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Journal articles on the topic 'Personnel psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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1

Erdogan, Berrin. "Personnel Psychology Awards." Personnel Psychology 73, no. 4 (November 13, 2020): 557–58. http://dx.doi.org/10.1111/peps.12433.

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2

Abrahams, Fatima. "Review: Personnel Psychology." South African Journal of Psychology 28, no. 3 (September 1998): 188–89. http://dx.doi.org/10.1177/008124639802800311.

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3

Bell, Bradford S., and Maria L. Kraimer. "Personnel Psychology Correction and Retraction Policy." Personnel Psychology 70, no. 1 (February 2017): 9–10. http://dx.doi.org/10.1111/peps.12212.

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4

Goodman, S. "Book Review: Personnel Psychology (2nd Edition)." South African Journal of Psychology 32, no. 3 (December 2002): 64–65. http://dx.doi.org/10.1177/008124630203200311.

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5

Petrov, Vladislav. "Psychology of financial literacy of military personnel." Applied psychology and pedagogy 4, no. 4 (December 15, 2019): 1–9. http://dx.doi.org/10.12737/2500-0543-2019-1-9.

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The article is devoted to the problem of psychology of financially competent behavior of servicemen. The psychological etiology of financial literacy / illiteracy of the personnel of the Armed Forces of the Russian Federation is shown. The study was conducted using: 1) content analysis of information (publications, materials of official inspections, etc.) about the attitude of the personnel of law enforcement agencies to money and financial behavior; 2) expert survey; 3) psychodiagnostic examination (method "California psychological questionnaire". Experts and subjects were 67 soldiers. The study found that financially literate / illiterate behavior is determined by a pattern of both General and specific qualities. The basis of the pattern of General qualities of a soldier with a financially competent command were such characteristics as responsibility, self-control and developed intellectual and prognostic abilities. Persons with financially illiterate behavior were distinguished by: inability to competently plan a personal budget; propensity to risky financial transactions; promiscuity and inattention to spending money; frivolous attitude to debts and loans; focus on spending money, not saving it. Thus, the more socially responsible is the behavior of the soldier, the more they demonstrate financially competent behavior. The material of the article allows to justify the involvement of military psychologists to solve the problem of improving the financial literacy of personnel. First of all, it concerns preventive psychodiagnostics of propensity of the military personnel to financially illiterate behavior. This should be followed by the provision of psychological assistance to persons in need of it, as well as the formation of the personnel of financial responsibility and predictability, the ability to plan and control personal spending. Ultimately, the work to improve the financial literacy of military personnel will have a positive impact on overcoming the problem of deviant behavior of personnel, as a consequence, to maintain a high level of combat readiness of the Armed Forces.
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6

Fine, Saul, and Baruch Nevo. "A Phenomenon of Overqualification in Personnel Psychology." International Journal of Testing 7, no. 4 (November 14, 2007): 327–52. http://dx.doi.org/10.1080/15305050701632213.

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7

Hausdorf, Peter. "Review of The psychology of personnel selection." Canadian Psychology/Psychologie canadienne 52, no. 1 (2011): 64–66. http://dx.doi.org/10.1037/a0022279.

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8

Ross, Randall R., and Elizabeth M. Altmaier. "Implications of personnel psychology for intern selection." Professional Psychology: Research and Practice 20, no. 4 (1989): 221–28. http://dx.doi.org/10.1037/0735-7028.20.4.221.

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9

Gilbert, Janelle A., and Kenneth S. Shultz. "Multilevel modeling in industrial and personnel psychology." Current Psychology 17, no. 4 (December 1998): 287–300. http://dx.doi.org/10.1007/s12144-998-1012-9.

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10

Schmitt, N., and I. Robertson. "Personnel Selection." Annual Review of Psychology 41, no. 1 (January 1990): 289–319. http://dx.doi.org/10.1146/annurev.ps.41.020190.001445.

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11

Schmidt, F. L., D. S. Ones, and J. E. Hunter. "Personnel Selection." Annual Review of Psychology 43, no. 1 (January 1992): 627–70. http://dx.doi.org/10.1146/annurev.ps.43.020192.003211.

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12

Borman, Walter C., Mary Ann Hanson, and Jerry W. Hedge. "PERSONNEL SELECTION." Annual Review of Psychology 48, no. 1 (February 1997): 299–337. http://dx.doi.org/10.1146/annurev.psych.48.1.299.

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13

Sackett, Paul R., and Filip Lievens. "Personnel Selection." Annual Review of Psychology 59, no. 1 (January 2008): 419–50. http://dx.doi.org/10.1146/annurev.psych.59.103006.093716.

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14

Edwards, Katie M., Kara Anne Rodenhizer, and Robert P. Eckstein. "School Personnel’s Bystander Action in Situations of Dating Violence, Sexual Violence, and Sexual Harassment Among High School Teens: A Qualitative Analysis." Journal of Interpersonal Violence 35, no. 11-12 (April 18, 2017): 2358–69. http://dx.doi.org/10.1177/0886260517698821.

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We examined school personnel’s engagement in bystander action in situations of teen dating violence (DV), sexual violence (SV), and sexual harassment (SH). We conducted focus groups with 22 school personnel from three high schools in New Hampshire. School personnel identified their own barriers to intervening in situations of teen DV, SV, and SH (e.g., not having the time or ability to intervene). School personnel also discussed the ways in which they intervened before (e.g., talking with teens about healthy relationships), during (e.g., breaking up fights between dating partners) and after (e.g., comforting victims) instances of teen DV, SV, and SH. These data can be used to support the development of bystander training for school personnel as one component of comprehensive DV, SV, and SH prevention for teens. In addition, these data provide information that can be used to develop measures that assess school personnel bystander action barriers and behaviors in instances of teen DV, SV, and SH.
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15

Hough, Leaetta M. "Community-Oriented Policing: Hiring in the Spirit of Service." Industrial and Organizational Psychology 9, no. 3 (September 2016): 573–82. http://dx.doi.org/10.1017/iop.2016.57.

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The authors of the focal article ask a very important question: “Baltimore Is Burning: Can I-O Psychologists Help Extinguish the Flames?” (Ruggs et al., 2016). The answer is yes, emphatically, yes. The applied science of industrial–organizational (I-O) psychology knows a great deal that can be brought to bear to help solve this real-world problem. As the title of this commentary indicates, personnel selection is one area that is highly relevant to this issue. Personnel selection is one of I-O psychology's specialty areas and is thought of by many around the world, including those in the U.S. legal system, as “owned” by I-O psychology. Other I-O specialty areas such as recruitment, training and development, onboarding/socialization, performance management, leadership, culture/climate, and culture/climate change also clearly have much to offer to help solve the problem. Others can address relevant research and practice in those areas; this commentary, however, is devoted to personnel selection. Revising a police department's hiring strategy is not a quick fix, nor is it, by itself, sufficient. Nonetheless, it is an important part of the package that I-O psychology has to offer.
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16

Rynes, Sara L., Barry Gerhart, and Laura Parks. "Personnel Psychology: Performance Evaluation and Pay for Performance." Annual Review of Psychology 56, no. 1 (February 2005): 571–600. http://dx.doi.org/10.1146/annurev.psych.56.091103.070254.

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17

Hartstone, Margaret, and Neil Kirby. "Australian Personnel Managers and Organisational Psychology: An Update." Australian Psychologist 33, no. 2 (July 1998): 148–54. http://dx.doi.org/10.1080/00050069808257397.

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18

Kennedy, Barbara, and Rosamund Thorpe. "Selecting Foster Carers: Could Personnel Psychology Improve Outcomes?" Adoption & Fostering 30, no. 3 (October 2006): 29–38. http://dx.doi.org/10.1177/030857590603000305.

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19

Polevaya, Marina V. "Department «Personnel Management and Psychology»: yesterday, today, tomorrow." Theoretical and practical aspects of Management, no. 7 (July 2020): 26–37. http://dx.doi.org/10.46486/0234-4505-2020-7-26-37.

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20

van Dick, Rolf. "New Developments at the Journal of Personnel Psychology." Journal of Personnel Psychology 10, no. 4 (January 2011): 145. http://dx.doi.org/10.1027/1866-5888/a000051.

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21

Hacker Hughes, Jamie, M. McCauley, and L. Wilson. "History of military psychology." Journal of the Royal Army Medical Corps 165, no. 2 (November 9, 2018): 68–70. http://dx.doi.org/10.1136/jramc-2018-001048.

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Military psychology is a specialist discipline within applied psychology. It entails the application of psychological science to military operations, systems and personnel. The specialty was formally founded during World War I in the UK and the USA, and it was integral to many early concepts and interventions for psychological and neuropsychological trauma. It also established a fundamental basis for the psychological assessment and selection of military personnel. During and after World War II, military psychology continued to make significant contributions to aviation psychology, cognitive testing, rehabilitation psychology and many models of psychotherapy. Military psychology now consists of several subspecialties, including clinical, research and occupational psychology, with the latter often referred to in the USA as industrial/organisational psychology. This article will provide an overview of the origins, history and current composition of military psychology in the UK, with select international illustrations also being offered.
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22

Castillo, Jose M., Michael J. Curtis, and Sim Yin Tan. "PERSONNEL NEEDS IN SCHOOL PSYCHOLOGY: A 10-YEAR FOLLOW-UP STUDY ON PREDICTED PERSONNEL SHORTAGES." Psychology in the Schools 51, no. 8 (July 7, 2014): 832–49. http://dx.doi.org/10.1002/pits.21786.

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23

Bowe, Sarah N., Adrienne M. Laury, and Stacey T. Gray. "Improving Otolaryngology Residency Selection Using Principles from Personnel Psychology." Otolaryngology–Head and Neck Surgery 156, no. 6 (March 28, 2017): 981–84. http://dx.doi.org/10.1177/0194599817698432.

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There has been a heightened focus on improving the resident selection process, particularly within highly competitive specialties. Previous research, however, has generally lacked a theoretical background, leading to inconsistent and biased results. Our recently published systematic review examining applicant characteristics and performance in residency can provide historical insight into the predictors (ie, constructs) and outcomes (ie, criteria) previously deemed pertinent by the otolaryngology community. Personnel psychology uses evidence-based practices to identify the most qualified candidates for employment using a variety of selection methods. Extensive research in this discipline has shown that integrity tests, structured interviews, work samples, and conscientiousness offer the greatest increase in validity when combined with general cognitive ability. Blending past research knowledge with the principles of personnel selection can provide the necessary foundation with which to engage in theory-driven, longitudinal studies on otolaryngology resident selection moving forward.
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24

Anderson, Neil. "Editorial: Forging Links Between Academic and Applied Personnel Psychology." International Journal of Selection and Assessment 1, no. 2 (April 1993): 67. http://dx.doi.org/10.1111/j.1468-2389.1993.tb00090.x.

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25

Arnold, David W. "Potential legislative inroads into personnel psychology: Appropriate reaction measures." Journal of Business and Psychology 6, no. 2 (1991): 279–82. http://dx.doi.org/10.1007/bf01126714.

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26

Hakel, M. D. "Personnel Selection and Placement." Annual Review of Psychology 37, no. 1 (January 1986): 351–80. http://dx.doi.org/10.1146/annurev.ps.37.020186.002031.

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27

Guion, R. M., and W. M. Gibson. "Personnel Selection and Placement." Annual Review of Psychology 39, no. 1 (January 1988): 349–74. http://dx.doi.org/10.1146/annurev.ps.39.020188.002025.

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28

Landy, Frank J., Laura J. Shankster, and Stacey S. Kohler. "Personnel Selection and Placement." Annual Review of Psychology 45, no. 1 (January 1994): 261–96. http://dx.doi.org/10.1146/annurev.ps.45.020194.001401.

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29

Tenopyr, Mary L. "Today's Personnel Decision Making." Contemporary Psychology 44, no. 1 (February 1999): 11. http://dx.doi.org/10.1037/001912.

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30

Ravizza, Kenneth. "Gaining Entry with Athletic Personnel for Season-Long Consulting." Sport Psychologist 2, no. 3 (September 1988): 243–54. http://dx.doi.org/10.1123/tsp.2.3.243.

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Consulting issues that confront applied sport psychology personnel in gaining entry to working with athletic teams on a long-term basis are discussed. Barriers to entry are examined at the onset and it is emphasized that these obstacles must be overcome by all consultants. Strategies for overcoming such barriers include establishing respect and trust of key athletic personnel, gaining the head coach’s respect, knowing the sport, becoming knowledgeable of the coach’s orientation and team dynamics, gaining support at all levels of the organization, clarifying services to be provided, and making presentations to coaching staffs and athletes. Additional guidelines are discussed in an effort to better clarify the role of the applied sport psychology consultant. These include clarifying one’s own consulting needs, maintaining confidentiality, the need for open and honest communication, support demonstrated by coaches, and collecting research data while consulting.
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31

Petrov, Vladislav. "Methodology for assessing financial literacy behavior of military personnel." Applied psychology and pedagogy 6, no. 1 (December 17, 2020): 57–71. http://dx.doi.org/10.12737/2500-0543-2020-57-71.

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The article is of a scientific and applied nature and is devoted to the description of the methodology for assessing financial literacy of military personnel behavior and its psychometric research. Instructions and incentive material of the questionnaire, normative values and interpretation of diagnostic scales are given. The questionnaire was tested on a sample of 526 military personnel of the Military University of the Ministry of defense of Russia. The proposed method allows us to evaluate the personal characteristics of military personnel, which have a Central influence on their financial behavior. In addition to the integral indicator - "military personnel's Propensity to financially literate behavior", eight partial characteristics are defined – financial awareness; the desire to look financially secure; the desire to plan a personal budget; a propensity to financial risk; attention to spending money and shopping; a propensity to financial savings; financial responsibility; financial self-control. The method allows you to predict the financial behavior of military personnel. Innovative diagnostic tools can be successfully used in psychoprophylactic work with the personnel of law enforcement agencies, as well as psychologists-researchers in the field of economic psychology.
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32

Campbell, Richard J. "PERSONNEL PSYCHOLOGY CALL FOR PAPERS: INNOVATIONS IN RESEARCH-BASED PRACTICE." Personnel Psychology 46, no. 2 (December 7, 2006): 473–75. http://dx.doi.org/10.1111/j.1744-6570.1993.tb00880.x.

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33

Campbell, Richard J. "PERSONNEL PSYCHOLOGY CALL FOR PAPERS: INNOVATIONS IN RESEARCH-BASED PRACTICE." Personnel Psychology 46, no. 3 (September 1993): 701–3. http://dx.doi.org/10.1111/j.1744-6570.1993.tb00895.x.

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34

Лузаков and A. Luzakov. "Personnel Management and Organizational Psychology Department of Kuban State University." Management of the Personnel and Intellectual Resources in Russia 3, no. 1 (February 10, 2014): 69–70. http://dx.doi.org/10.12737/2634.

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35

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

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36

Eyde, Lorraine D., and Marilyn K. Quaintance. "Ethical issues and cases in the practice of personnel psychology." Professional Psychology: Research and Practice 19, no. 2 (1988): 148–54. http://dx.doi.org/10.1037/0735-7028.19.2.148.

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37

Wise, Paula Sachs, Valerie S. Smead, and E. Scott Huebner. "Crisis intervention: Involvement and training needs of school psychology personnel." Journal of School Psychology 25, no. 2 (June 1987): 185–87. http://dx.doi.org/10.1016/0022-4405(87)90028-8.

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38

Coupe, Stuart. "Testing for Aptitude and Motivation in South African Industry: The Work of the National Institute for Personnel Research, 1946–1973." Business History Review 70, no. 1 (1996): 43–68. http://dx.doi.org/10.2307/3117219.

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The South African state maintained vigorous repressive legislation to destroy trade union activity among African workers after World War II. The genesis of industrial psychology, personnel research and personnel management is examined in this context. In particular, the article reveals tension between the recommendations of the National Institute for Personnel Research and the imperatives of apartheid.
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39

Barrett-Pink, Chloë, Laurence Alison, Simon Maskell, and Neil Shortland. "On the Bridges: Insight Into the Current and Future Use of Automated Systems as Seen by Royal Navy Personnel." Journal of Cognitive Engineering and Decision Making 13, no. 3 (June 25, 2019): 127–45. http://dx.doi.org/10.1177/1555343419855850.

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This paper explores the current state of automated systems in the Royal Navy (RN), as well as exploring where personnel view systems would have the most benefit to their operations in the future. In addition, personnel’s views on the current consultation process for new systems are presented. Currently serving RN personnel ( n = 46) completed a questionnaire distributed at the Maritime Warfare School. Thematic analysis was conducted on the 5,125 words that were generated by personnel. Results show that RN personnel understand the requirement to utilize automated systems to maintain capability in the increasingly complex environments they face. This requirement will increase as future warfare continues to change and increasingly sophisticated threats are faced. However, it was highlighted that current consultation and procurement procedures often result in new automated systems that are not fit for purpose at time of release. This has negative consequences on operator tasks, for example by increasing workload and reducing appropriate system use, as well as increasing financial costs associated with the new systems. It is recommended that an increase in communication and collaboration between currently serving personnel and system designers may result in preventing the release of systems that are not fit for purpose.
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40

Heslin, Peter A., and Don VandeWalle. "Managers' Implicit Assumptions About Personnel." Current Directions in Psychological Science 17, no. 3 (June 2008): 219–23. http://dx.doi.org/10.1111/j.1467-8721.2008.00578.x.

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41

MWAMWENDA, TUNTUFYE S. "OCCUPATIONAL STRESS AMONG SECRETARIAL PERSONNEL." Psychological Reports 81, no. 6 (1997): 418. http://dx.doi.org/10.2466/pr0.81.6.418-418.

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42

Sackett, Paul R. "Integrity Testing for Personnel Selection." Current Directions in Psychological Science 3, no. 3 (June 1994): 73–77. http://dx.doi.org/10.1111/1467-8721.ep10770422.

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43

Harvey, Joanna. "Occupational psychology in the UK Ministry of Defence." Journal of the Royal Army Medical Corps 165, no. 2 (November 15, 2018): 124–27. http://dx.doi.org/10.1136/jramc-2018-001074.

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Psychologists first became prominent within the Armed Forces largely as a result of their contributions to military systems, operations and personnel during the First and Second World Wars. In the early years of the 20th century, as psychology was becoming a profession in its own right, its association with the military arose within the emerging concept of ‘shellshock’ during World War I and supporting selection activities in World War II. There are approximately 25 occupational psychologists currently employed within the Ministry of Defence (MoD), operating across all branches of the MoD, within the department of the Chief of Defence Personnel, the UK Defence Academy and a small number at the Defence Science and Technology Laboratory. The aim of this paper is to discuss the history and current application of occupational psychology within the UK MoD.
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44

Lu, Hsi-Peng, and Her-Ran Liou. "Emotional Labor and Workplace Relationships Among Personnel Officials and Teachers." Social Behavior and Personality: an international journal 43, no. 4 (May 24, 2015): 547–58. http://dx.doi.org/10.2224/sbp.2015.43.4.547.

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We examined the influence of personnel officials' emotional labor on teachers' perceptions of personnel officials' emotional displays. Additionally, we assessed the effects of these perceptions on teachers' guanxi with personnel officials. Participants were 165 personnel officials and 490 teachers from Taiwanese public elementary and junior high schools. Results indicated that the type of emotional acting performed by personnel officials was significantly related to teachers' perceptions of the same type of acting. Teachers' perceived authenticity of personnel officials was related to greater guanxi with personnel officials than was perceived inauthenticity. These results indicate the benefits associated with teachers' impressions of personnel officials' authentic emotional displays. Therefore, emotional authenticity might be important for an individual's ability to understand another's personal identity.
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45

Lawson, Timothy J., Mary Kay Jordan-Fleming, and Robin M. Upton. "Developing a Brochure on Positions Held by Psychology Alumni." Teaching of Psychology 24, no. 3 (July 1997): 201–3. http://dx.doi.org/10.1207/s15328023top2403_15.

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We outline the development of a brochure that describes the positions obtained by our psychology alumni. The purpose of this brochure is to inform prospective majors, current majors, parents, faculty, and admissions personnel about the career-related activities of our alumni and about the versatility and career potential of a bachelor's degree in psychology.
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46

Morgeson, Frederick P. "PERSONNEL ARE PEOPLE!”." Personnel Psychology 64, no. 1 (February 17, 2011): 1–5. http://dx.doi.org/10.1111/j.1744-6570.2010.01200.x.

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47

Curtis, Michael J., Sawyer A. Hunley, and Elizabeth Chesno Grier. "The status of school psychology: Implications of a major personnel shortage." Psychology in the Schools 41, no. 4 (March 1, 2004): 431–42. http://dx.doi.org/10.1002/pits.10186.

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48

Lund, Andrea R., Daniel J. Reschly, and Lisa M. Connolly Martin. "School Psychology Personnel Needs: Correlates of Current Patterns and Historical Trends." School Psychology Review 27, no. 1 (March 1, 1998): 106–20. http://dx.doi.org/10.1080/02796015.1998.12085902.

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49

Newton, T. J. "Discourse and Agency: The Example of Personnel Psychology and 'Assessment Centres'." Organization Studies 15, no. 6 (November 1994): 879–902. http://dx.doi.org/10.1177/017084069401500606.

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50

Sturgeon-Clegg, Imogen, H. Hurn, and M. McCauley. "Neuropsychology and clinical health psychology in the UK Ministry of Defence." Journal of the Royal Army Medical Corps 165, no. 2 (November 9, 2018): 87–89. http://dx.doi.org/10.1136/jramc-2018-001049.

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Neuropsychological testing has been used in a wide range of applications across military settings, including the selection of personnel to engage in covert operations, battlefield assessment and rehabilitation following blast exposure, traumatic brain injury, other neurological conditions and assessment of malingering. Over recent decades, military psychologists have helped to shape the advances in assessing and remediating the psychological sequela that is associated with operationally related neurological and other physical injuries. This paper will present an overview of some of the neuropsychological and related services within the UK Armed Forces, which are provided to service personnel with traumatic brain and other physical injuries.
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