Perceptions of industrial/organizational doctoral programs: A survey of APA Division 14 members (original) (raw)

1981, Professional Psychology

Members selected from the Industrial/Organizational (10) Psychology Division of the American Psychological Association were surveyed concerning their perceptions of the characteristics of I/O doctoral programs. Respondents were asked to indicate to what degree various characteristics described "best" and "adequate"programs in terms of recommendations to promising graduate students. In addition the respondents rated their familiarity with the 39 I/O PhD programs listed. Results indicated that the best I/O programs differed from adequate programs primarily in terms of faculty and graduate reputations, faculty publications, quantitative methods emphasis, experimental emphasis, access to research tools, and emphasis on personnel selection and training. Implications of these findings are discussed in relation to recommendations from the Task Force on the Practice of Psychology in Industry and to the recent trends in organizational development and organizational behavior. Recently, concern has been expressed about the practice of psychology in organizational settings Gordon, Kleiman, & Hanie, 1978). Complaints have centered on (a) research that is not firmly based in theory, (b) preoccupation with research methods rather than problems of "real consequence," (c) the publish or perish payoff matrix espoused in academic institutions, and (d) the selection and training of graduate students in industrial/organizational (I/O) psychology (i.e. personnel problems). Indeed, this last concern was thought to be of primary importance by the Task Force on the Practice of Psychology in Industry (1971). With regard to graduate training in I/O psychology, some Task Force members expressed concern that research methods were not being adequately taught and that academic psychologists were not keeping up with new developments in industry. More common complaints were that many young I/O psychologists lacked the personal characteristics and communication skills necessary to influence organizational practices. Perhaps the most frequently voiced concern was that graduate study had not prepared graduate students for the realities of life in industry. The Task force suggested the following remedial actions: (a) select students with skills in addition to academic ability, (b) accentuate the link between industry and psychology by developing programs that emphasize practical experience in industry (internships) as well as in research methods, (c) increase communication between individuals in academic industrial settings so that students and faculty can be aware of what is happening in industry. Assuming that market conditions will solve some of the problems identified by the Task Force, for example, attracting quality students, the question is then raised about the procedure these students can use to select a graduate program in I/O psychology. First, the student might consult survey data that attempt to rank schools (e.g., Cox & Catt, 1977; Roose & Andersen, 1970). Then a prospective graduate student might seek the advice of someone who is familiar with the various I/O psychology graduate 540