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December 2020, Volume 13, Issue 4
- 443-460 Teaching I-O psychology to undergraduate students: Do we practice what we preach?
by Kath, Lisa M. & Salter, Nicholas P. & Bachiochi, Peter & Brown, Kenneth G. & Hebl, Mikki
- 461-466 Enacting leadership: The reciprocal influence between instructor and student
by Pelletier, Kathie L.
- 467-470 Providing thoughtful performance feedback in the classroom
by Castille, Ann-Marie R.
- 471-473 Teaching I-O psychology: Interwoven ethics and integrated examples
by Oliveira, Justina M.
- 474-478 Walk the talk: Incorporating virtual team research in the classroom
by Olson-Buchanan, Julie B. & Sahatjian, Zhanna & Sterling, Christopher M.
- 479-481 Balancing empathy: Can professors have too much?
by Sachdev, Aditi Rabindra & Lapine, Caitlin M. & Sachdeva, Anmol
- 482-486 Fostering an inclusive classroom environment with evidence-based approaches
by Craig, Lydia & Kuykendall, Lauren
- 487-491 At the frontier of teaching and practice: Relevant issues for nontraditional undergraduate I-O psychology
by LeNoble, Chelsea A. & Roberts, Donna L.
- 492-496 Including I-O psychology content and principles in classrooms to increase I-O visibility
by Fletcher, Keaton A. & French, Kimberly A. & Kidwell, Kate E. & Burnett, Claire E.
- 497-504 Applying best practices from industrial-organizational psychology to undergraduate research experiences
by Liu, Sin-Ning Cindy & Brown, Stephanie E. V. & Mendoza, Anjelica & Bergman, Mindy
- 505-508 Small changes that increase student engagement
by Stetz, Thomas A.
- 509-514 I-O psychology for everyone: Use of culturally responsive teaching to increase diversity and inclusion in undergraduate classrooms
by Rogelberg, Sandra L. & Summerville, Karoline & Ruggs, Enrica N.
- 515-518 Supporting student psychological well-being in the I-O psychology classroom
by Edwards, Marissa S. & Ashkanasy, Neal M. & Martin, Angela J.
- 519-523 An open-systems approach to course redesign: Moving beyond the pulpit
by Cruz, Mateo & Golom, Frank D.
- 524-527 Inclusion in the classroom: Contextual antecedents and actionable recommendations
by Vega, Dulce M. & Lavigne, Kristi N. & Abou-Elias, Jasmine L.
- 528-531 Teaching I-O psychology for the greater good
by Kato, Anne E.
- 532-535 Practice what we preach, think how we teach
by Ng, Matthew A. & Horan, Kristin
- 536-539 Radical candor: Creating a feedback culture based on learner care and empowerment
by Mharapara, Tago L. & Staniland, Nimbus A.
- 540-543 The future of learning: Teaching industrial and organizational psychology in all modalities
by Ahmad, Afra Saeed & Zhou, Steven & Ayers, Tom
- 544-547 Stressing the importance of mental health in I-O courses
by Mendoza, Saaid A.
- 548-554 Applying I-O theories in classrooms: An examination from the power perspective
by Hernandez, Joel & Mahabir, Bhindai & Cheung, Ho Kwan
- 555-558 Building the Field of Dreams: Pop culture as a means of reaching students
by Mazzola, Joseph J. & Baldwin, Nicholas A. F.
- 559-563 “Selling” I-O psychology to non-I-O psychologists: A perspective on small, medium, and large changes
by DiazGranados, Deborah & Bamberg, Ashley & Allen, Joseph A. & Reiter-Palmon, Roni & Lee Gibson, Jennifer & Savage, Nastassia M.
- 564-567 Avoiding assumptions: A simple exercise to create shared vision in the classroom
by Scott, Justin T.
- 568-571 Teaching for retention: I-O students should not be the shoemaker’s children
by Spector, Paul E.
- 572-576 Giving better feedback in the classroom
by Levy, Paul E. & Thibodeau, Ryan K. & Tseng, Steven T.
- 577-580 Practicing what “we are learning”: Insights and perspectives from graduate student instructors
by Ayres, Thomas B. & Winterberg, Chase A.
- 581-584 Practicing what we preach and serving whom we teach
by Nastasi, Anna K. & Voyles, Elora & Page, Kyle J.
- 585-589 Who’s your audience? Expanding I-O teaching to non-I-O students
by Zhou, Steven & Ahmad, Afra S.
- 590-593 Extending the way we educate undergraduate students about I-O psychology: A career services perspective
by Gentry, William A.
- 594-598 Putting Gen Z first: Educating with a generational mind-set
by Pueschel, Andrew & Johnson, Ryan C. & Dhanani, Lindsay Y.
- 599-609 Agility in the workplace: Conceptual analysis, contributing factors, and practical examples
by Petermann, Moritz K. H. & Zacher, Hannes
September 2020, Volume 13, Issue 3
- 273-290 Prestige and relevance of the scholarly journals: Impressions of SIOP members
by Highhouse, Scott & Zickar, Michael J. & Melick, Sarah R.
- 291-294 Is where you are more important than who you are?
by Saks, Alan M. & Gruman, Jamie A.
- 295-306 Pardon my French: On superfluous journal rankings, incentives, and impacts on industrial-organizational psychology publication practices in French business schools
by Orhan, Mehmet A.
- 307-311 I-O Psychology and management journal prestige in business schools: Do institutional versus individual views differ?
by Oh, In-Sue & Van Iddekinge, Chad H.
- 312-315 Publish or perish, but what about practice?
by Davis, Alicia S. & Van Sickle, Sofia S. & Shirley, Saskia & Feitosa, Jennifer
- 316-320 I-O psychology’s top journals at the bottom of the TOP ranking: Should we consider openness and transparency when ranking journals?
by Powell, Deborah M. & Spence, Jeffrey R. & Stanley, David J.
- 321-327 Prestige does not equal quality: Lack of research quality in high-prestige journals
by Köhler, Tine & DeSimone, Justin A. & Schoen, Jeremy L.
- 328-333 The TOP factor: An indicator of quality to complement journal impact factor
by Kepes, Sven & Banks, George C. & Keener, Sheila K.
- 334-338 Enabling practical research for the benefit of organizations and society
by Geimer, Jennifer L. & Landers, Richard N. & Solberg, Emily G.
- 339-344 The global impact of North American journal prestige: Understanding its effects on faculty life throughout the world
by Nichols, Austin Lee & Glazer, Sharon & Ion, Andrei & Moukarzel, Rana
- 345-365 Successful aging at work: A process model to guide future research and practice
by Kooij, Dorien T. A. M. & Zacher, Hannes & Wang, Mo & Heckhausen, Jutta
- 366-368 Who has the option to age successfully at work? Considering nonwork factors
by Davenport, Meghan K. & Beier, Margaret E.
- 369-373 Advancing our understanding of successful aging at work: A socioemotional selectivity theory perspective
by Cubrich, Marc & Petruzzelli, Alexandra
- 374-376 The role of leader-member exchange in successful aging at work
by Fernandes, Erica & Shea, John N. & Rogers, Nicole & Smith, Crystal & Rogers, Evelyn
- 377-382 Putting successful aging into context
by Petery, Gretchen A. & Iles, Lucinda J. & Parker, Sharon K.
- 383-387 On the limits of agency for successful aging at work
by Rauvola, Rachel S. & Rudolph, Cort W.
- 388-394 “Midlife crisis” on the road to successful workforce aging
by Burke, Vanessa & Grandey, Alicia A.
- 395-398 This time with feeling: Aging, emotion, motivation, and decision making at work
by Mikels, Joseph A. & Stuhlmacher, Alice F.
- 399-402 Successful aging at work: reflections on alpha, beta, and gamma change for older workers and the 2020 SIOP workforce trends
by Olson, Deborah A. & Shultz, Kenneth S.
- 403-407 What’s age got to do with it? You may be surprised!
by Allen, Kristin & van Someren, Gerianne & Gutierrez, Sara
- 408-412 Clarifying multilevel and temporal influences on successful aging at work: An ecological systems perspective
by Marcus, Justin
- 413-416 How bias thwarts successful aging at work
by Corrington, Abby & Ng, Linnea C. & Phetmisy, Cassandra N. & Watson, Ivy & Wu, Felix Y. & Hebl, Mikki
- 417-421 A step forward: from conceptualizing to measuring successful aging at work
by Taneva, Stanimira K. & Yankov, Georgi P.
- 422-425 Successfully aging at work or successfully working while aging? The importance of older workers’ psychological well-being
by Jimenez, William P.
- 426-441 YouScience: mitigating the skills gap by addressing the gender imbalance in high-demand careers
by McCloy, Rodney A. & Rottinghaus, Patrick J. & Park, Chan Jeong & Feller, Rich & Bloom, Todd
June 2020, Volume 13, Issue 2
- 117-136 Coffee and controversy: How applied psychology can revitalize sexual harassment and racial discrimination training
by Hayes, Theodore L. & Kaylor, Leah E. & Oltman, Kathleen A.
- 137-141 Expanding the footprint of sexual harassment prevention training: A power, credit, and leadership perspective
by Griffith, Jennifer A. & Medeiros, Kelsey E.
- 142-146 Mindfulness complements sexual harassment and racial discrimination training by counteracting implicit gender and race biases
by Yang, Tao
- 147-153 Why is training the only answer?
by Hernandez, Theresa R. & Bergman, Mindy E. & Liu, Sin-Ning Cindy
- 154-158 Observer intervention training—filling an important gap
by Khanna, Charu & Shyamsunder, Aarti
- 159-162 Legal factors shaping workplace harassment training
by Winterberg, Chase A.
- 163-167 Sexual harassment training: A need to consider cultural differences
by Mishra, Vipanchi & Davison, H. Kristl
- 168-173 Looking beyond training as a solution to workplace sexual harassment and discrimination
by Latham, Jillian Anne
- 174-177 The model minority but not management material? The importance of anti-bias interventions to promote leadership opportunities for Asian Americans
by Mouton, Amanda & Cox, Cody B. & Pool, Gregory J.
- 178-181 Expanding the focus: How considering gender and sexual minority experiences can improve sexual harassment training
by Cubrich, Marc
- 182-185 Integrating discrimination training with CSR programs
by George, Felix
- 186-190 Changing the narrative on harassment and discrimination training: Building an organizational culture with healthy professional boundaries
by Perry, Sara Jansen
- 191-195 One size does not fit all: Taking trainees’ personal characteristics into consideration in sexual harassment and racial discrimination training
by Icekson, Tamar & Tziner, Aharon & Bareket-Bojmel, Liad
- 196-199 Together we stand: Ally training for discrimination and harassment reduction
by Gardner, Danielle M. & Alanis, Jo M.
- 200-204 Trainees as consumers? How marketing can revitalize sexual harassment and racial discrimination training
by Purvanova, Radostina K. & Bryant, Andrew
- 205-207 Can harassment and discrimination training be less WEIRD?
by Donnelly, Lilah I. & Ran, Shan
- 208-212 Who else besides (White) women? The need for representation in harassment training
by Danna, Gabrielle C. & Hernandez, Joel & Mahabir, Bhindai & Nandigama, Dhanisha & Cheung, Ho Kwan
- 213-215 Receptivity to sexual harassment and racial discrimination training: You can’t learn what you won’t hear
by Salter, Nicholas & Roman, Jenna-Lyn R.
- 216-218 Coffee and corporate social responsibility: Not as simple as revitalizing training
by Burrows, Dominique & Phetmisy, Cassandra N. & Watson, Ivy & Brown, Ryan L. & Beier, Margaret E.
- 219-224 Rethinking how to manage harassment and discrimination in the workplace
by Keeler, Justin B. & Goodman, Madison B. & Faught, Kent S. & Whaley, Kimbra D.
- 225-229 A culture of respect: Leader development and preventing destructive behavior
by Wallace, David M. & Raver Luning, Celeste & Rosenstein, Judith E. & Ledford, Andrew & Cyr-Roman, Barbara
- 230-235 Who says what (and how) to whom: A multilevel approach to improving workplace bias training
by Zabel, Kevin L. & Zabel, Keith L.
- 236-241 Expanding how we think about diversity training
by Robinson, Ashley N. & Arena, David F. & Lindsey, Alex P. & Ruggs, Enrica N.
- 242-245 Landing on the wrong planet: Practical guidance for bridging the gap between I-O psychology and key stakeholders
by Jalil, Daroon & Zhu, X. Susan & Alonso, Alexander
- 246-271 Addressing the so-called validity–diversity trade-off: Exploring the practicalities and legal defensibility of Pareto-optimization for reducing adverse impact within personnel selection
by Rupp, Deborah E. & Song, Q. Chelsea & Strah, Nicole
March 2020, Volume 13, Issue 1
- 1-27 Supporting robust, rigorous, and reliable reviewing as the cornerstone of our profession: Introducing a competency framework for peer review
by Köhler, Tine & González-Morales, M. Gloria & Banks, George C. & O’Boyle, Ernest H. & Allen, Joseph A. & Sinha, Ruchi & Woo, Sang Eun & Gulick, Lisa M. V.
- 28-31 Using results-blind reviewing to support the peer review competency framework
by Kreamer, Liana & Rogelberg, Steven G.
- 32-36 An empirical exploration of reviewers’ and editors’ roles fostering high quality research during peer review
by Ross, Roxanne & Heggestad, Eric D.
- 37-40 Reviewing is its own reward … but should it be? Incentivizing peer review
by Collier-Spruel, Lauren
- 41-44 Lack of expertise means it is not a peer review
by Schoen, Jeremy L.
- 45-47 Should you sign your reviews? Open peer review and review quality
by Zhang, Don C. & Smith, Rachel Williamson & Lobo, Sheryl
- 48-50 Peer review and role conflict
by de Voogt, Alex & Runge, J. Malte
- 51-53 Bringing the review process into the 21st century: Post-publication peer review
by Harms, P. D. & Credé, Marcus
- 54-56 In our English-only research world, there is a need for reviewers who are tolerant of imperfect texts from non-anglophone authors
by König, Cornelius J. & Bajwa, Nida ul Habib
- 57-60 Context matters: Developing peer reviewers to advance science and practice
by Allen, Kristin & Geimer, Jennifer L. & Popp, Eric
- 61-63 Quality standards and training are important in the peer review process, but what about engagement?
by Jordan, Peter J.
- 64-67 About competencies and situations: A trait-activation approach to the competency framework for peer review
by Hofmans, Joeri & Vantilborgh, Tim & De Gieter, Sara
- 68-71 Split roles in peer reviewing
by Spector, Paul E.
- 72-75 Navigating the review process through the holier than thou
by Vancouver, Jeffrey B.
- 76-83 Methodological checklists for improving research quality and reporting consistency
by Eby, Lillian T. & Shockley, Kristen M. & Bauer, Talya N. & Edwards, Bryan & Homan, Astrid C. & Johnson, Russell & Lang, Jonas W. B. & Morris, Scott B. & Oswald, Frederick L.
- 84-89 Recommendation: Add a competency on diversity and inclusion
by Liu, Sin-Ning Cindy & Bergman, Mindy E. & Hernandez, Theresa R.
- 90-102 Leadership concepts in manufacturing environments: A brief historical review and conclusion with recommendations for education and training of I-O psychologists
by Tinker-Walker, Karen A. & Walker, Jimmy D.
- 103-116 Is the future of leadership development wearable? Exploring self-tracking in leadership programs
by Ruderman, Marian N. & Clerkin, Cathleen
December 2019, Volume 12, Issue 4
- 357-375 Regulating rude: Tensions between free speech and civility in academic employment
by Cortina, Lilia M. & Cortina, Michael G. & Cortina, JosÃ© M.
- 376-380 Looking on the bright side: Rewarding civil behavior in academia
by Manegold, Jennifer G. & VanMeter, Rebecca A. & Casper, Wendy J.
- 381-384 Civility and voice: From â€œcivility warsâ€ to constructive engagement
by Praslova, Ludmila N.
- 385-390 Repercussions of incivility and hostile expressions in academia: A legal perspective
by Aharoni-Goldenberg, Sharona & Tziner, Aharon & Barnett, Dana
- 391-394 Juggling in heels: The struggle of female professors to balance civility and free speech without suffering from negative student evaluations
by Lapine, Caitlin M. & Sachdev, Aditi Rabindra
- 395-399 Civility 101: Free speech, social media, and university faculty
by Oâ€™Connor, Kimberly W. & Schmidt, Gordon B.
- 400-404 Toward a workplace that facilitates civility while encouraging prosocial and remedial voice
by Olson-Buchanan, Julie B. & Boswell, Wendy R. & Lee, Young Eun
- 405-407 Can we select for respect in academe?
by Walsh, Benjamin M. & Kabat-Farr, Dana & Matthews, Russell A. & Schulte, Benjamin D.
- 408-411 Unpacking the role of power in incivility
by Demsky, Caitlin A.
- 412-418 Civility, anti-racism, and inclusion
by Bergman, Mindy E.
- 419-420 Freedom of speech: Friend or foe? An investigation of epistemic violence in academic spaces
by Harmata, Rebecca
- 421-424 Regulating individual expressions of faith: A balancing act for organizations
by Beane, David A. & Viswesvaran, Chockalingam
- 425-428 Combating incivility: I-O can get by with a little help from our friends
by Morgan, Whitney Botsford & Waples, Ethan P. & Neale, Nathan R.
- 429-443 Work: What is it good for? (Absolutely nothing)â€”a critical theoristâ€™s perspective
by Mumby, Dennis K.
- 444-447 Deriving meaning from work is neither new nor bad
by Alliger, George M.
- 448-450 What is work good for? A positive organizational psychology perspective
by Gruman, Jamie A. & Saks, Alan M.
- 451-453 Organizational psychologyâ€™s contribution to the evolution of work and its environmental impact
by Olenick, Jeffrey & Bradburn, Jacob
- 454-455 Not all work is paid work, and perhaps eventually none of it will be
by Toaddy, Steven
- 456-459 A critical perspective on â€œcritical organizational scholarshipâ€
by Zacher, Hannes
- 460-462 Work: What is it good for? Almost everything!
by Humphrey, Ronald H. & Miao, Chao & Qian, Shanshan
- 463-468 Good work, poor work? We need to go far beyond capitalism to answer this question
by Andrei, Daniela M. & Van den Broeck, Anja & Parker, Sharon K.
- 469-472 Work is a win-win: A labor economics perspective
by Roatch, Jackson & Acosta, Jennifer
- 473-478 The conundrum of industrial-organizational psychology
by Lefkowitz, Joel
- 479-481 What can Marxist theories of capitalism tell us about organizational and occupational behaviors?
by Lake, Christopher J. & Rewinkel, Kimberly E.
- 482-486 What could critical theory have done to help my father? (Absolutely nothing)
by Aldag, Ramon J.
- 487-490 Take this job and shove it â€¦ or not: Conflicting forces in post-Fordist work
by Curtis, Bill
- 491-494 Whatâ€™s the gig deal? Examining contemporary work issues in the gig economy
by Bricka, Traci M. & Schroeder, Amber N.
- 495-496 Beyond explicit communication involved in the critical communication perspective
by Kohn, Harry L.
- 497-500 Servants of power redux
by Zickar, Michael J.
- 501-503 #I-Os matterâ€”extending I-O research and theory even further into the design and implementation of sexual assault and harassment training: A STEM-based example
by Burleson, Seterra D. & Major, Debra A.
September 2019, Volume 12, Issue 3
- 215-233 Revolution or 30-year fad? A role for I-O psychology in Lean management
by Balzer, William K. & Brodke, Michelle H. & Kluse, Christopher & Zickar, Michael J.
- 234-238 Lean is above all a human endeavor
by Oâ€™Brien, Katharine Ridgway & Forman, Jacqueline B.
- 239-242 An ethical role for I-O psychology in Lean management
by Rauvola, Rachel S. & Thomas, Candice L.
- 243-246 Getting in the game: I-O psychologists as debunkers and testers of business practice
by Islam, Sayeedul & Schmidt, Gordon B.
- 247-250 Leaning on a hybrid approach: A case for Lean Six Sigma
by Pierce, Shannon & Dalal, Dev
- 251-254 The need for goal-setting theory and motivation constructs in Lean management
by Schmidt, Gordon B.
- 255-259 The salutary role of collective and individual mindfulness in Lean management
by Yang, Tao
- 260-263 The challenges of Lean management research and practice in the field of entrepreneurship: The roles of I-O psychology theories and I-O psychologists
by Miao, Chao & Qian, Shanshan & Humphrey, Ronald H.
- 264-266 Linking I-O and Lean: Lessons from high performance work systems
by Subramony, Mahesh
- 267-271 Further linking Lean management and I-O psychology: A focus on capacity buffers
by LeNoble, Chelsea A. & Fredendall, Lawrence D.
- 272-276 Applying Lean to cognitively complex work
by Curtis, Bill
- 277-301 Here to stay or go? Connecting turnover research to applied attrition modeling
by Speer, Andrew B. & Dutta, Subhadra & Chen, Menghan & Trussell, Glenn
- 302-305 Are all voluntary attritions created equally? Understanding the need to incorporate employee diversity into attrition modeling
by Obenauer, William G.
- 306-309 Two messages from the other side of the turnover coin: â€œHere to stay or go?â€ and â€œShould I stay or should I go?â€
by Rothausen, Teresa J. & Henderson, Kevin E.
- 310-313 Disparate treatment and adverse impact in applied attrition modeling
by Castille, Christopher M. & Castille, Ann-Marie R.
- 314-319 Starting with the basics: Getting turnover rates right
by Stanek, Kevin C.
- 320-325 Turnover modeling and event history analysis
by McCloy, Rodney A. & Purl, Justin D. & Banjanovic, Erin S.
- 326-329 Turnover as decisions: How judgment and decision-making (JDM) research can inform turnover modeling
by Zhang, Don C.
- 330-333 Big data opportunities for advancing turnover theory: A case for inductive and abductive research
by Woo, Sang Eun
- 334-337 The other published literature: Attrition modeling in the U.S. military as a bridge between turnover science and practice
by Putka, Dan J. & McCloy, Rodney A. & Van Iddekinge, Chad H. & Le, Huy
- 338-341 Selecting for retention: Understanding turnover prehire
by Gibson, Carter & Koenig, Nick & Griffith, Jennifer & Hardy, Jay H.
- 342-344 Bystander as a Band-Aid: How organization leaders as active bystanders can influence culture change
by Meyer, Caitlin & Zelin, Alexandra I.
- 345-349 Blurred lines: How to approach sexual harassment training when sexual harassment isnâ€™t always about sex
by Hamilton, Kelly M. & Snoeyink, Megan J. & Martinez, Larry R.
- 350-354 Empower the powerless: Practical implications for breaking silence
by Wang, Yi-Ren & Huh, Youjeong
- 355-355 Assessment and development first requires a deeper understanding of unique categories of senior leaders: A focus on CEOs and C-level executives â€” ERRATUM
by Hiller, Nathan J. & Peterson, Suzanne J.
June 2019, Volume 12, Issue 2
- 119-132 Personality testing and the Americans With Disabilities Act: Cause for concern as normal and abnormal personality models are integrated
by Melson-Silimon, Arturia & Harris, Alexandra M. & Shoenfelt, Elizabeth L. & Miller, Joshua D. & Carter, Nathan T.
- 133-137 Assessing ideal personalities at work: Is it all just a little bit of history repeating?
by Castille, Christopher M. & Castille, Ann-Marie R. & Williamson Smith, Rachel
- 138-142 Adverse impact as disability discrimination: Illustrating the perils through self-control at work
by Saxena, Mahima & Morris, Scott B.
- 143-150 Personality assessment for work: Legal, I-O, and clinical perspective
by Dilchert, Stephan & Ones, Deniz S. & Krueger, Robert F.
- 151-156 Personality and the ADA: Ameliorating fairness concerns and maintaining utility
by Gonzalez, Manuel F. & Capman, John F. & Martin, Nicholas R. & McClure Johnson, Tara & Theys, Evan R. & Boyce, Anthony S.
- 157-162 Constructs versus measures in personality and other domains: What distinguishes normal and clinical?
by Wiernik, Brenton M. & Bornovalova, Marina A. & Stark, Stephen E. & Ones, Deniz S.
- 163-166 Critically evaluating the use of dark trait measurement in selection
by Reichin, Sydney L. & Grimaldi, Elizabeth M. & LeBreton, James M.
- 167-171 Personality testing and the Americans With Disabilities Act: An applicant/employee perspective
by Smith, Rachel Williamson & Hulett, Anna L. & Maples-Keller, Jessica L.
- 172-176 A clarification of ADA jurisprudence for personality-based selection
by Winterberg, Chase A. & Tapia, Michael A. & Nei, Kimberly S. & Brummel, Bradley J.
- 177-183 Tilting at windmills and improving personality assessment practices
by Christiansen, Neil D. & Fisher, Peter A. & Robie, Chet & Quirk, Stuart
- 184-189 There is no â€œabâ€ in â€œnormalâ€ : Bridging the gap between adaptive and maladaptive personality
by van Someren, Gerianne & Livesey, Alexandra & Gutierrez, Sara & Khabo, Noma
- 190-194 General and clinical personality assessment in workplace settings: Lines in the sand or regions on the beach?
by Donahue, John J. & Thompson, Rebecca J.
- 195-198 Assessment trepidation for FFM personality tests: Much â€œADAâ€ about nothing?
by Taylor, Matthew J. & Wexler, Breanna R. & Merritt, Stephanie M.
- 199-205 Zu lieben und zu arbeiten: Was Freud right all along?
by Cucina, Jeffrey M. & Hayes, Theodore L. & Walmsley, Philip T.
- 206-210 Just because itâ€™s dark doesnâ€™t mean that we canâ€™t go there
by Harms, P. D. & Wood, Dustin & DeSimone, Justin A.
- 211-214 Assessment and development first requires a deeper understanding of unique categories of senior leaders: A focus on CEOs and C-level executives
by Hiller, Nathan J. & Peterson, Suzanne J.
March 2019, Volume 12, Issue 1
- 1-19 #Ustoo: How I-O psychologists can extend the conversation on sexual harassment and sexual assault through workplace training
by Medeiros, Kelsey & Griffith, Jennifer
- 20-24 If we build it, will they come? Lack of incentives as barriers to implementing effective sexual harassment training
by Bilotta, Isabel & Davenport, Meghan K. & Wu, Felix Y. & Beier, Margaret E.
- 25-29 A missing perspective: Considering survivors in sexual misconduct training
by Dhanani, Lindsay Y. & Johnson, Ryan C. & Colton, Cassandra E. & Hall, Taylor K.
- 30-33 When training backfires and what can be done about it
by Steele, Logan M. & Vandello, Joseph A.
- 34-38 Moving beyond employees: Antitrafficking training as facilitating social change
by Mills, Maura J. & Tortez, Leanne M. & Blanton, Robert
- 39-41 Donâ€™t forget the role of civility interventions in workplace sexual harassment
by Walsh, Benjamin M. & Magley, Vicki J.
- 42-47 Ending harassment is about changing power structures more than providing training
by Bergman, Mindy E.
- 48-51 Evidence-based recommendations for improved design of sexual harassment training
by Eatough, Erin M. & Waters, Shonna D. & Kellerman, Gabriella R.
- 52-57 Incorporating bystander intervention into sexual harassment training
by Lee, So Yun & Hanson, Matthew David & Cheung, Ho Kwan
- 58-63 Teenage workers need sexual harassment training, #TeensToo
by Stewart, Susan M. & Davison, H. Kristl
- 64-67 Improving the measurement of sexual harassment climate
by Goldberg, Caren & Ahmad, Afra
- 68-72 Improving sexual harassment training effectiveness with climate interventions
by Gutworth, Melissa B. & Howard, Matt C.
- 73-78 Actions of little consequence
by Islam, Sayeedul & Zhu, Xu & Jacobs, Holly & Nair, Ranjit
- 79-83 Expanding the discourse surrounding sexual harassment: The case for considering experienced and observed hostile sexism, benevolent sexism, and gendered incivility
by Chawla, Nitya & Wong, Elena M. & Gabriel, Allison S.
- 84-88 Improving sexual harassment and sexual assault training effectiveness by aligning training efforts with business strategy
by Bagdasarov, Zhanna & Olson-Buchanan, Julie & MacDougall, Alexandra E.
- 89-92 Sexual harassment training: Often necessary but rarely sufficient
by Perry, Elissa L. & Kulik, Carol T. & Golom, Francis D. & Cruz, Mateo
- 93-95 Workplace civility training: An antidote to traditional sexual harassment training
by Nagy, Mark S. & Curl-Nagy, Deborah J.
- 96-99 Sexual harassment and sexual assault training: Consider the industry
by Madera, Juan M. & Lee, Lindsey & Dawson, Mary
- 100-105 Beyond â€œchecking the boxâ€ : Using accountability to promote the effectiveness of sexual misconduct training
by Sachdev, Aditi Rabindra & Grossman, Rebecca & Burke-Smalley, Lisa A.
- 106-109 Reporting sexual harassment: The role of psychological safety climate
by Singletary Walker, Sarah & Ruggs, Enrica N. & Taylor, Regina M. & Frazier, M. Lance
- 110-114 Sexual assault prevention and the U.S. Navy: An overview
by Baran, Benjamin E. & Clinton-Sherrod, Monique & Sobeck, Philip E.
- 115-118 Sexual harassment and sexual assault training needs analysis for journalists
by Brummel, Bradley & Newman, Elana & Arnold, Bret & Slaughter, Autumn
December 2018, Volume 11, Issue S1
December 2018, Volume 11, Issue 4
- 543-581 Recommended Practices for Academics to Initiate and Manage Research Partnerships With Organizations
by Lapierre, Laurent M. & Matthews, Russell A. & Eby, Lillian T. & Truxillo, Donald M. & Johnson, Russell E. & Major, Debra A.
- 582-585 Allies From Within: I-O Practitioners in Organizations
by Lowery, Meghan & Nadler, Joel & Putka, Dan J.
- 586-588 TL;DR: Focus on the Relationships, and Partnerships Will Come
by Dekas, Kathryn & Kurkoski, Jennifer & Welle, Brian
- 589-593 Art of the Sale: Recommendations for Sharing Research With Mainstream Media and Senior Leaders
by Zhang, Don C.
- 593-595 Maintain a Web Presence So Practitioners Can Find You
by Borneman, Matthew J.