Psychologist-Managers in Higher Education: The Particular Case of I-O Psychology (original) (raw)
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Journal of Applied Psychology, 1969
A survey was conducted of impressions of industrial psychologists among a national sample of personnel administrators. Results showed 11% of all companies and 20% of the largest ones employ a psychologist full time, and 25% employ one or more as a consultant. Fifty percent of the respondents felt it would be desirable to have a psychologist in the company and 75% felt he would increase productivity and satisfaction. Ratings of perceived past contributions, future usefulness, and need for further research in 12 areas of specialization are presented. Comparisons are made with previous surveys over a 20-yr. period.
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Industrial and Organizational Psychology, 2014
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. Because of the quality of their ''hard'' knowledge and ''soft'' interpersonal skills, industrial-organizational (I-O) psychologists have been successful finding Correspondence concerning this article should be addressed to Zinta Byrne.
Industrial-Organizational Psychologists in Business Schools: Insights from a UK Perspective
Industrial and Organizational Psychology, 2014
Céline Rojon b , celine.rojon@ed.ac.uk, Tel: +44-(0)131-6515673 a,b University of Edinburgh Business School, 29 Buccleuch Place, EH8 9JS, Edinburgh, UK As I-O psychologists working in a business school, the issues discussed in the focal article struck a chord. To contextualize our response to Aguinis, Bradley and Broderson (2014), we initially offer some background information about our personal situation, before providing a UK perspective on I-O psychology in business schools. Having recently completed our doctorates in I-O psychology (or what is in the UK more commonly known as 'occupational/organizational psychology'), we began working as early career academics at the University of Edinburgh Business School at the same time, coming into an interdisciplinary team of scholars, together forming the 'Organization Studies' group, whose research is aimed at providing insight into major challenges in human resources and public policy. Of the eleven group members, the majority (N = 6) are psychologists (mostly with I-O psychology focus); the remaining individuals are sociologists (N = 2), human resource management scholars, economists or anthropologists (N = 1 respectively). Looking at the composition of our group, this may be interpreted as lending support to Godard's (2014) claim that employment relations and human resource management are being 'psychologized'.
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This article provides ideas and recommendations for psychologist-managers seeking to transition from the private sector to institutions of higher education. We first describe the differences between the cultures of academia and the private sector and then distinguish between traditional and nontraditional leadership roles at a university or college. We also discuss the challenges and opportunities faced by future academic leaders. Throughout this article, we describe the knowledge and skills sets that make psychologist-managers attractive candidates for campus leadership.
Educating Industrial–Organizational Psychologists for Science and Practice: A Canadian Perspective
Industrial and Organizational Psychology, 2014
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. Because of the quality of their ''hard'' knowledge and ''soft'' interpersonal skills, industrial-organizational (I-O) psychologists have been successful finding Correspondence concerning this article should be addressed to Zinta Byrne.
Implications of the results of a job analysis of I-O psychologists
PsycEXTRA Dataset
In the spring of 2000, the board members of the Texas Industrial-Organizational Psychologists (TIOP) commissioned a study of the job of I-O psychologist. They felt it would be useful to meet the pressures on our profession for licensing, as feedback to university training centers, for performance appraisal of our own people, to differentiate ourselves from other psychologists, and just for clarification of the KSAs required to succeed in our profession. The members agreed upon an open-ended approach using questionnaire and interview techniques. The research process was designed to be operational in nature, rather than scientific in the sense of seeking breakthroughs in job analytic technology. Participants were asked to divide their jobs into categories or duties, to describe each, as well as to answer questions as to what was the most difficult part of the job, the most critical, the portion for which newcomers seem least prepared, and the most time consuming. In addition, each participant was asked to contribute critical incidents of poor and excellent performance. Sixty members of SIOP in Texas responded to either a questionnaire or a telephone interview. Roughly one-third were also members of TIOP. Approximately half of the participants were licensed psychologists.
Industrial-Organisational Psychology in New Zealand: Who Are We and Where Are We Going?
The Australian and New Zealand Journal of Organisational Psychology, 2008
In spite of a long history, Industrial and Organisational (I/O) psychology appears to be relatively unknown beyond those who teach or practise it. Research in Canada, the United Kingdom, the United States, Australia and Aotearoa/New Zealand is reviewed to illustrate common problems. To provide an update on the local situation, a survey of 46 I/O psychologists was conducted to identify what types of activities I/O psychologists in New Zealand are engaged in, and what they think the issues are for the profession both now and in the future. We present the issues under five themes: current role, education and training, strategic perspectives, contribution to New Zealand business, and the future. In conclusion, we provide suggestions to address the key problems that our I/O psychologist respondents identified.
Industrial and Organizational Psychology, 2010
Of the four possible ''futures'' for I-O psychology discussed by , one (Scenario 2: Identity Merger) struck close to home. In fact, it is not the future for us, it is the present. The three of us are I-O psychologists with appointments in both a psychology department and a fully integrated interdisciplinary organizational science (OS) PhD program. The program, which is now 5 years old, spans two colleges (Liberal Arts & Sciences and Business) and includes individuals from four departments (Psychology, Management, Sociology, and Communication Studies). Although considerable thought was invested in how to structure and operate such an interdisciplinary program well before we accepted our first class of students, our collective thinking has evolved dramatically as we have experienced the program.