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Artículos de revistas sobre el tema "Industrial psychology"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de julio de 2024

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1

Banks, George C. y Ernest H. O’Boyle. "Why We Need Industrial–Organizational Psychology to Fix Industrial–Organizational Psychology". Industrial and Organizational Psychology 6, n.º 3 (septiembre de 2013): 284–87. http://dx.doi.org/10.1111/iops.12050.

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2

Ashton, Michael C. y Kibeom Lee. "Personality Meets Industrial/ Organizational Psychology". Contemporary Psychology 48, n.º 5 (octubre de 2003): 663–65. http://dx.doi.org/10.1037/000930.

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3

Pond III, Samuel B. "Industrial-Organizational Psychology: The Psychology of People Working Together". Eye on Psi Chi Magazine 3, n.º 3 (1999): 34–37. http://dx.doi.org/10.24839/1092-0803.eye3.3.34.

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4

Gelfand, Michele. "Cross‐cultural Industrial and Organisational Psychology". Applied Psychology 49, n.º 1 (enero de 2000): 29–31. http://dx.doi.org/10.1111/1464-0597.00004.

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5

Zakharov, Vladimir P. "Industrial Psychology in the Soviet Union". Journal of Russian & East European Psychology 32, n.º 5 (septiembre de 1994): 6–40. http://dx.doi.org/10.2753/rpo1061-040532056.

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6

Budworth, Marie-Hélène y Gary P. Latham. "New directions in industrial-organizational psychology." Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement 41, n.º 4 (2009): 193–94. http://dx.doi.org/10.1037/a0015585.

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7

Klumb, Petra, Achim Elfering y Christiane Herre. "Ambulatory Assessment in Industrial/Organizational Psychology". European Psychologist 14, n.º 2 (enero de 2009): 120–31. http://dx.doi.org/10.1027/1016-9040.14.2.120.

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In this review, we demonstrate the contribution of ambulatory assessment (AA) research to I/O psychology by reference to four dynamic phenomena, the investigation of which we judge to benefit most from the application of AA techniques: (a) work strain and coping with work stressors, (b) the work/nonwork interface, (c) social interactions at the workplace, and (d) job attitudes and work-related emotions. As we see it, the greatest potential of these studies lies in the analysis of how interindividual differences modulate intraindividual processes. After demonstrating the value of the method, we outline and discuss ways of tackling a number of methodological issues raised in the studies reviewed: selective participation and attrition, altered reporting behavior and reactivity, noncompliance with study instructions, low acceptance, and development of reduced scales or single-item measures. Future studies can pave the way for the broad acceptance and utilization of AA methods by contributing to the resolution of these issues.

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8

Lefkowitz, Joel. "The conundrum of industrial-organizational psychology". Industrial and Organizational Psychology 12, n.º 4 (diciembre de 2019): 473–78. http://dx.doi.org/10.1017/iop.2019.114.

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9

Hearnshaw, John. "DSIR’s Industrial Psychology Division 1942–1954". Journal of the Royal Society of New Zealand 47, n.º 2 (13 de marzo de 2017): 199–204. http://dx.doi.org/10.1080/03036758.2017.1291439.

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10

Kazi, Tasnim Bibi, Abdul-Haq Haniff y Tarisma Maharaj. "History - Work , Organizations and Industrial Psychology". Oman Chapter of Arabian Journal of Business and Management Review 3, n.º 5 (diciembre de 2013): 55–61. http://dx.doi.org/10.12816/0016453.

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11

Aycan, Zeynep. "Cross-Cultural Industrial and Organizational Psychology". Journal of Cross-Cultural Psychology 31, n.º 1 (enero de 2000): 110–28. http://dx.doi.org/10.1177/0022022100031001009.

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12

Thorelli, Hans B. "COMPARATIVE CONSUMER AND INDUSTRIAL BUYING PSYCHOLOGY". International Marketing Review 2, n.º 4 (abril de 1985): 6–11. http://dx.doi.org/10.1108/eb008286.

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13

Dwivedi, Sheema. "Industrial Psychology: Job Analysis and Job Evaluation". International Journal for Research in Applied Science and Engineering Technology 9, n.º 10 (31 de octubre de 2021): 1708–11. http://dx.doi.org/10.22214/ijraset.2021.38674.

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14

Murry, Adam T. y Keith James. "Reconciliation and industrial–organizational psychology in Canada." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 53, n.º 2 (abril de 2021): 114–24. http://dx.doi.org/10.1037/cbs0000237.

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15

ZHENG, Xiao-Qi y Shen-Zhong LU. "Development in industrial psychology studies in China". Japanese Journal of Administrative Science 4, n.º 1 (1989): 1–7. http://dx.doi.org/10.5651/jaas.4.1.

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16

Boudreau, John W. "Strategic Industrial–Organizational Psychology Lies Beyond HR". Industrial and Organizational Psychology 5, n.º 1 (marzo de 2012): 86–91. http://dx.doi.org/10.1111/j.1754-9434.2011.01409.x.

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17

Langan-Fox, Janice. "Industrial and Organisational Psychology in Australia: Introduction". Australian Psychologist 32, n.º 1 (marzo de 1997): 10–11. http://dx.doi.org/10.1080/00050069708259612.

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18

Howard, George S., Scott E. Maxwell, Susan M. Berra y Mary E. Sternitzke. "Institutional research productivity in industrial/organizational psychology." Journal of Applied Psychology 70, n.º 1 (1985): 233–36. http://dx.doi.org/10.1037/0021-9010.70.1.233.

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19

Bucklin, Barbara R., Alicia M. Alvero, Alyce M. Dickinson, John Austin y Austin K. Jackson. "Industrial-Organizational Psychology and Organizational Behavior Management". Journal of Organizational Behavior Management 20, n.º 2 (15 de septiembre de 2000): 27–75. http://dx.doi.org/10.1300/j075v20n02_03.

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20

Geller, E. Scott. "Organizational Behavior Management and Industrial/Organizational Psychology". Journal of Organizational Behavior Management 22, n.º 2 (17 de julio de 2003): 111–30. http://dx.doi.org/10.1300/j075v22n02_10.

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21

Stewart, Ian, Dermot Barnes-Holmes, Yvonne Barnes-Holmes, Frank W. Bond y Steven C. Hayes. "Relational Frame Theory and Industrial/Organizational Psychology". Journal of Organizational Behavior Management 26, n.º 1-2 (7 de noviembre de 2006): 55–90. http://dx.doi.org/10.1300/j075v26n01_03.

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22

Kline, Theresa J. B. "Defining the field of industrial-organizational psychology." Canadian Psychology/Psychologie canadienne 37, n.º 4 (1996): 205–9. http://dx.doi.org/10.1037/0708-5591.37.4.205.

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23

Gomez, Pablo, Autumn R. Anderson y Ana Baciero. "Lessons for psychology laboratories from industrial laboratories". Research Ethics 13, n.º 3-4 (20 de febrero de 2017): 155–60. http://dx.doi.org/10.1177/1747016117693827.

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In the past decade there has been a lot of attention to the quality of the evidence in experimental psychology and in other social and medical sciences. Some have described the current climate as a ‘crisis of confidence’. We focus on a specific question: how can we increase the quality of the data in psychology and cognitive neuroscience laboratories. Again, the challenges of the field are related to many different issues, but we believe that increasing the quality of the data collection process and the quality of the data per se will be a significant step in the right direction. We suggest that the adoption of quality control systems which parallel the methods used in industrial laboratories might be a way to improve the quality of data. We recommend that administrators incentivize the use of quality systems in academic laboratories.

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24

Cronshaw, Steven F. "Future directions for industrial psychology in Canada." Canadian Psychology/Psychologie canadienne 29, n.º 1 (enero de 1988): 30–43. http://dx.doi.org/10.1037/h0079753.

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25

Massarik, Fred. "The humanistic core of industrial/organizational psychology." Humanistic Psychologist 20, n.º 2-3 (1992): 389–96. http://dx.doi.org/10.1080/08873267.1992.9986804.

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26

Rose, Kastiro. "Adopting Industrial Organizational Psychology for Eco Sustainability". Procedia Environmental Sciences 20 (2014): 533–42. http://dx.doi.org/10.1016/j.proenv.2014.03.066.

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27

Guzzo, Richard A., Alexis A. Fink, Eden King, Scott Tonidandel y Ronald S. Landis. "Big Data Recommendations for Industrial–Organizational Psychology". Industrial and Organizational Psychology 8, n.º 4 (diciembre de 2015): 491–508. http://dx.doi.org/10.1017/iop.2015.40.

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The world is awash in data. Data is being created and stored at ever-increasing rates through a variety of new methods and technologies. Data is accumulating in all sorts of accessible places. Much of that data is of great interest to industrial–organizational (I-O) psychologists, often in ways never anticipated by those who develop technologies and processes that generate and store that data. I-O psychologists also generate data in the course of research and practice in ways that, especially if joined with data originating from other sources, create giant datasets. This abundance of data—variables, measurements, observations, facts—can be used to inform a vast number of issues in research and practice. This is the new “big data” world, and beyond opportunities, this new world also presents challenges and potential hazards.

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28

Catano, Victor M. y John Tivendell. "Industrial/organizational psychology in Canada: An introduction." Canadian Psychology/Psychologie canadienne 29, n.º 1 (1988): 1–3. http://dx.doi.org/10.1037/h0084525.

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29

Huszczo, Gregory E. "Is Industrial/Organizational Psychology Relevant to Unions?" Psychotherapy in Private Practice 5, n.º 1 (24 de marzo de 1987): 5–9. http://dx.doi.org/10.1300/j294v05n01_02.

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30

Gilbert, Janelle A. y Kenneth S. Shultz. "Multilevel modeling in industrial and personnel psychology". Current Psychology 17, n.º 4 (diciembre de 1998): 287–300. http://dx.doi.org/10.1007/s12144-998-1012-9.

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31

Ruggs, Enrica N., Alison V. Hall, Horatio D. Traylor y Larissa R. Garcia. "Amplifying Black excellence in industrial–organizational psychology." American Psychologist 78, n.º 4 (mayo de 2023): 613–28. http://dx.doi.org/10.1037/amp0001118.

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32

Danylova, T. V. "A few words about the concepts of industrial and post-industrial societies". Humanitarian studios: pedagogics, psychology, philosophy 11, n.º 2 (3 de septiembre de 2020): 42–47. http://dx.doi.org/10.31548/hspedagog2020.02.042.

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Subject under consideration in the article is memory as entire, complex and uninterrupted process and lecturer’s influence on character of students’ memory processes. Efficient techniques for improving memory processes of various scientists and the features of modern technologies for English vocabulary memorizing have been studied; non-traditional ways of words memorizing in the English language teaching methods, shown good results in practice have been proposed. The author has analyzed the inclusion of psychology for studying English. The psychological aspects of efficiency increasing of new words memorizing in English classes have been shown. It has been proposed that teachers take into account the individual differences of students in perception and memorization of new English vocabulary. The use of psychological methods of mnemonics and pictograms in English classes has been also considered. Recommendations concerning positive consequences of lecturer’s impact on character of students’ memory processes have been given in the article.

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33

Maynard, Douglas C., Peter D. Bachiochi y Ana C. Luna. "An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology". Teaching of Psychology 29, n.º 1 (enero de 2002): 39–43. http://dx.doi.org/10.1207/s15328023top2901_10.

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Industrial/organizational (I/O) psychology has typically been neglected in introductory psychology textbooks and courses. The Society for Industrial and Organizational Psychology (SIOP) recently developed a series of teaching modules for introducing I/O psychology. We evaluated 4 modules with 12 samples (N = 333) for student learning and intentions and for student and instructor reactions. Overall, student knowledge of I/O concepts increased after presentation of the modules. Additionally, students were more likely to want to take a course in I/O psychology after the presentation. Finally, students found the presentations interesting and easy to understand. All instructors reported that the modules made presenting a lecture on I/O easy and that they were considering the use of the modules for future sections.

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34

Sandelands, Lloyd, Cary L. Cooper y Ivan T. Robertson. "International Review of Industrial and Organizational Psychology, 1987". Academy of Management Review 13, n.º 4 (octubre de 1988): 658. http://dx.doi.org/10.2307/258385.

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35

Lowman, Rodney L. "Advancing ethical decision making in industrial-organizational psychology". Industrial and Organizational Psychology 15, n.º 2 (26 de mayo de 2022): 236–40. http://dx.doi.org/10.1017/iop.2022.25.

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36

Lefkowitz, Joel. "Forms of ethical dilemmas in industrial-organizational psychology". Industrial and Organizational Psychology 14, n.º 3 (septiembre de 2021): 297–319. http://dx.doi.org/10.1017/iop.2021.65.

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AbstractProfessional ethics has not been a major focus in industrial-organizational (I-O) psychology—in comparison with our study of unethical behavior in organizations. Consequently, we know very little about ethical situations actually faced by I-O psychologists. This article presents and tests a structural perspective on understanding the nature of ethical dilemmas that can facilitate such study. A taxonomy of five paradigmatic forms of ethical dilemmas is defined and placed in a theoretical context. Narrative descriptions of 292 ethical situations were obtained from a sample of 228 professional members of the Society for Industrial and Organizational Psychology (SIOP) in the United States and were used to empirically test the taxonomy. The narratives were content analyzed for form of dilemma, work domain of occurrence, relevance to human resource administration concerns, and favorability of the situation’s resolution. The work domains that were most problematic were academic research/publication activities, individual assessment/assessment centers, consulting issues regarding the client, and academic supervising/mentoring. There were no significant differences as a function of respondents’ sex, seniority, or professional membership status (member/fellow). This relatively “content free” structural aspect of ethical dilemmas enables comparisons across different domains (of professions, organizations, demographic groups, age cohorts, etc.) in which the overt idiosyncratic ethical problems experienced are not commensurable. Similarly, it can yield interpretable longitudinal comparisons despite changes in the manifestations of ethical problems encountered over time.

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37

Roulin, Nicolas, Joshua S. Bourdage, Leah K. Hamilton, Thomas A. O'Neill y Winny Shen. "Emerging research in industrial–organizational psychology in Canada." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 53, n.º 2 (abril de 2021): 91–97. http://dx.doi.org/10.1037/cbs0000274.

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38

Hartley, Jean. "Psychology and Industrial Relations: Social Processes In Organisations". International Journal of Comparative Labour Law and Industrial Relations 4, Issue 1 (1 de marzo de 1988): 53–60. http://dx.doi.org/10.54648/ijcl1988006.

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39

Greenberg, Jerald, Cary L. Cooper y Ivan T. Robertson. "International Review of Industrial and Organizational Psychology 1988." Administrative Science Quarterly 35, n.º 3 (septiembre de 1990): 571. http://dx.doi.org/10.2307/2393327.

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40

Noskova, O. G. "The Social History of Industrial Psychology in Russia". Journal of Russian & East European Psychology 34, n.º 4 (julio de 1996): 8–25. http://dx.doi.org/10.2753/rpo1061-040534048.

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41

No authorship indicated. "Review of Readings in Industrial and Organizational Psychology." Contemporary Psychology: A Journal of Reviews 34, n.º 4 (abril de 1989): 409. http://dx.doi.org/10.1037/027956.

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42

Van De Water, Thomas J. "Psychology's entrepreneurs and the marketing of industrial psychology." Journal of Applied Psychology 82, n.º 4 (agosto de 1997): 486–99. http://dx.doi.org/10.1037/0021-9010.82.4.486.

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43

HARTLEY, JEAN y JOHN KELLY. "Psychology and industrial relations: From conflict to cooperation?" Journal of Occupational Psychology 59, n.º 3 (septiembre de 1986): 161–76. http://dx.doi.org/10.1111/j.2044-8325.1986.tb00222.x.

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44

Sackett, Paul R. "Theoretical and philosophical issues in industrial/organizational psychology." Theoretical & Philosophical Psychology 6, n.º 1 (1986): 44–46. http://dx.doi.org/10.1037/h0091407.

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45

Tenopyr, Mary L. "Reflections of a pioneering woman in industrial psychology." Professional Psychology: Research and Practice 23, n.º 3 (1992): 172–75. http://dx.doi.org/10.1037/h0092804.

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46

Fisher, Gwenith G. y Kyle Sandell. "Sampling in Industrial–Organizational Psychology Research: Now What?" Industrial and Organizational Psychology 8, n.º 2 (junio de 2015): 232–37. http://dx.doi.org/10.1017/iop.2015.31.

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We agree with the authors of the focal article that too little attention is paid to sampling in industrial–organizational (I-O) psychology research. Upon reflection and in response to the focal article by Landers and Behrend (2015), we answer three primary questions: (a) What is it about our training, science, and practice as I-O psychologists that has led to less focus on sampling issues? (b) Does it matter? (c) If so, then what should we do about it?

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47

Stansbury, Jessica A. y David R. Earnest. "Meaningful Gamification in an Industrial/Organizational Psychology Course". Teaching of Psychology 44, n.º 1 (15 de noviembre de 2016): 38–45. http://dx.doi.org/10.1177/0098628316677645.

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Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.

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48

Wann, Daniel L. "Developing Fantasy Organizations in Industrial/Organizational Psychology Courses". Teaching of Psychology 21, n.º 3 (octubre de 1994): 177–79. http://dx.doi.org/10.1177/009862839402100315.

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Students in an undergraduate industrial/organizational psychology class were asked to develop fantasy organizations and apply lecture material to them. Student evaluations indicated that the exercise was informative and enjoyable.

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49

Crespin, Timothy R. y James T. Austin. "Computer Technology Applications in Industrial and Organizational Psychology". CyberPsychology & Behavior 5, n.º 4 (agosto de 2002): 279–303. http://dx.doi.org/10.1089/109493102760275554.

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50

Woodwark, Meredith y Karen MacMillan. "Industrial–Organizational Psychology Research: The Setting Is Academic". Industrial and Organizational Psychology 7, n.º 3 (septiembre de 2014): 324–28. http://dx.doi.org/10.1111/iops.12156.

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