Reference Baltes, B., & Dickson, M. (2001). Using life-span models in industrial-organizational psychology: The theory of selective optimization with compensation. Applied Development Science, 5(1), 51-62.

http://dx.doi.org/10.1207/S1532480XADS0501_5

Annotation

This article sought to demonstrate the relevance of lifespan models to industrial/organizational (I/O) psychology. The article specifically shows how the selective optimization with compensation (SOC) model can be applied in three I/O psychology areas: organizational-level functioning, leadership, and work-family conflict. The SOC model provides a framework for understanding “an individual’s successful development process across the entire life span” (Baltes & Dickson, 2001, p. 52). Successful development is shaped by the individual’s stage of life as well as personal and cultural factors. This model is based on the assumption that an individual’s physical, mental, and environmental resources are limited at any given point in time. Accordingly, the individual must effectively allocate the limited resources through “selection, optimization, and compensation techniques.” According to Baltes & Dickson (2001), I/O psychologists can apply the SOC model to understand work-family balance, organizational functioning, and leadership. In other words, the model can be useful for addressing various organizational behaviors.

Reference

Brutus, S., Harjinder, G., & Duniewicz, K. (2010). State of science in industrial and organizational psychology: A review of self-reported limitations. Personnel Psychology, 63(4), 907-936.

DOI: 10.1111/j.1744-6570.2010.01192.x

Annotation

The aim of this article was to study self-reported shortcomings in I/O psychology literature published between 1995 and 2008 in three journals: Personnel Psychology, Academy of Management Journal, and the Journal of Applied Psychology. The study focused specifically on research topic, research design, and identified limitations. Following a content analysis of 2,402 articles, it was found that internal validity threats were the most commonly reported limitations. The large sample used is one of the major strengths of the study. More importantly, the theoretical and practical significance of the study is immense. It is imperative for I/O psychology researchers to improve internal and external validity...

In other words, I/O psychology research ought to be relevant across diverse settings. From a practice perspective, generalizability is vital for ensuring effective interventions are implemented at the workplace.
Reference

Dwivedi, U., Kumari, S., & Nagendra, H. (2015). Model of yoga intervention in industrial organizational psychology for counterproductive work behavior. Industrial Psychiatry Journal, 24, 119-124.

DOI: 10.4103/0972-6748.181730

Annotation

This article provides a review of literature on the connection between yoga and counterproductive work behavior. The review shows that yoga can improve an individual’s mental and physical health through posture, breathing, and meditation techniques. Workplace stressors can impose a great deal of psychological, physical, and/or behavioral stress on workers, resulting in counterproductive work behaviors such as aggression and negative affectivity. Yoga interventions can be used at the workplace to address this problem. Through yoga, individuals can become aware of their aggression and negative emotions, thereby reducing counterproductive work behaviors. This article has important implications for industrial organizational psychology. Organizational psychologists can rely on yoga techniques to address psychological issues amongst employees.

Reference

Maynard, D., Bachiochi, P., & Luna, A. (2002). An evaluation of industrial/organizational psychology teaching modules for use in introductory psychology. Teaching of Psychology, 29(1), 39-43.

http://dx.doi.org/10.1207/S15328023TOP2901_10

Annotation

Most introductory psychology courses and textbooks have paid little or no attention to I/O psychology. As a result, Maynard, Bachiochi & Luna (2002) sought to evaluate four SIOP (Society for Industrial and Organizational Psychology) modules. The modules were presented to 333 students drawn from two northeastern public universities in the U.S. The presentation of the modules was found to be effective in improving student’s familiarity with I/O concepts. Also, participants showed more willingness to pursue an I/O psychology course following the presentations. The findings of this article have crucial implications for the teaching of I/O psychology courses. By following SIOP guidelines, I/O psychology instructors can make I/O psychology concepts…