Journal articles: 'Psychology, General|Psychology, Industrial|Sociology, Organizational'

1

Ashton, Michael C., and Kibeom Lee. "Personality Meets Industrial/ Organizational Psychology." Contemporary Psychology 48, no. 5 (October 2003): 663–65. http://dx.doi.org/10.1037/000930.

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Budworth, Marie-Hélène, and Gary P. Latham. "New directions in industrial-organizational psychology." Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement 41, no. 4 (2009): 193–94. http://dx.doi.org/10.1037/a0015585.

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Klumb, Petra, Achim Elfering, and Christiane Herre. "Ambulatory Assessment in Industrial/Organizational Psychology." European Psychologist 14, no. 2 (January 2009): 120–31. http://dx.doi.org/10.1027/1016-9040.14.2.120.

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In this review, we demonstrate the contribution of ambulatory assessment (AA) research to I/O psychology by reference to four dynamic phenomena, the investigation of which we judge to benefit most from the application of AA techniques: (a) work strain and coping with work stressors, (b) the work/nonwork interface, (c) social interactions at the workplace, and (d) job attitudes and work-related emotions. As we see it, the greatest potential of these studies lies in the analysis of how interindividual differences modulate intraindividual processes. After demonstrating the value of the method, we outline and discuss ways of tackling a number of methodological issues raised in the studies reviewed: selective participation and attrition, altered reporting behavior and reactivity, noncompliance with study instructions, low acceptance, and development of reduced scales or single-item measures. Future studies can pave the way for the broad acceptance and utilization of AA methods by contributing to the resolution of these issues.

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Catano, Victor M., and John Tivendell. "Industrial/organizational psychology in Canada: An introduction." Canadian Psychology/Psychologie canadienne 29, no. 1 (1988): 1–3. http://dx.doi.org/10.1037/h0084525.

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Kline, Theresa J. B. "Defining the field of industrial-organizational psychology." Canadian Psychology/Psychologie canadienne 37, no. 4 (1996): 205–9. http://dx.doi.org/10.1037/0708-5591.37.4.205.

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Murry, Adam T., and Keith James. "Reconciliation and industrial–organizational psychology in Canada." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 53, no. 2 (April 2021): 114–24. http://dx.doi.org/10.1037/cbs0000237.

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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 (January 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, students found the presentations interesting and easy to understand. All instructors reported that the modules made presenting a lecture on I/O easy and that they were considering the use of the modules for future sections.

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No authorship indicated. "Review of Readings in Industrial and Organizational Psychology." Contemporary Psychology: A Journal of Reviews 34, no. 4 (April 1989): 409. http://dx.doi.org/10.1037/027956.

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Roulin, Nicolas, Joshua S. Bourdage, Leah K. Hamilton, Thomas A. O'Neill, and Winny Shen. "Emerging research in industrial–organizational psychology in Canada." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 53, no. 2 (April 2021): 91–97. http://dx.doi.org/10.1037/cbs0000274.

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Stansbury, Jessica A., and David R. Earnest. "Meaningful Gamification in an Industrial/Organizational Psychology Course." Teaching of Psychology 44, no. 1 (November 15, 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, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.

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

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13

Cleveland, Jeanette N., Russell Cropanzano, Jacob Hautaluoma, Kevin R. Murphy, and George C. Thornton. "Industrial/Organizational Psychology Program, Colorado State University, USA." International Journal of Selection and Assessment 3, no. 4 (October 1995): 242–44. http://dx.doi.org/10.1111/j.1468-2389.1995.tb00037.x.

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14

Gullickson, Terri. "Review of Psychology Applied to Work: An Introduction to Industrial and Organizational Psychology." Contemporary Psychology: A Journal of Reviews 40, no. 2 (February 1995): 177. http://dx.doi.org/10.1037/003450.

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15

Ilgen, Daniel R. "Health issues at work: Opportunities for industrial/organizational psychology." American Psychologist 45, no. 2 (1990): 273–83. http://dx.doi.org/10.1037/0003-066x.45.2.273.

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16

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

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17

Leong, Frederick T. L., Marina Pearce, and Jason L. Huang. "Assessing Scientist and Practitioner Orientations in Industrial/Organizational Psychology." Journal of Career Assessment 21, no. 3 (January 24, 2013): 452–68. http://dx.doi.org/10.1177/1069072712475180.

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18

Riggio, Ronald E., and Karan Saggi. "The Licensure Issue in I-O Psychology: Are We Trying to Police the Police?" Industrial and Organizational Psychology 10, no. 2 (June 2017): 204–6. http://dx.doi.org/10.1017/iop.2017.11.

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Many industrial and organizational (I-O) and consulting psychologists who engage in practice of their profession, for example as “management consultants,” compete against consultants with a wide array of backgrounds and disciplinary degrees. Indeed, in consulting work, one of us has competed against practitioners with backgrounds in fields ranging from accounting (CPAs) to sociology, communication, anthropology, business administration, and even those with degrees in divinity.

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19

Shultz, Kenneth S., and Janet L. Kottke. "The Master's Thesis in Applied Psychology Training." Teaching of Psychology 23, no. 3 (October 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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20

No authorship indicated. "Review of Psychology and Industry Today: An Introduction to Industrial and Organizational Psychology (4th ed.)." Contemporary Psychology: A Journal of Reviews 34, no. 5 (May 1989): 519. http://dx.doi.org/10.1037/028123.

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21

Toulson, Paul, and Mike Smith. "The Relationship between Organizational Climate and Employee Perceptions of Personnel Management Practices." Public Personnel Management 23, no. 3 (September 1994): 453–68. http://dx.doi.org/10.1177/009102609402300309.

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Industrial/organizational psychology is concerned with empirically testing relationships between concepts that are purported to reflect behaviour in the workplace. This study tested the relationship between measures on three personnel management practices (as independent variables) and a measure of organizational climate (as the dependent variable). The Litwin and Stringer Organizational Climate Questionnaire was administered to 2,111 subjects employed in a sample of 40 organizations. Structured interviews with senior personnel executives were conducted in these organizations to establish measures of participation, proaction, and management style. Factor analysis was used to derive a general measure of climate. The results of this measure were analyzed at the organizational level. The results of this study raise two important implications for industrial/organizational psychology. The first is that much of the theory associated with personnel management practice is not reflected in the workplace. The second is that current conceptualizations from which such measures are derived, are ambiguous and lack clarity. It is suggested that industrial/organizational psychology needs to reduce the semantic ambiguity of its concepts, and consequently improve the construct validity of measures of these constructs.

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22

No authorship indicated. "Review of International Review of Industrial and Organizational Psychology 1986." Contemporary Psychology: A Journal of Reviews 34, no. 3 (March 1989): 297. http://dx.doi.org/10.1037/027829.

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23

No authorship indicated. "Review of Essentials of Industrial and Organizational Psychology (3rd ed.)." Contemporary Psychology: A Journal of Reviews 34, no. 4 (April 1989): 409. http://dx.doi.org/10.1037/027955.

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24

Zedeck, Sheldon. "Review of International Review of Industrial and Organizational Psychology 1988." Contemporary Psychology: A Journal of Reviews 34, no. 5 (May 1989): 516. http://dx.doi.org/10.1037/028085.

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25

Zedeck, Sheldon. "Review of International Review of Industrial and Organizational Psychology 1989." Contemporary Psychology: A Journal of Reviews 35, no. 5 (May 1990): 503. http://dx.doi.org/10.1037/028639.

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26

Ambrose, Maureen L. "Review of Issues, Theory, and Research in Industrial/Organizational Psychology." Contemporary Psychology: A Journal of Reviews 38, no. 12 (December 1993): 1330. http://dx.doi.org/10.1037/032886.

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27

Roznowski, Mary. "Cross-Cultural Industrial and Organizational Psychology: Current Theory and Research." Contemporary Psychology: A Journal of Reviews 42, no. 10 (October 1997): 885–88. http://dx.doi.org/10.1037/000085.

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28

Zedeck, Sheldon. "Review of International Review of industrial and Organizational Psychology 1987." Contemporary Psychology: A Journal of Reviews 33, no. 9 (September 1988): 831. http://dx.doi.org/10.1037/026048.

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29

Bickmeier, Robert M., Steven G. Rogelberg, and Gregory C. Berka. "Integrating Qualitative and Quantitative Methods in Doctoral Education: A Case Study." Industrial and Organizational Psychology 9, no. 4 (December 2016): 748–53. http://dx.doi.org/10.1017/iop.2016.85.

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We were honored and flattered to be recognized in the feature article for our commitment to qualitative methods training. As an interdisciplinary program focused on organizational science, we strive not to privilege one form of training, thought, or inquiry over another. We recognize that a number of the problems and questions faced by organizational scholars and practitioners cannot adequately be addressed solely by a single discipline or method. Instead, we emphasize the synergy between different methods and modes of thought. Ultimately, our philosophy is that organizational phenomena are inherently interdisciplinary, thus training should reflect that. Our students are trained in industrial–organizational (I-O) psychology, management, organizational sociology, and organizational communication. We use this commentary as an opportunity to explain why our program values qualitative methods equally with quantitative methods, describe how we integrate that training, highlight a few success stories resulting from qualitative projects in our program, and then share some advice to other programs considering additional qualitative training.

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30

Rigby, James, and Zach Traylor. "Capturing Trends in Industrial-Organizational Psychology: A Shiny Web Application." Human Performance 33, no. 4 (April 15, 2020): 302–6. http://dx.doi.org/10.1080/08959285.2020.1751165.

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31

Ployhart, Robert E. "From Possible to Probable: The Psychology of Competitive Advantage." Industrial and Organizational Psychology 5, no. 1 (March 2012): 120–26. http://dx.doi.org/10.1111/j.1754-9434.2011.01417.x.

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This article responds to and extends the commentaries on the psychology of competitive advantage focal article. In general, the commentaries stressed that (a) the connection between industrial–organizational (I–O) psychology and strategy should go beyond resource-based theory and competitive advantage, (b) there are some existing examples of strategic I–O research, and (c) practitioners are already integrating I–O psychology with strategy. In this article, I use these commentaries as a means of generating actionable steps (e.g., research studies) to make the strategic adjacent possibility a reality. I conclude by arguing that understanding the psychology underlying firm competitiveness is the defining question of our time, and perhaps even the future of I–O psychology.

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32

Cascio, Wayne F. "Whither industrial and organizational psychology in a changing world of work?" American Psychologist 50, no. 11 (November 1995): 928–39. http://dx.doi.org/10.1037/0003-066x.50.11.928.

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33

Simon, Georgia Rosemarie, and Iris Zhou. "Harmonizing Modern Day Employee Engagement with the Sociological Theory of Symbolic Interactionism." American Journal of Business and Management 6, no. 2 (October 22, 2017): 52. http://dx.doi.org/10.11634/216796061706894.

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Employee Engagement (EE) spans over 30 years discourse within the practitioner and scientific domain, and have become a strategic imperative within organizations. However, due to the tumultuous history of inconsistencies in conceptualization, poor validation, and various discrepancies among scholars and practitioners, the construct has attracted interest across disciplines and industry. Accordingly, the claims of its positive impact on bottom line and other organizational outcome have become the catalyst for further research. Owing to that, this paper highlights past and present findings on EE. Drawing on previous studies, we highlight the cons of the construct and propose a multi-foci approach that extends the positive psychology perspective. We reference the earlier works of Kahn, and the influence sociology played in the conceptualization of Kahn’s theory of the employee’s preferred self. We conclude and recommend the Interactionist view as a theoretical framework within the field of industrial sociology to support our arguments.Keywords: Employee engagement, positive psychology, sociology, rational choice theory, social interactionism.

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34

Reņģe, Viesturs, and Juris G. Dragūns. "Psychology in Latvia." European Psychologist 17, no. 3 (January 1, 2012): 246–52. http://dx.doi.org/10.1027/1016-9040/a000057.

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History of psychology in Latvia can be divided into three stages: (1) origin and early development during the period of independence between the two World Wars; (2) survival under rather difficult conditions under the Soviet rule; and (3) rapid growth after the reestablishment of independence in 1991. After a brief review of the first two stages, this survey concentrates on recent and current trends in Latvian psychology. Research is reviewed on: interethnic relations, social representations; attachment styles in infancy and childhood and their reverberations in adulthood; early detection and intervention of depression in schoolchildren and university students; validation of major intelligence tests and exploration of new modes of assessing intelligence, and the interplay of social axioms and personal characteristics in observing traffic regulations. As a profession, psychology has burgeoned in the last two decades; programs for training psychologists have been expanded; and applications of psychology have been extended beyond schools to clinical, counselling, industrial/organizational, military, and sports settings.

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35

Kline, Theresa J. B. "Specialty designation: An industrial/organizational perspective." Canadian Psychology/Psychologie canadienne 35, no. 1 (1994): 95–98. http://dx.doi.org/10.1037/0708-5591.35.1.95.

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36

Allen, Tammy D., and Howard M. Weiss. "Whither I-O Psychology and Legislative Restrictions?" Industrial and Organizational Psychology 10, no. 2 (June 2017): 194–99. http://dx.doi.org/10.1017/iop.2017.9.

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We think that before reading our reactions to the focal article, readers should be aware of the history of the Licensure of Consulting and I-O Psychologists (LCIOP) Joint Task Force. The Association of State and Provincial Psychology Boards (ASPPB) initiated the LCIOP, and the objectives of the task force were developed without input from Society for Industrial and Organizational Psychology (SIOP). In June 2013, Don Crowder informed Mark Nagy (SIOP Chair of State Affairs) that the ASPPB approved the establishment of a joint task force related to licensure of consulting and industrial and organizational (I-O) psychologists. The membership composition of the task force was determined by ASPPB, and SIOP was allotted one member. By including a member of SIOP, ASPPB can describe the task force as a cooperative effort and SIOP ostensibly has the opportunity to help shape recommendations made with regard to the licensure of I-O psychologists. Don Crowder now serves as the president of ASPPB. In Crowder's October 2016 ASPPB meeting address, he encouraged jurisdictions to review their statutes, and, if permitted, require licensure for both health service providers (HSPs) and general applied psychologists (GAPs).

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37

Rajecki, D. W. "Psychology Baccalaureates at Work: Major Area Subspecializations, Earnings, and Occupations." Teaching of Psychology 39, no. 3 (June 21, 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 specialized in I/O psychology. Undergraduate specializations and psychology subspecializations were associated with patterns of obtained occupational categories. Future developments in subspecializations for psychology majors were discussed in terms of intradepartmental curricular tracks.

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38

Barling, Julian. "Industrial relations--A "blind spot" in the teaching, research and practice of industrial/organizational psychology." Canadian Psychology/Psychologie canadienne 29, no. 1 (January 1988): 103–8. http://dx.doi.org/10.1037/h0079760.

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39

Zickar, Michael J., and Scott Highhouse. "Where Has All the Psychology Gone? (Twenty Years Later)." Industrial and Organizational Psychology 10, no. 4 (November 22, 2017): 616–21. http://dx.doi.org/10.1017/iop.2017.66.

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Aguinis et al. (2017) contribute interesting analyses of cited sources in contemporary undergraduate industrial-organizational (I-O) psychology textbooks and continue their ongoing investigation into the long-term viability of I-O psychology as a unique discipline (see Aguinis, Bradley, & Brodersen, 2014). These analyses, conducted by authors who are members of business schools, attempt to answer questions related to the nature of work conducted by I-O psychologists, comparing the quality and importance of work conducted by faculty in business schools with that conducted by faculty in psychology departments. One of their general themes is that members of business schools are conducting important research that is influencing the future of I-O psychology by overtaking undergraduate textbooks. As such, the article has the feel of a conquering hero taunting its vanquished foe.

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40

Johns, Gary. "The nature of work, the context of organizational behaviour, and the application of industrial-organizational psychology." Canadian Psychology/Psychologie canadienne 39, no. 1-2 (1998): 149–57. http://dx.doi.org/10.1037/h0086803.

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41

Blanton, Judith S. "Mobility for industrial-organizational and consulting psychologists." Professional Psychology: Research and Practice 34, no. 5 (2003): 476–79. http://dx.doi.org/10.1037/0735-7028.34.5.476.

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42

Anderson, Neil, Handan Kepir Sinangil, and Chockalingam Viswesvaran. "Handbook of Industrial, Work and Organizational Psychology: Some Reflections on Gorriti's Review." International Journal of Selection and Assessment 12, no. 4 (December 2004): 375–77. http://dx.doi.org/10.1111/j.0965-075x.2004.00293.x.

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43

Aguinis, Herman, and Kurt Kraiger. "Industrial and Organizational Psychology Programme at the University of Colorado at Denver." International Journal of Selection and Assessment 5, no. 1 (January 1997): 69–79. http://dx.doi.org/10.1111/1468-2389.00046.

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44

Ones, Deniz S., and Chockalingam Viswesvaran. "Introduction to the Special Issue: Role of General Mental Ability in Industrial, Work, and Organizational Psychology." Human Performance 15, no. 1-2 (April 2002): 1–2. http://dx.doi.org/10.1080/08959285.2002.9668080.

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45

Ones, Deniz, and Chockalingam Viswesvaran. "Introduction to the Special Issue: Role of General Mental Ability in Industrial, Work, and Organizational Psychology." Human Performance 15, no. 1 (April 1, 2002): 1–2. http://dx.doi.org/10.1207/s15327043hup1501&02_01.

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46

Grosch, James W., and John E. Sparrow. "Detecting Deception: A Classroom Demonstration." Teaching of Psychology 19, no. 3 (October 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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47

Lefkowitz, Joel. "To prosper, organizational psychology should… expand the values of organizational psychology to match the quality of its ethics." Journal of Organizational Behavior 29, no. 4 (2008): 439–53. http://dx.doi.org/10.1002/job.527.

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48

Seijts, Gerard H., and Brandon W. Latham. "Creativity Through Applying Ideas From Fields Other Than One's Own: Transferring Knowledge From Social Psychology to Industrial/Organizational Psychology." Canadian Psychology/Psychologie canadienne 44, no. 3 (2003): 232–39. http://dx.doi.org/10.1037/h0086944.

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49

Howard, Ann, and Rodney L. Lowman. "Should industrial/organizational psychologists be licensed?" American Psychologist 40, no. 1 (1985): 40–47. http://dx.doi.org/10.1037/0003-066x.40.1.40.

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50

Cohen, Brett A., and Gordon W. Waugh. "Assessing Computer Anxiety." Psychological Reports 65, no. 3 (December 1989): 735–38. http://dx.doi.org/10.2466/pr0.1989.65.3.735.

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A study was conducted to develop a scale for assessing computer anxiety. The scale was administered to 152 psychology students. The responses were then subjected to both item and principal components analysis. Computer anxiety was significantly and negatively correlated –.48 with the total amount of experience individuals had had with computers. Graduate and undergraduate students did not differ significantly in anxiety. When controlling for amount of experience with computers, clinical psychology students reported more anxiety than industrial-organizational psychology students, but men and women did not differ significantly in anxiety.

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Journal articles on the topic 'Psychology, General|Psychology, Industrial|Sociology, Organizational'

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