Rustin is a finishing his PhD in Industrial/OrganizationalPsychology. He graduated from the University of Northern Iowa in 2003 with a BA in Psychology and a certificate in Social Science Research; he received his MS from Purdue in the Spring of 2006 and will be joining the Psychology faculty at Georgia Tech in August of 2009.
introduction of the assessment center, concern with morale and fatigue of war industry workers, and military intelligence. Post-Second World War years were a boom time for industry with many jobs to be filled and applicants to be tested. Interestingly, however, when the war ended and the soldiers came back to work, there was an increasing trend towards labor unrest with rising numbers of authorized and unauthorized work stoppages staged by unions and workers. This caused management to grow concern about work productivity and worker attitude surveys became of much interest in the field. Following IndustrialOrganizational Psychology's admission into Division 14 of the American Psychological Association, there continued to be an influx of new tests for selection, productivity, and workforce stability. This influx continued unabated until the passage of the Civil Rights Act of 1964. Section, Title VII dealt with employment discrimination and required employers to justify and show relevance for the use of tests for selection.
industrial/organizationalpsychology under the supervision of a thesis director and thesis committee drawn from the psychology department faculty. One member may be from outside the I/O area. The project is conducted under the thesis/dissertation guidelines adopted by the University of Detroit Mercy, College of Liberal Arts and Education. Both the thesis committee and the University Institutional Review Board must approve the research. Defense of the thesis proposal must occur during the first week of June or the second week of September following the student’s first year of completed study for full-time students or during the above months/timeframe of the year prior to graduation for part- time students. While students may work on their thesis during the summer months, limited faculty support is available from June to September.
The Industrial/OrganizationalPsychology Ph.D. Program within the School of Psychology, Family and Community at SPU adheres to policies and procedures that are consistent with 1) the approved CRSPPP (Committee on the Recognition of Specialties and Proficiencies in Professional Psychology) petition for the recognition of Industrial and OrganizationalPsychology as a specialty in professional psychology, 2) guidelines promulgated by the Council of Graduate Schools in the United States, and the American Association of University Professors, 3) SPU graduate catalogue 1 and 4) all applicable state and federal laws. These guidelines are applicable to policies and procedures regarding academic admissions, degree requirements, appropriate administrative support, financial aid, student advising/mentoring, student
By design, the major will augment, not overlap with, the current major offerings in psychology and business administration. The major is expected to enhance recruiting in three ways. First, it could be expected to improve recruiting among students who are looking for a degree in psychology that is not clinical in nature, but rather more practical and oriented towards the business world. Such programs are not widely available at other universities in the region and may help the University to stand out from competitors. This is a central issue given the University’s focus on undergraduate enrollment. Secondly, the new undergraduate major is intended to help students who discover, after enrollment, that a degree in psychology is what they want, but don’t see themselves pursuing a more traditional clinical career. This will likely improve student retention. Finally, the undergraduate program in Industrial/OrganizationalPsychology is intended to serve as the starting point for launching a five- year joint BA/MA Degree program that would enhance the current Masters Degree program. This would be an attractive alternative for students with good academic aptitude who recognize their interest in industrial/organizationalpsychology early in their academic careers. Such a program would also be a competitive advantage to the University since no other local or regional institutions offer such a valuable degree in an expedited program. Thus, to the extent that an undergraduate major facilitates and improves the implementation of such an expedited program at the Masters level, it will also serve the University’s recruiting efforts.
Industrial-organizational (I/O) psychology applies psychological principles to the workplace. The student should understand that the application of psychological research methods and theory is what distinguishes I/O psychology from related fields typically taught in business colleges. For example, this class will cover how principles of learning are used to develop training programs and incentive plans, how principles of social psychology are used to
The purpose of this Guide is to describe the requirements and procedures necessary to obtain the Ph.D. in Industrial-Organizational (I-O) psychology at Old Dominion University. The requirements cited here are consistent with general university policy regarding graduate education. Use of this Guide will be an essential practice for students who enter the program with either a bachelor’s degree or a master’s degree in psychology or a related field. In addition, students of both types are referred to the University Catalog, which describes the general requirements for completion of the Master of Science degree, which must be satisfied by those entering the program at the pre-master's level. Because certain courses must be completed successfully by all Ph.D. level students, those entering the graduate program with graduate work completed at another university must demonstrate competency in each of the
Yes. The Internship Coordinator ensures that students are working in positions in which the primary job duties involve the practice of I-O psychology, broadly defined. The main concern is that the internship provides applied skills/experiences beyond those required by a primarily clerical position. Therefore, before students are permitted to enroll in Fieldwork, the Internship Coordinator must receive an Intern Request Form completed by the on-site supervisor, describing the general type of I-O work that will be undertaken by the intern. If the Coordinator approves the overall focus of the internship, the student then arranges submission of a more detailed Letter of Agreement, describing the exact scope and nature of the proposed work, goals, deliverables, timelines, and contact information of the on-site supervisor. A job description may be appended for clarification. The Letter of Agreement must be submitted by no later than the end of first week of classes in the term in which the student is enrolled in Fieldwork, signed by both the on-site supervisor and student.
Analyzed and interpreted results from organizational surveys designed to identify best practices in workplace learning and training techniques. Conducted telephone interviews with senior organizational training personnel to identify current usage of learning technologies. Wrote a review of current practices in executive coaching.
performance appraisals, had an economically and statistically significant impact on employee turnover, productivity, and corporate financial performance (Huselid, 1995). Although we are skeptical of anyone who professes to have all the answers to any problem, we believe I/O psychology has much to offer those seeking lasting solutions to the CPS staffing crisis. As I/O psychologists, our objective is to develop strategies to optimize the fit between the needs of job applicants and the organization; that is, to identify candidates who most likely will be satisfactory job performers and who least likely will leave the organization. This article provides an overview of this approach, with examples from our work with the Nebraska
This program was designed and approved by DePaul University in the late 1980’s as a way to give qualified DePaul undergraduates the opportunity to earn both a B.A. and an M.S. degree in the field of Industrial and OrganizationalPsychology. Only students who are pursuing an undergraduate degree at DePaul are eligible to apply for this program. The program leads to a terminal M.S. degree, and should not be seen as an intermediate step towards a doctoral degree. Students who are interested in pursuing a Ph.D. should speak to their advisor regarding the best way to prepare for such a program.
Review of theory and empirical research in organizationalpsychology. Students will apply theory and research findings to understand and explain work behavior at the individual, group, and organizational levels and will use this knowledge to solve organizational problems.
The State of Connecticut and the UNH Graduate School require that recipients of the Master’s degree must either successfully pass a comprehensive examination that covers the academic subject matter; or complete a capstone project that demonstrates their ability to work independently at a professional level of research or practice. To fulfill this requirement, the Industrial/OrganizationalPsychology Master of Arts program offers each student a choice from three basic program options: 1) completion and defense of a Master's thesis; 2) passing a comprehensive examination and taking extra electives; or 3) completing an Internship or Practicum in an organizational setting. Students should make this choice with the program coordinator based on their professional and educational goals.
Stuart Sidle: If a student isn’t passionate about conducting research and is not that interested in an academic career then a terminal master’s program may be a better fit. Terminal master’s programs can be a relatively fast way to gain specialized knowledge that can jump start a career. In our program, most of the students are interested in breaking into corporate human resource roles or consulting jobs. We also have students already in corporate human resource positions that are looking to advance. For both of these categories of students, the terminal master’s in industrial-organizationalpsychology pro- vides exactly what they are looking for. Then, of course, there are the obvi- ous benefits of master’s programs regarding time and convenience (e.g., part- time programs, weekend programs, etc.).
For 19 respondents who self-reported that they had obtained a doctorate in the past year and had a year or less of work experience in Industrial-Organizationalpsychology or a related field, the 2012 unweighted mean primary income was $80,912 and median was $75,000. This sub-sample was overwhelmingly tilted towards academia, with 15 respondents working at a university or college, only one in the Federal government, and three in consulting firms. There were very few cases in a comparable sub-group with a master’s degree, so their income is not reported.
The module reflects the research interests and projects of myself and colleagues, using STST as a consistent lens through which to consider the various topics. Reflecting the core STST philosophy on which it draws [1, 2, 3, 4], the module is designed to be multi- disciplinary, drawing students from both the MSc OrganizationalPsychology in addi- tion to Engineering, Geography and Physics programs. This diverse student cohort is designed to promote cross-disciplinary knowledge sharing and to demonstrate the value that different skill and knowledge sets can bring to the discussion of complex problems. The module is structured around traditional lecture delivery, accompanied by small group seminars to discuss practical case studies and scenarios in depth. The module attempts to engage students in the topics and demonstrate the relevance to contempo- rary business. This is supported through incorporating interactive sessions run by hu- man factors and applied psychology consultants, sharing their experience working on real projects and as part of multi-disciplinary consulting teams. In addition, a group assignment requires students to work in multi-disciplinary teams to analyze the BP Deepwater Horizon oil spill using a human factors framework e.g., Accimap , STS Hexagon , to generate practical recommendations and to present their findings in a consultancy style.
Foote & Tang (2008) hypothesizes a significant relationship between job satisfaction and organizational citizenship behavior, based on existing theories and literature that support such relationships. Based on the findings of the relationship it proved significant, and H1 was supported. The study was supported by Jena & Gosmawi (2013) in his research showing that all five aspects of job satisfaction are important in predicting citizenship behavior that can benefit shift workers in the Odisha ferro-alloy industry, India. Managers in any sector, who care about achieving organizational goals, must pay attention to this aspect of job satisfaction in order to create a work environment where employees will be motivated to do their best.
At this time, I was also getting tired of studying Fortune 500 companies and teaching MBAs; I was also doing research at NASA with astronauts, flight crews, and rocket scientists (Waller & Jehn, 2000) – I was getting very tired of studying the elite; the sense of entitlement that these people felt was overwhelming and shocking – I couldn’t believe how much they felt they deserved everything, without doing anything, but just because of who they were. In fact, one day at a talk in the psychology depart- ment, a candidate for a faculty position was explaining a limitation of her sample in that she couldn’t find subjects with a high sense of entitlement (she was studying Midwestern, university psychology students). I laughed and told her that we should collaborate – in my data collection in the business school I couldn’t find students with a low sense of entitlement. It was time to think about new theories, new samples, and new teaching. I was feeling the need to do things that would help more people than just Fortune 500 CEOs and Wall Street executives.
An urgent need for restoring social equity in industry, against the background of at least six years required to train an Industrial Psychologist, would inevitably call for consideration of alternative educational strategies. Some academic departments at universities and technikons had, either purposefully or unintentionally, addressed this issue by offering certificate programmes in Human Resources Management to create a haven for those who need a basic qualification to supplement affirmative action measures. This may not only threaten the very existence of the Industrial Psychologist in industry, but it potentially offers a boarding pass for a journey on a gravy train towards a millennium with challenges of globalization, electronic commerce and the changing role of government. This would obviously require a counter strategy to prepare students for an economically active role in the shortest possible period of time. The author, however, does not wish to suggest that IndustrialPsychology training should, in its present form, be accelerated. This may create the impression of an attempt to have one’s cake and eat it, but modern techniques (for example, modular competency- based training) offers viable options in this regard whilst complying with government policy regarding the so-called “National Qualifications Framework”. This implies that students earn recognition for competencies acquired, even at different universities and technikons, to be utilized in the labour market. The student would therefore be able to either specialize in a particular field, or pursue an aggregate of competencies, to meet the requirements of registration as an Industrial Psychologist.