Transcript ≤1.11 Part 1


LECTURER: Good afternoon, everyone. I’m glad to see such a good turnout today, because we have a visiting speaker, Dr Michael Todd, who’s going to talk about his work as an occupational psychologist. As you probably already know, occupational psychologists are also known as work – or organizational – psychologists. They have many roles: counsellor, problem solver, organization designer, team builder and investigator. This afternoon, Michael is going to give us an example of some of the things he does in his job. So, by the end of the lecture, I hope you’ll have a realistic picture of what’s involved in practising occupational psychology and maybe even some thoughts on whether it would suit you as a profession. Now I’ll hand over to Michael.


DR TODD: Good afternoon, and thank you for inviting me. As Dr Freeman said, occupational psychologists work in many different capacities. I work in the Human Resources department of a large university, where one of my responsibilities is to support the university’s equality and diversity policy, which ensures that all employees are treated fairly. This afternoon, I’m going to describe a project I’ve been working on recently: investigating the reason why there are so few women in senior posts at the university.


≤Exercise C


Before playing Part 2, refer students to Slide 2 and make sure they recognize what it depicts. Ask students what they expect to hear. Give them time to read questions 1–4. Tell them to write only brief notes. The main task is to absorb the meaning.


Play Part 2. Give them time to answer questions 1–4. Allow them to compare their answers. Feed back.


When they thoroughly understand the purpose and the methodology of the project, ask them what they expect to hear in the next part of the lecture (question 5). Elicit ideas but do not confirm or correct.


Answers Model answers:


1 Main idea = are women fully represented in senior positions across the university? Is this because of the institutional structure, or because of personality or unconscious attitudes?


2 The constructivist point of view is the theory that people’s behaviour is shaped by social interaction; therefore, institutional structures affect behaviour.


3 Stages of the project were: formulating research questions; collecting, organizing and interpreting


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≤Exercise D 1 Play Part 3. Ask the first question and elicit ideas.


2 Set the second question for individual work and pairwork checking. Play Part 3 again. Tell students to take notes. Allow students to compare their definitions. Don’t, at this stage, confirm the answers.


data; and presenting results in terms of the university’s organizational structure.


4 Three: statistics from the university database; a psychometric test; structured interviews.


5 Answers depend on the students, but you would expect more details about the project.


Transcript ≤1.12 Part 2


The project I’ve been involved in over the last year started because there was a lot of concern that women were not fully represented in senior positions at our university. We wanted to find out if women were disadvantaged by organizational bias or affected by prejudice. We focused on women in this case, but our study could equally have looked at other social groups, such as the disabled or the over-50s. Our final aim was to see whether we needed to make institutional changes to improve women’s promotion opportunities.


We approached the study from a constructivist point of view which, as you probably already know, assumes that people’s behaviour is shaped by their social interaction. In other words, we were assuming from the beginning that the institutional structure would be largely responsible for the degree to which women occupied senior positions. However, we also wanted to take into account the effects of personality and look at staff attitudes towards success and women’s roles in the workplace.


The stages of the project included: formulating research questions, collecting, organizing and interpreting data, and presenting our results in terms of the university’s organizational structure.


Before I go on, I want to say a word about data collection. I’m sure you’ll have realized by now that we had to use more than one data-collection method. In fact, we used three. We collected statistics from the database, devised a psychometric test and drew up an interview schedule, which is a series of structured questions that act as a framework for an interview.


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