Industrial and Organizational Psychology

2008 - 2025

From Cambridge University Press
Cambridge University Press, UPH, Shaftesbury Road, Cambridge CB2 8BS UK.
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Volume 13, issue 4, 2020

Teaching I-O psychology to undergraduate students: Do we practice what we preach? pp. 443-460

Lisa M. Kath, Nicholas P. Salter, Peter Bachiochi, Kenneth G. Brown and Mikki Hebl

Enacting leadership: The reciprocal influence between instructor and student pp. 461-466

Kathie L. Pelletier

Providing thoughtful performance feedback in the classroom pp. 467-470

Ann-Marie R. Castille

Teaching I-O psychology: Interwoven ethics and integrated examples pp. 471-473

Justina M. Oliveira

Walk the talk: Incorporating virtual team research in the classroom pp. 474-478

Julie B. Olson-Buchanan, Zhanna Sahatjian and Christopher M. Sterling

Balancing empathy: Can professors have too much? pp. 479-481

Aditi Rabindra Sachdev, Caitlin M. Lapine and Anmol Sachdeva

Fostering an inclusive classroom environment with evidence-based approaches pp. 482-486

Lydia Craig and Lauren Kuykendall

At the frontier of teaching and practice: Relevant issues for nontraditional undergraduate I-O psychology pp. 487-491

Chelsea A. LeNoble and Donna L. Roberts

Including I-O psychology content and principles in classrooms to increase I-O visibility pp. 492-496

Keaton A. Fletcher, Kimberly A. French, Kate E. Kidwell and Claire E. Burnett

Applying best practices from industrial-organizational psychology to undergraduate research experiences pp. 497-504

Sin-Ning Cindy Liu, Stephanie E. V. Brown, Anjelica Mendoza and Mindy Bergman

Small changes that increase student engagement pp. 505-508

Thomas A. Stetz

I-O psychology for everyone: Use of culturally responsive teaching to increase diversity and inclusion in undergraduate classrooms pp. 509-514

Sandra L. Rogelberg, Karoline Summerville and Enrica N. Ruggs

Supporting student psychological well-being in the I-O psychology classroom pp. 515-518

Marissa S. Edwards, Neal M. Ashkanasy and Angela J. Martin

An open-systems approach to course redesign: Moving beyond the pulpit pp. 519-523

Mateo Cruz and Frank D. Golom

Inclusion in the classroom: Contextual antecedents and actionable recommendations pp. 524-527

Dulce M. Vega, Kristi N. Lavigne and Jasmine L. Abou-Elias

Teaching I-O psychology for the greater good pp. 528-531

Anne E. Kato

Practice what we preach, think how we teach pp. 532-535

Matthew A. Ng and Kristin Horan

Radical candor: Creating a feedback culture based on learner care and empowerment pp. 536-539

Tago L. Mharapara and Nimbus A. Staniland

The future of learning: Teaching industrial and organizational psychology in all modalities pp. 540-543

Afra Saeed Ahmad, Steven Zhou and Tom Ayers

Stressing the importance of mental health in I-O courses pp. 544-547

Saaid A. Mendoza

Applying I-O theories in classrooms: An examination from the power perspective pp. 548-554

Joel Hernandez, Bhindai Mahabir and Ho Kwan Cheung

Building the Field of Dreams: Pop culture as a means of reaching students pp. 555-558

Joseph J. Mazzola and Nicholas A. F. Baldwin

“Selling” I-O psychology to non-I-O psychologists: A perspective on small, medium, and large changes pp. 559-563

Deborah DiazGranados, Ashley Bamberg, Joseph A. Allen, Roni Reiter-Palmon, Jennifer Lee Gibson and Nastassia M. Savage

Avoiding assumptions: A simple exercise to create shared vision in the classroom pp. 564-567

Justin T. Scott

Teaching for retention: I-O students should not be the shoemaker’s children pp. 568-571

Paul E. Spector

Giving better feedback in the classroom pp. 572-576

Paul E. Levy, Ryan K. Thibodeau and Steven T. Tseng

Practicing what “we are learning”: Insights and perspectives from graduate student instructors pp. 577-580

Thomas B. Ayres and Chase A. Winterberg

Practicing what we preach and serving whom we teach pp. 581-584

Anna K. Nastasi, Elora Voyles and Kyle J. Page

Who’s your audience? Expanding I-O teaching to non-I-O students pp. 585-589

Steven Zhou and Afra S. Ahmad

Extending the way we educate undergraduate students about I-O psychology: A career services perspective pp. 590-593

William A. Gentry

Putting Gen Z first: Educating with a generational mind-set pp. 594-598

Andrew Pueschel, Ryan C. Johnson and Lindsay Y. Dhanani

Agility in the workplace: Conceptual analysis, contributing factors, and practical examples pp. 599-609

Moritz K. H. Petermann and Hannes Zacher

Volume 13, issue 3, 2020

Prestige and relevance of the scholarly journals: Impressions of SIOP members pp. 273-290

Scott Highhouse, Michael J. Zickar and Sarah R. Melick

Is where you are more important than who you are? pp. 291-294

Alan M. Saks and Jamie A. Gruman

Pardon my French: On superfluous journal rankings, incentives, and impacts on industrial-organizational psychology publication practices in French business schools pp. 295-306

Mehmet A. Orhan

I-O Psychology and management journal prestige in business schools: Do institutional versus individual views differ? pp. 307-311

In-Sue Oh and Chad H. Van Iddekinge

Publish or perish, but what about practice? pp. 312-315

Alicia S. Davis, Sofia S. Van Sickle, Saskia Shirley and Jennifer Feitosa

I-O psychology’s top journals at the bottom of the TOP ranking: Should we consider openness and transparency when ranking journals? pp. 316-320

Deborah M. Powell, Jeffrey R. Spence and David J. Stanley

Prestige does not equal quality: Lack of research quality in high-prestige journals pp. 321-327

Tine Köhler, Justin A. DeSimone and Jeremy L. Schoen

The TOP factor: An indicator of quality to complement journal impact factor pp. 328-333

Sven Kepes, George C. Banks and Sheila K. Keener

Enabling practical research for the benefit of organizations and society pp. 334-338

Jennifer L. Geimer, Richard N. Landers and Emily G. Solberg

The global impact of North American journal prestige: Understanding its effects on faculty life throughout the world pp. 339-344

Austin Lee Nichols, Sharon Glazer, Andrei Ion and Rana Moukarzel

Successful aging at work: A process model to guide future research and practice pp. 345-365

Dorien T. A. M. Kooij, Hannes Zacher, Mo Wang and Jutta Heckhausen

Who has the option to age successfully at work? Considering nonwork factors pp. 366-368

Meghan K. Davenport and Margaret E. Beier

Advancing our understanding of successful aging at work: A socioemotional selectivity theory perspective pp. 369-373

Marc Cubrich and Alexandra Petruzzelli

The role of leader-member exchange in successful aging at work pp. 374-376

Erica Fernandes, John N. Shea, Nicole Rogers, Crystal Smith and Evelyn Rogers

Putting successful aging into context pp. 377-382

Gretchen A. Petery, Lucinda J. Iles and Sharon K. Parker

On the limits of agency for successful aging at work pp. 383-387

Rachel S. Rauvola and Cort W. Rudolph

“Midlife crisis” on the road to successful workforce aging pp. 388-394

Vanessa Burke and Alicia A. Grandey

This time with feeling: Aging, emotion, motivation, and decision making at work pp. 395-398

Joseph A. Mikels and Alice F. Stuhlmacher

Successful aging at work: reflections on alpha, beta, and gamma change for older workers and the 2020 SIOP workforce trends pp. 399-402

Deborah A. Olson and Kenneth S. Shultz

What’s age got to do with it? You may be surprised! pp. 403-407

Kristin Allen, Gerianne van Someren and Sara Gutierrez

Clarifying multilevel and temporal influences on successful aging at work: An ecological systems perspective pp. 408-412

Justin Marcus

How bias thwarts successful aging at work pp. 413-416

Abby Corrington, Linnea C. Ng, Cassandra N. Phetmisy, Ivy Watson, Felix Y. Wu and Mikki Hebl

A step forward: from conceptualizing to measuring successful aging at work pp. 417-421

Stanimira K. Taneva and Georgi P. Yankov

Successfully aging at work or successfully working while aging? The importance of older workers’ psychological well-being pp. 422-425

William P. Jimenez

YouScience: mitigating the skills gap by addressing the gender imbalance in high-demand careers pp. 426-441

Rodney A. McCloy, Patrick J. Rottinghaus, Chan Jeong Park, Rich Feller and Todd Bloom

Volume 13, issue 2, 2020

Coffee and controversy: How applied psychology can revitalize sexual harassment and racial discrimination training pp. 117-136

Theodore L. Hayes, Leah E. Kaylor and Kathleen A. Oltman

Expanding the footprint of sexual harassment prevention training: A power, credit, and leadership perspective pp. 137-141

Jennifer A. Griffith and Kelsey E. Medeiros

Mindfulness complements sexual harassment and racial discrimination training by counteracting implicit gender and race biases pp. 142-146

Tao Yang

Why is training the only answer? pp. 147-153

Theresa R. Hernandez, Mindy E. Bergman and Sin-Ning Cindy Liu

Observer intervention training—filling an important gap pp. 154-158

Charu Khanna and Aarti Shyamsunder

Legal factors shaping workplace harassment training pp. 159-162

Chase A. Winterberg

Sexual harassment training: A need to consider cultural differences pp. 163-167

Vipanchi Mishra and H. Kristl Davison

Looking beyond training as a solution to workplace sexual harassment and discrimination pp. 168-173

Jillian Anne Latham

The model minority but not management material? The importance of anti-bias interventions to promote leadership opportunities for Asian Americans pp. 174-177

Amanda Mouton, Cody B. Cox and Gregory J. Pool

Expanding the focus: How considering gender and sexual minority experiences can improve sexual harassment training pp. 178-181

Marc Cubrich

Integrating discrimination training with CSR programs pp. 182-185

Felix George

Changing the narrative on harassment and discrimination training: Building an organizational culture with healthy professional boundaries pp. 186-190

Sara Jansen Perry

One size does not fit all: Taking trainees’ personal characteristics into consideration in sexual harassment and racial discrimination training pp. 191-195

Tamar Icekson, Aharon Tziner and Liad Bareket-Bojmel

Together we stand: Ally training for discrimination and harassment reduction pp. 196-199

Danielle M. Gardner and Jo M. Alanis

Trainees as consumers? How marketing can revitalize sexual harassment and racial discrimination training pp. 200-204

Radostina K. Purvanova and Andrew Bryant

Can harassment and discrimination training be less WEIRD? pp. 205-207

Lilah I. Donnelly and Shan Ran

Who else besides (White) women? The need for representation in harassment training pp. 208-212

Gabrielle C. Danna, Joel Hernandez, Bhindai Mahabir, Dhanisha Nandigama and Ho Kwan Cheung

Receptivity to sexual harassment and racial discrimination training: You can’t learn what you won’t hear pp. 213-215

Nicholas Salter and Jenna-Lyn R. Roman

Coffee and corporate social responsibility: Not as simple as revitalizing training pp. 216-218

Dominique Burrows, Cassandra N. Phetmisy, Ivy Watson, Ryan L. Brown and Margaret E. Beier

Rethinking how to manage harassment and discrimination in the workplace pp. 219-224

Justin B. Keeler, Madison B. Goodman, Kent S. Faught and Kimbra D. Whaley

A culture of respect: Leader development and preventing destructive behavior pp. 225-229

David M. Wallace, Celeste Raver Luning, Judith E. Rosenstein, Andrew Ledford and Barbara Cyr-Roman

Who says what (and how) to whom: A multilevel approach to improving workplace bias training pp. 230-235

Kevin L. Zabel and Keith L. Zabel

Expanding how we think about diversity training pp. 236-241

Ashley N. Robinson, David F. Arena, Alex P. Lindsey and Enrica N. Ruggs

Landing on the wrong planet: Practical guidance for bridging the gap between I-O psychology and key stakeholders pp. 242-245

Daroon Jalil, X. Susan Zhu and Alexander Alonso

Addressing the so-called validity–diversity trade-off: Exploring the practicalities and legal defensibility of Pareto-optimization for reducing adverse impact within personnel selection pp. 246-271

Deborah E. Rupp, Q. Chelsea Song and Nicole Strah

Volume 13, issue 1, 2020

Supporting robust, rigorous, and reliable reviewing as the cornerstone of our profession: Introducing a competency framework for peer review pp. 1-27

Tine Köhler, M. Gloria González-Morales, George C. Banks, O’Boyle, Ernest H., Joseph A. Allen, Ruchi Sinha, Sang Eun Woo and Lisa M. V. Gulick

Using results-blind reviewing to support the peer review competency framework pp. 28-31

Liana Kreamer and Steven G. Rogelberg

An empirical exploration of reviewers’ and editors’ roles fostering high quality research during peer review pp. 32-36

Roxanne Ross and Eric D. Heggestad

Reviewing is its own reward … but should it be? Incentivizing peer review pp. 37-40

Lauren Collier-Spruel

Lack of expertise means it is not a peer review pp. 41-44

Jeremy L. Schoen

Should you sign your reviews? Open peer review and review quality pp. 45-47

Don C. Zhang, Rachel Williamson Smith and Sheryl Lobo

Peer review and role conflict pp. 48-50

Alex de Voogt and J. Malte Runge

Bringing the review process into the 21st century: Post-publication peer review pp. 51-53

P. D. Harms and Marcus Credé

In our English-only research world, there is a need for reviewers who are tolerant of imperfect texts from non-anglophone authors pp. 54-56

Cornelius J. König and Nida ul Habib Bajwa

Context matters: Developing peer reviewers to advance science and practice pp. 57-60

Kristin Allen, Jennifer L. Geimer and Eric Popp

Quality standards and training are important in the peer review process, but what about engagement? pp. 61-63

Peter J. Jordan

About competencies and situations: A trait-activation approach to the competency framework for peer review pp. 64-67

Joeri Hofmans, Tim Vantilborgh and Sara De Gieter

Split roles in peer reviewing pp. 68-71

Paul E. Spector

Navigating the review process through the holier than thou pp. 72-75

Jeffrey B. Vancouver

Methodological checklists for improving research quality and reporting consistency pp. 76-83

Lillian T. Eby, Kristen M. Shockley, Talya N. Bauer, Bryan Edwards, Astrid C. Homan, Russell Johnson, Jonas W. B. Lang, Scott B. Morris and Frederick L. Oswald

Recommendation: Add a competency on diversity and inclusion pp. 84-89

Sin-Ning Cindy Liu, Mindy E. Bergman and Theresa R. Hernandez

Leadership concepts in manufacturing environments: A brief historical review and conclusion with recommendations for education and training of I-O psychologists pp. 90-102

Karen A. Tinker-Walker and Jimmy D. Walker

Is the future of leadership development wearable? Exploring self-tracking in leadership programs pp. 103-116

Marian N. Ruderman and Cathleen Clerkin