Organisational and industrial psychology course - study the psychology behind organisations and the workplace.

This course is useful for anyone wanting to -

  • Better manage staff / employees / subordinates.

  • Understand how workers think - what motivates them and what demotivates them.

Industrial Psychology is also useful for professional development for managers, supervisors, foreman, or employers. Or, for your own personal interest.

What Our Students Are Saying

"Very much valuable. The course is designed in a manner that learning is not limited. I am gaining lot of knowledge through the course. The assignments are really good as it help the students to think out-of-the box and answer. I am very happy doing this course as I am gaining a lot of insight. Also, professionalism and the support being extended by my tutor and admin team (Elaine and team) is really great and I am thankful to them."

C.V. Lakshmi, Industrial Psychology course.


This course helps develop knowledge and skills for anyone involved in dealing with fellow employees, from a business owner, to a supervisor or personnel manager. If you need to understand how people think and act in the workplace, you need this course.

Learn Industrial Psychology, Organisational Psychology

While every individual may be different; there are certain common things that we can understand about how people think in a work situation. By understanding the psychology of the workplace, and the dynamics of relationships that can occur in a work environment, you can fashion yourself into a more effective personnel manager or employer. This course provides a framework and foundation for understanding and controlling staff more effectively.

If you find yourself in the position of managing or controlling a group of workers (small or large), and you have not studied industrial psychology before; this course could be an extremely valuable course to take.

Duration: 100 Hours (Nominal Duration).

Course Materials: Upon enrolment, you will receive all of the materials that are essential to complete the course. Course materials vary depending upon the subject and the study mode, but they may include subject guides, printed notes, textbooks, videos and practical equipment.. In certain circumstances you may be required to do extra research - in which case your tutor is able to advise you where necessary.


There are ten lessons in this course, as follows:

Lesson 1. Introduction
  • Free Will versus Determinism
  • Developmental and Interactive Expressions of Behaviour
  • Nature versus Nurture
  • Influence of Environment on Learning Behaviour
  • Modelling and Conformity
  • Conditioning involves Certain Environmental Factors which Encourage Learning to Take Place
  • Classical Conditioning
  • Operant Conditioning
  • Reinforcement & Punishment
Lesson 2. Understanding the Employees Thinking
  • Sensation and Perception
  • Thinking and Day Dreaming
  • The Gestalt Approach
  • Unconscious and Conscious Psychic Elements
  • Explaining Behaviour
  • Knowledge of Brain Processes
  • Personal Interpretation of a Given Situation
  • Instinct.
  • Terminology including: Mating, Curiosity, Maternal, Acquiring, Repulsion, Constructiveness, Rivalry, Laughter, Fighting, Walking, Swallowing, Play, Imitation, Sleep, Modesty, Domineering, Religion, Self Asserting, Sneezing, Thirst, Cleanliness, Workmanship, Parenting, Food seeking, Flight, Collecting, Sympathy.
Lesson 3. Personality & Temperament
  • Mature & Immature Temperaments (e.g. Sanguine, Melancholic, Choleric, Phlegmatic)
  • Emotional Types
  • Fear
  • Intelligence
  • Knowledge
  • Deviation, etc.
Lesson 4. Psychological Testing
  • The Application Form
  • Psychological Test
  • The Interview
  • Intelligence Tests
  • Laws of Learning
  • Devising Tests
  • Selecting Appropriate Tests.
Lesson 5. Management & Managers
  • Qualities of Managers
  • Understanding Morale
  • Discipline
  • Training, etc.
Lesson 6. The Work Environment
  • Noise
  • Space
  • Light
  • Temperature
  • Speed of Work, etc.
  • Accidents
  • Breakages
  • Fatigue etc.
Lesson 7. Motivation and Incentives
  • Maslow's Model of Self-Actualisation
  • Security
  • Money
  • Ambition
  • Companionship
  • Social Reinforcement
  • Labour Wastage, etc.
Lesson 8. Recruitment
  • Ways of Seeking Applicants
  • Types of Interview
  • Ways of Selecting Staff.
Lesson 9. Social Considerations
  • Group Behaviour
  • Conformity
  • Industrial Groups
  • The Hawthorne Effect
Lesson 10. Abnormalities and Disorders
  • Psychosis
  • Neurosis
  • Personality Disorders
  • Variance
  • Partial Disability (e.g. arm, leg injuries; epilepsy, digestive disorders etc.)
  • The Psycho Neurotic

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.



To develop an understanding of how the psychological state of employees in the workplace, affects both their work, and their overall well being.


Tips for Understanding Workers Better


At any given moment, there are many possibilities of stimuli, which are within the reach of our perceptions. It is impossible for the mind to absorb all of these stimuli simultaneously. It is necessary for the mind to make a selection, and the act of this selection is known as "attention". In a schoolroom, the teacher says in a moderately loud voice "Tommy, pay attention". Tommy, who has been day dreaming, sits up, turns toward the teacher and becomes more receptive to any stimuli which comes his way. Several of many, but related meanings of attention are involved in this example:

Level of Attention

The readiness of a person to perceive varies over time. Even ignoring the extreme variations owing to different physical states (e.g. sleep and awake), there are certain times when we are more alert than others.
The degree to which one is stirred depends upon the degree of one’s perception. The more aroused a person is, the more they will perceive.


This is the ability to maintain accurate perception over a sustained period of time. Some jobs require a high level of vigilance. These are jobs such as piloting an aeroplane, or working in a factory assembly line. There are other jobs which require hard work or high intelligence, but do not require the same vigilance. Vigilance depends upon one's level of arousal, but it is also true that a high level of arousal can produce a decrease in vigilance. This is one reason why eye witnesses to a crime or UFO sighting should not be accepted too readily.

Selective Attention

Attention can be described as the selective activity of the conscious. It can be likened to a torch beam, focusing first on one item and then on another. The factors which develop attention are two types:
• Objective, which depends upon the nature of the object under notice.
• Subjective, which depends upon interests, tastes and moods.

Anything that is inconspicuous can attract our attention if it should happen to be of particular interest.
This attention may be either voluntary, or non-voluntary.

Wherever we go, the arresting power of attention is around us. It may be the hooting of a car horn, a poster on a wall, or an unexpected event.


Intelligence is a broadly conceived concept, used in different ways by different people. It has been defined by some experts as psychometrics, which is the art of mental measurement; or the "Ability to adapt to new circumstances". Others define it as "The ability to learn". Still others define it as "the capacity to deal with complex or abstract material". Different psychologists have championed different definitions, but no clear cut definition has ever been established. It is for this reason that many psychologists have settled for an operational definition, which is -"Intelligence is what the intelligence tests measure".

It can be seen that some people are much better at solving problems than others. This can occur even if they have the same experiences and environment. It is true of all people, adults, adolescents or smaller children. It can also apply to all types of problems; social, business and school. Different people possess the quality which has come to be accepted as intelligence, in different degrees.

Intelligence should not be confused with knowledge. A child of six years old may have more intelligence than an adult of thirty, but will not have more knowledge.
It is generally accepted that intelligence is a latent ability which is present in everyone, but the quality of intelligence depends upon the powers of perception and the ability of a person to translate the perception into facts which have been inherited by the individual.

From the above this should be realised that an individual may have a considerable knowledge. In fact he may be specialised in a particular field. It does not however follow that his intelligence is of a high standard. There is no direct relationship between intelligence and knowledge - knowledge can only be acquired by experience.


Learning involves far more than what happens in education. The process of learning is basic to every new habit formed as the result of experience. A child learns to identify its parents, to cry for their attention, to love them, to fear the neighbour’s dog, etc. They also learn how to control their bladder, to respond to verbal instructions and to sense people’s meanings from facial expressions. Even talking is learnt.

Most of us learn to behave in ways which society approves of. A few of us learn to hate social rules, or at least how to avoid following them. Some people learn to be anxious when there is no real danger: such acquired anxieties may become a ruling factor in our lives, in which case they are called neuroses.

We learn to plan for our future, to delay immediate gratification in favour of more distant goals. It is possible for creative individuals to learn new creative ways of doing things, and to develop artistic or intellectual abilities and use them for the benefit of the world. We learn religious attitudes, and systems of thought -which are called scientific theories.

The ability to learn is closely related to the process of memory. Intellectual activity no doubt assists learning, but motor activity is also important in the process. Learning also depends heavily on individual interest, and the attention given to the process. In other words, learning involves the capacity to adapt one’s mind and behaviour to the task and can be summed up as follows:

  • Trial and error is the most primitive form of learning.
    This is common with children or animals, but adults also use the method occasionally. It involves failing, then retrying until a successful conclusion is reached.
  • Constant repetition without understanding.
    This is a method which is characteristic of early speech training, although the method can exist in certain circumstances throughout life.
  • The most effective method of learning is one involving constant repetition together with an understanding of the principles involved, and the reason for taking one action rather than another.

This is the method which makes use of intelligence, and definitely the most effective method of learning.

Learn More - Enrol Today

You can start our Industrial Psychology course at any time - learn more bout improving employee motivation and performance, how organisations work, and the psychology behind industrial psychology.

If you have any questions or want to know more, please get in touch - our Psychology tutors are happy to help and advise. You can contact us by -

Phone (UK) 01384 442752 or (International) +44 (0) 1384 442752, or

Email us at [email protected], or use our FREE COURSE COUNSELLING SERVICE.