began 1998, licensing
  began 2009
• BACB anticipated licensing and developed and
  posted a model license law on its web site
• States why re-invent the wheel when a
  well-respected organization had already developed
  standards and an exam?
• Certified behavior analysts were typically the
  ones who advocated for license laws and
  spearheaded their adoption and thus encourage
  states to adopt the model license law or
  something similar

(In almost all states, the requirements for
licensing are the same or similar to requirements
for certification some states, identical in a
few you must be certified to be licensed any
event, similar. )
21
SOs16 17 Why license laws?

• To protect at risk-individuals seeking behavior
  analytic clinical services
• To accompany autism insurance laws that have
  recently been passed, specifying and regulating
  the individuals who can receive insurance
  reimbursement
• Some behavior analysts believe license laws
  should protect all consumers, not just at-risk
  individuals (also thus protecting the field in
  general)
• Some believe that we will not achieve the same
  status as other professionals (doctors, licensed
  clinical psychologists) unless we are licensed

(first two are the main ones some states use
certification as standard Employees, athletes,
college students, etc.because of these differing
views, two broad category of laws)
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SO19 Two types of laws

• Restrictive laws
• Only behavior analysts who provide clinical
  services to individuals need to be licensed, for
  example
• Those who work with children diagnosed with
  autism
• Those who work with individuals with
  developmental and intellectual disabilities
• Those who work with seniors with dementia
• Broad title and practice laws
• You cannot call yourself a behavior analyst
  (title) or practice behavior analysis (practice)
  unless you are licensed

(Skip to 19, come back to 18. in general, two
types of laws, although one state has a title
law first type relates to the first 2reasons on
the previous slide, the last type relates to all
four reasons)
23
States that have each type (according to Dr. D.)

• Restrictive laws 15 states
• Alabama, Alaska, Kansas, Louisiana, Maryland,
  Nevada, New York, North Dakota, Oklahoma, Oregon,
  Pennsylvania, Rhode Island, Tennessee, Utah and
  Virginia
• Michigan has a restrictive law pending (it is in
  the legislature)
• Broad title and practice laws 5 states
• Arizona, Kentucky, Massachusetts, Missouri,
  Wisconsin
• 11 laws were passed within the past 2 years all
  restrictive
• Due to revision of the BACB model license law in
  2012, including wording for the potential
  exclusion of applied behavior analysts who
  provide non-clinical services, and explicitly OBM
  practitioners and applied animal trainers
• Seems to be the trend (although again I could be
  wrong)

(I could very well be wrong it is hard to
interpret the laws talk more about this in the
article)
24
SO18 Reasons why most OBMers are not certified
and oppose licensing

• OBM does not deal with at-risk individuals (same
  reason SIOP opposes licensing for I/O
  psychologists)
• No insurance reimbursement is at stake OBM
  clients are private pay and will always be
  private pay, thus our clients do not require it
• Except for basic behavioral principles, the
  current certification process, particularly the
  exam, is not relevant for those in OBM

(back to SO18 next slide, the fourth reason)
25
SO18 Reasons why most OBMers are not certified
and oppose licensing A fourth reason

• Licensing, given the current requirements, would
  detract from the training of our students
• OBM students need different skills and training
  than those currently required for licensing (and
  certification)
• Without increasing the number of credit hours in
  our graduate training program, we could not train
  our students as well

(Note that I did not say are opposed to
certification that is voluntary. Also, I know I
said 3 reasons in the Sos the fourth, which I
consider to be the most important is actually an
implication or result of the third)
26
Discussion of Certification and OBM

• Certification is not as controversial as
  licensing because it is voluntary
• It is, however, making it more difficult for our
  students to obtain academic positions. Why?
• Most colleges and universities have limited
  resources and most do have OBM programs or OBM
  tracks within their BA programs. Thus, when they
  hire, even if they would like someone to teach
  some OBM courses (Psychology of Work, Training,
  Systems Analysis), they are requiring BACB
  certification so that those faculty can also
  contribute to the certification and supervision
  of students who seek certification

27
Some Major Differences Between I/O and OBM

• Bucklin et al., 2000

(only highlight some important differences -
embedded those in sos)
28
Purpose

• To identify similarities and differences with
  respect to topics and research methods used in
  OBM and traditional I/O psychology

29
Method

• JAP
• Authors reviewed every article in JAP between
  1987 1997 (N 997)
• Classifications were primarily derived from Nolan
  et al. (1999) who previously analyzed articles in
  JOBM for the same years (N119)
• JOBM
• JAP classification results were compared to JOBM
  data collected by Nolan et al. (1999)

30
Qualification on the data

• VanStelle et al. (2012) published an updated
  review of the publications in JOBM
• Reviewed articles published between 1998-2009
• I couldnt use these updated data because there
  arent any comparisons with JAP
• I compared the JOBM data from the two articles,
  however, and was struck by similarity of data

(DVs, IVS, social validity some of the
differences simply reflect the interests of the
academics)
31
SO21 No unifying theory in I/O (NFE)

• I/O Psychology
• No unifying theory historically
• No unifying theory today
• At least 10 motivational theories Aamodt
• At least 8 leadership theories Aamodt
• Motivational theories and leadership theories
  (already 18 different theories)
• Leads to research and articles about who is right

32
SO21 Unifying theory of OBM (NFE)

• OBM (emerged in the late 60s and early 70s)
• Unifying theory of behavior analysis
• Emerged from other areas in behavior analysis
• - programmed instruction (Brethower)
• - clinical psychology (Daniels, Gilbert)
• - experimental (Anderson, Brown)
• - general applied (Hopkins)
• - education (Sulzer-Azaroff)
• Behavior analysis is unique - apply the same
  principles across all specializations (not only
  for topics within OBM)

33
SO22 Topics in JAP JOBM
22A Rank order top 3 in JAP
JAP
JOBM

1. Selection Placement
2. Statistical Analysis Procedures
3. Performance Appraisal

1. Productivity Quality
2. Customer Satisfaction
3. Training and Development

34
SO22B Of top 12 topics, commonalities

• Only three!!
• Productivity Quality
• Training Development
• Health Safety

35
Differences (NFE)

• Ranking

JAP Selection/Placement Statistical Analysis Performance Appraisal Attitudes, Cognition Legal Issues Turnover, Absenteeism, Attendance T D Productivity Quality Gender Minority Group Performance Leadership/Decision Making Safety, Health JOBM Productivity Quality Customer Satisfaction T D Safety, Health Accuracy Rate of Performance Sales Labor Cost Timeliness Novelty Management/Systems Analysis
(most OBM articles dealth with productivity
quality issues, 5-10 measures more breadth I/O)
36
SO23 Primary research strategy

• Percentage of research articles that were
  experimental vs correlational (NFE)
• JOBM JAP
• Experimental 95 40
• Correlational 5 60
• Primary research strategy
• JOBM Experimental
• JAP Correlational
• What is the problem with correlational research?

(in this and the next few Sos, I have rounded the
s to make it easier for you to learn)
37
SO24 Field vs. Laboratory Exp. (NFE)
Experimental Setting JOBM N 60 JAP N 308
Field 80 20
Laboratory 20 80
(NFE, but using this to make a point later,
reversed)
38
SO 25 Applied vs. Theoretical Research Studies
Research Question JOBM N 60 JAP N 308
Theoretical 55 95
Applied 45 5
(more applied studies in the VanStelle 2012
review 73)
39
OBM vs. I/O (NFE)

• The percentage of experimental studies conducted
  in the field was much higher in JOBM
• JOBM 80 JAP 20
• The percentage of applied vs. theoretical
  experimental studies was much higher in JOBM
• JOBM 45 JAP 5
• Conclusion
• OBM is more applied and the gap between
  research and practice appears to be larger in I/O
  than in OBM

40
SO 28 Independent Variables, how many were the
same?
JAP (N308)
JOBM (N60)

• Antecedents/ 71
• Information
• 2. Training 15
• 3. Goals 10
• 4. Feedback 8
• 5. Monetaryconsequences 5
• 6. Non-monetaryconsequences 1
• 7. Praise .3

1. Feedback 75
2. Training 63
3. Monetary 33consequences
4. Antecedents/ 32Information
5. Non-monetary 28consequences
6. Goals 25
7. Praise 18
8. Punishment 5
9. System design 2

(Moving to SO28 top 7 were the same, but
proportion very different. JAP antecedents/JOBM
consq, pack Combined goals, feedback, consq.
not surprising I am covering the topics I am in
this class Not changed much in 2012 review
package interventions more effective, in sos
articles)
41
SO 28 Independent variables in studies

• In I/O
• The main IV is antecedent/instructional control
• Consequences are manipulated only rarely
• 70 manipulated antecedents only 15 examined
  feedback or consequences
• In OBM
• Antecedents are rarely used alone
• Consequences are manipulated much more
• Feedback, 75 and consequences, 65
• Package interventions are used much more
  frequently
• This is an artifact of the types of studies
  conducted a considerable more percentage of OBM
  studies are applied vs. lab studies in contrast
  to I/O studies

42
Dependent Variables (NFE)

• JAP
• Self-report measures were used in 50 of
  experimental studies and 76 of correlational
  studies
• Behaviors in only 5 of studies
• JOBM
• Products of behaviors (accomplishments) were used
  in 78 of experimental studies
• Behaviors in 43

43
History of OBM in the Private Sector1950 - 1980

• Dickinson, 2000

44
SO31 When did OBM become visible?

• OBM started in the late 1960s and early 1970s

45
NFE Lifetime Achievement or Outstanding
Contributions Awards

• 14. Maria Malott
• 15. D. Chris Anderson
• William Abernathy
• Scott Geller
• John Austin
• Dwight Harshbarger
• Timothy Ludwig
• Terry McSween
• Judy Agnew
• Alyce Dickinson
• Fabio Tosolin
• Carl Binder
• William Abernathy

• Aubrey Daniels
• Thomas Gilbert
• Edward Feeney
• Beth Sulzer-Azaroff
• Thomas Mawhinney
• Dale Brethower
• William Redmon
• Alyce Dickinson
• Paul Brown
• Geary Rummler
• Chevron Chemical Corp (CLG)
• Terry McSween
• Jon Bailey

(red wmu connection, 10 of 26)
46
OBM Precursors 1950s

• SO32 Who is responsible for programmed
  instruction? Skinner
• The science of learning and the art of teaching,
  1954
• Teaching machines, 1958
• Holland Skinner, Analysis of Behavior, 1961
• SO33 First organized application of behavioral
  principles in business industry
• Programmed instruction (more on this later)

47
SO34 OBM precursors, cont. (NFE)

• Applications in other areas in behavior analysis
  began before OBM
• Authors who published the first applied article
  in the field of behavior analysis
• Ayllon Michael The psychiatric nurse as a
  behavioral engineer, JEAB, 1959
• Who is the father of behavior modification and
  thus the grandfather of OBM? (according to
  Hopkins)
• Jack Michael

48
The 1960s OBM gets started

• Articles books - fewer than 10 during the whole
  decade (NFE)
• SO35 First professional organization
• National Society for Programmed Instruction
  1962, 12 years before ABAI
• Now, International Society for Performance
  Improvement (applied vs academic)
• Dale Brethower, Geary Rummler, Don Tosti, Susan
  Meyer Markle, Tom Gilbert
• www.ispi.org (great resource for jobs)

49
University of Michigan workshops (NFE)

• U of M workshops, 1961-1969
• Center of Programmed Instruction
• Brethower, Rummler, Gilbert, ( Malott) hooked up
  (BR actually published first applied OBM article
  in Personnel in 1966)
• There, programmed instruction led to
  performance-based instruction, which led to
  behavioral systems analysis
• Brethower, Center for Programmed Instruction
• Rummler, College of Business

50
SO36 Brethowers accomplishments

• Three main accomplishments
• Programmed instruction
• Performance-based instruction
• Behavioral systems analysis
• Other interesting things to know
• Published first behavioral systems book in 1972.
• The book was published by a publishing firm
  called Behaviordelia - run by Dr. Dick Malott
• You can still buy a copy at dickmalott.com
  
  
• Was my advisor here at WMU!

51
SO37 How did PI lead to PBI then BSA?

• Programmed Instruction
• Very skilled at getting people to learn what they
  taught, but often the training did not transfer
  to the job
• Performance-based instruction
• Did training actually transfer to job?
• Led to performance management - it wasnt the
  training that was the problem, but the management
  system
• Behavioral Systems Analysis (the BIG picture)
• PBI and PM got transfer to the job, but
• Was the performance contributing to the
  mission/goals of the organization?

52
SO38 Brethower, Rummler, Gilbert

• Brethower and Rummler developed behavior systems
  analysis together when they were graduate
  students at UM in the 60s
• Gilbert was invited to teach some of the
  workshops at UM
• Rummler and Gilbert started a consulting firm
  together (Praxis in NYC) that was one of the
  first behavioral consulting firms in the country
• 1967-G, 1969-R, dissolved 1979 and sold to
  Kepner-Tregoe

(Work of these individuals is very similar not
a coincidence)
53
SO39 Gilberts book and date

• Human Competence, 1978
• Introduced the concept of worthy performance
  and focusing on accomplishments vs. behavior -
  very controversial in the field.
• Behavior Engineering Model was one of the first
  comprehensive performance diagnostic tools for
  the field.
• Binders six boxes based on this model We will
  look at that the next unit
• PIP potential for improving performance
• Exemplar performance minus average performance
  PIP.
• Many consultants use some variant of this today.

(define accomplishments1995 unfinished
autobiography, Human Incompetence )
54
SO40 Aubrey Daniels

• Formed Behavior Systems, Inc., 1971
• With Larry Miller Fran Tarkenton
• First editor of JOBM, 1977
• Practitioner journal, BSI
• Published one of the first books in OBM (written
  for supervisors)
• Performance Management, now in its 5th edition
• New edition Daniels Bailey

Aubrey has retired from ADI, Thomas Spencer, A
WVU grad, Iwas appointed president and CEO
Aubrey Daniels Institute Aubrey, President and
Andy Lattal, Executive Director Museum Curator
(online museum)
(Minnesota Vikings, got divorced, ADI founded
in 1978)
55
SO41 Where did the name of our field come from?

• JOBM, 1977
• Aubrey Daniels
• Problem with name
• Not distinctive within business - OB vs. OBM
• Business people dont understand it
• Their kids behave (misbehave) their workers
  perform
• Performance Management - still a problem

56
SO42A First graduate program to offer OBM and
systems analysis?

• Western Michigan University!!!
• Early 1970s, Applied Behavior Analysis program

57
SO42B First faculty member at WMU?

• Dr. Dick Malott was responsible for the systems
  analysis training here at WMU
• Dr. Malott graduated the first students trained
  specifically in systems
• 1978, Brethower joined faculty to behavioralize
  MA program in I/O, due to Dr. Malott
• 1984 Dickinson joined WMU faculty
• My generation, first students trained in OBM

58
SO 43

• How do early events in traditional I/O, business
  and management fields relate to the development
  of OBM?
• They were chronological precursors but not causal
  precursors, unlike many have maintained when
  writing about the history of OBM
• Field of OBM emanated from the field of behavior
  analysis

59
SO 43, cont.

• Why does Dickinson maintain OBM came from
  behavior analysis and was not much influenced by
  I/O, business, or management fields?
• The individuals who most influenced and pioneered
  the field came from other areas within behavior
  analysis, not from these traditional fields
• Aubrey Daniels - clinical
• Dale Brethower - school psychology
• Beth Sulzer-Azaroff - education
• Bill Hopkins - general behavior analysis
• Tom Gilbert - clinical
• Paul Brown experimental
• Chris Anderson experimental
• Chuck Crowell - experimental

60
THATS ALL FOLKS!

• Questions?
• E1 Wed., 9/16

61
PM vs BSA conflict (NFE)

• Sales vs manufacturing classic problem
• Implement a sales incentive program so your
  sales representatives sell a lot of cars, but
  manufacturing cant keep up. That creates a long
  delay for the consumer who then buys a car from
  someone else. Your PM program for sales has
  worked, but to the detriment of the entire
  organization.