Gaining Organizational Entry and Developing Partnerships for Applied Research and Experience: A Perspective From Industrial-Organizational Psychology Master's Programs

2018 ◽  
Vol 11 (4) ◽  
pp. 606-612
Author(s):  
Elizabeth L. Shoenfelt ◽  
Nancy J. Stone ◽  
Janet L. Kottke
Keyword(s):  
Applied Research ◽  
Graduate Programs ◽  
Organizational Psychology ◽  
Master's Level ◽  
Organizational Entry ◽  
Master's Programs ◽  
Industrial Organizational Psychology ◽  
Organizational Action ◽  
Definition Of ◽  
Guidelines And Recommendations

As faculty in master's industrial and organizational (I-O) psychology graduate programs, we read with great interest the focal article on initiating and maintaining partnerships with organizations (Lapierre et al., 2018). We applaud the efforts of the authors to present guidelines and recommendations for successful applied research in organizations. Although Lapierre et al. directed their recommendations primarily to doctoral faculty and their students, there currently are 159 I-O psychology master's programs listed on the Society for Industrial and Organizational Psychology (SIOP) webpage (http://my.siop.org/GTP). Because of the applied nature of most master's programs, by necessity we work continuously to gain entry into and partner with organizations for internship placements, applied course projects, and applied service opportunities. We, along with other master's faculty colleagues, have published and presented on the topic of partnering with organizations (e.g., Shoenfelt, 2003; Shoenfelt, Kottke, & Stone, 2012; Shoenfelt et al., 2015; Shoenfelt, Stone, & Kottke, 2013; Shoenfelt, Walker, Long, Smith, & Whelan, 2012; Stone, Shoenfelt, Huffcut, Morganson, & Frame, 2018; Stone, Shoenfelt, Morganson, Moffett, & Van Hein, 2017). In this response, we offer an analogous perspective from the master's level based on tacit knowledge garnered from more than a century of combined experience. We note that many of the recommendations in this focal article likewise surfaced in our work. Here we highlight the challenges unique to master's-level and teaching-intensive faculty in implementing these recommendations. In our response, we embrace Lewin's (1946) definition of action research that there is no action without research and no research without action. Thus, we broadly define applied research as asking an important applied question and systematically collecting data to answer that question in a manner in which the results inform organizational action (whether or not it results in a peer-reviewed publication).

Mastering Industrial-Organizational Psychology

2020 ◽  
Keyword(s):  
Best Practices ◽  
Graduate Training ◽  
Organizational Psychology ◽  
Master's Level ◽  
Application Process ◽  
Master's Programs ◽  
Industrial Organizational Psychology ◽  
Level I ◽  
Definition Of ◽  
Career Options

In this book, faculty from top-ranked industrial-organizational (I-O) master’s programs provide best practices and discuss important topics for the training of master’s-level I-O psychologists. The book begins with a definition of the field of I-O psychology; an explanation of the knowledge, skills, and abilities needed by master’s-level I-O practitioners; and a description of I-O master’s professional practice areas. I-O graduate training is introduced, highlighting differences between master’s training and doctoral training. Advice is offered about applying to graduate school, including program selection, undergraduate preparation, and the application process. The Society for Industrial and Organizational Psychology’s Guidelines for Education and Training in Industrial-Organizational Psychology are reviewed, as are various methods for teaching the identified competencies. Guidance is offered on implementing important applied experiences such as course projects, practica, simulations, and internships. The pros and cons of a thesis requirement are outlined. Issues faced by faculty in I-O master’s programs, including strategies for balancing teaching, service, and research, are covered. The final chapter gives advice for developing and maintaining an on-campus I-O consulting entity. The best practices presented in this volume, offered by faculty with substantial expertise and experience in successful I-O master’s programs, should be of interest to faculty teaching in I-O master’s programs and other teaching intensive institutions; to I-O faculty and non-I-O psychology faculty advising undergraduates on career options in psychology, specifically as an I-O master’s practitioner; and to undergraduates evaluating potential I-O master’s programs.

Undergraduates Learn About Industrial–Organizational Psychology and Human Factors From an Informational Brochure

2016 ◽  
Vol 44 (1) ◽  
pp. 68-73 ◽  
Author(s):  
Janet L. Kottke ◽  
Elizabeth L. Shoenfelt ◽  
Nancy J. Stone
Keyword(s):  
School Psychology ◽  
Human Factors ◽  
Graduate Programs ◽  
Organizational Psychology ◽  
Industrial Organizational Psychology

An informational brochure was created to assist students and faculty unfamiliar with the industrial–organizational (IO) and human factors (HF) disciplines. The brochure highlights the content of these two professions, presents advice for undergraduates to prepare for admission to IO and HF graduate programs, provides sources of IO and HF information, and suggests employability options in IO and HF. To determine if this brochure effectively informed students about these professions, students read either the IO and HF brochure or information about school psychology. Knowledge about IO and HF programs increased significantly after reading the IO and HF brochure. Suggestions for its distribution are offered.

An Introduction to Industrial-Organizational Psychology

2020 ◽  
pp. 1-16
Author(s):  
Elizabeth L. Shoenfelt ◽  
Rosemary Hays-Thomas ◽  
Laura Koppes Bryan
Keyword(s):  
Professional Practice ◽  
Graduate Training ◽  
Doctoral Training ◽  
Master's Level ◽  
Job Market ◽  
Master's Programs ◽  
The Past ◽  
Industrial Organizational Psychology ◽  
Level I ◽  
Level Training

This opening chapter provides a brief introduction to the field of industrial-organizational (I-O) psychology. The authors define the field and explain the knowledge, skills, and abilities that master’s-level I-O practitioners will need. I-O master’s-level graduates may enter a wide variety of professional practice areas, and these are briefly outlined. I-O graduate training is introduced. The authors highlight the differences between master’s-level training and doctoral training. I-O master’s programs have grown exponentially over the past several decades, and there is growing demand in the job market for I-O practitioners. The authors conclude with a discussion of issues relevant to the master’s degree in I-O psychology.

Riding the Rails as an Industrial-Organizational Psychology Master’s Professional

2021 ◽  
pp. 81-98
Author(s):  
Elizabeth L. Shoenfelt
Keyword(s):  
Master's Degree ◽  
Career Transition ◽  
Organizational Psychology ◽  
Master's Level ◽  
Major Transitions ◽  
Industrial Organizational Psychology ◽  
Master’S Degree ◽  
Level I ◽  
Or Organization

Most industrial-organizational (I-O) psychology master’s graduates can expect to hold a number of different jobs over the course of their career. This chapter explores the realities experienced by master’s-level I-O psychology practitioners as they encounter major transitions from being a student to being a master’s-degree holder with a first real job, and transitions from one position, role, or organization to another as their careers develop. Specifically, we examine formal and informal on-boarding and off-boarding processes for master’s-level I-O psychology practitioners. We use the metaphor of a journey by train to structure our discussion of pursuing career objectives and managing career transition challenges.

University-Based Consulting Centers as Part of an Industrial-Organizational Master’s Program

2020 ◽  
pp. 115-130
Author(s):  
Michael Hein ◽  
Richard G. Moffett ◽  
Yoshie Nakai
Keyword(s):  
Project Management ◽  
Organizational Psychology ◽  
Master's Program ◽  
Professional Skills ◽  
Master's Programs ◽  
Proposal Writing ◽  
Industrial Organizational Psychology ◽  
Classroom Training ◽  
Administrative Responsibilities ◽  
Training Opportunities

This chapter details key considerations for starting and maintaining a consulting center. University-based consulting centers provide unique out-of-classroom training opportunities for students in industrial-organizational psychology master’s programs to develop professional skills. Students work in groups with faculty and peers to provide services to organizational clients. Through the centers, students gain applied experience in project management, proposal writing, and business communications. Key considerations for establishing and maintaining a university-based consulting center include evaluating the needs and readiness of the stakeholders, aligning the centers with the objectives of the program and university, creating the center’s infrastructure to meet the administrative responsibilities, and networking with existing and potential clients.

The Industrial-Organizational Master’s Degree Curriculum

2020 ◽  
pp. 38-56
Author(s):  
Timothy J. Huelsman ◽  
Linda Rhoades Shanock
Keyword(s):  
Graduate Training ◽  
Organizational Psychology ◽  
Master's Programs ◽  
Research Activities ◽  
Industrial Organizational Psychology ◽  
Competency Based ◽  
Delivery Options ◽  
Program Characteristics ◽  
Urban Versus ◽  
And Training

This chapter provides an overview of the Society for Industrial and Organizational Psychology Guidelines for Education and Training in Industrial-Organizational Psychology. The Guidelines take a competency-based approach to describing the content of graduate training in industrial-organizational psychology. The authors make recommendations on delivery options for master’s programs seeking to develop student competencies in the areas described in the Guidelines. These delivery options range from formal coursework to supervised internships to research activities. The authors address program characteristics, such as types of students (traditional versus nontraditional) and settings (urban versus rural), that may present unique opportunities and challenges in addressing the Guidelines.

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