Skip to main content Accessibility help
×
Home
Hostname: page-component-5c569c448b-ckh7h Total loading time: 1.59 Render date: 2022-07-04T12:21:52.832Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "useRatesEcommerce": false, "useNewApi": true } hasContentIssue true

1 - The Existential Threats to I-O Psychology Highlighted by Rapid Technological Change

from Part I - Technology in I-O Psychology

Published online by Cambridge University Press:  18 February 2019

Richard N. Landers
Affiliation:
University of Minnesota
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adler, S. & Boyce, A. S. (2016). In defense of practical theory. Industrial and Organizational Psychology, 9, 641645.CrossRefGoogle Scholar
Aguinis, H., Bradley, K. J., & Brodersen, A. (2014). Industrial-organizational psychologists in business schools: Brain drain or eye opener? Industrial and Organizational Psychology, 7, 284303.CrossRefGoogle Scholar
Aiken, J. R. & Hanges, P. J. (2015). Teach an I-O to fish: Integrating data science into I-O graduate education. Industrial and Organizational Psychology, 8, 539544.CrossRefGoogle Scholar
Armstrong, M. B., Ferrell, J. Z., Collmus, A. B., & Landers, R. N. (2016). Correcting misconceptions about gamification of assessment: More than SJTs and badges. Industrial and Organizational Psychology, 9, 671677.CrossRefGoogle Scholar
Arthur, W. & Villado, A. J. (2008). The importance of distinguishing between constructs and methods when comparing predictors in personnel selection research and practice. Journal of Applied Psychology, 93, 435442.CrossRefGoogle ScholarPubMed
Barrick, M. R. & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, 126.CrossRefGoogle Scholar
Behrend, T. S. & Landers, R. N. (2017). The wicked problem of scholarly impact. Industrial and Organizational Psychology, 10, 602605.CrossRefGoogle Scholar
Boyd, D. & Crawford, K. (2012). Critical questions for big data: Provocations for a cultural, technological, and scholarly phenomenon. Information, Communication & Society, 15, 662679.CrossRefGoogle Scholar
Briner, R. B. & Rousseau, D. M. (2011). Evidence-based I-O psychology: Not there yet. Industrial and Organizational Psychology, 4, 322.CrossRefGoogle 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, 7, 214.CrossRefGoogle Scholar
Campbell, J. P. & Wilmot, M. P. (2018). The functioning of theory in industrial, work and organizational psychology. In Ones, D. S., Anderson, N., Viswesvaran, C., and Sinangil, H. K. (Eds.), The SAGE handbook of industrial, work and organizational psychology: Personnel psychology and employee performance (Vol. 1, pp. 337). London, UK: Sage.Google Scholar
Chamorro-Premuzic, T., Winsborough, D., Sherman, R. A., & Hogan, R. (2016). New talent signals: Shiny new objects or a brave new world? Industrial and Organizational Psychology, 9, 621640.CrossRefGoogle Scholar
Church, A. H. (1998). From both sides now: A look to the future. The Industrial-Organizational Psychologist, 35(4), 91104.Google Scholar
Culpepper, S. A. & Aguinis, H. (2011). R is for revolution: A cutting-edge, free, open source statistical package. Organizational Research Methods, 14, 735740.CrossRefGoogle Scholar
De Corte, W., Sackett, P. R., & Lievens, F. (2011). Designing pareto-optimal selection systems: Formalizing the decisions required for selection system development. Journal of Applied Psychology, 96, 907926.CrossRefGoogle ScholarPubMed
Ducey, A. J., Guenole, N., Weiner, S. P., Herleman, H. A., Gibby, R. E., & Delany, T. (2015). I-Os in the vanguard of big data analytics and privacy. Industrial and Organizational Psychology, 8, 555563.CrossRefGoogle Scholar
Ekehammar, B. (1974). Interactionism in personality from a historical perspective. Psychological Bulletin, 81, 10261048.CrossRefGoogle ScholarPubMed
Gibson, J. J. (1960). The concept of the stimulus in psychology. American Psychologist, 15, 694703.CrossRefGoogle Scholar
Grawitch, M. J., Winton, S. L., Mudigonda, S. P., & Buerck, J. P. (2017). Technology is more than just error. Industrial and Organizational Psychology, 10, 654701.CrossRefGoogle Scholar
Guzzo, R. A., Fink, A. A., King, E., Tonidandel, S., & Landis, R. S. (2015). Big data recommendations for industrial-organizational psychology. Industrial and Organizational Psychology, 8, 491508.CrossRefGoogle Scholar
Harris, M. M. & Hollman, K. D. (2013). TIP-TOPICS – The top trends in I-O psychology: A graduate student perspective. The Industrial-Organizational Psychologist, 50(4), 120124.Google Scholar
Highhouse, S. & Zickar, M. J. (1997). Where has all the psychology gone? The Industrial-Organizational Psychologist, 35(2), 8288.Google Scholar
International Taskforce on Assessment Center Guidelines. (2015). Guidelines and ethical considerations for assessment center operations. Journal of Management, 41, 12441273.
Jackson, D. J. R., Michaelides, G., Dewberry, C., & Kim, Y.-J. (2016). Everything that you have ever been told about assessment center ratings is confounded. Journal of Applied Psychology, 101, 976994.CrossRefGoogle ScholarPubMed
Klimoski, R. & Brickner, M. (1987). Why do assessment centers work? The puzzle of assessment center validity. Personnel Psychology, 40, 243-260.CrossRefGoogle Scholar
Kuncel, N. R. & Sackett, P. R. (2014). Resolving the assessment center construct validity problem (as we know it). Journal of Applied Psychology, 99, 3847.CrossRefGoogle Scholar
Landers, R. N. (2016). Crash course in I-O technology: An introduction plus a crash course in R. The Industrial-Organizational Psychologist. Retrieved from www.siop.org/tip/july16/crash.aspx.
Landers, R. N. & Behrend, T. S. (2017). When are models of technology in psychology most useful? Industrial and Organizational Psychology, 10, 668675.CrossRefGoogle Scholar
Lefkowitz, J. (2008). To prosper, organizational psychology should … expand the values of organizational psychology to match the quality of its ethics. Journal of Organizational Behavior, 29, 439453.CrossRefGoogle Scholar
Lewin, K. (1936). Principles of topological psychology (F. Heider & G. M. Heider, Trans.). New York, NY: McGraw-Hill.CrossRefGoogle Scholar
Maynard, D. C. & Ferdman, B. M. (2009). The marginalized workforce: How I-O psychology can make a difference. The Industrial-Organizational Psychologist, 46(4), 2529.Google Scholar
Orlikowski, W. J. (1992). The duality of technology: Rethinking the concept of technology in organizations. Organization Science, 3, 398427.CrossRefGoogle Scholar
Pfeffer, J. & Fong, C. T. (2002). The end of business schools? Less success than meets the eye. Academy of Management Learning & Education, 1, 7895.CrossRefGoogle Scholar
Polster, C. (2007). The nature and implications of the growing importance of research grants to Canadian universities and academics. Higher Education, 53, 599622.CrossRefGoogle Scholar
Poeppelman, T. & Sinar, E. (2016). The modern app: 2017 technology trends: Are I-O psychologists prepared? The Industrial-Organizational Psychologist. Retrieved from www.siop.org/tip/jan17/ma.aspx.
Putka, D. J., Schwall, A. R., Taylor, B. J., Bateman, T., Beatty, A. S., Jin, J., … Walmsley, P. T. (2018). SIOP Select: A SIOP machine learning competition: Learning by doing. Presented at the 2018 annual conference of the Society for Industrial and Organizational Psychology, Chicago, IL.
Reeves, B., Yeyekelis, L., & Cummings, J. J. (2016). The use of media in media psychology. Media Psychology, 19, 4971.CrossRefGoogle Scholar
Sheets, T. L., Belwalkar, B. B., Toaddy, S. R., & McClure, T. K. (2019). Filling the I-O/technology void: Technology and training in I-O psychology. In Landers, R. N. (Ed.), Cambridge handbook of technology and employee behavior. Cambridge, UK: Cambridge University Press.Google Scholar
Silzer, R. F. & Cober, R. (2010). The future of I-O psychology practice: Part I: Future directions for I-O practice identified by leading practitioners. The Industrial-Organizational Psychologist, 48(2), 6779.Google Scholar
Tett, R. P., Walser, B., Brown, C., Simonet, D. V., & Tonidandel, S. (2013). The 2011 SIOP graduate program benchmarking survey: Part 3: Curriculum and competencies. The Industrial-Organizational Psychologist, 50(4), 6990.Google Scholar
Zickar, M. J. & Highhouse, S. (2017). Where has all the psychology gone? (Twenty years later). Industrial and Organizational Psychology, 10, 616621.CrossRefGoogle Scholar
Zusman, A. (2005). Challenges facing higher education in the twenty-first century. In Altbach, P. G., Berdahl, R. O., & Gumport, P. J. (Eds.), American higher education in the twenty-first century (2nd edn., pp. 115160). Baltimore, MD: The John Hopkins University Press.Google Scholar
4
Cited by

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×