Should Human Factors Psychology and Industrial/Organizational Psychology be Re-Integrated for Graduate Training?

1995 ◽  
Vol 39 (12) ◽  
pp. 775-778
Author(s):  
Mark W. Smolensky
Keyword(s):  
Human Factors ◽  
Shift Work ◽  
Graduate Training ◽  
Organizational Psychology ◽  
Workstation Design ◽  
Core Set ◽  
Industrial Organizational Psychology ◽  
Job Enrichment ◽  
Work Psychology ◽  
The Continuum

This panel addresses the extent to which students should be exposed to both human factors psychology and industrial/organizational psychology. Should a combined curriculum be developed called work psychology that would have a core set of courses including both industrial/organizational and human factors while still permitting students to specialize? Should courses should be taught in a holistic fashion? For example, when covering the topic of workplace design, should such topics as workstation design, ergonomics, and shift work be augmented with organizational topics as fatigue, boredom, morale, teamwork, job enrichment, and safety? Conversely, is there, perhaps, strong justification for continuing to maintain two distinct disciplines? The panel members straddle the continuum from advocating continued separation of the two disciplines to re-integrating the two disciplines.

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.

scholarly journals Training research and development: Retrospective of a career in the Defense Department

2017 ◽  
Vol 24 ◽  
Author(s):  
Dee H. Andrews
Keyword(s):  
Research And Development ◽  
Human Factors ◽  
Department Of Defense ◽  
Team Member ◽  
Organizational Psychology ◽  
Men And Women ◽  
Defense Department ◽  
Industrial Organizational Psychology ◽  
Computer Scientists ◽  
Training Research

I have had the privilege of spending a psychologist’s career serving the men and women who give service to our nation. Starting as an instructional psychologist, I’ve also been called upon to learn skills in the human factors and industrial/organizational psychology domains. I’ve been placed in numerous situations as a team member and leader where I learned how to work with multi-disciplinary teams of engineers, physicists, computer scientists, logisticians, and contract specialists. During 34 years as a Department of Defense (DoD) researcher and manager performing training research and five years working as a contractor since my retirement from the DoD, I can truly say it was a rare day . . . [Download PDF to read more]

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.

Professional Identity of Industrial-Organizational Psychology Master’s Graduates

2021 ◽  
pp. 113-134
Author(s):  
Elizabeth L. Shoenfelt
Keyword(s):  
Graduate Students ◽  
Professional Identity ◽  
Graduate Training ◽  
Organizational Psychology ◽  
Professional Organization ◽  
Annual Conference ◽  
Important Distinction ◽  
Graduate Survey ◽  
Industrial Organizational Psychology ◽  
Survey Results

This chapter discusses the professional identity of master’s industrial-organizational (I-O) psychology graduates. Implications for licensure within I-O psychology are reviewed. An important distinction is made between licensing and certification/credentialing, as well as an argument that establishing an I-O psychology certification process may be a viable means to maintain professional identity/brand and to encourage consistent graduate training in the field. Graduate Survey results are presented to highlight the benefits of professional organization memberships. The majority of I-O master’s graduates were members of the Society for Industrial and Organizational Psychology (SIOP) as graduate students; however, far fewer attend the SIOP annual conference regularly. Suggestions are provided for developing the professional identity of master’s I-O psychology graduates in the future.

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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