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Journal articles on the topic 'Education, Industrial. Psychology, Industrial'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Kian, Teo Pei. "Creative Teaching Method in Higher Education for Industrial Design Programme." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 5252–59. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020232.

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2

Stansbury, Jessica A., and David R. Earnest. "Meaningful Gamification in an Industrial/Organizational Psychology Course." Teaching of Psychology 44, no. 1 (2016): 38–45. http://dx.doi.org/10.1177/0098628316677645.

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Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagemen

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3

Wann, Daniel L. "Developing Fantasy Organizations in Industrial/Organizational Psychology Courses." Teaching of Psychology 21, no. 3 (1994): 177–79. http://dx.doi.org/10.1177/009862839402100315.

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Students in an undergraduate industrial/organizational psychology class were asked to develop fantasy organizations and apply lecture material to them. Student evaluations indicated that the exercise was informative and enjoyable.

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4

Wann, Daniel L. "Developing fantasy organizations in industrial/organizational psychology courses." Teaching of Psychology 21, no. 3 (1994): 177–79. http://dx.doi.org/10.1207/s15328023top2103_14.

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5

Tonidandel, Scott, Laura Koppes Bryan, and Whitney Botsford Morgan. "Educating Industrial–Organizational Psychologists: Perspectives From SIOP's Education and Training Committee." Industrial and Organizational Psychology 7, no. 1 (2014): 58–61. http://dx.doi.org/10.1111/iops.12106.

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6

Kirnan, Jean P., Maura Reilly, and William Decker. "Effectiveness of an Undergraduate Program in Industrial/Organizational Psychology." Teaching of Psychology 27, no. 1 (2000): 27–30. http://dx.doi.org/10.1207/s15328023top2701_5.

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7

Maynard, Douglas C., Peter D. Bachiochi, and Ana C. Luna. "An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology." Teaching of Psychology 29, no. 1 (2002): 39–43. http://dx.doi.org/10.1207/s15328023top2901_10.

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Industrial/organizational (I/O) psychology has typically been neglected in introductory psychology textbooks and courses. The Society for Industrial and Organizational Psychology (SIOP) recently developed a series of teaching modules for introducing I/O psychology. We evaluated 4 modules with 12 samples (N = 333) for student learning and intentions and for student and instructor reactions. Overall, student knowledge of I/O concepts increased after presentation of the modules. Additionally, students were more likely to want to take a course in I/O psychology after the presentation. Finally, stu

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Et al., Yedi Purwanto. "Moderate Islamic Character Education In 4.0 Industrial Era." Psychology and Education Journal 58, no. 1 (2021): 5356–64. http://dx.doi.org/10.17762/pae.v58i1.1793.

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Character education build the moral of students based on ethics and national culture that has been internalized and becomes a special trait of the Indonesian nation. Through Islamic education, moderate character values will embrace human activities, both in the vertical or horizontal connection. This study aims to find out about the character education and the outcome, implemented at the Indonesia University of Education. Methodology of research are used quantitative and qualitative factor and participated by general mandatory courses (GMC) higher education students and graduates. The results

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9

Shultz, Kenneth S., and Janet L. Kottke. "The Master's Thesis in Applied Psychology Training." Teaching of Psychology 23, no. 3 (1996): 166–68. http://dx.doi.org/10.1177/009862839602300307.

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Many master's programs in industrial and organizational psychology do not require a thesis. We argue that the master's thesis serves several critical pedagogical purposes and is more relevant to applied psychology than many students and faculty realize. Suggestions are made on how to tie the thesis to several critical competencies required of psychologists in applied industrial settings.

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10

Kottke, Janet L. "A Job Analysis Exercise for an Undergraduate Industrial Psychology Class." Teaching of Psychology 15, no. 1 (1988): 41–42. http://dx.doi.org/10.1207/s15328023top1501_11.

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A project requiring undergraduate students to do a job analysis is described. Students prepare job analyses and use them to develop other personnel procedures. Feedback from students has been positive. Recommendations for instructors are provided.

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11

Giberson, Tomas R. "Industrial-Organizational Psychology and the Practice of Performance Improvement." Performance Improvement Quarterly 28, no. 2 (2015): 7–26. http://dx.doi.org/10.1002/piq.21191.

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12

Salter, Nicholas P., and Alison L. O'Malley. "A Good Graduate Industrial–Organizational Education Begins in Undergraduate Classrooms." Industrial and Organizational Psychology 7, no. 1 (2014): 15–18. http://dx.doi.org/10.1111/iops.12096.

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13

EHRENFELD, JOHN R. "Industrial Ecology." American Behavioral Scientist 44, no. 2 (2000): 229–44. http://dx.doi.org/10.1177/0002764200044002006.

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14

Campbell, Wanda J. "Consideration of Consulting Psychology/Organizational Educational Principles as they relate to the practice of industrial-organizational psychology and the Society for Industrial and Organizational Psychology's Education and Training Guidelines." Consulting Psychology Journal: Practice and Research 54, no. 4 (2002): 261–74. http://dx.doi.org/10.1037/1061-4087.54.4.261.

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15

Frese, Michael. "Human Computer Interaction within an Industrial Psychology Framework." Applied Psychology 38, no. 1 (1989): 29–44. http://dx.doi.org/10.1111/j.1464-0597.1989.tb01372.x.

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16

Kottke, Janet L., Elizabeth L. Shoenfelt, and Nancy J. Stone. "Undergraduates Learn About Industrial–Organizational Psychology and Human Factors From an Informational Brochure." Teaching of Psychology 44, no. 1 (2016): 68–73. http://dx.doi.org/10.1177/0098628316679970.

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An informational brochure was created to assist students and faculty unfamiliar with the industrial–organizational (IO) and human factors (HF) disciplines. The brochure highlights the content of these two professions, presents advice for undergraduates to prepare for admission to IO and HF graduate programs, provides sources of IO and HF information, and suggests employability options in IO and HF. To determine if this brochure effectively informed students about these professions, students read either the IO and HF brochure or information about school psychology. Knowledge about IO and HF pro

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17

Highhouse, Scott. "The Brief History of Personnel Counseling in Industrial-Organizational Psychology." Journal of Vocational Behavior 55, no. 3 (1999): 318–36. http://dx.doi.org/10.1006/jvbe.1999.1685.

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18

Wu, Ning, and ZuanKuo Liu. "Higher education development, technological innovation and industrial structure upgrade." Technological Forecasting and Social Change 162 (January 2021): 120400. http://dx.doi.org/10.1016/j.techfore.2020.120400.

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19

Marsono, Bella Cornelia Tjiptady, Yoto,. "Model For Development Of Students 'Capability In Industry Practices In Era 4.0." Psychology and Education Journal 58, no. 1 (2021): 3268–75. http://dx.doi.org/10.17762/pae.v58i1.1266.

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Vocational education in the industrial revolution era 4.0 needs to get support from various parties in order to have a major contribution in economic development. The problem faced at this time is the weak ability of human resources, especially in creativity and innovation capability. One solution that can be done by vocational education is the presence of industrial practices. This paper presents a model for developing learners' capabilities through industrial practices that begin with planning from preparation, implementation, and evaluation. The purpose of this paper is to describe the impl

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20

Van der Walt, R., and S. J. Van der Walt. "Entrepreneurial training for Human Resource practitioners and potential services rendered to Small Enterprises." Southern African Journal of Entrepreneurship and Small Business Management 1, no. 1 (2008): 21. http://dx.doi.org/10.4102/sajesbm.v1i1.12.

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<p>This article examines to what extent current South African university courses/programmes in Human Resources Management and Industrial Psychology prepare students for a career in entrepreneurship. It is argued that human resources practitioners have much to offer in the line of services and advice to small enterprises on how to succeed. The data of the survey are analysed through a qualitative approach. The findings indicate that entrepreneurship training currently receives limited attention in the training of human resources practitioners and industrial psychologists.</p><p&g

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21

Saidi, Suid. "Education Psychology in Increasing the Potential of Students at the Era of Industrial Revolution 4.0." IMTECH: Journal of Instructional, Media Education and Technology 1, no. 1 (2020): 16–23. http://dx.doi.org/10.47387/imtech.v1i1.10.

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Education can be interpreted as all efforts done by humans to be more advanced and developed, whether done individually or independently and in groups that are held in various locations both at home, school, community, place of worship, environment, or a combination of various locations. The purpose of education is to make other individuals (students) better. The process of educational activities can be done inside the room/school or outside the school, where interaction occurs between one person and another person or group to change student behavior by providing learning material and knowledg

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22

Grosch, James W., and John E. Sparrow. "Detecting Deception: A Classroom Demonstration." Teaching of Psychology 19, no. 3 (1992): 166–68. http://dx.doi.org/10.1207/s15328023top1903_10.

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Lie detection, a topic that most students of psychology find fascinating, can be demonstrated using an inexpensive, highly portable galvanic skin response (GSR) monitor. This demonstration can be used to touch on the current controversy surrounding the use of physiological measures in detecting deception and is relevant to other topics, such as emotion, perception, and industrial/organizational psychology.

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23

Rajecki, D. W. "Psychology Baccalaureates at Work: Major Area Subspecializations, Earnings, and Occupations." Teaching of Psychology 39, no. 3 (2012): 185–89. http://dx.doi.org/10.1177/0098628312450431.

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A Census Bureau national survey identified baccalaureates aged up to 64 years having major area subspecializations labeled “psychology,” “industrial/organizational (I/O) psychology,” and “counseling psychology.” Median 2009 earnings of all such types of baccalaureate psychology alumni were well below the distribution mean of the153 fields in the survey-wide sample. Further, psychology subspecialization group earnings differed widely from one another. As terminal baccalaureates, those who presumably specialized in counseling psychology earned only 54.7% of the wages of counterparts who speciali

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24

Stymne, Bengt. "Industrial democracy and the worker." Applied Psychology 35, no. 1 (1986): 101–19. http://dx.doi.org/10.1111/j.1464-0597.1986.tb01281.x.

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25

Kottke, Janet L., Elizabeth L. Shoenfelt, and Nancy J. Stone. "Educating Industrial–Organizational Psychologists: Lessons Learned From Master's Programs." Industrial and Organizational Psychology 7, no. 1 (2014): 26–31. http://dx.doi.org/10.1111/iops.12099.

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26

NIELSEN, KLAUS. "Industrial Policy or Structural Adjustment?" American Behavioral Scientist 38, no. 5 (1995): 716–40. http://dx.doi.org/10.1177/0002764295038005004.

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27

Levy, Paul E., Stanley B. Silverman, and Caitlin M. Cavanaugh. "The Performance Management Fix Is In: How Practice Can Build on the Research." Industrial and Organizational Psychology 8, no. 1 (2015): 80–85. http://dx.doi.org/10.1017/iop.2015.2.

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The scientist–practitioner model of training in industrial and organizational psychology provides the foundation for the education of industrial and organizational psychologists across the world. This approach is important because, as industrial and organizational psychologists, we are responsible for both the creation and discovery of knowledge and the use or application of that knowledge. In multiple articles recently published in this journal, Pulakos and her colleagues (Pulakos, Mueller Hanson, Arad, & Moye, 2015; Pulakos & O’Leary, 2011) have argued that performance management (PM

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28

Byrne, Zinta S., Theodore L. Hayes, S. Mort McPhail, Milton D. Hakel, José M. Cortina, and Jeffrey J. McHenry. "Educating Industrial–Organizational Psychologists for Science and Practice: Where Do We Go From Here?" Industrial and Organizational Psychology 7, no. 1 (2014): 2–14. http://dx.doi.org/10.1111/iops.12095.

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Graduate training in industrial and organizational (I–O) psychology has long prepared students with skills and knowledge that are highly valued by employers, both in practice and academe alike. Our article, based on a panel discussion, explores what aspects of graduate training are sought out by employers in multiple fields, what new I–O hires need to know, and ways we can improve professional preparation for both practice and academics. Although the current SIOP Guidelines for Education and Training are satisfactory for present market conditions, we explore areas where the Guidelines could be

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29

Dunnette, Marvin D. "Emerging Trends and Vexing Issues in Industrial and Organisational Psychology." Applied Psychology 47, no. 2 (1998): 129–53. http://dx.doi.org/10.1111/j.1464-0597.1998.tb00018.x.

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30

Pearce, Jone L., Gregory A. Bigley, and Imre Branyiczki. "Procedural Justice as Modernism: Placing Industrial/Organisational Psychology in Context." Applied Psychology 47, no. 3 (1998): 371–96. http://dx.doi.org/10.1111/j.1464-0597.1998.tb00034.x.

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31

Uysal, H. Tezcan, and Kahraman Cati. "Effect of industrial and organizational psychology on administrators' perception of entrepreneurial university in higher education institutions." Journal of Higher Education and Science 6, no. 1 (2016): 77. http://dx.doi.org/10.5961/jhes.2016.145.

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32

Carkenord, David M. "A Group Exercise to Explore Employee Ethics in Business-Related Psychology Courses." Teaching of Psychology 23, no. 2 (1996): 100–102. http://dx.doi.org/10.1207/s15328023top2302_6.

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This article describes an in-class group exercise that allows students in business-related psychology courses to explore issues concerning potentially unethical behaviors of employees. Students individually rate 10 employee behaviors of a questionable ethical nature (from Jones, 1990) and then, in small groups, calculate mean group ratings for each behavior. In addition, the groups determine appropriate consequences for some of the behaviors. Students from two classes (Industrial Psychology and Organizational Behavior) responded positively to the exercise on an anonymous survey.

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33

Larkin, Judith E., Harvey A. Pines, and Kate M. Bechtel. "Facilitating Students' Career Development in Psychology Courses: A Portfolio Project." Teaching of Psychology 29, no. 3 (2002): 207–10. http://dx.doi.org/10.1207/s15328023top2903_05.

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We describe the use of a career exploration portfolio in an Industrial/Organizational psychology course (n = 22) to address students' career needs and to develop academic competencies. Students independently completed a series of assignments outside of class, which led to the construction of a personalized career development portfolio. Evaluations showed that students were significantly more certain about their career directions at the end of the semester than before and felt better able to implement their career choices. We discuss how career exploration portfolios can be used in other psycho

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34

Cooper-Thomas, Helena D., and Sarah Wright. "Industrial-Organisational Psychology in New Zealand: Who Are We and Where Are We Going?" Australian and New Zealand Journal of Organisational Psychology 1 (August 1, 2008): 12–21. http://dx.doi.org/10.1375/ajop.1.1.12.

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AbstractIn spite of a long history, Industrial and Organisational (I/O) psychology appears to be relatively unknown beyond those who teach or practise it. Research in Canada, the United Kingdom, the United States, Australia and Aotearoa/New Zealand is reviewed to illustrate common problems. To provide an update on the local situation, a survey of 46 I/O psychologists was conducted to identify what types of activities I/O psychologists in New Zealand are engaged in, and what they think the issues are for the profession both now and in the future. We present the issues under five themes: current

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35

Hakstian, A. Ralph, Lorette K. Woolsey, and Marsha L. Schroeder. "Validity of a Large-Scale Assessment Battery in an Industrial Setting." Educational and Psychological Measurement 47, no. 1 (1987): 165–78. http://dx.doi.org/10.1177/0013164487471025.

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36

Lefkowitz, Joel. "Educating Industrial–Organizational Psychologists for Science, Practice, and Social Responsibility." Industrial and Organizational Psychology 7, no. 1 (2014): 38–44. http://dx.doi.org/10.1111/iops.12102.

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37

Pawlikowska-Piechotka, Anna. "Industrial Heritage Tourism: a Regional Perspective (Warsaw)." Physical Culture and Sport. Studies and Research 46, no. 1 (2009): 276–87. http://dx.doi.org/10.2478/v10141-009-0025-x.

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Industrial Heritage Tourism: a Regional Perspective (Warsaw)When touring a region, one of the things previous generations certainly overlooked were the industrial areas. With the exception of the old saltmine "Wieliczka" in the south of Poland, industrial heritage was mainly unknown. Industrial landscape (mills, factories with chimneys emitting all-blackening smoke, poverty-stricken workers' houses) have been regarded with dislike and considered grim.Using the example of Warsaw's industrial heritage revitalization projects, we examined already modernized historic buildings, which sought to res

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38

Neubert, Jonas C., Jakob Mainert, André Kretzschmar, and Samuel Greiff. "The Assessment of 21st Century Skills in Industrial and Organizational Psychology: Complex and Collaborative Problem Solving." Industrial and Organizational Psychology 8, no. 2 (2015): 238–68. http://dx.doi.org/10.1017/iop.2015.14.

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In this article, we highlight why and how industrial and organizational psychologists can take advantage of research on 21st century skills and their assessment. We present vital theoretical perspectives, a suitable framework for assessment, and exemplary instruments with a focus on advances in the assessment of human capital. Specifically, complex problem solving (CPS) and collaborative problem solving (ColPS) are two transversal skills (i.e., skills that span multiple domains) that are generally considered critical in the 21st century workplace. The assessment of these skills in education ha

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39

Borrego, Maura, Jennifer Karlin, Lisa D. McNair, and Kacey Beddoes. "Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review." Journal of Engineering Education 102, no. 4 (2013): 472–512. http://dx.doi.org/10.1002/jee.20023.

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40

Erdheim, Jesse, Michael J. Zickar, and Maya Yankelevich. "Remembering Donald G. Paterson: Before the separation between industrial–organizational and vocational psychology." Journal of Vocational Behavior 70, no. 1 (2007): 205–21. http://dx.doi.org/10.1016/j.jvb.2006.09.001.

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41

Jelley, R. Blake, Silvia Bonaccio, and François Chiocchio. "Educating Industrial–Organizational Psychologists for Science and Practice: A Canadian Perspective." Industrial and Organizational Psychology 7, no. 1 (2014): 51–54. http://dx.doi.org/10.1111/iops.12104.

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42

Maree, Prof Dr Kobus. "Message from Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 7, no. 1 (2017): I. http://dx.doi.org/10.18844/gjgc.v7i1.2939.

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Dear Readers,It is a great honour for us to publish Volume 7, Issue 1, of the Global Journal of Guidance andCounseling: Current Perspectives. The journal welcomes original empirical investigations and literaturereview articles on current issues in guidance and counseling. The journal is published quarterly andserves as an international platform for discussing new developments in guidance and counselling. Thejournal focuses on, but is not limited to, the following major fields as they relate to guidance andcounseling: child and adolescent counseling, adult and elder counseling, family counselin

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43

Ehrenfeld, J. R. "Industrial Ecology: Paradigm Shift or Normal Science?" American Behavioral Scientist 44, no. 2 (2000): 229–44. http://dx.doi.org/10.1177/00027640021956189.

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44

Maree, Prof Dr Kobus. "Message from the Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 8, no. 1 (2018): I. http://dx.doi.org/10.18844/gjgc.v8i1.3590.

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It is a great honour for us to publish Volume 8, Issue 1, of the Global Journal of Guidance and Counseling: Current Perspectives. The journal welcomes original empirical investigations and literature review articles on current issues in guidance and counseling. The journal is published quarterly and serves as an international platform for discussing new developments in guidance and counselling. The journal focuses on, but is not limited to, the following major fields as they relate to guidance and counseling: child and adolescent counseling, adult and elder counseling, family counseling, schoo

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45

Maree, Prof Dr Kobus. "Message from Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 8, no. 2 (2018): I. http://dx.doi.org/10.18844/gjgc.v8i2.3602.

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It is a great honour for us to publish Volume 8, Issue 2, of the Global Journal of Guidance and Counseling: Current Perspectives. The journal welcomes original empirical investigations and literature review articles on current issues in guidance and counseling. The journal is published quarterly and serves as an international platform for discussing new developments in guidance and counselling. The journal focuses on, but is not limited to, the following major fields as they relate to guidance and counseling: child and adolescent counseling, adult and elder counseling, family counseling, schoo

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46

Gibby, Robert E., A. Silke McCance, Christine L. Pusilo, Adam J. Ducey, and Andrew Biga. "Educating Industrial–Organizational Psychologists for Practice and Science: Where Not to Go." Industrial and Organizational Psychology 7, no. 1 (2014): 71–74. http://dx.doi.org/10.1111/iops.12109.

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47

Blanton, Judith S. "Supervision practices in consulting and industrial-organizational psychology doctoral programs and consulting firms." Consulting Psychology Journal: Practice and Research 66, no. 1 (2014): 53–76. http://dx.doi.org/10.1037/a0035681.

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48

Baker, Roy. "Enterprise; economic and industrial awareness and primary teacher training." Early Child Development and Care 94, no. 1 (1993): 21–26. http://dx.doi.org/10.1080/0030443930940104.

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49

Ramsey, Maureen. "Economic and industrial understanding — The problems, opportunities and challenges." Early Child Development and Care 94, no. 1 (1993): 27–32. http://dx.doi.org/10.1080/0030443930940105.

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50

Pusateri, Thomas P. "A Decade of Changes since the St. Mary's Conference: An Interview with Thomas V. McGovern." Teaching of Psychology 29, no. 1 (2002): 76–82. http://dx.doi.org/10.1207/s15328023top2901_14.

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Tom Pusateri received his doctorate degree in 1984 from Ohio State University. He is a professor of psychology at Loras College in Dubuque, Iowa specializing in Social and Industrial/Organizational psychology. He served a 2-year appointment as Assessment Coordinator for his campus, continues to serve on its assessment committee, and has delivered several conference presentations on assessment. Tom serves as Executive Director for the Society for the Teaching of Psychology. Tom McGovern is professor and cofounder of the interdisciplinary Department of Integrative Studies at Arizona State Univer

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