Journal articles: 'Psychology, Industrial – Practice – Zimbabwe'

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

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Zirima, Herbet, and Elliott Nkoma. "Perspectives of psychology graduates on the registration of psychologists in Zimbabwe." Global Journal of Psychology Research: New Trends and Issues 8, no. 3 (September 29, 2018): 97–106. http://dx.doi.org/10.18844/gjpr.v8i3.3262.

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This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists. Key Words: Registration; Internship; Psychologist; Qualification; Board Examination

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Mpofu, Elias, and Kwadzanai R. L. Nyanungo. "Educational and Psychological Testing in Zimbabwean Schools: Past, Present and Future." European Journal of Psychological Assessment 14, no. 1 (January 1998): 71–90. http://dx.doi.org/10.1027/1015-5759.14.1.71.

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Psychoeducational testing practices in Zimbabwe can be understood in terms of the colonial heritage of the country and the democratization of the education system following Black majority rule. Regulations for psychological practice and Western-oriented psychology curricula inherited from the colonial era are elements of continuity in the country's psychoeducational testing practices. The demands of the postindependence education dispensation that extended psychological services to native Blacks represent elements of change that challenge psychological and educational testing in the country to be more responsive to the cultural diversity. A survey of test users in educational settings in the country revealed a significant use of Western tests, although some limited progress has been made in developing local tests, particularly in the area of achievement testing. The current status of psychoeducational testing in Zimbabwe is best characterized as being in a transitional or modeling stage, entailing the application of Western concepts and technologies. Authentic testing has great potential as an alternative in this developing country.

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DUBE-MAWEREWERE, VIRGININIA. "Infrahumanisation: the nurse versus the guard phenomenon in forensic psychiatric practice in Zimbabwe." Journal of Forensic Practice 17, no. 2 (May 11, 2015): 149–64. http://dx.doi.org/10.1108/jfp-10-2014-0038.

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Purpose – The purpose of this paper is to explicate the lived experiences of nurses involved in rehabilitation of forensic psychiatric patients in special institutions in Zimbabwe. Design/methodology/approach – The study used the grounded theory approach utilising a mixed sequential dominant status design (QUAL/Quant). Pierre Bourdieu’s conceptual canon of field, habitus and capital was used as a theoretical point of departure by the research study. Confirmatory retrospective document review of 119 patients’ files was also done to substantiate the nurses’ experiences. Theoretical sampling of relatives was also done. Findings – Findings and results revealed that nurses seemed to experience infrahumanisation, a subtler form of dehumanisation. The infrahumanisation was embodied in the unpleasant context in which nurses were expected to perform their mandate of championing rehabilitation of forensic psychiatric patients. The guards who represented the prison system seemed to possess all forms of capital in the prison system (where special institutions are housed): the prison cultural capital, social capital and economic capital. This capital seemed to represent symbolic power over the disillusioned and voiceless nurses. Guards attended to and discussed patients and relatives issues instead of nurses. This form of misrecognition of the nurses culminated in dominance and reproduction of the interests of the prison system which underlined the established order of realities in the rehabilitation of forensic psychiatric patients in special institutions at the time of the study. The nurses’ lived experience was confirmed by theoretically sampled by relatives of forensic psychiatric patients who also participated in the research study. Nurses’ powerlessness was also reflected in the patients’ files in which in which care was largely not documented. Research limitations/implications – The study focused on the nurses experiences related to rehabilitation of male forensic psychiatric patients and not on female forensic psychiatric patients because there were important variables in the two groups that were not homogenous. For the little documentation that was done, there was also a tendency nurses to document negative rather than positive events and trends. The documents/files of patients had therefore a negative bias which was a major limitation to this study. Practical implications – There is a need for major revision of the revision of the role of the nurse in the forensic psychiatric setting. Collaboration as academia, practice, professional organisations and regulatory bodies would foster a nurse led therapeutic jurisprudence in the future of rehabilitation of forensic psychiatric patients in Zimbabwe. Social implications – There is a need for major revision of the revision of the role of the nurse in the forensic psychiatric setting. Originality/value – This is the first description of the position of nurses’ seconded to special institutions in Zimbabwe and will go a long way in realigning conflictual policy documents guiding care of forensic psychiatric patients in special institutions.

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Guzzo, Richard A., Alexis A. Fink, Eden King, Scott Tonidandel, and Ronald S. Landis. "Big Data Recommendations for Industrial–Organizational Psychology." Industrial and Organizational Psychology 8, no. 4 (December 2015): 491–508. http://dx.doi.org/10.1017/iop.2015.40.

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The world is awash in data. Data is being created and stored at ever-increasing rates through a variety of new methods and technologies. Data is accumulating in all sorts of accessible places. Much of that data is of great interest to industrial–organizational (I-O) psychologists, often in ways never anticipated by those who develop technologies and processes that generate and store that data. I-O psychologists also generate data in the course of research and practice in ways that, especially if joined with data originating from other sources, create giant datasets. This abundance of data—variables, measurements, observations, facts—can be used to inform a vast number of issues in research and practice. This is the new “big data” world, and beyond opportunities, this new world also presents challenges and potential hazards.

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

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Skovdal, Morten, Rufurwokuda Maswera, Noah Kadzura, Constance Nyamukapa, Rebecca Rhead, Alison Wringe, and Simon Gregson. "Parental obligations, care and HIV treatment: How care for others motivates self-care in Zimbabwe." Journal of Health Psychology 25, no. 13-14 (July 20, 2018): 2178–87. http://dx.doi.org/10.1177/1359105318788692.

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This article examines how parental obligations of care intersect with HIV treatment-seeking behaviours and retention. It draws on qualitative data from eastern Zimbabwe, produced from 65 interviews. Drawing on theories of practice and care ethics, our analysis revealed that norms of parental obligation and care acted as key motivators for ongoing engagement with HIV services and treatment. Parents’ attentiveness to the future needs of their children ( caring about), and sense of obligation ( taking care of) and improved ability to care ( caregiving) following treatment initiation, emerged as central to understanding their drive for self-care and engagement with HIV services.

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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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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 (March 2014): 51–54. http://dx.doi.org/10.1111/iops.12104.

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Brannick, Joan P. "Context Matters: Competencies for the Global Practice of Industrial–Organizational Psychology." Industrial and Organizational Psychology 7, no. 1 (March 2014): 54–58. http://dx.doi.org/10.1111/iops.12105.

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Rudolph, Cort W., Blake Allan, Malissa Clark, Guido Hertel, Andreas Hirschi, Florian Kunze, Kristen Shockley, Mindy Shoss, Sabine Sonnentag, and Hannes Zacher. "Pandemics: Implications for research and practice in industrial and organizational psychology." Industrial and Organizational Psychology 14, no. 1-2 (May 24, 2021): 1–35. http://dx.doi.org/10.1017/iop.2020.48.

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AbstractPandemics have historically shaped the world of work in various ways. With COVID-19 presenting as a global pandemic, there is much speculation about the implications of this crisis for the future of work and for people working in organizations. In this article, we discuss 10 of the most relevant research and practice topics in the field of industrial and organizational psychology that will likely be strongly influenced by COVID-19. For each of these topics, the pandemic crisis is creating new work-related challenges, but it is also presenting various opportunities. The topics discussed herein include occupational health and safety, work–family issues, telecommuting, virtual teamwork, job insecurity, precarious work, leadership, human resources policy, the aging workforce, and careers. This article sets the stage for further discussion of various ways in which I-O psychology research and practice can address the issues that COVID-19 creates for work and organizational processes that are affecting workers now and will shape the future of work and organizations in both the short and long term. This article concludes by inviting I-O psychology researchers and practitioners to address the challenges and opportunities of COVID-19 head-on by proactively adapting the work that we do in support of workers, organizations, and society as a whole.

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Dondofema, J., J. Mwenje, and L. Musemwa. "Factors affecting Industrial Attachment Programme: Measures of academic performance and efficiency in Zimbabwe: A Review." Southern Africa Journal of Education, Science and Technology 5, no. 1 (August 28, 2020): 1–25. http://dx.doi.org/10.4314/sajest.v5i1.39823/sajest.2020.001.

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Assessment of the Industrial Attachment Programme was deemed incomplete without reviewing measures of academic performance, efficiency, and the factors that affect performance and efficiency. The factors forming the basis for this review were found to human and system oriented. Academic performance of students has to be measured using examinations, tests, assignments and exercises. Data Envelope Analysis and Stochastic Frontier Analyst were the efficiency measures reviewed. Data Envelope Analysis was regarded appropriate for this study considering its ability to handle multiple inputs and outputs. Data Envelope Analysis estimates allocative, technical and economic efficiency which are key efficient measures. Some of the factors reviewed include financing, timing, evaluation and assessment methods of the programme. Linkage among students, tertiary education institutions, host organizations and various stake holders were other key factors. Courses covered before Industrial Attachment were noted as other key factors since the programme intends to marry theory learnt in the classroom with the practice. Industrial Attachment in Zimbabwe as with the Agricultural colleges and other institutions of tertiary education was also reviewed. The institutions use different approaches which will help much in the assessment of the programme. Measurement of performance and efficiency levels were found to be done with primary and secondary schools making reference to the academic side and not much was found to be done with agricultural colleges and the industrial attachment programme thereby forming the basis for this study. Colleges have to adopt models which improve performance and efficiency of the programme.

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Musiwa, Anthony Shuko. "Multidimensional child poverty in Zimbabwe: Extent, risk patterns and implications for policy, practice and research." Children and Youth Services Review 104 (September 2019): 104398. http://dx.doi.org/10.1016/j.childyouth.2019.104398.

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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 (March 2014): 71–74. http://dx.doi.org/10.1111/iops.12109.

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Fisher, Gwenith G., and Kyle Sandell. "Sampling in Industrial–Organizational Psychology Research: Now What?" Industrial and Organizational Psychology 8, no. 2 (June 2015): 232–37. http://dx.doi.org/10.1017/iop.2015.31.

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We agree with the authors of the focal article that too little attention is paid to sampling in industrial–organizational (I-O) psychology research. Upon reflection and in response to the focal article by Landers and Behrend (2015), we answer three primary questions: (a) What is it about our training, science, and practice as I-O psychologists that has led to less focus on sampling issues? (b) Does it matter? (c) If so, then what should we do about it?

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Muridzo, Noel Garikai, and Victor Chikadzi. "Zimbabwe’s poverty and child sexual abuse." Children Australia 45, no. 4 (August 24, 2020): 222–28. http://dx.doi.org/10.1017/cha.2020.41.

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AbstractChild sexual abuse (CSA) is a serious scourge that affects all countries globally. While there are myriad factors contributing the prevalence of CSA in Zimbabwe, poverty is arguably one of the major underlying issues and root causes of most of these factors. Over the past two decades, Zimbabwe has gone through an unprecedented economic meltdown; fewer resources are being channelled towards child protection leading to the decline in standards of living for children. Consequently, children are left vulnerable to poverty which exposes them to the risk of CSA. This paper discusses a number of poverty-related factors that are contributing to CSA in Zimbabwe. A qualitative study approach was adopted, and data were collected from 38 participants and four key informants who were selected using theoretical and purposive sampling, respectively. In addition, 300 court files of CSA cases were also reviewed. Notwithstanding other circumstances leading to CSA, findings showed that poverty-related vulnerabilities, such as adverse living conditions, rurality, child labour and migration, exposed children to CSA. The paper ends by discussing the policy and social work practice implications and recommendations in view of the findings.

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Bessant, Judith, Anne Byrne, Don Byrne, Stephanie Short, Evelyn Sharman, Sandra Speedy, and Mary Dickenson. "Psychology for Nurses: Theory and Practice." Labour History, no. 66 (1994): 181. http://dx.doi.org/10.2307/27509262.

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Bluen, Stephen D., and Julian Barling. "Stress and the Industrial Relations Process: Development of the Industrial Relations Event Scale." South African Journal of Psychology 17, no. 4 (December 1987): 150–59. http://dx.doi.org/10.1177/008124638701700406.

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Although organizational stress has been the focus of much attention, there is a paucity of research on the stress associated with involvement in industrial relations. This article outlines the development of the Industrial Relations Event Scale (IRES), a measure designed to assess stressful events associated with the practice of industrial relations. The format of the IRES allows for the measurement of the occurrence, desirability, and perceived impact of each item. Test – retest reliability and internal consistency are satisfactory. The IRES also shows acceptable concurrent and known-group difference validity. A 20-item short form of the IRES was developed, with similar psychometric properties to the 63-item IRES. Future research priorities for the IRES and industrial relations stress in general are identified.

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Feeney, Justin R. "Robust Science: A Review of Journal Practices in Industrial-Organizational Psychology." Industrial and Organizational Psychology 11, no. 1 (March 2018): 48–54. http://dx.doi.org/10.1017/iop.2017.84.

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The focal article (Grand et al., 2018) provides an exemplary roadmap for improving the practice of robust science in industrial-organizational (I-O) psychology, which includes recommendations for authors such as practicing robust science, even in the absence of reward. However, authors are faced with practical constraints; to succeed in our field, we must publish, at least occasionally, in prestigious journals to secure scholarships, awards, employment, grants, and tenure. We can practice robust science (commonly referred to as “open science” or “reproducible research”) without reward—but only to some extent, if there is no support from our gatekeepers. After all, it is difficult to influence the field without a job and research funding.

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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 (March 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 made more forward thinking in determining the kind of training I–O students should be receiving.

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Borman, Walter C. "Industrial/Organizational Psychology According to Muchinsky: A Good Mix of Science and Practice." Contemporary Psychology: A Journal of Reviews 36, no. 10 (October 1991): 899–900. http://dx.doi.org/10.1037/030292.

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Latham, Gary P. "The Interdependence of the Science and Practice of Industrial‐Organisational Psychology: A Rejoinder." Applied Psychology 50, no. 2 (April 2001): 245–51. http://dx.doi.org/10.1111/1464-0597.00056.

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Poteet, Mark L. "Introduction." Industrial and Organizational Psychology 10, no. 4 (December 2017): 702. http://dx.doi.org/10.1017/iop.2017.103.

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With this issue of the Industrial and Organizational Psychology: Perspectives on Science and Practice (IOP) journal, the Practice Forum concludes its first full year of operation. The Practice Forum published its first manuscript in Volume 9, Issue 4, and since then, three additional papers have been published.

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Oswald, Frederick L., and Leaetta M. Hough. "Personality Testing and Industrial–Organizational Psychology: A Productive Exchange and Some Future Directions." Industrial and Organizational Psychology 1, no. 3 (September 2008): 323–32. http://dx.doi.org/10.1111/j.1754-9434.2008.00057.x.

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The goal of our focal article was to provide a current perspective on personality testing and its use in organizational research and to elicit constructive discussion and suggestions for future research and practice. The present article caps off the discussion by integrating the main ideas presented in the commentaries within our original framework of questions and topics, with the immodest hope of advancing our understanding of personality and its measurement in the context of industrial–organizational psychology. In short, we recommend continuing to take advantage of the organizing framework of the Big Five while also pursuing more “bottom-up” approaches that examine facet-level relationships with multidimensional performance outcomes, in addition to developing process models that include more proximal motivational and situational variables. Work along these lines is valuable to both organizational science and practice.

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Colton, Mathew, and Margaret Williams. "The Nature of Foster Care International Trends." Adoption & Fostering 21, no. 1 (April 1997): 44–49. http://dx.doi.org/10.1177/030857599702100108.

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The nature of foster care is changing around the world. Based on their forthcoming book on the same theme, Matthew Colton and Margaret Williams review developments in the purpose, definition and practice of foster care in countries as different as Argentina, Hungary, Finland, Italy, Zimbabwe and the UK. With respect to purpose, they argue that the growing emphasis on family support, reunification, and normalisation has implications for the way that foster care might be defined. With regard to practice, they point to a trend towards diversification of foster care programmes so that increasing numbers of children with different and more challenging needs can all be served. The authors conclude by suggesting a new definition of foster care, aimed at encompassing the breadth and diversity of service needed to accommodate the changing needs of children everywhere.

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Smitsman, Ad W. "Affordances and the Practice of Industrial Design Engineering: Comments on Smets's Presentation." Ecological Psychology 7, no. 4 (December 1995): 375–78. http://dx.doi.org/10.1207/s15326969eco0704_9.

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Briner, Rob B., and Denise M. Rousseau. "Evidence-Based I–O Psychology: Not There Yet." Industrial and Organizational Psychology 4, no. 1 (March 2011): 3–22. http://dx.doi.org/10.1111/j.1754-9434.2010.01287.x.

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Evidence-based practice is now well established in several fields including medicine, nursing, and social policy. This article seeks to promote discussion of whether the practice of industrial–organizational (I–O) psychologists is evidence based and what is needed to make I–O psychology an evidence-based discipline. It first reviews the emergence of the concept of evidence-based practice. Second, it considers the definitions and features of evidence-based practice, including evidence-based management. It then assesses whether I–O psychology is itself an evidence-based discipline by identifying key characteristics of evidence-based practice and judging the extent these characterize I–O psychology. Fourth, some key strategies for promoting the use of evidence in I–O psychology are considered: practice-oriented research and systematic reviews. Fifth, barriers to practicing evidence-based I–O psychology are identified along with suggestions for overcoming them. Last is a look to the future of an evidence-based I–O psychology that plays an important role in helping consultants, in-house I–O psychologists, managers, and organizations become more evidence based.

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Dreibelbis, Rachel C., Jaclyn Martin, Michael D. Coovert, and David W. Dorsey. "The Looming Cybersecurity Crisis and What It Means for the Practice of Industrial and Organizational Psychology." Industrial and Organizational Psychology 11, no. 2 (June 2018): 346–65. http://dx.doi.org/10.1017/iop.2018.3.

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The persistently changing landscape of cyberspace and cybersecurity has led to a call for organizations’ increased attention toward securing information and systems. Rapid change in the cyber environment puts it on a scale unlike any other performance environment typically of interest to industrial and organizational (I-O) psychologists and related disciplines. In this article, we reflect on the idea of keeping pace with cyber, with a particular focus on the role of practicing I-O psychologists in assisting individuals, teams, and organizations. We focus on the unique roles of I-O psychologists in relation to the cyber realm and discuss the ways in which they can contribute to organizational cybersecurity efforts. As highlighted throughout this article, we assert that the mounting threats within cyberspace amount to a “looming crisis.” Thus, we view assisting organizations and their employees with becoming resilient and adaptive to cyber threats as an imperative, and practicing I-O psychologists should be at the forefront of these efforts.

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Briner, Rob B., and Denise M. Rousseau. "Evidence-Based I–O Psychology: Not There Yet but Now a Little Nearer?" Industrial and Organizational Psychology 4, no. 1 (March 2011): 76–82. http://dx.doi.org/10.1111/j.1754-9434.2010.01301.x.

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Our focal article sought to promote discussion of evidence-based approaches to practice in industrial–organizational (I–O) psychology. It did so by describing the meanings and origins of evidence-based practice, evaluating the extent to which I–O psychology practice is currently evidence-based, and considering the role of systematic reviews in promoting evidence-based practice. The commentaries on our focal article raised many interesting and important points. In our response, we divide them into two broad categories. The first category consists of comments and objections that arise from what we believe to be misinterpretations of evidence-based practice and our focal article. The second category contains those comments that in various ways extend and elaborate the issues raised in our focal article. Although we are not there yet, we hope that these commentaries will take us a little nearer to an evidence-based approach to I–O psychology.

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Silzer, Rob, Allan H. Church, Christopher T. Rotolo, and John C. Scott. "I-O Practice in Action: Solving the Leadership Potential Identification Challenge in Organizations." Industrial and Organizational Psychology 9, no. 4 (December 2016): 814–30. http://dx.doi.org/10.1017/iop.2016.75.

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In 2008, we saw an emerging business need to accurately identify and develop individuals early in their careers who have the potential to be effective leaders in later organizational positions. We decided early on to take a comprehensive and systematic approach to the challenge in order to build effective solutions with real organizational impact that are sustainable over time. We knew that this was a complex problem and that there was little agreement in industrial–organizational (I-O) psychology on how to approach this critical business need and what approaches would be most effective. Since then, we moved through the following process stages to arrive at effective solutions that are now being used in numerous organizations.

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Silzer, Rob, and Richard Jeanneret. "Individual Psychological Assessment: A Practice and Science in Search of Common Ground." Industrial and Organizational Psychology 4, no. 3 (September 2011): 270–96. http://dx.doi.org/10.1111/j.1754-9434.2011.01341.x.

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During the past 30 years, individual psychological assessment (IPA) has gained in use and in value to organizations in the management of human resources. However, even though IPA is considered a core competency for industrial–organizational (I–O) psychology, its practice is not without critics. This article is written not only to address several criticisms of IPA but also to discuss a variety of issues that must be taken into consideration if IPA is to advance as a major component of the I–O scientist–practitioner model. We rely upon a working definition of IPA in general but, when possible, focus on executive assessment in particular, given its high level of complexity and growing popularity. We discuss the effectiveness of assessment practice, including the ongoing statistical versus clinical prediction argument and the difficulties with establishing validity. Although we are confident that IPA has many strong research and practice underpinnings, we also propose some important research questions, training guidelines, and opportunities for assessing psychologists to improve their practices.

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Kath, Lisa M., Nicholas P. Salter, Peter Bachiochi, Kenneth G. Brown, and Mikki Hebl. "Teaching I-O psychology to undergraduate students: Do we practice what we preach?" Industrial and Organizational Psychology 13, no. 4 (December 2020): 443–60. http://dx.doi.org/10.1017/iop.2020.47.

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AbstractAs industrial-organizational (I-O) psychologists, we have expertise in applying psychological and/or organizational science to the workplace. However, many of us haven’t taken the time to think about how our I-O psychology knowledge can apply to our teaching practice. We walk through some examples of how I-O psychology research can help us be better teachers, and the goal of our paper is to encourage readers to make evidence-based changes to their teaching based on I-O psychology research. We organize our discussion around four areas: training and development, diversity and inclusion, groups and teams, and leadership. Within each, we offer small, medium, and large changes that could be incorporated into classrooms. We hope that readers will be inspired to build on what they do in their classrooms to help students learn about (and be inspired by) our field.

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Reynolds, Douglas H., Cynthia D. McCauley, and Suzanne Tsacoumis. "A Critical Evaluation of the State of Assessment and Development for Senior Leaders." Industrial and Organizational Psychology 11, no. 4 (August 22, 2018): 630–52. http://dx.doi.org/10.1017/iop.2018.84.

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Practice and research with senior leaders can be rewarding but also challenging and risky for industrial and organizational (I-O) psychologists; the fact that much of the work with these populations is difficult to access elevates these concerns. In this article we summarize work presented by prominent researchers and practitioners at a symposium organized to share common practices and challenges associated with work at higher levels of organizational management. We review implications for research and practice with senior leaders by examining how assessments are applied at senior levels, how assessments and development practices can be linked, and the challenges associated with research and evaluation conducted with these leaders. Also, we offer suggestions for advancing research and practice at senior levels.

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Oswald, Frederick L., Tara S. Behrend, Dan J. Putka, and Evan Sinar. "Big Data in Industrial-Organizational Psychology and Human Resource Management: Forward Progress for Organizational Research and Practice." Annual Review of Organizational Psychology and Organizational Behavior 7, no. 1 (January 21, 2020): 505–33. http://dx.doi.org/10.1146/annurev-orgpsych-032117-104553.

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Big data and artificial intelligence (AI) have become quite compelling—and relevant, ideally—to organizations and the consulting services that help manage them. Researchers and practitioners in industrial-organizational psychology (IOP) and human resource management (HRM) can add significant value to big data and AI by offering their substantive expertise in how workforce-relevant data are measured and analyzed and how big data results are professionally, legally, and ethically interpreted and implemented by organizational decision makers, employees, policymakers, and other stakeholders in the employment arena. This article provides a perspective and framework for big data relevant to IOP and HRM that include both micro issues (e.g., linking data sources, decisions about which data to include, big data analytics) and macro issues (e.g., changing nature of big data, developing big data teams, educating professionals and graduate students, ethical and legal considerations). Ultimately, we strongly believe that IOP and HRM researchers and practitioners will become increasingly valuable for their contributions to the substance, technologies, algorithms, and communities that address big data, AI, and machine learning problems and applications in organizations relevant to their expertise.

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DUBE-MAWEREWERE, VIRGININIA. "A medico-judicial framework for the rehabilitation of forensic psychiatric patients in Zimbabwe." Journal of Forensic Practice 17, no. 2 (May 11, 2015): 134–48. http://dx.doi.org/10.1108/jfp-10-2014-0036.

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Purpose – The purpose of this paper is to develop a medico-judicial framework for rehabilitation of forensic psychiatric patients in Zimbabwe. Design/methodology/approach – Grounded theory of the Charmaz (2006, 2014) persuasion was used. An exploratory qualitative design was utilised. The theoretical framework that was used as a point of departure was Pierre Bourdieu’s conceptual canon. Participants were purposefully and theoretically sampled. These included the judiciary, patients, patients’ family, psychiatrists, nurses, social workers, experts in forensic psychiatric practice. They were 32 in total. Findings – The findings reflected a need to realign the dislocation and dissonance between and within the fields of the prison system, medical system, and the judiciary. The realignment was done by co-constructing a therapeutic jurisprudent medico-judicial framework for rehabilitation of forensic psychiatric patients in Zimbabwe with participants who were stakeholders in forensic psychiatric rehabilitation. Research limitations/implications – The study was focused on male forensic psychiatric patients rehabilitation and not on female forensic psychiatric patients because there were important variables in the two groups that were not homogenous. However, it is possible that including females in the study could have added perspective to the study. This also limits the generalisation of findings beyond the male forensic psychiatric participants. Services beyond the experience of participants translate to the notion that findings cannot be generalised beyond the parameters of the study. Future research and service evaluation and audit need to be considered. The study findings focused on the “psychiatric” aspect and did not emphasise the “forensic” aspect of the service delivery service. Future research may need to feature physical provisions and progression pathways with reference to “forensic” risk reduction as a parallel goal. Practical implications – The study calls for the following: Transformation of the medico-judicial system, adjusting legislation and restructuring of the public service; changing of public attitudes to enable implementation of the medico-judicial framework; there is need for a step by step process in the implementation of the framework in which training needs of service staff, social workers, community leaders and key stakeholders will need to be addressed; the proposed changes presented by the model will require cultural, financial and infrastructural shifts. Social implications – There is need for policy makers to re-enfranchise or rebrand forensic psychiatric rehabilitation services in Zimbabwe. This could positively involve the marketing of forensic psychiatric rehabilitation to the stakeholders and to the public. This is projected to counter the stigma, disinterest and disillusionment that run through both professionals and public alike. This will foster a therapeutic jurisprudence that upholds the dignity and rights of forensic psychiatric patients. Originality/value – This work is an original contribution to forensic psychiatry in Zimbabwe. Research in that area is prohibitive because of the complexity of processes that are followed. This research is therefore ground breaking.

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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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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 (March 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), as applied and implemented in organizations, is broken. This is not a unique take on the state of PM in organizations, as others have been arguing for many years that PM is no longer working in organizations the way that we would like it to work (Banks & Murphy, 1985; Bretz, Milkovich, & Read, 1992). Further, for many years and in many Society for Industrial and Organizational Psychology conference panels and debates in the literature, we have been inundated with discussions and conversations around the science–practice gap and around the gap being especially evident in PM.

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Rupp, Deborah E., Daniel Skarlicki, and Ruodan Shao. "The Psychology of Corporate Social Responsibility and Humanitarian Work: A Person-Centric Perspective." Industrial and Organizational Psychology 6, no. 4 (December 2013): 361–68. http://dx.doi.org/10.1111/iops.12068.

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The field of industrial–organizational (I–O) psychology has and will continue to experience periods of growth and change. Our field has shifted and transformed along with society, through the industrial revolution, the human relations movement, the globalization of business, and the information age. And here we are, in 2013, at the cusp of what seems to be the beginning of a new stage in our development, this time evidenced by the marked attention that both the science and practice arms of I–O psychology are placing on issues of corporate social responsibility (CSR, Aguinis, 2011; Cruse, 2010; Scott et al. 2013)

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Landis, Ronald S., Alexis Fink, Lisa Finkelstein, Mark Poteet, and Steven Rogelberg. "From the Editor." Industrial and Organizational Psychology 11, no. 3 (September 2018): 367–68. http://dx.doi.org/10.1017/iop.2018.41.

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This is the first issue of Industrial and Organizational Psychology: Perspectives on Science and Practice (IOP) under a new editorial team. In light of this, now is a good opportunity to recognize the work of those who have helped build the journal into its current state and to describe the goals for the next few years.

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Danylova, T. V. "A few words about the concepts of industrial and post-industrial societies." Humanitarian studios: pedagogics, psychology, philosophy 11, no. 2 (September 3, 2020): 42–47. http://dx.doi.org/10.31548/hspedagog2020.02.042.

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Subject under consideration in the article is memory as entire, complex and uninterrupted process and lecturer’s influence on character of students’ memory processes. Efficient techniques for improving memory processes of various scientists and the features of modern technologies for English vocabulary memorizing have been studied; non-traditional ways of words memorizing in the English language teaching methods, shown good results in practice have been proposed. The author has analyzed the inclusion of psychology for studying English. The psychological aspects of efficiency increasing of new words memorizing in English classes have been shown. It has been proposed that teachers take into account the individual differences of students in perception and memorization of new English vocabulary. The use of psychological methods of mnemonics and pictograms in English classes has been also considered. Recommendations concerning positive consequences of lecturer’s impact on character of students’ memory processes have been given in the article.

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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 (January 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 implementation of industrial practice models. Through this model, institutions can use them to improve the capabilities of program students in the 4.0 era.

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Rotolo, Christopher T., and Allan H. Church. "Answering the Call: A Framework for Advancing the Practice of Industrial–Organizational Psychology to Drive Environmental Sustainability Efforts." Industrial and Organizational Psychology 5, no. 4 (December 2012): 473–76. http://dx.doi.org/10.1111/j.1754-9434.2012.01480.x.

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Schippmann, Jeffery S., Steven L. Hawthorne, and Susan D. Schmitt. "Work roles and training needs for the practice of industrial-organizational psychology at the masters and PhD level." Journal of Business and Psychology 6, no. 3 (1992): 311–31. http://dx.doi.org/10.1007/bf01126768.

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Levine, Edward L. "The Eternal Criterion Problem in the Context of Impact." Industrial and Organizational Psychology 10, no. 4 (November 22, 2017): 588–94. http://dx.doi.org/10.1017/iop.2017.60.

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The focal article by Aguinis et al. (2017) offers a rich brew of data and explication regarding the devilishly complicated concept of impact of sources (both science-based and practice-based), of industrial and organizational (I-O) psychology articles, and of authors of articles in the discipline of I-O psychology. The criteria developed to assess the impact of these are simple frequency counts indexing the number of times items within each domain are cited by leading introductory I-O psychology textbooks, which in turn leads to ranked lists. These are then used as a basis for answering numerous highly significant questions about the discipline of I-O psychology, including its scholarly and practice-based underpinnings, and the future prospects of the field.

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Kurtessis, James N., Shonna D. Waters, Alexander Alonso, Joseph A. Jones, and Scott H. Oppler. "Traditional Science–Practice Research in I-O: Are We Missing the Trees for the Forest?" Industrial and Organizational Psychology 10, no. 4 (November 22, 2017): 570–76. http://dx.doi.org/10.1017/iop.2017.57.

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Abraham Lincoln was fond of saying “killing the dog does not cure the bite” when referring to problems and their persnickety pervasiveness. When thinking about the problems facing the industrial and organizational (I-O) psychology profession, there is no greater source of frustration than the gap between a scientist's findings and the application of those findings to practice. In recent years, organizations such as the White House Behavioral Sciences unit, the Society for Human Resource Management (SHRM) Foundation in partnership with The Economist Intelligence Unit, and many others have explored the gap between research and practice and have highlighted every major derailer, from delays associated with peer-reviewed publication cycles to a lacking infrastructure for bringing science to practitioners. In 2014, the SHRM Foundation even went so far as to implement a strategy based on driving research directly to practitioners through executive round table forums. Despite the best efforts to identify strategies for closing the gap, many organizations have failed to find the optimal means for bringing I-O psychology research to the masses of human resource (HR) practitioners and, in many cases, even I-O psychology practitioners dealing with significant organizational issues.

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Wilhelmy, Annika. "Journal Guidelines for Qualitative Research? A Balancing Act That Might Be Worth It." Industrial and Organizational Psychology 9, no. 4 (December 2016): 726–32. http://dx.doi.org/10.1017/iop.2016.80.

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I agree with and expand on Pratt and Bonaccio's (2016) view that in order to facilitate the use of qualitative research in our field, we need more guidance for industrial–organizational (I-O) researchers in terms of training, best practice articles, and criteria for evaluating research quality. Fortunately, the interest in and openness to qualitative research is slowly but steadily growing in our field, something that is reflected in small but increasing numbers of publications and best practice articles (Bluhm, Harman, Lee, & Mitchell, 2011; Smith, Madden, & Ashmos Plowman, 2015). To give an example, the Journal of Applied Psychology (JAP), a journal not well known for publishing qualitative research, has recently published a qualitative article written by my colleagues and me (Wilhelmy, Kleinmann, König, Melchers, & Truxillo, 2016).

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Scott, John C. "From the Editor." Industrial and Organizational Psychology 10, no. 1 (March 2017): 1–2. http://dx.doi.org/10.1017/iop.2017.1.

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The goal of focal articles in Industrial and Organizational Psychology: Perspectives on Science and Practice is to present new ideas or different takes on existing ideas and stimulate a conversation in the form of comment articles that extend the arguments in the focal article or that present new ideas stimulated by those articles. The two focal articles in this issue stimulated a wide range of reactions and a good deal of constructive input.

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Scott, John C., and Mark L. Poteet. "From the Editor." Industrial and Organizational Psychology 10, no. 4 (November 22, 2017): 503–6. http://dx.doi.org/10.1017/iop.2017.71.

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The goal of focal articles in Industrial and Organizational Psychology: Perspectives on Science and Practice is to present new ideas or different takes on existing ideas and stimulate a conversation in the form of comment articles that extend the arguments in the focal article or that present new ideas stimulated by those articles. The two focal articles in this issue stimulated a wide range of reactions and a good deal of constructive input.

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Scott, John C. "From the Editor." Industrial and Organizational Psychology 9, no. 1 (March 2016): 1–2. http://dx.doi.org/10.1017/iop.2015.122.

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The goal of focal articles in Industrial and Organizational Psychology: Perspectives on Science and Practice is to present new ideas or different takes on existing ideas and stimulate a conversation in the form of comment articles that extend the arguments in the focal article or that present new ideas stimulated by those articles. The two focal articles in this issue stimulated a wide range of reactions and a good deal of constructive input.

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CARLESS, SALLY A., JANA RASIAH, and BERND E. IRMER. "Discrepancy between human resource research and practice: Comparison of industrial/organisational psychologists and human resource practitioners' beliefs." Australian Psychologist 44, no. 2 (June 2009): 105–11. http://dx.doi.org/10.1080/00050060802630015.

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Journal articles on the topic 'Psychology, Industrial – Practice – Zimbabwe'

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