Meta-analysis has become a powerful and widely used tool for systematically reviewing and quantitatively summarizing research findings. Researchers are frequent consumers of meta-analyses as an efficient means of learning about a new body of evidence or to stay up to date with the state of the science in an area. Additionally, managers and policy makers increasingly rely on meta-analytic findings to make informed, evidence-based management decisions. However, without a basic understanding of their logic and mechanics, it is impossible to be an educated, effective consumer of meta-analyses and systematic reviews, thus potentially leading to faulty conclusions and decision-making. Thus, the purpose of this workshop is to teach participants how to conduct and interpret a meta-analysis.

The workshop will cover the following topics:
1.Identifying relevant studies (data sources, search strategies, developing valid inclusion criteria)
2.Abstracting data from primary studies (effect sizes, study characteristics, moderators)
3. Demonstration of software programs available for conducting meta-analysis (shareware and commercial)
4. Analyzing data by quantitatively pooling studies (measures of effect size, subgroup analysis)
5. Assessing the reliability and validity of your findings (identifying sources of heterogeneity in your studies, publication bias)
6. Interpreting and reporting meta-analytic findings (including graphical techniques)
7. Controversial issues in meta-analysis (e.g., use of quality scores, use of non-peer reviewed or foreign language articles, requiring a minimum sample size of primary studies)

Further, participants will receive a list of relevant software packages, useful readings and web links for additional reading and inquiry.

The workshop will use a combination of didactic presentation, live software demonstration, and interactive exercises. Specific exercises will teach attendees to:
1.Translate their specific research question in to a search strategy for performing a meta-analysis.
2.Practice abstracting relevant data from an actual article
3.Practice interpreting meta-analytic findings.

By the end of the workshop, participants will know the steps involved in conducting a meta analysis, including selecting and coding studies, using appropriate quantitative techniques to pool studies, assessing the reliability and validity of meta-analytic analyses, and presenting findings for optimal impact and usability to scientists and practitioners. Special emphasis will be given to controversial issues such as the use of quality scores and inclusion of foreign language articles.

Target Audience
This workshop is aimed at researchers interested in conducting meta-analyses as well as researchers interested in appropriately interpreting and using meta-analytic findings. We will assume participants have little or no knowledge of meta-analytic techniques.

Sylvia J. Hysong, Ph.D., is an industrial/organizational (I/O) psychologist, faculty research investigator in the Health Policy and Quality Program at the Houston VA HSR&D Center of Excellence, Assistant Professor of Medicine at BCM, and Adjunct Assistant Professor of Psychology at the University of Houston. Her primary research interests focus on performance measurement and feedback systems to improve quality of primary care. Her work includes projects examining primary care staffing patterns, physician financial incentives and performance measurement, electronic health systems and patient safety, and physician recruitment and retention. Her work, including a meta-analysis of feedback characteristics in health care, has been published in various journals including Medical Care, Health Services Research, Implementation Science, the Journal of Healthcare Management, and Ergometrika.

Donna L. White, PhD, MPH is an Assistant Professor in the Sections of Health Services Research and Gastroenterology and Hepatology at the Baylor College of Medicine in Houston, Texas. She is also a member of the Clinical Epidemiology and Outcomes Program in the Houston Center for Quality of Care and Utilization Studies at the Michael E. DeBakey VA Medical Center. She has first authored two published meta-analyses including a Human Genome Epidemiology (HuGE) review and meta-analysis in the American Journal of Epidemiology. She has also co-authored two meta-analyses including on statin use in heart failure published in the highest impact cardiology journal, JACC. Dr. White has recently been awarded a competitive NIH career development award (NIDDK K01) which focuses on genetic and environmental risk factors for advanced liver disease among veterans with hepatitis C virus infection.

Yearly surveys of corporate training functions show that many organizations are increasingly relying on e-learning or Web-based training programs to broaden training outreach, provide just-in-time learning, and control training costs. Unfortunately, many organizations simply translate an older lecture-style training program to an online version, creating dry, uninspiring Web-based training programs and turning the computer into an “electronic page turner.” By taking full advantage of the Internet, Web-based training programs can instead be developed to be highly interactive and powerful learning tools that create learning environments that are at once highly individualized and embedded within a community of learning peers. This workshop will include (a) a review of research on instructional and contextual characteristics that optimize individual learning; (b) guidelines for designing effective and interactive learning environments; (c) determine whether or not an organization (and its members) is ready for e-learning; (d) guidelines for deciding whether or not to contract course development and management to e-learning vendors; (e) best practices for encouraging active learning by trainees; (f) emerging media and methods for engaging learners (e.g., wikis, blogs, podcasts, interactive whiteboards, tagging, and social networking sites); and (g) an overview of strategies for evaluating e-learning effectiveness.

Method:
A variety of instructional methods will be used in the workshop, including: lecture, discussion, and case analysis.

Goals:
As a result of this workshop, participants will be able to:
· List characteristics of effective e-learning systems;
· Decide on appropriate instructional characteristics for e-learning systems in their organizations;
· Conduct an organizational e-readiness survey
· Decide whether or not to contract with external vendors to provide e-learning systems for their organization;
· Know potential applications and value added for emerging e-learning methods;
· Develop effective e-learning evaluation instruments.

Participants:
This workshop will be of interest to practitioners responsible for planning, developing, upgrading, or maintaining e-learning systems, as well as to students and researchers interested in studying existing and emerging online learning methods.

Dr. Kurt Kraiger is a Professor of Psychology at Colorado State University. Dr. Kraiger is a fellow and president-elect of the Society of Industrial/Organizational Psychology (SIOP). He is a noted expert on training and training evaluation, having edited two books and published or presented over 130 papers on training and related topics. He is also actively engaged in research on learning in ill-structured environments (e.g., computer-based training and through mentoring programs). Dr. Kraiger also has a long history of consulting with organizations in problem areas related to training, leadership development, selection, competency modeling, and organizational attitudes. He currently directs Colorado State University´s Center for Organizational Excellence that provides consulting services to organizations.

Introduction

A fundamental issue for all disciplines, including work and organizational psychology, is how existing research and evidence can most effectively be summarized to find out what we know, and do not know, about a particular question or topic. Systematic literature reviews or research syntheses (Rousseau, Manning & Denyer, 2008; Tranfield, Denyer & Smart, 2003) provide a method for dealing with this issue. Systematic reviews are widely used and seen as essential in many fields yet though they have rarely been used in work and organizational psychology.

Goals
The main purpose of this workshop is to provide guidance about how to do systematic literature reviews and will address these questions:

1. What is a systematic review?
2. How are systematic reviews different from literature reviews and meta-analyses?
3. What are the key principles of systemic reviews?
4. What do systematic reviews look like in organizational psychology and other fields?
5. How do you actually do a systematic review?
6. What are the limitations of systematic reviews?
7. How can the results of systematic reviews be used to improve research and practice in organizational psychology?
8. How can systematic reviews be disseminated and published?

Method
Participants will be guided though the process of conducting a systematic review by using examples of systematic reviews on work and organizational psychology topics conducted by the facilitators. The strengths and weaknesses of the methods adopted will be discussed and participants will be asked to consider how they would conduct a systematic review of a topic or question that is of interest to them.

Participants will also be provided with materials which provide practical step-by-step guidance about how they can conduct a systematic review and advice will be provided about the next steps for participants who want to conduct their own systematic review.

Participants
The workshop is aimed at researchers or practitioners who wish to learn more about how systematic reviews are conducted and who are thinking about the possibility of conducting such a review as part of their research, publication plans, or to inform practice.

Rousseau, D.M., Manning, J. & Denyer, D. (2008). Evidence in Management and Organizational Science: Assembling the Field’s Full Weight of Scientific Knowledge through Syntheses. The Academy of Management Annals, 2, 457-515.

Tranfield, D., Denyer, D. & Smart, P. (2003). Toward a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, 14, 207–222.

Professor Rob B Briner, Birkbeck, University of London
Dr Jo Rick, Institute of Work Psychology, University of Sheffield
Dr Chris Carroll, Heath Economics and Decision Science, University of Sheffield

Rob Briner

Rob is Professor of Organizational Psychology and currently Head of School at Birkbeck, University of London. His research focuses on the reciprocal links between work and various aspects of well-being (such as moods and emotions) and other interests include the psychological contract, absence, and ethnicity. Rob is currently on the editorial board of a number of journals including Journal of Organizational Behavior and Human Relations. One of his other main interests is evidence-based management and systematic reviews. He has been involved in Denise Rousseau’s Evidence-Based Collaborative for the past few years, has conducted many systematic reviews and consults to organizations using an evidence-based management framework. He is also an Advanced Institute of Management (AIM) Associate and has taken part in several AIM initiatives around the development of systematic reviews.

Jo Rick

Dr Jo Rick is a Chartered Occupational Psychologist and Research Programme Manager at the Institute of Work Psychology (IWP) University of Sheffield. Jo´s research interests focus on health, work and well-being in applied settings and the use of evidence in policy. Jo has led systematic reviews and syntheses of evidence for numerous policy clients including the evaluation of evidence to underpin management standards for work related stress (UK Health & Safety Executive) HRM and performance (UK National Health Service) and on the effectiveness and cost effectiveness of interventions to reduce long term sickness absence (UK National Institute for Health and Clinical Excellence. Latterly, Jo´s work has focused on developing systematic review methods which can better deal with the varying research traditions, perspectives and methodologies required for answering many social science and policy questions.

Chris Carroll

Chris is Research Fellow in Systematic Reviewing in Health Economics and Decision Science (HEDS), at the School of Health and Related Research (ScHARR), University of Sheffield. His research focuses on methods of evidence synthesis and the systematic review of medical, pharmaceutical, health and occupational health interventions. Chris has recently completed systematic reviews for the UK National Institute for Health and Clinical Excellence (NICE), with Dr Jo Rick, on interventions for long-term sickness absence, to inform national guidance on this topic, and also on the reliability and validity of measures of human resource management with the health sector, with Jo Rick, Stephen Wood, and Malcolm Patterson, for the UK NHS Service Delivery Organisation (SDO) and the National Co-ordinating Centre on Research Methodology (NCCRM).

*NOTE - Participants will need to bring their laptops with a working
copy of SPSS v12 or above on them.*

This workshop is aimed at two distinct groups. It is primarily designed as a beginners´ introduction to multi-level modelling (AKA Hierarchical Linear Modelling), for social scientists who face the challenge of working with multi-level data sets and want to be able to analyse them in the most powerful and accurate way.
However it should also appeal to those with a little experience of multi-level modelling using other specialist packages who now want to
learn how to run such models in SPSS using the MIXED MODELS menu and commands.

Workshop level:
A reasonable working knowledge of multiple regression and some previous experience of using SPSS to perform statistical analysis is expected. No previous experience of multi-level modelling will be assumed.

Workshop content and aims:
The workshop will cover the following topics:

- Introduction to multi-level data and why it requires special treatment
- Restructuring Data in preparation for multi-level modelling
- What is a multi-level model?
- Building and fitting a simple multi-level model in SPSS

The workshop will comprise of a a couple of short talks on the basic theory behind multi-level models, teaching via examples worked through
by the trainer on real data sets which participants can follow, and exercises to practice the skills just learned. Particpants will also receive a 50-page coursebook containing all the notes and worked examples, providing an easy reference and reminder for the techniques
you have learned, and a memory stick with the exercise answers.

Dr Chris Stride is the Statistician at the Institute of Work Psychology at the University of Sheffield, UK, providing data management and
statistical analysis, support, and training for the institute´s research team and students, and collaborating on papers with colleagues both
within IWP and other social science departments across the University.

As well as his Institute role, Dr Stride runs Figure It Out (www.figureitout.org.uk), a statistical consultancy and training service
for social scientists. Figure It Out provides training in advanced statistical methods and data management for academics, researchers, public sector workers and postgraduate students, and has held several sold out and well received courses at the University of Sheffield over the past 2 years, as well as performing bespoke training and consultancy for the NHS and the Civil Service amongst others.

Dr. Stride has a B.Sc and Ph.D in statistics from the University of Warwick, UK, and has been awarded Chartered Statistician status by the
Royal Statistical Society. He is also committee member and trainer for ASSESS (UK and European SPSS users-group).

Objectives of the workshop:
Preparing a manuscript for an international scientific journal is a highly structured process with rules and guidelines. Yet, the manuscript should also be innovative in what it is presenting, bringing new knowledge to the existing body of the research literature. It should be presented in an interesting and attractive way and it should clearly reflect the contributions of the particular manuscript. The difference between scientific writing and journalist writing is that scientific writing should meet the criteria of what is considered to be scientifically valid, and replicable.
The objective of this workshop is to offer doctoral students and junior researchers some guidelines for preparing a manuscript according the standards required by the scientific international journals in the field of Work and Organizational Psychology.

Target group:
The workshop is offered to doctoral students and junior researchers in work and organizational psychology. Participants in the workshop are invited to submit drafts of their individual papers, to get feedback and reviews.

Structure: The workshop will continue for three hours and will consist of two parts:
Part I: Illustration of common problems in manuscripts submitted to journals, which should be avoided. Some of the frequently identified problems are:
1. Lack of strong theoretical foundation for the research hypotheses.
2. Lack of a proper design that enables testing the hypotheses, and ruling out
alternative explanations.
4.Frequent methodological problems
5.Statistical analyses that does not fully allow to test the hypotheses and rule out alternative interpretations..
6.Inappropriate use of the discussion for summarizing the results rather than for discussing the findings and integrating them with the research literature.

Part II: The structure of the manuscript. In this part the workshop will focus on each one of the parts of the manuscript.
1.The research question (introducing the reader to the research question, which can be either novel or not, core or peripheral).
2. An updated literature review.
3. The Methods section on all its components.
4. The Results section and how it should be written.
5. Discussion – Interpreting the meaning of the findings, integrating them into the conceptual framework and the existing research literature, and emphasizing their contributions.

The teaching methodology of this workshop: The workshop is going to be interactive, with questions to and from the audience, and with the analyses of some examples that the participants are going to present.

Miriam Erez - is the Mendes France Professor of Management and Economics, Faculty of Industrial Engineering & Management, Technion, Israel. Erez is the recipient of the Israel Prize in Management Sciences, 2005. In 2002 she received the Award of the International Association of Applied Psychology (IAAP) “for the Distinguished Scientific Contributions to the International Advancement of Applied Psychology”. Erez appears among the most cited authors in the field of management, 1983-2004 ( Podsakoff et al., J. of Management, 2008, Table 9)
Her research is in three major areas: work motivation, cross-cultural organizational behavior and Innovation. She published a number of books and numerous papers and books chapters. She served as Editor of Applied Psychology: An International Review and on numerous editorial boards. Erez is Fellow of: SIOP; APA; The Academy of Management (AOM) and The IAAP. She advised more than 80 master and doctoral students, and was a visiting professor in numerous universities in the U.S. Europe and the Far East.

Although there is a growing interest among W&O psychologists in time and the dynamic nature of work and organizational phenomena, it appears difficult to incorporate time into W&O theories and to conduct temporal research. As a result the number of published studies that have effectively investigated human behavior and organizational processes over time has remained very limited. The goals of this workshop are: (1) to recognize major hurdles to temporal research; (2) to identify the critical role of time in W&O phenomena, (3) to give time a salient position in research questions, models and hypotheses, and (4) to review research designs and methods appropriate for temporal data-gathering, measurement and analysis. The workshop is meant for W&O psychologists with an interest in developing temporal theory and conducting temporal research. The format is that of a lecture with an audiovisual presentation that includes pertinent research examples and case material. Participants will have an opportunity to propose research questions and to raise issues from their own field of study. They will be provided with a handout with slides and references.
The workshop starts with an introduction into the concept of time and its treatment in current theory and research. A distinction is made between differential (variable-based, variance) and temporal (phenomenon-based, process) theory and research, and various types of temporal phenomena are reviewed. In the second part, a general research strategy is presented that addresses (a) temporal features of phenomena, (b) temporal relationships between phenomena, and (c) long-term stability and change. For each type of study some options for conceptual modeling are discussed. The third part of the workshop deals with creating temporal research designs. It covers decisions about time frame, time grid, number of observations and number of subjects, as well as temporal facets of sampling. The fourth part of the workshop is dedicated to data gathering along the time-line and to various issues of measurement, including temporal reliability and validity. Also, an overview of methods for temporal analysis is presented and suggestions are given regarding their application to various research questions. Finally, practical implications of temporal theory and research for both the research process and organizational interventions are discussed.

Robert Roe is Professor of Organisational Theory and Organisational Behaviour at Maastricht University, the Netherlands. He has been Professor of Work & Organisational Psychology at the Dutch universities of Delft, Tilburg and Nijmegen, director of the Work and Organization Research Center in Tilburg and of the Netherlands Aeromedical Institute, and organisational consultant. Robert is founding president of the European Association of Work & Organisational Psychology (1991). He has a long track record in W&O psychology. His publications cover a broad range of W&O topics, including motivation & performance, assessment & selection, leadership & teams, organizational culture & change, and research methodology. In his recent work the emphasis is on temporal facets of behavioral and organizational phenomena.