Hostname: page-component-745bb68f8f-grxwn Total loading time: 0 Render date: 2025-02-11T15:37:18.854Z Has data issue: false hasContentIssue false
  • English
  • Français

Educating Industrial–Organizational Psychologists for Science and Practice: A Canadian Perspective

Published online by Cambridge University Press:  07 January 2015

R. Blake Jelley ,
Silvia Bonaccio  and
François Chiocchio
R. Blake Jelley*
Affiliation:
University of Prince Edward Island
Silvia Bonaccio
Affiliation:
University of Ottawa
François Chiocchio
Affiliation:
University of Ottawa
*
E-mail: bjelley@upei.ca, Address: School of Business, University of Prince Edward Island, Charlottetown, PE, Canada C1A 4P3
Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
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 7 , Issue 1 , March 2014 , pp. 51 - 54
Copyright
Copyright © Society for Industrial and Organizational Psychology 2014

References

American Psychological Association. (2010). Model act for state licensure of psychologists. Retrieved from http://www.apa.org/about/policy/model-act-2010.pdfGoogle Scholar
Association of State and Provincial Psychology Boards. (2010). ASPPB model act for licensure and registration of psychologists. Retrieved from http://www.asppb.net/files/Final_Approved_MLRA_November_2010.pdfGoogle Scholar
Briner, R. B., & Rousseau, D. M. (2011). Evidence-based I-O psychology: Not there yet. Industrial and Organizational Psychology: Perspectives on Science and Practice, 4, 3–22.Google Scholar
Byrne, Z. S., Hayes, T. L., McPhail, S. M., Hakel, M. D., Cortina, J. M., & McHenry, J. J. (2014). Educating industrial–organizational psychologists for science and practice: Where do we go from here? Industrial and Organizational Psychology: Perspectives on Science and Practice, 7(1), 2–14.CrossRefGoogle Scholar
Hakel, M. D., Koenig, J. A., & Elliott, S. W. (Eds.) (2008). Assessing accomplished teaching: Advanced-level certification programs. Washington, DC: National Academies Press.Google Scholar
Jelley, R. B. (2013). Advocating for a more inclusive licensing framework. Psynopsis: Canada's Psychology Magazine, 35(1), 12–18. Retrieved from http://www.cpa.ca/Psynopsis/Google Scholar
Kleiner, M. M. (2006). Licensing occupations: Ensuring quality or restricting competition? Kalamazoo, MI: W.E. Upjohn Institute for Employment Research.Google Scholar
Lengnick-Hall, M. L., & Aguinis, H. (2012). What is the value of human resource certification? A multi-level framework for research. Human Resource Management Review, 22(4), 246–257.Google Scholar
O'Neill, T. A., & Jelley, R. B. (2012). Toward evidence-based practice in organizations. Psynopsis: Canada's Psychology Magazine, 34(2), 16–17. Retrieved from http://www.cpa.ca/Psynopsis/Google Scholar
Reynolds, D. (2012). A message from your president. The Industrial-Organizational Psychologist, 50(2), 7–9.Google Scholar
SIOP. (1999). Guidelines for education and training at the doctoral level in industrial-organizational psychology. Retrieved from http://siop.org/PhDGuidelines98.aspxGoogle Scholar