Hostname: page-component-6bf8c574d5-vmclg Total loading time: 0 Render date: 2025-02-22T20:16:25.504Z Has data issue: false hasContentIssue false
  • English
  • Français

Training Science–Practitioners: Broadening the Training of Industrial–Organizational Psychologists

Published online by Cambridge University Press:  07 January 2015

Bart L. Weathington ,
Shawn M. Bergman  and
Jacqueline Z. Bergman
Bart L. Weathington*
Affiliation:
The University of Tennessee at Chattanooga
Shawn M. Bergman
Affiliation:
Appalachian State University
Jacqueline Z. Bergman
Affiliation:
Appalachian State University
*
E-mail: Bart-Weathington@utc.edu, Address: Department of Psychology, The University of Tennessee at Chattanooga, Chattanooga, TN 37343
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. 35 - 38
Copyright
Copyright © Society for Industrial and Organizational Psychology 2014

References

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
Gasser, M., Butler, A., Waddilove, L., & Tan, R. (2004). Defining the profession of industrial-organizational psychology. The Industrial-Organizational Psychologist, 42(2), 15–20.Google Scholar
Gasser, M., Walsh, B., & Butler, A. (2008). The industrial-organizational psychology curriculum: Is what we teach valued by business. The Industrial-Organizational Psychologist, 46(1), 37–42.Google Scholar
Hammond, K. H. (2005). Why we hate HR. Fast Company, 97, 40–48.Google Scholar
Rose, M., McCune, E., Spencer, E. L., Rupprecht, E. A., & Drogan, O. (2013). Increasing I-O and SIOP brand awareness among business and HR professionals: What's the baseline? The Industrial-Organizational Psychologist, 50, 47–56.Google Scholar
Rotolo, C. T. (2009). Making I-O psychology more visible: Mommy, I want to be an I-O psychologist when I grow up. The Industrial-Organizational Psychologist, 47(1), 111–115.Google Scholar
SIOP (1994). Guidelines for education and training at the master's level in industrial-organizational psychology. Retrieved from http://www.siop.org/guidelines.aspxGoogle Scholar
SIOP (1999). Guidelines for education and training at the doctoral level in Industrial-Organizational Psychology. Retrieved from http://www.siop.org/PhDGuidelines98.aspxGoogle Scholar
Tett, R. P., Brown, C., Walser, B., Simonet, D. V., Davis, J. B., Tonidandel, S., & Hebl, M. (2012). The 2011 SIOP I-O psychology graduate program benchmarking survey: Overview and selected norms. The Industrial-Organizational Psychologist, 50(2), 25–38.Google Scholar
Tett, R. P., Walser, B., Brown, C., Simonet, D. V., & Tonidandel, S. (2013). The 2011 SIOP I-O psychology graduate program benchmarking survey: part 2: Admissions standards and processes. The Industrial-Organizational Psychologist, 50(3), 13–34.Google Scholar