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Guidelines for Education and Training in Industrial-Organizational Psychology
Suggested Citation: Society for Industrial and Organizational Psychology, Inc. (2017). Guidelines for education and training in industrial/organizational psychology. Bowling Green, OH: Author
Prepared by the Education and Training Committee Whitney Botsford Morgan, Chair; Joseph Allen, Incoming Chair. Members of the Committee were: Stephanie Payne (Subcommittee Chair), Kristina Bauer, Mitzi Desselles, Rhonda DeZeeuw, Camille Drake-Brassfield, Julia Fullick-Jagiela, Jane Halpert, Michael Horvath, Tim Huelsman, Joy Oliver, Ludmila Praslova, Sylvia Roch, Amber Schroeder, Marissa Shuffler, Stephen Stark, Steven Toaddy, Anton Villado, and Christopher Wiese.
Society for Industrial and Organizational Psychology, Inc.
Approved by Executive Committee: April 2016
Approved by the American Psychological Association Council of Representatives in August 2017
These Guidelines represent the views and expertise of the Society for Industrial and Organizational Psychology (SIOP), Inc., Division 14 of the American Psychological Association (APA) and Organizational Affiliate of the Association for Psychological Science (APS). In issuing these Guidelines, SIOP is not speaking for APA, APS, or any other division or unit of APA or APS. Section A. Introduction
Purpose of the Guidelines These guidelines replace earlier versions published in 1985 and 1999 by SIOP (Division 14 of the American Psychological Association). The purpose of these guidelines is to aid faculty and curriculum planners in the design of master’s- and doctoral-level graduate programs in Industrial-Organizational (I-O) Psychology in the United States. They may also be useful to potential master’s and doctoral students in the discipline by providing a preview of training, suggesting criteria that may be used to select a graduate program, and giving students an overview of the competencies they are responsible for mastering during the course of their graduate education. The term "guidelines" refers to pronouncements, statements, or declarations that suggest or recommend specific professional behavior, endeavors, or conduct for psychologists (APA, 2004). Guidelines differ from "standards" in that "standards" may be mandatory and may be accompanied by an enforcement mechanism. Thus, as guidelines, the contents of this document are not intended to be mandatory, exhaustive, or a substitute for appropriate professional judgment and they may not always be applicable in all situations. The aspirational intent of the guidelines is to facilitate the continued development of I-O Psychology. Although such guidelines have implications for several other related concerns of SIOP members, these other concerns will not be addressed here. Specifically, these guidelines were not written for the purpose of providing the basis for graduate studies program certification, determining eligibility for specialty licensing as an I-O psychologist, establishing eligibility for membership in SIOP, or highlighting the continuing education and training needs of the profession. Finally, it should be reiterated that the focus of this document is education and training in I-O psychology. These guidelines are not designed to be a set of recommendations for
issues). Tett, Walser, Brown, Simonet, and Tonidandel (2013) provide evidence of the variability of master's-level I-O programs. Master's students are expected to demonstrate basic-level competencies and to be exposed to higher-level concepts. For example, whereas a doctoral student may take several courses in statistical analysis, the master's student may have just one or two courses. Besides fewer credit hours, master's education is typically delivered with a larger student-to-faculty ratio than is true of doctoral-level training (Lowe, 1993; Tett et al., 2013). This type of training is consistent with the generalization that master's-level students will typically be consumers of I-O knowledge, rather than producers of new knowledge. As such, they are engaged in applying this knowledge to issues involving individuals and groups in organizational settings. Those involved in research usually do so under the guidance of a doctoral-level psychologist. As a result of the breadth and depth differences in training, it is expected that compared to a master’s student, a doctoral student would have a higher level of proficiency in the areas of competence listed. In the future, it may be useful to differentiate various levels of proficiency for each competency. Career Options. The career options are different for master's-level versus doctoral-level graduates. Schippmann, Schmitt, and Hawthorne (1992) reviewed the work roles of I-O students whose terminal degree is the master's degree versus the Ph.D. They concluded that there are substantive differences between the kinds of work performed by these two groups. There were very few master's graduates in academic roles, whereas master's graduates were more highly represented in jobs such as compensation, training, data analysis, and generalist human resource management compared with doctoral graduates. More current data can be found in SIOP’s salary
surveys (e.g., Poteet, Parker, Herman, DuVernet, & Conley, 2017) and Career Study (Zelin, Lider, & Doverspike, 2015). Further Education. Some master's-level students are interested in continuing to doctoral study and these guidelines identify the topic areas on which such students are likely to delve deeper during that transition. Master's programs may be designed to serve students who want (1) pre- doctoral training, (2) practitioner-oriented training (i.e., a terminal master's degree), or (3) both. It is likely that research skills will be weighted more heavily in pre-doctoral training programs than terminal master’s degree programs. Pre-doctoral programs would also be appropriate for master's-level I-O practitioners who work in research settings. Terminal master's programs may opt to place greater weight on content and practical application issues relative to research skills. These and other distinctions between master's-level and doctoral-level training might lead to substantial differences in the two levels of training. However, none of the differences highlighted above suggests that the basic content of the field changes as a function of the level of education. Thus, only one set of competencies is provided within these guidelines. The perspective of these guidelines is that the competencies identified in Table 1 are ideals that no program is likely to meet completely. They are provided to aid faculty and curriculum planners as they start new programs or try to improve their current programs. Title. The titles held by master’s-level and doctoral-level graduates sometimes differ, in part because most master's- level graduates work in applied settings (Ekeberg, Switzer, & Siegfried, 1991; Schippmann et al., 1992). For example, it is inappropriate to use the term “psychologist” for master’s-level-educated individuals, because the use of that term is regulated by law in some states, and is usually restricted to persons who have completed doctoral training and/or have
Taking the scientist-practitioner model seriously means that master’s and doctoral education each need to focus on both the theory and application associated with all content areas. We recommend that both theory and practice receive consideration as students learn about the content of I-O psychology. The relevance of theory to practice and to applied research should be emphasized. I-O practitioners working in the field can facilitate the development of master’s and doctoral students' practical knowledge by offering internship and research opportunities and by sharing their own practical experiences. Careers. This dual emphasis on theory and practice is needed regardless of a student's intended career path. Those interested in academic careers need to understand both theory and practice to develop sound research, the findings of which should have a meaningful applied impact. Academicians will also be charged with teaching new generations of I-O psychologists about the theory and applications associated with each content area. I-O practitioners in industry, government, and consulting are required to use their knowledge and skills to deliver products. Thus, students not only need to know each topic in a theoretical sense; they also need to know "how to" develop and implement associated products. For instance, a student should know "how to" design and conduct a job analysis or conduct and report on the results of a test validation. Learning about a topic in a theoretical sense is not equivalent to the experience of applying that information. Doing it and having first-hand familiarity with the pitfalls, limits, and constraints of a technique is different from, and as critical as, theoretical knowledge. In 2013-2014, SIOP’s Professional Practice Committee embarked on a project called the “Career Study” with the objective of developing a further understanding of how the careers of I- O psychologists develop over time (Zelin, Doverspike, Oliver, Kantrowitz, & Trusty, 2014).
Extensive data were collected and have been summarized in a series of The Industrial- Organizational Psychologist ( TIP ) articles (Zelin, Oliver, Chau, Bynum, Carter, Poteet, & Doverspike, 2015a, 2015b, 2015c, 2015d) and in a comprehensive report (Zelin et al., 2015). Within these reports, the most-important competencies and critical experiences are presented for the four employment sectors in which I-O psychologists primarily work: academia, consulting, industry, and government. Data are also presented by the various levels at which I-O psychologists work: individual contributor, expert individual contributor, manager, manager of managers, and executive. The competencies in the Career Study extend beyond the knowledge domains listed in these guidelines. Across all four employment sectors, oral communication and ethical behavior were listed as two of the top five competencies, regardless of level. Many of the respondents in individual-contributor positions indicated they learned hard (as opposed to soft) skills, such as written communication skills, in graduate school. The same respondents also indicated that these skills were needed for success in lower levels positions and in the early stages of their career. The top competencies for each employment sector and where those competencies were learned are identified within these reports. For example, the top five competencies for consulting were oral communication, ethical behavior, critical thinking, integrity, and trustworthiness. Respondents working in consulting indicated they learned the following highly rated competencies in graduate school: knowledge of multiple content areas in psychology, data analysis, critical thinking, knowledge of test development, knowledge of validation principles, research skills, and psychometrics. They also indicated they learned the following highly rated competencies on the job: business development, coaching, creating a vision, customer service, decision-making, delegation, political savvy, and product knowledge. Correspondingly, this information was incorporated into the first competency.
they relate to organizational and interpersonal behavior, knowledge of empirically-supported practices for managing and fostering diverse workplaces, and skill in interacting with individuals of diverse backgrounds. Identifying competencies. A number of sources were consulted in updating the content of existing competency areas and developing new ones. We started with the 1999 versions of the master’s and doctoral guidelines, only departing from them as deemed necessary. Several discussions of the education and training of I-O psychologists in TIP (e.g., Chorbot-Mason & Ferdman, 2001; Handler, 2014; Silzer, Erickson, Robinson, & Cober, 2008; Tett, Walser, Brown, Simonet, & Tonidandel, 2013) and in Industrial and Organizational Psychology: Perspectives on Science and Practice (e.g., Byrne, Hayes, McPhail, Hakel, Cortina, & McHenry, 2014; Zelin, Lider, Doverspike, Oliver, & Trusty, 2014) were consulted. Various other sources supplied a sense of where we have been and where we are going as a discipline (e.g., Aguinis, Bradley, & Brodersen, 2014; Ryan, 2003), workplace trends (Below, 2014), skills needed to be successful (e.g., Hedge & Borman, 2008), and recent I-O Psychology handbooks (e.g., Kozlowski, 2012). A survey of graduate-program directors in the summer of 2015 also provided ratings of the competencies included in the 1999 versions of the Guidelines for both a master’s degree and a doctoral degree (Payne et al., 2015). Survey respondents were also given the opportunity to comment on proposed revisions of the competency descriptions and to comment on issues related to updating the Guidelines. Finally, numerous I-O psychologists in academia, industry, consulting, and the government provided input, as did students at various stages of graduate training. Other desirable competencies. The bulk of this document describes the areas or domains recommended specifically for training in I-O psychology. However, before presenting them, it
would be useful to comment on domains considered but judged not to be appropriate as part of this document. One cluster of competencies that remains omitted involves areas in which it would be desirable but not necessary to have training to ensure career success in I-O psychology. A list of these areas could easily be expanded to include much of social science and business (e.g., content mastery in Compensation, Economics, Marketing, Labor Relations, and Accounting). Potential important process capabilities (skills) would include those needed for organizational development efforts, employee counseling, or individual rehabilitation. Competencies in all these areas would indeed be appropriate and desirable, but they are not made parts of these guidelines. Other aspects of graduate training have not been formally incorporated into these guidelines. Any quality graduate program should provide students with a realistic preview particular to that program. Expectations and requirements should be clear and explicit from the outset, beginning with the recruiting process. If a program has a particular emphasis (e.g., training academicians or training practitioners), it is also reasonable to expect that emphasis to be clearly communicated. Although these are things that we encourage graduate programs to do, we have not developed specific guidelines for them. Ideally, a good graduate program provides guidance to students in their own career planning and in the use of career-enhancement strategies (e.g., interviewing skills). Such activities assist a student in drawing together personal information and experiences in a formal effort to make a career decision and to map out a suitable career path. Once a decision has been made, appropriate developmental experiences could then be provided in a systematic way. Many schools already incorporate such planning, often using a variety of mechanisms (e.g., assigning
is clear that competencies in one domain facilitate mastery or performance in another. These points notwithstanding, we felt that all of the areas listed in Table 1 were sufficiently discrete and important to warrant their separate places on the list. The presentation of the domain attempts both to define and to suggest ways to measure or to index achievement. That is, there is frequent reference to indicators or possible ways that skills in a domain are manifested. Many of these might be used by educators to decide whether or not a person is indeed proficient in an area. This is not to imply that those that are presented are the only indicators of proficiency. Recommended Areas of Competence Table 1 lists the areas recommended by these guidelines for inclusion in graduate-level programs in I-O psychology. The majority of these competencies were included in the 1999 version of the Guidelines. The description of each competency area was updated as appropriate. In some cases competency titles were altered to reflect the latest terms used (e.g., “Job/Task Analysis and Classification” was changed to “Job/Task/Work Analysis/Competency Modeling and Classification”) or to broaden the domain (e.g., “Consulting and Business Skills” was changed to “Professional Skills”). Each competency area is described below: GENERAL KNOWLEDGE AND SKILLS
1. Ethical, Legal, Diversity, and International Issues This domain has to do with the various contexts within which the I-O psychologist operates. I-O psychologists gain knowledge of and abide by relevant ethical guidelines when consulting as well as teaching, conducting research, and mentoring (e.g., Ethical Principles of Psychologists and Code of Conduct, 2002, Amended 2010, and the Ethical Principles in the Conduct of Research with Human Participants , 1973, 1982).
I-O psychologists seek to understand relevant federal, state, and local laws, statutes, regulations, and legal precedents (e.g., the Equal Employment Opportunity Commission's Guidelines on Employee Selection Procedures ). They should also be knowledgeable about the accommodations required by the Americans with Disabilities Act and be familiar with the principles of universal design. Since a fair amount of professional work done in organizations is covered by negotiated labor contracts, competency in this domain would also include an awareness of opportunities and restrictions imposed by such agreements, as well as an appreciation of the labor/management dynamics associated with them. I-O psychologists endeavor to gain knowledge about the various and latest professional norms, standards, and guidelines relevant to their profession (e.g., Standards for Providers of Psychological Services , 1987; Principles for the Validation and Use of Personnel Selection Procedures, 2003; Standards for Educational and Psychological Testing , 2014). I-O psychologists strive to be sensitive to and have the interpersonal skills to interface with a diverse audience in a multicultural, global environment (e.g., Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, 2002) and to be knowledgeable about best practices to address diversity in organizations (e.g., for creating and maintaining a climate of inclusion). I-O psychologists are concerned about the well-being of individuals, human rights, and working conditions for individuals worldwide as reflected by SIOP’s prosocial agenda, non- governmental organization with consultative status to the United Nations and an official United Nation’s Global Compact participant.
among individuals, but I-O psychologists should be able to understand historical and new developments in other areas of psychology that impact their areas of research and practice.
3. History and Systems of Psychology If I-O psychology graduate students know how the discipline of psychology developed and evolved into its present configuration, then each generation will share the common bonds and language of the discipline. They will also possess knowledge of the intellectual heritage of our field. Such common knowledge is important for the pragmatic functional role it plays in communication and in preventing frequent repetitions of the mistakes and dead ends of the past. Many historical schools and systems of psychology have contemporary representatives, either in a pure or a diluted form; knowledge of the roots of these different theoretical positions is important. For example, many contemporary debates about theoretical perspectives appear dysfunctional when viewed against the background of historical developments in our field. Knowledge of our history enables us to appreciate these different approaches both for their unique contributions to psychology and for the alternatives they provide for an understanding of observable phenomena. An understanding of history and systems of psychology allows integration of I-O psychology into the broader discipline by tracing our roots back to American functionalism, radical behaviorism, views of Freud, Titchener, Tolman, Spearman, and Cattell and other perspectives that have shaped the thinking of psychology. Such integration is important to foster an attitude among I-O psychologists that places high value on the development of theoretical approaches to the I-O psychology problems that are well integrated with psychology as a whole. In addition, there is the specific history of the field of I-O psychology to consider. Understanding one's roots as an I-O psychologist and our more recent past is essential.
4. Professional Skills (Communication, Business/Research Proposal Development, Consulting, & Project-Management Skills) In all employment sectors, success as an I-O psychologist requires the development of a variety of professional skills. Communication, business development, and project management represent broad categories capturing some of the most-essential professional skills. It is also important to recognize that professional skills need to be practiced within environments that encompass a diverse set of individuals. Such diversity may necessitate adjusting communication styles, interpersonal behavior, and/or project management. Effective communication is critical and required to interact with and to influence others regardless of the context. Communication skills encompass using technology, writing, and presenting. They also involve interpersonal, negotiation, and conflict-management skills in order to build and maintain relationships and an ability to navigate relationships in a politically savvy way. Communication skills are particularly important in team contexts. An understanding of how individual efforts facilitate group performance and the ability to contribute as a member of a group are essential. I-O psychologists must be able to effectively translate scientific research to professional and layperson audiences. Business writing is characterized by brevity, action orientation, attention to the audience, and link to the organization's bottom line. Business presentation involves the development and delivery of information to a professional audience that clearly articulates key messages in terms that the audience can understand, along with skills in responding to questions. Academic writing involves summarizing theory, previous research, study design and procedures, statistical results, conclusions, and theoretical and applied implications.
in I-O psychology. The specific areas encompassed by research methods include the scientific method (with attention to issues in the philosophy of science); inductive and deductive reasoning, the generation and articulation of problem statements, research questions, and hypotheses; literature review and critique; the nature and definition of constructs; study designs (experimental, quasi-experimental, and non-experimental); and psychometrics. At an operational level, research methods includes, but is not limited to, the manipulation of variables (in experimental research), the concepts underlying and methods used for the assessment of the reliability and validity of measures, the administration of various measures (questionnaires, interviews, observations of behavior, projective measures, etc.), the use of various sampling procedures (probability- and non-probability-based) especially as applied to survey research, the conduct of research in the laboratory and the field with various strategies (experiment, survey, simulation, case study, etc.), the use of statistical methods to establish relationships between variables, causality, and the formulation of research-based conclusions. Specific knowledge about relative strengths and weaknesses of different research strategies, an understanding of qualitative research methods, and an appreciation of the benefits of alternative strategies must be developed. Information-technology-related skills remain important for gathering and analyzing data and specific technology-related skills (e.g., programming) may be particularly useful. Finally, an understanding of the ethical standards that govern the conduct of all research involving human participants is essential. A solid foundation of knowledge in research methods will ensure that I-O psychologists are savvy consumers and producers of I-O- psychological research, with well-honed critical thinking skills. Critical thinking has been defined as “using logic and reasoning to identify the strengths and weaknesses of alternative
solutions, conclusions or approaches to problems” (O*NET, 2017). The importance of being able to think critically extends beyond the domain of research methods.
6. Statistical Methods/Data Analysis This domain has to do with the various statistical techniques that are used in the analysis of data generated by empirical research. The domain includes both descriptive and inferential statistical methods, spans both parametric and nonparametric statistical methods, and includes both quantitative and qualitative research methods and data analysis. Among the specific topics included in the domain are: estimates of central tendency, estimates of variability, sampling distributions, point and interval estimates, inferences about differences between means and proportions, univariate and multivariate analyses of variance (fixed, random, and mixed effects models), and linear and non-linear regression and correlation. Some more-advanced statistical techniques include but are not limited to path analysis, multiple-discriminant function analysis, multiple and canonical regression, factor analysis, components analysis, cluster analysis, pattern analysis, structural-equation modeling, multilevel modeling, latent growth modeling, dyadic/social-network analysis, and meta-analysis. Knowledge of this domain implies a basic understanding of the statistical foundation of such methods, asymptotic sampling variances of different statistics, the assumptions underlying the proper use of the same methods, and the generalizations, inferences, and interpretations that can legitimately be made on the basis of statistical evidence. It is also important to be able to translate research findings into theoretical and applied implications in layperson terms. Students should be skilled in using at least one of the major statistical software packages designed for social science research.
