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The Performance Management Fix Is In: How Practice Can Build on the Research

  • Paul E. Levy (a1), Stanley B. Silverman (a2) and Caitlin M. Cavanaugh (a1)

Extract

The scientist–practitioner model of training in industrial and organizational psychology provides the foundation for the education of industrial and organizational psychologists across the world. This approach is important because, as industrial and organizational psychologists, we are responsible for both the creation and discovery of knowledge and the use or application of that knowledge. In multiple articles recently published in this journal, Pulakos and her colleagues (Pulakos, Mueller Hanson, Arad, & Moye, 2015; Pulakos & O’Leary, 2011) have argued that performance management (PM), as applied and implemented in organizations, is broken. This is not a unique take on the state of PM in organizations, as others have been arguing for many years that PM is no longer working in organizations the way that we would like it to work (Banks & Murphy, 1985; Bretz, Milkovich, & Read, 1992). Further, for many years and in many Society for Industrial and Organizational Psychology conference panels and debates in the literature, we have been inundated with discussions and conversations around the science–practice gap and around the gap being especially evident in PM.

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Corresponding author

Correspondence concerning this article should be addressed to Paul E. Levy, Department of Psychology, The University of Akron, Akron, OH 44325-4301. E-mail: pelevy@uakron.edu

References

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Pulakos, E. D. & O’Leary, R. S. (2011). Why is performance management broken? Industrial and Organizational Psychology: Perspectives on Science and Practice, 4, 146164. doi:10.1111/j.1754-9434.2011.01315.x
Steelman, L. A., Levy, P. E., & Snell, A. F. (2004). The Feedback Environment Scale: Construct definition, measurement, and validation. Educational and Psychological Measurement, 64, 165184. doi:10.1177/0013164403258440

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The Performance Management Fix Is In: How Practice Can Build on the Research

  • Paul E. Levy (a1), Stanley B. Silverman (a2) and Caitlin M. Cavanaugh (a1)

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