Industrial and Organizational Psychology: Volume 7 - Issue 1

From the Editor
Kevin R. Murphy
Published online by Cambridge University Press:

07 January 2015, p. 1
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Educating Industrial–Organizational Psychologists for Science and Practice: Where Do We Go From Here?
Zinta S. Byrne, Theodore L. Hayes, S. Mort McPhail, Milton D. Hakel, José M. Cortina, Jeffrey J. McHenry
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07 January 2015, pp. 2-14
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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.

A Good Graduate Industrial–Organizational Education Begins in Undergraduate Classrooms
Nicholas P. Salter, Alison L. O'Malley
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07 January 2015, pp. 15-18
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No Add-Ons Necessary: Cultural and Pedagogical Implications of a Competency-Based Approach to Training Industrial–Organizational Psychologists
Frank D. Golom, Debra A. Noumair
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07 January 2015, pp. 18-21
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The Fantastic Four Years: Recommendations for Industrial–Organizational Programs
Christopher W. Wiese, Julia M. Fullick
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07 January 2015, pp. 21-26
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Educating Industrial–Organizational Psychologists: Lessons Learned From Master's Programs
Janet L. Kottke, Elizabeth L. Shoenfelt, Nancy J. Stone
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07 January 2015, pp. 26-31
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Don't Forget About Us! Students' Perspectives
Alexander T. Jackson, Kelsey N. Parker, Christopher J. Waples
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07 January 2015, pp. 31-34
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Training Science–Practitioners: Broadening the Training of Industrial–Organizational Psychologists
Bart L. Weathington, Shawn M. Bergman, Jacqueline Z. Bergman
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07 January 2015, pp. 35-38
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Educating Industrial–Organizational Psychologists for Science, Practice, and Social Responsibility
Joel Lefkowitz
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07 January 2015, pp. 38-44
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Solutions in Search of the Problem: Innovation, Flexibility, and Graduate Education
J. Kevin Ford, Steve W. J. Kozlowski, Ann Marie Ryan
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07 January 2015, pp. 44-50
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Educating Industrial–Organizational Psychologists for Science and Practice: A Canadian Perspective
R. Blake Jelley, Silvia Bonaccio, François Chiocchio
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07 January 2015, pp. 51-54
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Context Matters: Competencies for the Global Practice of Industrial–Organizational Psychology
Joan P. Brannick
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07 January 2015, pp. 54-58
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Educating Industrial–Organizational Psychologists: Perspectives From SIOP's Education and Training Committee
Scott Tonidandel, Laura Koppes Bryan, Whitney Botsford Morgan
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07 January 2015, pp. 58-61
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Including Science Advocacy in Industrial–Organizational Curriculum
Samuel T. McAbee, Frederick L. Oswald, Eden B. King, Tammy D. Allen, Stephen Stark, Patrick D. Converse, Lillian T. Eby, Lisa M. Leslie, Rustin D. Meyer, Steven G. Rogelberg, Liu-Qin Yang
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07 January 2015, pp. 61-65
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Competencies and Experiences Critical for Entry-Level Success for Industrial–Organizational Psychologists
Alexandra I. Zelin, Margarita Lider, Dennis Doverspike, Joy Oliver, Michael Trusty
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07 January 2015, pp. 65-71
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Educating Industrial–Organizational Psychologists for Practice and Science: Where Not to Go
Robert E. Gibby, A. Silke McCance, Christine L. Pusilo, Adam J. Ducey, Andrew Biga
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07 January 2015, pp. 71-74
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Where Do We Go From Here? Let's Ask Organizations to Help
Angela K. Pratt, Adam J. Massman
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07 January 2015, pp. 74-76
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Additional Training Will Lead to a Competitive Disadvantage: Perspective From a Business School
P. D. Harms, Mary Uhl-Bien, Christopher Tuggle
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07 January 2015, pp. 77-80
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A Case Against Internship Certification
Amy Sund, Rick Smith, Margareth Bastos, Patricia Small, Nick Mills, Anoop Chaudhuri
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07 January 2015, pp. 80-82
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An Alternative to Formal Certification for Improving the Quality of Experiential Learning
Rose Mueller-Hanson
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07 January 2015, pp. 82-84
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Industrial and Organizational Psychology

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Volume 7 - Issue 1 - March 2014

Introduction

From the Editor

Focal Article

Educating Industrial–Organizational Psychologists for Science and Practice: Where Do We Go From Here?

Commentaries

A Good Graduate Industrial–Organizational Education Begins in Undergraduate Classrooms

No Add-Ons Necessary: Cultural and Pedagogical Implications of a Competency-Based Approach to Training Industrial–Organizational Psychologists

The Fantastic Four Years: Recommendations for Industrial–Organizational Programs

Educating Industrial–Organizational Psychologists: Lessons Learned From Master's Programs

Don't Forget About Us! Students' Perspectives

Training Science–Practitioners: Broadening the Training of Industrial–Organizational Psychologists

Educating Industrial–Organizational Psychologists for Science, Practice, and Social Responsibility

Solutions in Search of the Problem: Innovation, Flexibility, and Graduate Education

Educating Industrial–Organizational Psychologists for Science and Practice: A Canadian Perspective

Context Matters: Competencies for the Global Practice of Industrial–Organizational Psychology

Educating Industrial–Organizational Psychologists: Perspectives From SIOP's Education and Training Committee

Including Science Advocacy in Industrial–Organizational Curriculum

Competencies and Experiences Critical for Entry-Level Success for Industrial–Organizational Psychologists

Educating Industrial–Organizational Psychologists for Practice and Science: Where Not to Go

Where Do We Go From Here? Let's Ask Organizations to Help

Additional Training Will Lead to a Competitive Disadvantage: Perspective From a Business School

A Case Against Internship Certification

An Alternative to Formal Certification for Improving the Quality of Experiential Learning

Industrial and Organizational Psychology

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Volume 7 - Issue 1 - March 2014

Introduction

Focal Article

Commentaries