Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-26T15:28:06.520Z Has data issue: false hasContentIssue false
  • English
  • Français

Including I-O psychology content and principles in classrooms to increase I-O visibility

Published online by Cambridge University Press:  08 February 2021

Keaton A. Fletcher ,
Kimberly A. French ,
Kate E. Kidwell  and
Claire E. Burnett
Keaton A. Fletcher*
Affiliation:
Georgia Institute of Technology, School of Psychology, 654 Cherry Street, NW Atlanta, GA30332
Kimberly A. French
Affiliation:
Georgia Institute of Technology, School of Psychology, 654 Cherry Street, NW Atlanta, GA30332
Kate E. Kidwell
Affiliation:
Georgia Institute of Technology, School of Psychology, 654 Cherry Street, NW Atlanta, GA30332
Claire E. Burnett
Affiliation:
Georgia Institute of Technology, School of Psychology, 654 Cherry Street, NW Atlanta, GA30332
*
*Corresponding author. Email: Kfletcher40@gatech.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 13 , Issue 4 , December 2020 , pp. 492 - 496
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ferreira, R. R., da Silva Abbad, G., & Mourão, L. (2015). Training needs analysis at work. In K. Kraiger (Ed.), The Wiley Blackwell handbook of the psychology of training, development, and performance improvement (pp. 32-49). John Wiley & Sons.Google Scholar
Kath, L., Salter, N, Bachiochi, P., Brown, K., & Hebl, M. (2021). Teaching I-O psychology to undergraduate students: Do we practice what we preach?. Industrial Organizational Psychology: Perspectives on Science and Practice, 13(4), 443–460.Google Scholar
Richman-Hirsch, W. L., Olson-Buchanan, J. B., & Drasgow, F. (2000). Examining the impact of administration medium on examinee perceptions and attitudes. Journal of Applied Psychology, 85(6), 880–887.CrossRefGoogle Scholar
Ryan, A. M. (2003). Defining ourselves: I-O psychology’s identity quest. Industrial-Organizational Psychologist, 41, 21–33.Google Scholar
Salas, E., & Cannon-Bowers, J. A. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52(1), 471–499.CrossRefGoogle ScholarPubMed
Society for Industrial-Organizational Psychology. (2002). An instructor’s guide for introducing Industrial-Organizational Psychology. https://www.siop.org/Events-Education/Educators/I-O-Resources-for-Teachers/I-O-Psychology-Content Google Scholar
Society for Industrial-Organizational Psychology. (2020). Teaching Tools-Organized by Topic. https://www.siop.org/Events-Education/Educators/Teaching-Tools-by-Topic Google Scholar
Tokarev, A., Phillips, A. R., Hughes, D. J., & Irwing, P. (2017). Leader dark traits, workplace bullying, and employee depression: Exploring mediation and the role of the dark core. Journal of Abnormal Psychology, 126, 911–920.CrossRefGoogle ScholarPubMed
Tomcho, T. J., Foels, R., Rice, D., Johnson, J., Moses, T. P., Warner, D. J., Wetherbee, R. A., & Amalfi, T. (2008). Review of ToP teaching strategies: Links to students’ scientific inquiry skills development. Teaching of Psychology, 35, 147–159.Google Scholar