1. Rank Ordering of Course Usefulness for Jobs First Full-Time JobPresent Full-Time Job Course RankingMean RankRankingMean Rank Personnel Psychology Legal Issues Training Psychometrics I-O Psychology Organizational Psychology Advanced Statistics SPSS Thesis Experimental Design Individual Differences Methods & Ethics Advanced Social Psychology 1 2 3 4 5.5 7 8 9 10 11 12 13 3.05 4.95 5.07 5.10 5.90 6.55 6.56 7.05 7.10 8.33 9.00 11.00 1 6 4 2 3 8 7 5 9 10 12 11 13 3.76 5.94 5.42 4.82 5.29 6.24 6.00 5.53 6.76 6.82 9.00 8.73 10.59

2. 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

3. 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)

4. 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

5. Academics Versus Practitioners (JAP) Silzer, R. & Parson, C. (2012) Industrial-Organizational Psychology and the science-practice gap. The Industrial-Organizational Psychologist, 49(4), 97- 117. Editorial Board First Authors

6. Academics Versus Practitioners (Personnel Psychology) First Authors Editorial Board & 1st Author Primary Work Focus

7. 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. Academic – Practitioner Gap

8. 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

9. 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% Gap Between Science and Practitioners: Use of Selection Devices

10. – 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 Book Terminology