Undergraduate Psychology Degree - Partial Requirements

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

Some Reasons for Growth in I-O Psychology Economic --- Profit, Efficiency, Productivity a) Macro level b) Micro level Technology --- (e.g., automation, changes in nature of work and skills required, job elimination) “Jobs … are being wiped out permanently as a result of new technology, improved machinery, and new ways of organizing work” (Cascio, 2002). Training needs Social --- Higher overall employee education Employee needs regarding jobs (e.g., job enrichment, involvement in decision-making, additional benefits) Dual careers Legal --- (e.g., Title VII of the Civil Rights Act, ADA, ADEA, FMLA)

Some Jobs Affected by Technology Bank Teller Stock Broker Retail check out clerk Librarian …………………. (Others???)

~ Other Workplace Issues ~ The Virtual Workplace, Virtual Teams/Telecommuting   Privacy Issues in Organizations (e.g., web usage, voice mail, cameras, GPS) Mergers and Acquisitions    Temporary/Contingent Employees The Aging Workforce Workplace Safety Globalization & I-O Practices

Society for Human Resource Management -- SHRM Survey (2006) N = 442 professionals; 19% response rate; margin of error = 5%)

SHRM Survey (2006)

Some General Issues for I-O Psychology a) Focus on the perceived needs and concerns of management b) Relative lack of applied training within I-O doctoral programs c) Use of techniques without proof of adequate psychometric properties d) Differences in knowledge between I-O researchers and practitioners e) Limited attention to research and practice internationally (e.g., increased globalization)

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), 97-117.

Academics Versus Practitioners (cont.) 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% Weighted Application Blanks or BIBS: 4%