Transcript Overview

Rank Ordering of Course Usefulness for Jobs
First Full-Time Job
Course
Personnel Psychology
Legal Issues
Training
Psychometrics
I-O Psychology
Organizational Psychology
Advanced Statistics
SPSS
Thesis
Experimental Design
Individual Differences
Methods & Ethics
Advanced Social
Psychology
Ranking
Mean Rank
Present Full-Time Job
Ranking
Mean Rank
1
2
3
4
5.5
3.05
4.95
5.07
5.10
5.90
1
6
4
2
3
3.76
5.94
5.42
4.82
5.29
5.5
7
8
9
5.90
6.55
6.56
7.05
8
7
5
9
6.24
6.00
5.53
6.76
10
11
12
13
7.10
8.33
9.00
11.00
10
12
11
13
6.82
9.00
8.73
10.59
Growth in I-O Graduate Programs
Number of I-O Programs
____________________________________________________
Program type
1986
2010
____________________________________________________
MA/MS I-O Psych
22
71
PhD I-O Psych
40
60
Knowledge Needed in Personnel Psychology
• Statistics (e.g., analysis, interpretation, application; SPSS)
• Discrimination Law (e.g., Adverse Impact, Title VII, ADA, FMLA,
ADEA, FMLA, Sexual Harassment)
• Human Learning & Cognition
• Psychometrics (test/scale development)
• Social Psychology (e..g., schemas, self-fulfilling prophecies)
Some Issues in I-O Psychology in the U. S.
a) Limited attention to research and practice internationally
b) Focus on the perceived needs and concerns of management
c) Relative lack of applied training within I-O doctoral programs
d) Use of techniques without proof of adequate psychometric properties
e) Differences between I-O researchers and practitioners
f) Loss of I-O Psychology professionals & students to business schools
Academics Versus Practitioners (JAP)
Editorial Board
First Authors
Silzer, R. & Parson, C. (2012) Industrial-Organizational Psychology and the
science-practice gap. The Industrial-Organizational Psychologist, 49(4), 97117.
Academics Versus Practitioners (Personnel Psychology)
Editorial Board & 1st
Author Primary Work
Focus
First Authors
Academic – Practitioner Gap
Rynes, Colbert, and Brown (2002; N = 959 HR Professionals):
Large discrepancies between research findings and practitioners’ beliefs
about those findings. HR folks questioned the usefulness of intelligence
and personality tests to predict employee work performance
Such test considered controversial (e.g., adverse impact, job–relatedness
concerns) and thought to be viewed negatively by applicants
Rynes, Giluk, and Brown (2007):
Academic research findings not often present in sources read by HR;
messages are different between academic and practitioner journals
Rynes et al. (2002): Many HR practitioners are unaware of academic
research findings.
Gap Between Science and Practitioners: Use of Selection Devices
Wang, X., & Yancey, G. G. (2012). The Benefit of a Degree in I-O Psychology or Human
Resources. The Industrial-Organizational Psychologist, 50, 45-50.
Gap Between Science and Practitioners: Use of Selection Devices
Terpstra and Rozelle (1993; N = 210 organizations):
Structured Interviews: 29%
Validation Studies: 24%
Cognitive Ability Tests: 20%
Weighted Application Blanks or BIBS: 17%
Drogan and Yancey (2011; N = 122 HR executives):
Structured Interviews: 72%
Job Analysis for Selection: 53%
Cognitive Ability Tests: 27%
Validation Studies: 14%
Book Terminology
– WRCs (Work-related characteristics)
• Human attributes related to job performance,
including personality
– KSAs – (Knowledge, skills and abilities)
• A traditional term used in HR, excluding factors
such as personality