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June 2022, Volume 15, Issue 2
- 151-171 Online I-O graduate education: Where are we and where should we go?
by Kraiger, Kurt & Fisher, Sandra & Grossman, Rebecca & Mills, Maura J. & Sitzmann, Traci
- 172-176 Evaluating online I-O graduate programs: An information-seeking guide for prospective students
by Ayres, Thomas B. & Osborn, Seth A.
- 177-180 Beyond learning outcomes: Creating equitable learning environments in online I-O graduate education
by Lynner, Brittany N. & Finch, Hannah M.
- 181-185 What does online I-O education really need? Perspectives of online program affiliates
by Logan, Kristi & Reynolds Kueny, Clair & LeNoble, Chelsea & Sanchez, Diana & Whinghter, Jeanie
- 186-189 Keys to effective online I-O master’s programs: Ensuring employability
by Stone, Nancy J. & Shoenfelt, Elizabeth L. & Kottke, Janet L.
- 190-194 The overlooked role of concurrent employment in online graduate education in industrial-organizational psychology
by Maneotis, Sarina M. & Warren, Chi-Leigh Q.
- 195-199 Optimizing an online I-O program: Tips and lessons learned from launching an online master’s program
by Ahmad, Afra S. & Stagl, Kevin C. & Zhou, Steven & Zaccaro, Stephen J.
- 200-204 Reflections on creating and maintaining supportive graduate program culture online: Lessons learned from a top-ranked doctoral program
by Major, Debra A. & Eggler, Kristen D. & Burleson, Seterra D.
- 205-207 A central decision in online course design: To go synchronous or asynchronous?
by Castille, Ann-Marie R.
- 208-211 Online graduate programs: Better equity for industrial-organizational psychologists among disadvantaged groups
by Lapine, Caitlin M. & Sachdev, Aditi R.
- 212-219 Additional (and not leaky) pipelines: Online faculty positions to diversify I-O psychology
by Bernard, Liana & Martinez, Larry R. & Kulason, Kay
- 220-235 Ethical decision making in the 21st century: A useful framework for industrial-organizational psychologists
by Banks, George C. & Knapp, Deirdre J. & Lin, Li & Sanders, Chanda S. & Grand, James A.
- 236-240 Advancing ethical decision making in industrial-organizational psychology
by Lowman, Rodney L.
- 241-245 Increasing the saliency of ethical decision making for SIOP members
by Shoenfelt, Elizabeth L. & Kottke, Janet L. & Stone, Nancy J.
- 246-249 Using inclusive assessments to support ethical decision making in organizations
by Allen, Kristin S. & Burnard, Mark
- 250-254 The new age of ethics: University-led education and student-led discussion
by Courey, Karyssa A. & Ruffin, Makai A.
- 255-258 Extending the ethical decision-making framework: Introducing the complexities and nuances of diversity and inclusion
by Polavarapu, Aarti & Huynh, Christopher & Salter, Nicholas P.
- 259-272 How we can bring I-O psychology science and evidence-based practices to the public
by Rogelberg, Steven G. & King, Eden B. & Alonso, Alexander
- 273-276 For the public, it might be an evidence-based practice not to listen to I-O psychologists
by Kulikowski, Konrad
- 277-279 I-O psychologists as the leaders in the “Wittgensteinian Shortfall” recovery: Improving our science communication
by Smith, Nicholas A. & Huffman, Ann Hergatt
- 280-283 Bringing evidence to others: Know your audience first
by Eyring, James D.
- 284-288 Better together: It’s time to unify, centralize, and market our competitive advantage
by Rotolo, Christopher T. & Allen, Julian B.
- 289-293 Science communication: Eight perils, but one pearl to make it all worth it
by Zhou, Steven
- 294-297 Going upstream: Recommendations for training the next generation of I-O influencers
by Perpich, Rachel A. & Brossoit, Rebecca M. & Fisher, Gwenith G. & Kath, Lisa M. & Kunz, James J.
- 298-301 Evidence-based case studies in I-O education for public impact
by Carpini, Joseph Alexandre
- 302-305 Using the resources we have for community outreach: A community engagement assignment for graduate and undergraduate I-O students
by Kottke, Janet L. & Shultz, Kenneth S.
- 306-310 The Institute for Smarter Work doesn’t exist—but it could
by Baran, Benjamin E. & Everett, Christopher W.
- 311-313 Bringing I-O psychology to the (re)public
by Yost, Paul & Reeves, Kristine
March 2022, Volume 15, Issue 1
- 1-45 Job analysis and job classification for addressing pay inequality in organizations: Adjusting our methods within a shifting legal landscape
by Strah, Nicole & Rupp, Deborah E. & Morris, Scott B.
- 46-50 In analyses of the gender pay gap, job analysis, and O*NET don’t get a lot of respect, but they should
by Conte, Jeffrey M. & Robison, Jessica L. & Tricarico, Andrew J.
- 51-54 What makes jobs too dissimilar to compare in a pay equity analysis?
by Aamodt, Michael G. & Haimann, Cliff
- 55-60 Metrics for assessing similarity of jobs
by Hough, Leaetta M. & Russell, Teresa L.
- 61-64 If sex discrimination in pay is still a societal problem, job evaluation is the answer
by Barrett, Gerald V.
- 65-69 Practicality of job analysis in today’s world of work
by Keeler, Justin B. & Brock Baskin, Meagan E. & Lambert, Abbie & Clinton, M. Suzanne & Barger Johnson, Jennifer
- 70-72 Adding competency models to the pay equity toolbox
by Popp, Eric & Allen, Kristin S. & Gutierrez, Sara
- 73-75 Minding employee pay equality policy perceptions
by Laguerre, Rick A.
- 76-94 Side effects associated with organizational interventions: A perspective
by Watts, Logan L. & Gray, Bradley E. & Medeiros, Kelsey E.
- 95-98 Open systems, closed interventions? A way forward requires systems thinking
by Brown, Shanique G. & Fowlin, Julaine M.
- 99-104 The power of process theories to better understand and detect consequences of organizational interventions
by Braun, Michael T. & Kuljanin, Goran & Grand, James A. & Kozlowski, Steve W. J. & Chao, Georgia T.
- 105-109 A multilevel approach for advancing organizational interventions
by LeNoble, Chelsea A. & Hudson, Matthew F.
- 110-112 Organization-based participatory research: A framework to guide intervention research in I-O psychology
by Williams, Myia S. & Patel, Vidhi H. & Sachdev, Aditi R.
- 113-116 Decolonizing intervention assessment: Qualitative and interdisciplinary approaches to understanding “side effects”
by Beckel, Julia L. O. & Gardner, Danielle M. & Prasad, Joshua J.
- 117-121 Avoiding harm, benefits of interpersonal listening, and social equilibrium adjustment: An applied psychology approach to side effects of organizational interventions
by Itzchakov, Guy & Keeler, Justin B. & Sowden, Walter J. & Slipetz, Walter & Faught, Kent S.
- 122-125 Understanding intervention effects using a desirability and foreseeability typology
by Carpini, Joseph A & Soo, Christine
- 126-129 The brighter side effects: Identification and attainment
by Khoobchandani, Nishka & Sharma, Shania & Davis, Alicia S. & Feitosa, Jennifer
- 130-134 Perfect is the enemy of good enough: Putting the side effects of intelligence testing in perspective
by Oh, In-Sue
- 135-136 Educating future researchers with an eye toward intellectual humility
by Manix, Kelly G.
- 137-149 Investigating the promise and pitfalls of pulse surveys
by Brown, Matt I.
December 2021, Volume 14, Issue 4
- 461-477 In praise of Table 1: The importance of making better use of descriptive statistics
by Murphy, Kevin R.
- 478-480 The power of the plural: Toward a better appreciation of Table 1s in meta-analytic inquiries
by Yuan, Zhenyu
- 481-485 Descriptive statistics are powerful tools for organizational research practitioners
by Acosta, Jennifer Diamond & Brooks, Scott
- 486-488 Three cheers for descriptive statistics—and five more reasons why they matter
by Credé, Marcus & Harms, P. D.
- 489-492 Descriptive statistics and advanced text analytics: A dual extension
by Campion, Emily D. & Campion, Michael A.
- 493-496 A simple solution to a complex problem: Manipulate the mediator!
by Highhouse, Scott & Brooks, Margaret E.
- 497-504 The baby and the bathwater: On the need for substantive–methodological synergy in organizational research
by Hofmans, Joeri & Morin, Alexandre J. S. & Breitsohl, Heiko & Ceulemans, Eva & Chénard-Poirier, Léandre Alexis & Driver, Charles C. & Fernet, Claude & Gagné, Marylène & Gillet, Nicolas & González-Romá, Vicente & Grimm, Kevin J. & Hamaker, Ellen L. & Hau, Kit-Tai & Houle, Simon A. & Howard, Joshua L. & Kline, Rex B. & Kuijpers, Evy & Leyens, Theresa & Litalien, David & Mäkikangas, Anne & Marsh, Herbert W. & McLarnon, Matthew J. W. & Meyer, John P. & Navarro, Jose & Olivier, Elizabeth & O’Neill, Thomas A. & Pekrun, Reinhard & Salmela-Aro, Katariina & Solinger, Omar N. & Sonnentag, Sabine & Tay, Louis & Tóth-Király, István & Vallerand, Robert J. & Vandenberghe, Christian & van Rossenberg, Yvonne G. T. & Vantilborgh, Tim & Vergauwe, Jasmine & Vullinghs, Jesse T. & Wang, Mo & Wen, Zhonglin & Wille, Bart
- 505-509 Descriptives for diversity: Harnessing the potential of Table 1 to advance inclusivity and responsible generalization in psychological research
by Mills, Maura J. & Sachdev, Aditi Rabindra
- 510-513 Spreading the word: Equipping I-O students to use descriptive statistics for effective data visualization
by Ahmad, Afra S. & Zhou, Steven
- 514-517 Evaluating hypotheses with dominance analysis
by Laguerre, Rick A.
- 518-520 Percentage of confusion accounted for
by Popp, Eric & Coughlin, Christopher
- 521-523 Challenges and pitfalls of Cinderella-izing descriptive statistics in Table 1
by Oh, In-Sue
- 524-526 What about Figure 1? Presenting descriptive figures to facilitate the interpretation of longitudinal research
by Van Fossen, Jenna A.
- 527-530 Raw data + analysis code > descriptive statistics
by Rudolph, Cort W. & Zacher, Hannes
- 531-562 The basic income: Initiating the needed discussion in industrial, work, and organizational psychology
by Hüffmeier, Joachim & Zacher, Hannes
- 563-568 Basic incomes and the dynamics of wealth accumulation, individual development, and employment opportunities
by Olenick, Jeffrey & Ryan, Ann Marie & Kuljanin, Goran
- 569-572 Benefits of a basic income for employees experiencing a mental health condition
by Carpini, Joseph A.
- 573-576 Basic income, cognitive capacity, and the workplace: The role of I-O psychology in the interdisciplinary research agenda to reduce poverty
by Olson-Buchanan, Julie B. & Vera, David R.
- 577-581 Considering the attainment of work’s latent benefits under a basic income policy
by Kaplan, Seth A. & Aitken, John A.
- 582-585 Who is called to work? The importance of calling when considering universal basic income
by Rowles, Patrick & Cox, Cody & Pool, Gregory J.
- 586-589 For the love of it: The overjustification effect and motivation crowding theory as the missing pieces in discussions of basic income’s (a)motivating potential
by Mills, Maura J.
- 590-592 What helps you hurts me: Researchers should consider how symbolic racism might affect attitudes toward basic income
by Cox, Cody B. & Pool, Gregory J.
- 593-596 Basic income: How to help women and reduce gender disparity
by Lapine, Caitlin M. & Sachdev, Aditi Rabindra & Vaghani, Sakshi
- 597-599 Work as a choice: Autonomous motivation and the basic income
by Zajack, Mark
- 600-604 Industrial, organizational, political?
by McEachern, Peter J. & Kuykendall, Lauren E.
- 605-608 The basic income and prospect theory: Implications for the field of entrepreneurship
by Qian, Shanshan & Miao, Chao & Humphrey, Ronald H.
- 609-611 Less stressed minds are creative minds: How basic income can increase employee creativity
by Lapine, Caitlin M.
- 612-615 The implementation of basic income: A mental health approach
by Mahabir, Bhindai & Hernandez, Joel & Swain, Sonal & Sih, Vania & Devkota, Bhumika
- 616-619 The influence of UBI on selection: The job seeker and applicant attraction
by Brooks, Ricardo R. & Matyasovszky, Gage & Stack, Devin
September 2021, Volume 14, Issue 3
- 297-319 Forms of ethical dilemmas in industrial-organizational psychology
by Lefkowitz, Joel
- 320-324 Uses and limitations of ethical dilemmas in understanding and applying ethics and values in industrial-organizational psychology
by Lowman, Rodney L.
- 325-330 Applying ethical dilemmas to professional ethics training and education: Practical implications and future directions
by Winterberg, Chase A. & Brummel, Bradley J. & Ayres, Thomas B. & Kerr, Ali J.
- 331-334 Resolving ethical dilemmas is a matter of developing our practical wisdom
by Yankov, Georgi P.
- 335-339 Ethics and I-O psychology: Do we just talk the talk or do we walk the walk?
by Stone, Nancy J. & Kottke, Janet L. & Shoenfelt, Elizabeth L.
- 340-344 Exploring the New Zealand’s competence-based ethical training: Guidelines for I-O psychologists
by Sachdev, Aditi Rabindra & Koreshi, Shanika Yoshini
- 345-349 Ethical dilemmas and the victim’s perspective: Broadening ethics in industrial-organizational psychology
by Thornton-Lugo, Meghan A. & Cubrich, Marc
- 350-352 Facing ethical dilemmas in industrial-organizational psychology: The case for the principle of double effect
by Fiset, John & Oldford, Erin
- 353-356 How then should we teach? Incorporating the lens of structural forms to improve ethics education
by Watts, Logan L. & Nandi, Sampoorna
- 357-359 Ethical tactics
by Popp, Eric & Popp, Nathan
- 360-366 Many forces at play: Ethical dilemmas in academic research
by Zhou, Steven & Field, James G.
- 367-370 Data theft anyone? When pro bono turns sour: Some lessons learned
by Glazer, Sharon
- 371-396 Defrag and reboot? Consolidating information and communication technology research in I-O psychology
by Hu, Xinyu (Judy) & Barber, Larissa K. & Park, YoungAh & Day, Arla
- 397-400 Attention on the fritz? The influence of information and communication technology on attentional resources
by Brooks, Ricardo & Danna, Gabrielle & Le, Huy & Matyasovszky, Gage & Nandigama, Dhanisha & Randall, Jason G.
- 401-403 Conceptualizing digital well-being and technology addiction in I-O psychology
by Dadischeck, Marvin
- 404-408 Let’s get on the same page: Conceptual clarification of individual-level information and communication technology use
by Wang, Bin & Liu, Yukun & Parker, Sharon K.
- 409-413 Reboot Hu et al.’s review of the ICT literature, but only after updates are installed
by Bobko, Philip & Potosky, Denise
- 414-418 In with the old to catalyze the new: A prescriptive framework for ICT research
by Mercado, Brittany & Giordano, Casey
- 419-422 The medium matters: Why we need a specific focus on smartphones
by Ragsdale, Jennifer M. & Ayres, Thomas B. & Wilson, Rusty
- 423-427 “I” feel(s) left out: The importance of information and communication technology in personnel selection research
by Roulin, Nicolas & Langer, Markus & Bourdage, Joshua S.
- 428-431 Toward definitional clarity of technology-assisted supplemental work: A bridge over muddied waters
by Eichberger, Clara & Zacher, Hannes
- 432-435 To understand ICT use, instead of defragmentation, we need to build requisite complexity
by Knoll, Michael & Zacher, Hannes
- 436-440 Gaps in research and practice in social media-facilitated practices at work
by Whitaker, Julia Hylton & Schroeder, Amber Nicole & Bricka, Traci Megan
- 441-443 Beyond individuals’ use of information and communication technologies (ICTs): A multilevel approach in research on ICTs
by Hu, Dishi & Oh, In-Sue
- 444-447 Practical theory about workplace technology requires integrating design perspectives
by Landers, Richard N.
- 448-450 What’s ethics got to do with it? Manager behavioral modeling in virtual environments
by Serviss, Emory
- 451-459 Augmented intelligence: The new world of surveys at work
by Black, Justin & Kurra, Goutham & Knudsen, Eric
June 2021, Volume 14, Issue 1-2
- 1-35 Pandemics: Implications for research and practice in industrial and organizational psychology
by Rudolph, Cort W. & Allan, Blake & Clark, Malissa & Hertel, Guido & Hirschi, Andreas & Kunze, Florian & Shockley, Kristen & Shoss, Mindy & Sonnentag, Sabine & Zacher, Hannes
- 36-40 Remote communication amid the coronavirus pandemic: Optimizing interpersonal dynamics and team performance
by Bilotta, Isabel & Cheng, Shannon K. & Ng, Linnea C. & Corrington, Abby R. & Watson, Ivy & Paoletti, Jensine & Hebl, Mikki R. & King, Eden B.
- 41-44 Tainted heroes: The emergence of dirty work during pandemics
by Glerum, David R.
- 45-49 How COVID-19 is shifting psychological contracts within organizations
by Lopez, Patricia Denise & Fuiks, Katarzyna
- 50-54 COVID-19 is an opportunity to rethink I-O psychology, not for business as usual
by Bapuji, Hari & Patel, Charmi & Ertug, Gokhan & Allen, David G.
- 55-60 Where no one has gone before
by Woo, Vivian A. & Schmidt, Gordon B. & Aiken, Juliet R. & Islam, Sayeedul & Albeg, Azaria C. & DePatie, Thomas P. & Gelesko, Gabrielle & Voss, Jacquelyn
- 61-65 A pandemic is dynamic: Viewing COVID-19 through an adaptation lens
by Uitdewilligen, Sjir & Rico, Ramón & Thommes, Marie & Waller, Mary J.
- 66-70 Age bias in the time of Coronavirus: Implications for research and practice
by Iles, Lucinda J. & Parker, Sharon K.
- 71-75 Pandemics and burnout in mental health professionals
by Ensari, Nurcan
- 76-80 Making pandemic response disability inclusive: Challenges and opportunities for organizations
by Mishra, Paresh & Cousik, Rama
- 81-84 The inequity of crisis: COVID-19 as a case for diversity management
by Dhanani, Lindsay Y. & Johnson, Ryan C. & Pueschel, Andrew
- 85-89 The emotional complexities of the COVID-19 pandemic and organizational life
by Gabriel, Allison S. & Ganster, Mahira L. & Slaughter, Jerel E. & MacGowan, Rebecca L.
- 90-93 The ubiquitous effects of financial stress during pandemics and beyond: Opportunities for industrial and organizational psychology
by Phetmisy, Cassandra N. & King, Danielle D.
- 94-97 Healthcare work in the wake of COVID-19: A focus on person–environment fit
by Jay, Aleasha & LeNoble, Chelsea Alyce
- 98-100 Will investments in human resources during the COVID-19 pandemic crisis pay off after the crisis?
by Oh, In-Sue & Han, Joo Hun
- 101-104 Flexible by design: Developing human resource policies and practices that provide flexibility through the uncertainties created by a pandemic
by Obenauer, William G.
- 105-109 Hiring during a pandemic: Insights from the front lines of research and practice
by Gibson, Carter & Van Iddekinge, Chad H. & Vaughn, Daly
- 110-111 COVID-19 antibody testing in employment
by Stetz, Thomas A.
- 112-116 Crisis demands leadership, so does our research
by Rowley, Shannon & Pineault, Laura & Dickson, Marcus
- 117-122 Leadership in the time of COVID: Should we really throw the baby out with the bathwater?
by Seaton, Gina A. & Church, Allan H. & Allen, Julian B. & Jain, Sachin & Dickey, Jacqueline & Guidry, Brett
- 123-125 Identifying the best-fit leaders for the pandemic context
by Johnson, Jeff W.
- 126-129 What a pandemic reveals about learning in health care organizations
by Myers, Christopher G. & Rosen, Michael A. & Yuan, Christina T.
- 130-132 What about the lonely? Bridging loneliness, pandemics, and I-O psychology
by Lowman, Graham H.
- 133-138 Precarious work during precarious times: Addressing the compounding effects of race, gender, and immigration status
by Cubrich, Marc & Tengesdal, Joren
- 139-143 Mayflower group benchmark on changes in work due to COVID-19: Now and in the future
by Brenner, Joshua & Jain, Sachin & Leas, Keith & Samudio, Dehidanin C. & Amundson, Mary
- 144-148 Dirty work on the COVID-19 frontlines: Exacerbating the situation of marginalized groups in marginalized professions
by Debus, Maike E. & Unger, Dana & Probst, Tahira M.
- 149-151 COVID-19 is a moderating variable with its own moderating factors
by Kniffin, Kevin M. & Narayanan, Jayanth & van Vugt, Mark
- 152-155 COVID-19 and the need for integrative holistic research
by Fleuren, Bram & Nübold, Annika & Hülsheger, Ute
- 156-159 Ch-Ch-Ch-Changes, and I-O psychology’s role in managing them
by Howes, Satoris S. & Howes, John C. & Huffcutt, Allen I.
- 160-162 The importance of culture in the era of COVID-19
by Daum, Diane L. & Maraist, Catherine C.
- 163-167 The influence of organizational responses to the COVID-19 pandemic on employee outcomes
by Shepard, Agnieszka K. & Donnelly, Lilah I. & Seth, Tapan
- 168-172 Performance management in the year of COVID-19: Carpe diem
by Adler, Seymour
- 173-177 The COVID-19 pandemic: A challenge to performance appraisal
by Tziner, Aharon & Rabenu, Edna
- 178-183 Back to routine after the coronavirus pandemic lockdown: A proposal from a psychological perspective
by Rabenu, Edna & Tziner, Aharon
- 184-188 The COVID-19 pandemic: A source of posttraumatic growth?
by Bowling, Nathan A. & Schumm, Jeremy A.
- 189-193 Making it happen: Keeping precarious workers’ experiences central during COVID-19
by Marquez, Sergio Miguel & Alanis, Jo M. & Brawley Newlin, Alice
- 194-198 Implications of COVID-19 for privacy at work
by Ravid, Daniel M. & White, Jerod C. & Behrend, Tara S.
- 199-201 COVID-19 and employee psychological safety: Exploring the role of signaling theory
by Green, Sydney & Howard, Gino & Perkins, Hannah & Traylor, Horatio
- 202-205 Pandemic meets race: An added layer of complexity
by Kafka, Adrienne M. & Avery, Amanda & Almendarez, Katherine & Ishee, Teslin & Hong, Leyna & Rangel, Lilian & Davis, Alicia S. & Feitosa, Jennifer
- 206-209 Fighting two pandemics at once: When COVID-19 meets racism
by Kim, Grace & Donnelly, Lilah I. & Ran, Shan
- 210-213 Pandemics: Shining a spotlight on racial disparities at work
by Major, Debra A. & Green, Arlene P.
- 214-216 Reimagining work safety behaviors in the light of COVID-19
by Gulseren, Duygu & Lyubykh, Zhanna & Turner, Nick
- 217-220 How do you socialize newcomers during a pandemic?
by Saks, Alan M. & Gruman, Jamie A.
- 221-225 Be the ant, not the grasshopper: Preparing for the next black swan event
by Cooper, Jeh & Eschleman, Kevin J.
- 226-228 Strategically reactive and maybe not thinking big enough
by Bagby, Lauren E. & Yost, Paul R.
- 229-234 A call for I-O psychologists to contribute to business continuity planning and assessment
by Payne, Stephanie C. & Thompson, Rebecca J. & Greer, Tomika W.
- 235-238 Virtual teamwork in healthcare delivery: I-O psychology in telehealth research and practice
by Kennel, Victoria & Rosen, Michael A. & Lowndes, Bethany R.
- 239-243 The other side of a pandemic in I-O psychology research
by Ohu, Eugene Agboifo & Dosumu, Fiyinfunjah Adenike
- 244-247 Considering the interaction of individual differences and remote work contexts
by Grelle, Darrin & Popp, Eric
- 248-250 The vital role of training in an organization’s response to a pandemic
by Kaszycki, Alyssa & DeLong, Taryn Oesch & Melzer, Austin & DuVernet, Amy
- 251-253 Dual-earner couples during the pandemic: Spillover and crossover
by Howard, Gino J. & Green, Sydney N. & Stark, Hannah Perkins & Traylor, Horatio D.
- 254-259 A workercentric view of COVID-19
by Allen, Tammy D. & Regina, Joseph & Waiwood, Aashna M.
- 260-263 COVID-19 and the reimagining of working while sick
by Johnson, Ryan C. & Dhanani, Lindsay Y. & Sultan, Mohsin & Pueschel, Andrew
- 264-266 Nursing: A critical profession in a perilous time
by Harms, P. D.
- 267-273 Using the job demands-resources model to understand and address employee well-being during the COVID-19 pandemic
by Bilotta, Isabel & Cheng, Shannon & Davenport, Meghan K. & King, Eden
- 274-276 Transactive memory systems in virtual teams: Opportunities post COVID-19
by Kohn, Harry L.
- 277-279 Can the COVID-19 pandemic be good for overqualified employees' careers?
by Howard, Emika & Luksyte, Aleksandra
- 280-285 From managing nurses to serving nurses: The case for transfusing nursing management with servant leadership during the global COVID-19 pandemic
by Jimenez, William P. & Burleson, Seterra D. & Haugh, Matthew J.
- 286-289 The challenges of volunteering during the COVID-19 pandemic
by Luksyte, Aleksandra & Dunlop, Patrick D. & Holtrop, Djurre & Gagné, Marylène & Kragt, Darja & Muhammad Farid, Hawa
- 290-295 The importance of psychological contracts for safe work during pandemics
by Petery, Gretchen A. & Parker, Sharon K. & Zoszak, Leah
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