DE LA SALLE UNIVERSITY-DASMARINAS

COLLEGE OF LIBERAL ARTS AND COMMUNICATION

PSYCHOLOGY DEPARTMENT
COURSE SYLLABUS
FIRST SEMESTER SY2022-2023

COURSE CODE: C-PSYM 323

COURSE TITLE: INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY
COURSE TYPE: Lecture
COURSE CREDIT: Three (3)
BLENDED LEARNING MODALITY: Traditional
CO-REQUISITE: C-PSYM 322 – Social Psychology
CLASS SCHEDULE: M/H
PROFESSOR: Ms. Rowena Heradura
CONSULTATION HOUR: Wednesday, 8-5
CONTACT INFORMATION: via MS Teams

COURSE DESCRIPTION:
This course provides an overview of 21st-century work organizations. It introduces this
field of specialization not only as a career option in psychology but also as to the nature of work
organizations and how these have developed and evolved. Organizational members shall be the
main focus of the study. The role of individual psychological processes such as cognition,
attitudes, and behaviors; group and organizational dynamics; and how these interact altogether,
shall be areas to explore.
The topics will bear implications to research, intervention, and practice in a relevant facet
of human resources management. The goal is to analyze, understand, and study ways how to
address challenges and therefore, to enhance individual performance and organizational
efficiency. Current trends like the global challenges organizations face; the promotion of work-life
balance, and the role of technology among others, shall be integrated in discussions and
assessments.
The delivery of instruction shall be via the Traditional-Blended Learning Model. This
course plan is a product of Outcomes-Based Education (OBE) and is a 21st Century Learning
Design (21CLD) framework compliant.

COURSE LEARNING OUTCOMES:

By the end of this course, you should be able to:
CLO1. Analyze the essence of work and work-related variables for professional career
development.
CLO2. Evaluate the role of human resources, or the Filipino workers, as one of the key factors
in the success of an organization and in nation-building.
CLO3. Apply the importance of an organization, its internal and external factors and processes
that influence organizational effectiveness and its members

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CLO4. Create appropriate, evidence-based psychological principles and practices to issues and
challenges surrounding the different levels of 21st century workers and organizations
that impact health, wellbeing, and performance.
CLO5. Apply knowledge and competence in psychological inquiry on a pressing and globally
trending work and organizational-related issues and challenges.
CLO6. Apply professional, ethical, and 21st century competencies in all learning activities
expected of a graduate in psychology.

LEARNING PLAN

Learning Outcomes for the Midterm Period

Course Learning Outcomes Topic Learning Outcomes
 TLO1. Conduct a survey to interpret and
explain the essence of work and other
work-related variables especially in the
light of the current global situation.
CLO1. Analyze the essence of work and  TLO2. Appraise the self’s strengths and
work-related variables for limitations in the light of the prevailing
professional career development. and future of work and organizations.
 TLO3. Distinguish interrelated terms; discuss
their value and provide reflection on how
these work-related variables contribute
to the self, wellbeing, and all areas of life
among and as future Filipino workers
 TLO4. Explain how cognition and attitudes
influence behaviors, performance, and
overall wellbeing of individual employees
and the whole organization.
CLO2. Evaluate the role of human  TLO5. Conduct a survey on these individual
resources, or the Filipino workers, variables: cognition, attitude and
as one of the key factors in the behaviors and formulate intervention
success of an organization and in strategies that would ensure positive
nation-building. attitudes, behaviors, and performance
among organizational members.
 TLO6. Defend the value of the human
resources in the success of any
organizations amid global changes and
challenges.
 TLO7. Examine the historical background and
development of I/O Psychology in
Western and Philippine contexts and
CLO3. Apply the importance of an relate it to the present and future
organization, its internal and organizational landscapes.
external factors and processes that  TLO8. Identify and explain the internal and
influence organizational external factors and processes that
effectiveness and its members. define and influence organizations in
both global and local settings and relate
to the present challenges and/or future
of organizations.
 TLO9. Justify the overall role of organizations
in how it contributes to the overall
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 wellbeing and development of its
members.

 TLO10. Identify issues and challenges among

organizations and its impact to its
CLO4. Create appropriate, evidence- members and vice versa, and develop
based psychological principles and appropriate strategy.
practices to issues and challenges  TLO11. Design an intervention for employees
surrounding the different levels of meant to achieve optimum engagement,
21st century workers and performance, and wellness.
organizations that impact health,  TLO12. Design an intervention for the
wellbeing, and performance. organization to achieve optimum
effectiveness and innovation amid global
challenges to address a specific issue
 TLO13. Conduct surveys and case studies to
generate knowledge on a particular
CLO5. Apply knowledge and competence issue.
in psychological inquiry on a  TLO14. Examine the various processes and
pressing and globally trending work strategies being implemented in
and organizational-related issues successful international and local
and challenges. organizations of today in many areas
such as productivity, performance,
innovation, and effectiveness
 TLO15. Employ Collaboration, Skilled
Communication, Knowledge
CLO6. Apply professional, ethical, and
Construction, Self-Regulation, Real-
21st century competencies in all
World Problem-Solving, Use of ICT (not
learning activities expected of a
part of topic, but integrated in
graduate in psychology.
assessments)

Asynchronous
Face-to-

Allotted
Module No and

Hours
Face

Teaching-Learning Lessons and Technology

Learning Date
Activities / Assessment Strategy Enabler
Outcome(s)

 Gospel reflection
 Course Introduction (Learning plan
and policies)
 Instructor and student introduction
Module 0  Assignments:
•Group/team formation for  Classroom
Course orientation
Week performance tasks  MS Teams/ Feb Feb
CLO6 3.0
TLO15
1 • Reading assignment for next Schoolbook 16 13
module
• Personal profile blog for in-
depth student introduction to be
posted in SB and to be counted as
class participation

3
  Gospel reflection
 Discussion on history and
development of I/O Psychology in
Module 1 Western and Local contexts  Classroom
Part 1:  The past, present, and future of I/O  MS Teams/
Schoolbook
Introduction to I/O Psychology
 MS Sway
Psychology: Week  Q&A from Hechanova’s article on  YouTube Feb 23 Feb 20 3.0
history, and 2 the State of IOPsy in the Phils.  I/O Psych
development articles
CLO3, 6 Enabling assessment 1: A freeform
TLO7,8,16 assessment that will enable students
to evaluate the evolution of the field
and provide their personal insights.

Module 1  Gospel reflection

Part 2:  Lecture/discussion
Introduction to I/O  Orientation re: performance task
Week  Classroom
Psychology: sub - and revisit on groupings
 MS Teams/
disciplines, 3  Orientation on next meeting’s Schoolbook
careers, research group presentation  YouTube March Feb 27 3.0
methods, and  I/O Psych 2
Enabling assessment 2: A concept articles
assessment
paper on any trending issue on I/O
CLO1,5,6 psychology leading to a research
TLO2,14 proposal

 Gospel reflection
 Team presentation on pre -
Module 2 assigned topics
Context of  Lecture /discussion
Organizations and
Week  MS Teams/ March
the World of Work Enabling assessment 3: A freeform Schoolbook 3.0
4 6&9
CLO1-3,6 assessment containing questions
TLO 1-3,8,15 that will enable students to
determine their fitness and
preference on embarking a career
path related to I/O psychology
 Gospel reflection
 Team presentation on pre -
Module 2 assigned topics
Context of  Lecture /discussion
Organizations and  Classroom
Week  MS Teams/ March March
the World of Work
5  Enabling assessment 3: A freeform Schoolbook 16 13
3.0
CLO1-3,6 assessment containing questions
TLO 1-3,8,15 that will enable students to
determine their fitness and
preference on embarking a career
path related to I/O psychology

4
  Gospel reflection
 Discussion on Work motivation
Module 3 theories
Employee Week  Assigned readings on employee  Classroom
motivation 6 motivation  MS Teams/ March March
3.0
CLO2,4,6 Schoolbook 23 20
TLO4-6,11,15 Enabling assessment 4: Group task
on Answer to Case Study and
proposed programs to motivate
employees
 Gospel reflection
Module 4  Discussion on employee attitudes
Employee  Reading an article with any of  Classroom
attitudes employee attitudes as variable/s  MS Teams/
Week Schoolbook March March
CLO2,4,6 3.0
7  Research 30 27
TLO4-6,11,15  Enabling assessment 5: mini
research/survey task directed on articles
work motivation and employee
attitudes.

Module 5
Employee  Gospel reflection
behaviors:  Discussion  Classroom
productive and
Week  Role play on productive and  MS Teams/ April 3 April 6
6.0
8&9 counterproductive behaviors with Schoolbook & 10 & 13
counterproductive
ways to manage the latter
CLO2,4,6
behaviors.
TLO4-6,11,15

Midterm Examination/ April

Week 10 3.0
Summative Assessment Week 17

Total 30

Learning Outcomes for the Final Period

Course Learning Outcomes Topic Learning Outcomes

 TLO1. Conduct a survey to interpret and
explain the essence of work and other
work-related variables especially in the
light of the current global situation.
 TLO2. Appraise the self’s strengths and
CLO1. Analyze the essence of work and limitations in the light of the prevailing
work-related variables for and future of work and organizations.
professional career development  TLO3. Distinguish interrelated terms;
discuss their value and provide reflection
on how these work-related variables
contribute to the self, wellbeing, and all
areas of life among and as future Filipino
workers
CLO2. Evaluate the role of human  TLO4. Explain how cognition and
resources, or the Filipino workers, attitudes influence behaviors,
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 as one of the key factors in the performance, and overall wellbeing of
success of an organization and in individual employees and the whole
nation-building. organization.
 TLO5. Conduct a survey on these
individual variables: cognition, attitude
and behaviors and formulate intervention
strategies that would ensure positive
attitudes, behaviors, and performance
among organizational members.
 TLO6. Defend the value of the human
resources in the success of any
organizations amid global changes and
challenges.
 TLO7. Examine the historical
background and development of I/O
Psychology in Western and Philippine
contexts and relate it to the present and
future organizational landscapes.
CLO3. Apply the importance of an
 TLO8. Identify and explain the internal
organization, its internal and
and external factors and processes that
external factors and processes that
define and influence organizations in
influence organizational
both global and local settings and relate
effectiveness and its members
to the present challenges and/or future of
organizations.
 TLO9. Justify the overall role of
organizations in how it contributes to the
overall wellbeing and development of its
members.
 TLO10. Identify issues and challenges
among organizations and its impact to its
members and vice versa, and develop
CLO4. Create appropriate, evidence-
appropriate strategy.
based psychological principles and
 TLO11. Design an intervention for
practices to issues and challenges
employees meant to achieve optimum
surrounding the different levels of
engagement, performance, and
21st century workers and
wellness.
organizations that impact health,
wellbeing, and performance.  TLO12. Design an intervention for the
organization to achieve optimum
effectiveness and innovation amid global
challenges to address a specific issue
 TLO13. Conduct surveys and case
CLO5. Apply knowledge and competence studies to generate knowledge on a
in psychological inquiry on a particular issue.
pressing and globally trending work  TLO14. Examine the various processes
and organizational-related issues and strategies being implemented in
and challenges. successful international and local
organizations of today in many areas
CLO6. Apply professional, ethical, and  TLO15. Employ Collaboration, Skilled
21st century competencies in all Communication, Knowledge
learning activities expected of a Construction, Self-Regulation, Real-
graduate in psychology. World Problem-Solving, Use of ICT (not
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 part of topic, but integrated in
assessments)

Face-to-Face

Allotted
Online
Module No and

Hours
Teaching-Learning Lessons and Technology
Learning Date
Activities / Assessment Strategy Enabler
Outcome(s)

Week 11 SELF-CARE WEEK 3.0

 Gospel reflection
Module 6 Group
 Review on previous module/s
behaviors, team
 Discussion and group oriented
effectiveness  Classroom
situational activities
and conflict Week  MS Teams/
May 4 May 1 3.
management 12 Schoolbook
CLO4,6 Enabling assessment 1: Students are
TLO10,11,15 to cite related experiences showing
their challenges in joining a group and
how they were able to manage.

 Gospel reflection
Module 7 Week  Lecture-discussion
Leadership and 13  Classroom
Power Enabling assessment 2: Essay or  MS Teams/
CLO4,6 reflection paper on personal Schoolbook May 11 May 8 3.0
TLO10,11,15 experiences on leadership/mentoring
to integrate relevant concepts and
theories.

Module 7  Gospel reflection

Leadership and  Lecture-discussion  Classroom
Power  MS Teams/
Week
Schoolbook May 18 May 15 3.0
CLO4,6 14  Enabling assessment 2: Essay or
TLO10,11,15 reflection paper on personal
experiences on leadership/mentoring
to integrate concepts and theories

 Gospel reflection
Module 8  Survey on means of delivery and
Organizational barriers in communication  Classroom
Communication  Lecture-discussion  MS Teams/
Week
CLO3,6  Supplementary reading on Schoolbook May 25 May 22 3.0
15  Supplemen
TLO8,9,15 communication
tary articles
Enabling assessment 3: Role play on
typical communication barriers in
groups and organizations.

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 Module 9  Gospel reflection
Organizational  Readings on organizational culture
and development including case  MS Teams/ June 1
culture and Week
studies Schoolbook and May 3.0
development 16  Supplemen 29
CLO3,4,6 tary articles
Enabling assessment 4: Case
TLO8,10,11,15 analysis of a sample organization

 Gospel reflection
Module 10  Lecture on Occupational Health and
Stress, health Wellness
and work-life Week  Surveys on wellbeing
balance  MS Teams/
17 Schoolbook June 5 June 8 3.0
CLO3,6 Enabling assessment 5: Program
TLO8,9,15 intervention for employees aimed at
promoting wellness and work-life
balance

Final Examination/ Summative

Week 18 Schoolbook June 15 3.0
Assessment Week

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GRADING SYSTEM

Midterm Criteria Final/Culminating Criteria

Enabling Assessments 50% Enabling Assessments 50%
(Essay/reflection paper, objective (Essay/reflection paper, objective
quiz, mini-research paper) quiz, mini-research paper)
Class Participation 20% Class Participation 20%
Summative Assessment 30% Summative Assessment (Written and 30%
Midterm Exam Final Output)
Total 100% Total 100%
Overall Final Grade = Midterm + Final
2

Note: Class participation (CP) refers to your active engagement in class from day 1 to the last
day of each term (midterm or final). CP includes, but not limited to, the following: actual
attendance (synchronously), observance of netiquettes, promptness in submitting
tasks/assessments, relevant questions asked, participation in collaborative tasks, etc.

COURSE POLICIES AND REQUIREMENTS

1. Enrollment in an E-Class. Your teacher shall enroll you in the e-class. This will be based
on the class list provided by the Office of the University Registrar and at the portal. For
those who opted for printed modules, you will only be given the module if you are officially
enrolled.

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2. Communication and Feedback
a. Online Synchronous Communication shall happen as indicated in the learning plan
section of the syllabus.
b. Online Asynchronous Communication shall happen when the faculty utilizes at
least one of the recommended asynchronous communications. The minimum
response time for asynchronous communication is 48 hours, excluding Sundays
and holidays. English shall be the medium of communication. All communication
platforms must be explicitly indicated in the syllabus. Below are the recommended
asynchronous communication platforms:
i. Forum – at the Forum Tab at Schoolbook, students may post their general
concerns. The forum is public and any post can be seen by the class.
ii. Messaging – at Schoolbook. Any private or confidential matters may be
messaged through Schoolbook messaging feature.
iii. Email – you may email your professor at [email protected]
c. The use of foul, curse, and other bad words, whether in written or verbal is strictly
prohibited. Shouting, flooding of chat and messages are likewise prohibited.
Neither is selling allowed.

3. Attendance Policy
a. Provisions on attendance found in your handbook shall to onsite or face-to-face
classes.
b. IRR provisions on synchronous and asynchronous sessions shall also be
observed. Forty percent (40%) of absences from synchronous and onsite sessions
for the entire semester results in 0.00 semestral grade.
c. The scheduled synchronous class shall proceed regardless of the number of
students virtually present.
d. All synchronous meetings will be recorded; recordings will be accessible on MS
Teams. Recorded synchronous sessions available on MS Teams shall only be for
review purposes; hence, these shall only be for students’ viewing. Students are
prohibited from downloading of recorded sessions.
e. The synchronous meeting will only be held at the schedule indicated in the
registration form.

4. Intellectual Property Policy

a. Policy and copyright infringement will not be tolerated. Any violation of such will
earn students a grade of zero in the assessment.
b. Using of any illegally obtained software is strictly prohibited.
c. Students are encouraged to use their original photos, videos, and other resources.
Otherwise, students can use royalty-free resources or embed the sources in their
submissions to avoid copyright infringement and/or plagiarism.
d. Inviting people, that are not part of the class, at synchronous meetings is strictly
prohibited, unless approved by the subject teacher. Posing as another person at a
synchronous activity is strictly prohibited.
e. Giving of Schoolbook and Office 365 password to other is strictly prohibited.
Likewise, accessing Schoolbook and Office 365 account other than the students’
personal account is strictly prohibited. Students found violating any of the foregoing
will be reported to the Student Welfare and Formation Office (SWAFO) for
appropriate actions.
f. All IRR provisions that relate to the holding of synchronous classes and the
conduct of asynchronous activities shall be religiously followed.

9
5. Other Policies
a. Attire - students must wear decent casual or smart-casual attire prescribed by the
Student Handbook.
b. Microphone Use – microphone must be muted and only unmuted when the teacher
requires them to.
c. Video – videos may be used by the teacher to validate attendance. However,
students may choose to turn on the video if the teacher allows them to.
d. English is the medium of instruction. The use of English is required for any
presentation including its question-and-answer portion.

Departmental Policies
1. Enabling assessment
1. Quiz type of assessment shall be accessible for a minimum of one day,
maximum of three dyas, with a maximum of two attempts.
2. Free-form assessments/essay forms/output-based, students shall be given a
maximum of two attempts and a maximum of six-day deadline.
3. A minimum of 15 items and a maximum of 30 items shall be observed to be
taken within one day for discrete type of quizzes. Maximum of 2 attempts.
4. Teachers are given the option to use the latest score.
5. In case a student failed to comply with the online enabling assessment, s/he
shall be allowed to ask for an extension from his/her teacher. The student shall
be allowed to complete the missed enabling assessment for one day or at the
discretion of the teacher.
6. A minimum of three and maximum of five enabling assessments may be given
per term.
7. Only assessments submitted in the assessment section shall be recognized.

2. Summative assessment
1. Students shall be given a minimum of three (3) days and a maximum of one
(1) week to accomplish project/output-based assessments. Onsite test taking
shall be utilized for objective type/performance type of assessment.
2. The onsite examination shall be given to major subjects with minimum of 50
points and a maximum of 60 points.
3. For output-based/performance-based type, a rubric shall be provided
equivalent to 100 points.
4. For Understanding the Self (UTS), a maximum of two attempts are to be taken
in real-time. The type of assessment is discrete for midterms and finals with
50 items.
3. Teachers are given the option to determine whether to use the best score or
the latest score for online assessment.
4. In case a student failed to comply with the summative assessment, s/he shall
be allowed to ask for an extension from his/her teacher. The student shall be
allowed to complete the missed summative assessment for a period of ONE
day. The schedule shall be determined by the teacher concerned.

3. Attendance and class participation – a rubric will be utilized in checking attendance

and for onsite/online class participation.

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REFERENCES

E-book Münsterberg, H. (2009). Psychology and Industrial Efficiency. The Floating Pres

E-book Jeanne M. Brett, & Fritz Drasgow. (2002). The Psychology of Work: Theoretically
Based Empirical Research. Psychology Press.

E-book Manfusa Shams, & Paul Jackson. (2006). Developments in Work and
Organizational Psychology: Implications for International Business: Vol. 1st ed.
Elsevier Science Ltd

E-book Ruth Kanfer, Gilad Chen, & Robert D. Pritchard. (2008). Work Motivation: Past,
Present and Future. Routledge. Ruth Kanfer, Gilad Chen, & Robert D. Pritchard.
(2008). Work Motivation: Past, Present and Future. Routledge

E-book Vanessa Urch Druskat, Gerald Mount, & Fabio Sala. (2013). Linking Emotional
Intelligence and Performance at Work: Current Research Evidence with
Individuals and Groups. Psychology Press.

E-book Eduardo Salas, Armando X. Estrada, & William B. Vessey. (2015). Team
Cohesion: Advances in Psychological Theory, Methods and Practice: Vol. First
edition. Emerald Group Publishing Limited.

E-book David M. Messick, & Roderick M. Kramer. (2005). The Psychology of Leadership:
New Perspectives and Research. Psychology Press.

E-book Karen M. Barbera, & Benjamin Schneider. (2014). The Oxford Handbook of
Organizational Climate and Culture. Oxford University Press.

E-book Elizabeth Kummerow, & Neil Kirby. (2014). Organisational Culture: Concept,
Context, And Measurement (In Two Volumes). World Scientific

E-book Colin P. Silverthorne. (2005). Organizational Psychology in Cross Cultural

Perspective. NYU Press.

E-book Ronald J. Burke, & Cary L. Cooper. (2013). The Fulfilling Workplace: The
Organization’s Role in Achieving Individual and Organizational Health. Routledge

E-book Negruti, A., Hristova, P., Larsen, K. S., & Krumov, K. (2015). Positive
Organizational Psychology: Advances in Creating Improved Workplaces and
Employee Well-Being. Kassel University Press

E-book Margaret A. Chapman-Clarke. (2016). Mindfulness in the Workplace: An

Evidence-based Approach to Improving Wellbeing and Maximizing Performance.
Kogan Page.

HF 5548.8 Aamodt, M. G. (2015). Industrial/organizational psychology: an applied approach

.Aa47 (8th edition, Student edition.). Cengage Learning.
2016

HF 5548.8 Aamodt, MG (2016). Industrial and Organizational Psychology. Philippine edition.

Aq47n Pasig City: Cengage Learning (Main Text)
2012b

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HF 5548.8 Arnold, J., & Randall, R. (2016). Work psychology: understanding human
.Ar64 behaviour in the workplace (Sixth edition.). Pearson.
2016

HF 5548.8 Chmiel, N., Fraccaroli, F., & Sverke, M. (2017). An introduction to work and
.In89 2017 organizational psychology: an international perspective (Third edition.). John
Wiley & Sons Inc.

HD 58.7 Hechanova, M. R. M., Calleja, M. T., & Villaluz, V. C. (2017). Understanding the
.Un24 Filipino worker and organization. Ateneo de Manila University Press. (Main Text)
2017

HF 5548.8 Muchinsky, P. M. (2003). Psychology applied to work: an introduction to industrial

.M881 and organizational psychology (Seventh edition.). Thomson/Wadsworth.
2003

HF 5548.8 Riggio, R. E. (2013). Introduction to industrial/organizational psychology (6th ed.).

.R448 Pearson.
2013

HF 5548.8 Spector, PE (2012). Industrial and Organizational Psychology: research and

.Sp31 practice. 6 th International Student Ed. Hoboken, NJ:Wiley
2012

HF 5548.8 Zedeck, S, (Ed.-in-Chief) (2011). APA Handbook of Industrial and Organizational

.Ap11 Psychology. Series Handbooks in Psychology. Washington, DC: American
2011 V1 Psychological Association

Journal Hechanova, R (2004). The State of I/O Psychology in the Philippines. Philippine
Article Journal of Psychology. Vol37, No1 pp1-24

Prepared: Psychology Department

Approved:
Chair, Psychology Department

Constantino T. Ballena, PhD

Dean, College of Liberal Arts and Communication

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