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Most cited

This page lists all time most cited articles for this title. Please use the publication date filters on the left if you would like to restrict this list to recently published content, for example to articles published in the last three years. The number of times each article was cited is displayed to the right of its title and can be clicked to access a list of all titles this article has been cited by.

Contents

Page 49 of 63

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  • From the Editor

  • Paul R. Sackett
  • Published online by Cambridge University Press:
    07 January 2015, pp. 1-2
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  • Cited by 2
  • Cited by 2
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  • Beyond Victims and Perpetrators

  • Meghan A. Thornton-Lugo, Deeksha Munjal
  • Published online by Cambridge University Press:
    06 March 2018, pp. 116-122

  • We acknowledge and agree with Cortina, Rabelo, and Holland (2018) that the tendency to focus on victims as precipitators of their own negative workplace experiences (e.g. abusive supervision) presents a problematic theoretical paradigm. Using organizational justice as an illustration, we note that even in fields with an orientation toward victims, similar trends with regard to victim precipitation have still emerged. However, we also argue that although the perpetrator predation approach may help to avoid this tendency and encourage a better understanding of the responsibility for and origins of certain organizational experiences, it may fall short when examining complex phenomena that involve more than the dyad of perpetrator and victim. We suggest that industrial and organizational (I-O) psychology scholars might be better served by abandoning the language of victim and perpetrator altogether. Though we invoke these two terms when discussing organizational justice, we ultimately come to argue that researchers should utilize different language that better captures the experience and role of employees in these phenomena.

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  • Holding Leaders Accountable During the 360° Feedback Process

  • Stephen F. Young, William A. Gentry, Phillip W. Braddy
  • Published online by Cambridge University Press:
    29 December 2016, pp. 811-813
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  • We agree with Bracken, Rose, and Church (2016) and others that a critical design feature of any 360° feedback process is accountability, where the goal is “creation of sustainable individual, group, and/or organizational change in behaviors valued by the organization” (p. 764). Though we acknowledge the important roles that the organization and raters play in holding leaders accountable for their development, the goal of our commentary is to expand on how the leader's boss and other key individuals can serve as powerful sources of accountability in the 360° feedback process and throughout a leader's development journey. We also want to note that although the Center for Creative Leadership (CCL) encourages leaders to share what they have learned from their 360° feedback with their bosses and other accountability partners (e.g., peers), it is the leader's choice as to whether he or she shares key feedback with others. This practice ensures confidentiality of the data, helping leaders trust the process and increasing the likelihood that individuals accept difficult feedback and use it for performance improvement (Fleenor, Taylor, & Chappelow, 2008; King & Santana, 2010).

  • Cited by 2

  • Alignment Between Antecedents and Interventions: The Critical Role of Implicit Bias

  • Kathleen A. Tomlin, Jill C. Bradley-Geist
  • Published online by Cambridge University Press:
    07 October 2016, pp. 583-590
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  • We applaud the authors for tackling the important issue of policing and race from the unique perspective of industrial–organizational (I-O) psychology. Here, we propose a framework by which to examine the authors’ recommended interventions along the same implicit–explicit dimension employed in the focal article's conceptualization of racial bias. Mirroring current thinking within the diversity literature, the focal article notes that racial bias is “often very subtle” (Ruggs et al., 2016, p. 531) and can include “unconscious and implicit” aspects (p. 531). Extending this notion of implicit versus explicit bias to interventions themselves, we advocate for increased attention toward more implicitly focused interventions, as opposed to some of the more explicitly focused interventions suggested in the focal article. We conceptualize explicitly focused interventions as those that deal directly and openly with race, diversity, or demographic differences. Below, we discuss three potential advantages of implicitly focused interventions.

  • Cited by 2

  • Reckoning with racialized police violence: The role of I-O psychology

  • Lindsay Y. Dhanani, Christopher W. Wiese, LeVonte’ Brooks, Kyana Beckles
  • Published online by Cambridge University Press:
    27 January 2023, pp. 554-577
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  • The country has been gripped by the events that have unfolded in the wake of the police killings of George Floyd and Breonna Taylor. In response to these new examples of long-standing police violence, there have been calls to substantially reimage policing to reduce the number of violent incidents that occur between officers and the public and to combat officers’ disproportionate use of force with Black Americans. In this article, we call on industrial-organizational (I-O) psychologists to leverage their expertise to help actuate meaningful change within law enforcement. To help guide our collective efforts as a field, we provide a review of the current state of affairs as they relate to recruitment, selection, training, performance management, occupational stress, and organizational culture in law enforcement and then offer recommendations for ways to change current practices to encourage more equitable and responsible policing. We also highlight areas in which further investigation is needed and urge I-O psychologists to invest in building the knowledge necessary to inform future practices. We hope this article can facilitate a discussion about how our field can contribute to achieving evidence-based and lasting change that benefits officers and the members of the communities they serve.

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