Issues Faced by Faculty in an Industrial-Organizational Master’s Program

This chapter identifies challenges faculty face when teaching in a terminal industrial-organizational psychology master’s program. The authors discuss how faculty, particularly new/junior faculty, can deal with these issues to become productive in teaching, research, service, consulting, and shaping program culture. The authors offer suggestions for creating a successful program tailored to the needs of different types of students (recent graduates versus experienced students), strategies for maintaining an active research program, and ways to integrate consulting into a master’s program. This chapter includes a discussion of the challenges of offering both a master’s and doctoral program, managing administrators, and building a program culture.

An Introduction to Industrial-Organizational Psychology

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.

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

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 Thesis Process in Industrial-Organizational Master’s Programs

This chapter covers the thesis process in industrial-organizational master’s programs. A master’s thesis project can be a key learning opportunity for students. Whether or not they intend to pursue a PhD, or ever conduct formal research after completing their master’s degree, students gain valuable competencies from completing a thesis, including project management skills, research skills, written and oral communication skills, critical thinking, and ethical behavior. Thesis projects are not without challenges, however. This chapter offers advice and observations based both on the research literature and the authors’ 35+ years of combined experience mentoring master’s theses. Topics addressed include feasible and appropriate projects, collaborations with organizations, navigating the Institutional Review Board process, and on-time thesis completion.

Importance of Applied Experiences

This chapter provides an overview of opportunities for applied experiences that can be offered to students in industrial-organizational master’s programs. The authors discuss course projects (job analysis, training program development and delivery, structured interview development, and salary surveys), simulations (interview or performance coaching session as final exam), practica, and internships. Faculty preparation, community partnerships, and student readiness as factors in implementation are addressed. Throughout, examples and recommendations are presented on how best to incorporate these kinds of experiential assignments into industrial-organizational master’s programs. The chapter concludes with a summary of the data-based evidence for student learning that comes from these kinds of experiences.

The Industrial-Organizational Master’s Degree Curriculum

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.

Applying to Industrial-Organizational Master’s Programs

This chapter explains the competitive process of admission into industrial-organizational (I-O) master’s programs, beginning with a discussion of how to determine if an I-O psychology master’s degree is the best career path. The authors give advice on how to locate, evaluate, and analyze I-O master’s programs of interest. Special attention is given to the distinction between traditional brick-and-mortar and newer online types of programs in terms of lectures and seminars, testing, applied experiences, interaction with faculty, time commitment, and other factors. The application process for I-O master’s programs is reviewed. Finally, the authors discuss how to accept an offer from one of these programs. Following the steps suggested in this chapter should enhance students’ chances of entering a quality I-O master’s program that meets their career goals.