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IndustrialandOrganizationalPsychology
ThisdocumentisanabridgedversionoftheapprovedCRSPPP(CommitteeontheRecognitionofSpecialtiesandProficienciesinProfessionalPsychology)petitionforthe
recognitionofIndustrialandOrganizationalPsychologyasaspecialtyinprofessionalpsychology.
IndustrialandOrganizationalPsychologyisrepresentedbytheSocietyforIndustrialandOrganizationalPsychology(SIOP)www.siop.org:
SIOPAdministrativeOffice
440EastPoeRoad
Suite101
BowlingGreen,OH43402
Tel:4193530032
Fax:4193522645
Siop@siop.org

Briefdescriptionofthespecialty
Industrial/Organizational(I/O)psychologyisboththestudyofbehaviorinorganizationalandworksettingsandtheapplicationofthemethods,facts,andprinciplesofpsychologyto
individualsandgroupsinorganizationalandworksettings.I/Opsychologistsareversatilebehavioralscientistsspecializinginhumanbehaviorintheworkplace.I/Opsychologists
recognizetheinterdependenceofindividuals,organizations,andsociety,andtheyrecognizetheimpactoffactorssuchasincreasinggovernmentinfluences,growingconsumer
awareness,skillshortages,andthechangingnatureoftheworkforce.I/Opsychologistsfacilitateresponsestoissuesandproblemsinvolvingpeopleatworkbyservingasadvisorsand
catalystsforbusiness,industry,labor,public,academic,community,andhealthorganizations.Theyare:
Scientistswhoderiveprinciplesofindividual,group,andorganizationalbehaviorthroughresearch
Consultantsandstaffpsychologistswhodevelopscientificknowledgeandapplyittothesolutionofproblemsatworkand
TeacherswhotrainstudentsintheresearchandapplicationofIndustrialOrganizationalPsychology
ThefollowingparametersdifferentiatetheI/Ospecialtyfromothers.
a.Populations:ThedistinctfocusofI/Opsychologyisonhumanbehaviorinworksettings.Therefore,thepopulationsaffectedbythepracticeofI/Opsychologyincludeindividuals
inandapplicantstobusiness,industry,labor,public(includingnonprofit),academic,community,andhealthorganizations.

b.Problems:I/Opsychologistsdealwithproblemsorissuesthatcanbeclassifiedasbothappliedandbasicinnature.Basicproblemsarequitevariable,followingtheinvestigator's
interests.Examplesincluderesearchonmethodsofbehavioralmeasurement,communication,motivation,socialinteraction,andleadership.Appliedproblemsandactivitiesare
orientedaroundscientificsolutionstohumanproblemsatwork.Theselatterproblemsandactivitiesincludebutarenotlimitedto:
Recruitment,SelectionandPlacement:Analyzingjobsandwork,developingrecruitmentprocedures,developingselectionprocedures,validatingtests,optimizingplacementof
personnel,andidentifyingmanagementpotential
TrainingandDevelopment:Identifyingtraininganddevelopmentneeds,formulatingandimplementingtrainingprograms,coachingemployees,evaluatingtheeffectivenessof
traininganddevelopmentprograms,andplanningcareers.
PerformanceMeasurement:Developingcriteria,determiningtheeconomicutilityofperformance,andevaluatingorganizationaleffectiveness.
MotivationandRewardSystems:Developing,implementing,andevaluatingmotivationandrewardprogramssuchasgoalsettingprogramsorpayforperformanceplans.
OrganizationalDevelopment:Analyzingorganizationalstructuresandclimates,maximizingthesatisfactionandeffectivenessofindividualsandworkgroups,andfacilitating
organizationalchange.
QualityofWorkLife:Identifyingfactorsassociatedwithjobattitudes,designingandimplementingprogramstoreduceworkstressandstrain,developingprogramsthatpromote
safeworkbehaviorandthepreventionofaccidents,illnesses,andinjuries,anddesigningprogramsthatenhancework/familylife.
ConsumerBehavior:Assessingconsumerpreferences,evaluatingcustomersatisfactionwithproductsandservices,anddevelopingmarketsegmentationstrategies.
TheStructureofWorkandHumanFactors:Designingjobsandwork,optimizingpersonmachineeffectiveness,anddevelopingsystemstechnologies.

c.Proceduresandtechniques:Avarietyofprocedures,tools,techniquesandguidancedocumentshavebeendevelopedtoassistI/Opsychologistsineffectivelyaddressingthe
abovetypesofissuesandproblems.Notably,I/Opsychologistshaverigorouslydevelopedbothstandardizedandmoresituationallyspecificproceduresandtechniquesfor
assessingthethreeprimaryelementsinaworksystemtheworker,theworkitself,andtheworkcontext.Inregardtotheassessmentofworkercharacteristics,theseprocedures
wouldincludetestsandothermeansforevaluatingmorestableindividualdifferencessuchascognitiveabilities,personalitycharacteristics,values,andphysicalabilitiesandmore
transientcharacteristicsorworkbehaviors.Inaddition,numerousprocedureshavebeendevelopedforanalyzingthecontentandhumanrequirementsofwork,collectivelyreferred
toasjobanalysisprocedures.Withrespecttotheevaluationofworkcontextvariables,procedureshavebeendevelopedtoassessandeffectivelymanageorganizationalculture
andclimate,organizationalrewardsystems,andthedesignoforganizations.
Inaddition,I/Opsychologistshavefocusedonthedevelopmentofproceduresforaddressingimportantstatistical/methodologicalissuesandproblemssuchastheextenttowhich
employmenttestvaliditycoefficientsgeneralizeacrosssituations,proceduresforaggregatingindividualleveldatatothegroupandorganizationlevel,andproceduresfor
translatingtheeffectivenessofbehavioralinterventionsintoestimatesofeconomicutility.
Finally,theSocietyforIndustrialandOrganizationalPsychology(SIOP)hasproducedguidelinesandwhitepapers,whichservetopromotegoodpracticesuchasthePrinciplesfor
theValidationandUseofPersonnelSelectionProcedures(SocietyforIndustrialandOrganizationalPsychology,1987),EthicalPracticeofPsychologyinOrganizations(Lowman,
1998),andAffirmativeAction:AReviewofPsychologicalandBehavioralResearch(Kravitz,Harrison,Turner,Levine,Chaves,Brannick,Denning,Russell,&Conard,1997).For
instance,theformerdocumentspecifiestheprinciplesofgoodpracticeinthechoice,development,evaluation,anduseofpersonnelselectionprocedures.

Theoreticalandscientificknowledgerequiredforthespecialty
I/Opsychologistsshouldacquireknowledgeofresearchandtheoryonthesocialbasesofbehavior,cognitiveaffectivebasesofbehavior,andindividualdifferencestheory.Social,
cognitive,developmental,learning,andindividualdifferencetheoriescontinuetoplayimportantrolesintheorydevelopmentandresearchinI/Opsychology.Althoughknowledgeof
researchandtheoryonthebiologicalbasesofbehaviorisimportantforI/Opsychologistsdealingwithspecificpracticeissuesormorespecificresearchissues(e.g.,theroleofcortical
regulatorysystemsinexperiencedaffectatwork),practiceandresearchinI/Opsychologyismuchlessfocusedthansomeotherspecialtiesonthebiologicalbasesofbehavior.
I/Opsychologistsrequiredistinctiveknowledgeofethicalandlegalissuesassociatedwithpracticeinorganizations.Tothisend,SIOPandAPAhaveproducedabooktoeducateI/O
psychologistsabouttheuniqueethicaldilemmasfacedinapplyingpsychologyinworksettings.Thisvolumeprovidesguidancewithrespecttoethicalissuesinpersonnelselection,
organizationaldiagnosisandintervention,managingconsultingrelationships,research,professionalcertificationandtraining,andprofessionalbehavior.Inregardtolegalissues,I/O
psychologistsneedtobeknowledgeableofstatutory(e.g.,TitleVIIoftheCivilRightsActof1991)andadministrativelaws(e.g.,EqualEmploymentOpportunityActof1972),executive
orders(e.g.,ExecutiveOrder11246),andcourtdecisions(e.g.,Griggsv.DukePower,WardsCovePackingCompanyv.Atonio)astheyapplytothepracticeofpsychologyin
organizations.

OverviewOfTheRequiredKnowledgeAndPracticeActivitiesForSevenCoreProfessionalPracticeDomains
a.Assessment:I/Opsychologistsmusthaveknowledgeandskillstoassessjobsandwork,performance,andpeople.Forassessingjobsandwork,knowledgeofalternative
methodsfordescribingworkandthehumanattributesnecessarytoperformtheworkisneeded.Forinstance,I/Opsychologistsshouldbeknowledgeableofthenumerous
inventoriesusedtodescribeworkandworkercharacteristics(e.g.,O*NET,PositionAnalysisQuestionnaire,OccupationalAnalysisInventory,FunctionalJobAnalysis).Inregardto
assessingperformance,knowledgeofsubjectiveandobjectivemeasuresofjobperformanceisrequired.Forinstance,I/Opsychologistsshouldbeknowledgeableandskillfulinthe
developmentofbehaviorfocusedratingformssuchBehaviorallyAnchoredRatingsScales(BARS)andBehaviorObservationScales(BOS).Forassessingindividuals,I/O

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psychologistsneedtobeknowledgeableofavarietyofproceduresforassessingindividualsincludingpsychologicaltests,biographicalinformation,interviews,worksamples,
assessmentcenters,surveys,andtheuseofcomputersinassessment.
Representativepracticeactivities:

1.Assessingthecontentofworkviajobanalysisproceduresforthepurposeofdevelopingperformanceappraisalprocedures.
2.Assessingthehumanrequirementsofworkviajobanalysisproceduresforthepurposeofdevelopingoridentifyingpersonnelselectionprocedures.
3.Assessingindividualcharacteristicsviapsychologicaltests,interviews,worksamples,andothermeansforselectingindividualsintojobsandcareerdevelopment.
4.Assessingemployeeknowledge,skillorworkperformanceviaahostofevaluationproceduresforthepurposeofidentifyingtrainingneeds.
5.Assessingemployeeperceptionsofworkenvironmentcharacteristicsviasurveyproceduresforthepurposeofmanaginganorganizationsclimate.

b.Intervention:I/Opsychologistsdesignandevaluatetheeffectivenessofmanytypesofinterventionsdirectedatindividualsingroupssuchasgoalsettingandfeedback
interventions,personneltrainingprograms,andworkplaceinterventionstopreventstressrelatedillness.I/Opsychologistsmayormaynotbeexpertsinthecontentofthe
interventionortrainingprogram,buttheymustpossessknowledgeofprogramdesignandevaluation.Forinstance,withrespecttopersonneltraining,I/Opsychologistsneedto
knowhowtoconductaneedsassessment,howtodesignatrainingprogramtakingintoaccounttraineecharacteristicsandotherfactorsthatarelikelytoaffectthetransferof
training,andhowtoevaluateatrainingprogramincludingstructuringastudythatspecifieshowdataaretobecollectedandchoosingordevelopingmeasuresofthecriteria.In
addition,I/Opsychologistsmustbeknowledgeableoforganizationalchangetechniquesandtherelativeeffectivenessoforganizationaldevelopmentinterventions.
Representativepracticeactivities:
1.Implementingaformofprogrammedinstruction,rangingfromprintedbookletstointeractivevideotapestocomputerassistedinstructionprograms,designedtodevelop
employeesdeclarativeandproceduralknowledge.
2.Conductingsimulationtrainingforthedevelopmentoftechnicalskillsincontrolledandsafeenvironments.
3.Conductingframeofreferencetrainingforraterswhoappraiseothers,wheretheratersaregivenacommonandconsistentframeofreferenceonwhichtomakejudgments.
4.Implementingprocessimprovementsandjobenrichment,effortstoexpandaworkersroleinplanning,improving,andperformingtheirwork.
5.Implementingteambuildingandorganizationaldevelopmentinterventionswithgroupsorteams.Theseinterventionsaredesignedtoenhanceteammembermorale,problem
solvingskills,andteameffectiveness.

c.Consultation:I/Opsychologistsmustbeknowledgeableoftherolesandfunctionsofotherswithwhomtheywillinteractonaprofessionalbasis.Giventhatorganizationsareopen
systemsincontinualinteractionwithmultiple,dynamicenvironments,theformandlevelofconsultationthatanI/Opsychologisthaswillvaryfromonesettingtoanotherandover
timewithinanyparticularsetting.Althoughprimaryconsultationiswithmanagementpersonnel,thetypeofworkandworkcontextmaynecessitateconsultationwithother
organizationalstakeholdergroupssuchasunionpersonnel,thoseinvolvedinourlegalsystem,organizationalsuppliers,andconsumer/clientgroups.Broadknowledgeoftheabove
contentareasaswellasknowledgeofstrategicdecisionmakingandorganizationalstakeholdergroupsarehelpfulinconsultationwithothers.
Representativepracticeactivities:
1.Workingwithcompensationspecialiststoestablishorganizationalrewardsystems.
2.Participatingwithengineersintheplanning,design,andtestingofpersonmachinesystems.
3.Obtainingtheadviceoflegalprofessionalsconcerningtheimplicationsofcourtdecisionsforthevalidationanduseofpersonnelselectionprocedures.
4.Consultingwithmentalhealth,publichealth,andmedicalpersonnelonthedesignandevaluationofworkplaceinterventionsintendedtoreduceworkstressandstrain.
5.Interactingwithunionpersonnelconcerningtheprotectionofunionmemberrightswhenplanningassessmentsandinterventions.

d.Supervision:KnowledgerequiredforsupervisioninIndustrial/Organizationalpsychologyincludesnotonlyknowledgethatisgenerictoallprofessionalsupervision,butalso
knowledgeofgeneralstandards(e.g.,APA,1992AERA,APA,&NCME,1999CodeofFairTestingPractices,2000)andknowledgeandskillsspecifictothepracticeofI/O
psychology.
AmericanEductionalResearchAssociation,AmericanPsychologicalAssociation,&NationalCouncilonMeasurementinEducation.(1999).Standardsforeducationaland
psychologicaltesting.Washington,D.C.:AERAPublications.
AmericanPsychologicalAssociation.(1992).Ethicalprinciplesofpsychologistsandcodeofconduct.Washington,D.C.:Author.
CodeofFairTestingPracticesinEducation.(2000)Washington,D.C.:JointCommitteeonTestingPractices.(MailingAddress:JointCommitteeonTestingPractices,American
PsychologicalAssociation,750FirstStreet,NE,Washington,DC,200024242.)
Representativepracticeactivities:
1.Supervisingthedevelopmentofpsychologicaltests.
2.Managingtheadministrationofanemployeesurvey.
3.Supervisingthedesignofanemployeeperformanceappraisalsystem.
4.Leadingananalysistodeterminethesolutiontoanorganizationalproblem.
5.Managingtheimplementationofanorganizationalchangeeffort,suchasanewrewardsystemforhighperformingemployeesorprocessimprovements.
6.Supervisingstudentresearch

e.ResearchandInquiry:I/Opsychologistsmusthaveextensiveknowledgeofresearchstrategiesandresearchmethodologyaswellasknowledgeofpsychometricsandstatistics.
Representativepracticeactivities:
1.Evaluatingtheeffectivenessofanorganizationalintervention,suchasjobredesigninterventionorprocessimprovements.
2.Studyingthetransferoftrainingtothejob.
3.Conductingacriterionrelatedvaliditystudytodeterminethepredictiveeffectivenessofapersonnelselectionprocedure.
4.Estimatingtheeconomicimpactofapersonnelselectionortrainingprogram.
5.Studyingtherelationbetweenorganizationalcommitmentandturnover.
6.Conductinglaboratoryexperiments,fieldexperiments,orfieldstudies

f.ConsumerProtection:I/Opsychologistsshouldacquireknowledgeofethicalprinciplesofpsychologistsandtheethicalpracticeofpsychologyinorganizations.Inaddition,SIOP
operatesawebsiteandconsultantlocatorservicedesignedtohelpthoseinterestedinfindinganindividualorfirmwithexperienceandexpertiseinparticularpracticeareas.
Representativepracticeactivities:
1.CommunicatingtoclientstherelevantlegalandtechnicalaspectsofaselectionprogramorsomeotherI/Opsychologyrelatedprogramintermstheorganizational
representativescanunderstand.
2.Indicatingtopotentialclientorganizationsthatassessmentprocedureswillbedevelopedonlyaccordingtoprofessionallyacceptablestandards.
3.Establishingclearrulesastohowsensitivedata(e.g.,preemploymentdrugtestresults)willbemaintainedandhowresultswillbecommunicatedtoallparties.
4.ExaminingpromotionalmaterialsforI/Opsychologyrelatedproductsandservicesandrequestingtherightofapprovalpriortodistributiontothepublic.
5.Obtainingpermissionfromaclientorganizationpriortodiscussingconsultingworkinapublicforum.

g.ProfessionalDevelopment:I/OpsychologistshaveopportunitiestoupdatetheirknowledgeandskillsonaregularbasisthroughparticipationinSIOPsponsoredworkshopsand
conferences.AsamplingofworkshopsheldatthemostrecentAnnualConferenceispresentedbelow.Inaddition,manyI/OpsychologistsbelongtootherAPADivisions(e.g.,
Division5,Evaluation,MeasurementandStatisticsDivision19,MilitaryPsychology),professionalsocietiessuchastheAcademyofManagement,andlocalassociations(e.g.,
PersonnelTestingCouncilofMetropolitanWashingtonD.C.)thatprovidefurtherprofessionaldevelopmentopportunities.
Representativepracticeactivities:
1.Attendingconferencestolearnaboutresearchandpracticedevelopments.
2.ParticipatinginprofessionaldevelopmentworkshopssuchasthoseconductedatSIOPsAnnualConference.
3.ReadingAPAandSIOPtaskforcereports,journals,andbooksconcerningresearchandpracticedevelopments(suchasthebookspublishedinSIOPsFrontiersSeriesand
SIOPsProfessionalPracticeSeries).

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4.ReadingSIOPsquarterlyjournalTIP(TheIndustrial/OrganizationalPsychologist)toupdateknowledgeconcerningthelatestI/Opsychologyrelevantinformationonavarietyof
topics.
5.Participatinginprofessional,scientific,andeducationalorganizationswhosemissionis(inwholeorpart)toadvancetheknowledgeandpracticeofindustrialandorganizational
psychology.

OtherAreasofI/OSpecificScientificKnowledge
ThereareavarietyofotherspecificspecialtyareaswithinI/Opsychologythatbuilduponabasicscientificcore.Twentyoftheseareasarediscussedbelow:
1.ResearchMethods
Thedomainofresearchmethodsincludesthemethods,procedures,techniques,andtoolsusefulintheconductofempiricalresearchonphenomenaofinterestinI/Opsychology.
Atagenerallevel,theareasencompassedbyresearchmethodsincludethescientificmethod(withattentiontoissuesinthephilosophyofscience),inductiveanddeductive
reasoning,problemstatementsandresearchquestions,hypotheses,thenatureanddefinitionofconstructs,andstudydesigns(experimental,quasiexperimental,andnon
experimental).Atamoreoperationallevel,researchmethodsincludes,butisnotlimitedto,themanipulationofvariables(inexperimentalresearch),theconceptsunderlyingand
methodsusedfortheassessmentofthereliabilityandvalidityofmeasures,theadministrationofvariousspecifictypesofmeasures(questionnaires,interviews,observationsof
behavior,projectivemeasures,etc.),theuseofvarioussamplingprocedures(probabilityandnonprobabilitytype)especiallyasappliedtosurveyresearch,theconductofresearch
withvariousspecificstrategies(fieldstudy,laboratoryexperiments,fieldexperiment,samplesurvey,simulation,casestudy,etc.),theuseofstatisticalmethodstoestablish
relationshipsbetweenvariables,andtheformulationofresearchbasedconclusions.Specificknowledgeaboutrelativestrengthsandweaknessesofdifferentresearchstrategies,
anunderstandingofqualitativeresearchmethods,aswellasatolerantappreciationofthebenefitsofalternativestrategiesmustbedeveloped.Computerliteracyhasbecome
increasinglyimportant,andprogrammingskillsmaybeparticularlyuseful.Finally,anunderstandingoftheethicalstandardsthatgoverntheconductofallresearchinvolvinghuman
participantsisessential.

2.StatisticalMethods/DataAnalysis
Thisdomainhastodowiththevariousstatisticaltechniquesthatareusedintheanalysisofdatageneratedbyempiricalresearch.Thedomainincludesbothdescriptiveand
inferentialstatisticalmethodsitspansbothparametricandnonparametricstatisticalmethods.Amongthespecificcompetencies,issuesandtechniquesencompassedbythe
domainare:estimatesofcentraltendencyestimatesofvariabilitysamplingdistributionspointandintervalestimatesinferencesaboutdifferencesbetweenmeans,proportions,
andsoforthunivariateandmultivariateanalysesofvariance(fixed,random,andmixedeffectsmodels)linearandnonlinearregressionandcorrelationpathanalysismultiple
discriminantfunctionanalysismultipleandcanonicalregressionfactoranalysiscomponentsanalysisclusteranalysispatternanalysisandstructuralequationmodeling.
Knowledgeofthisdomainimpliesabasicunderstandingofthestatisticalfoundationofsuchmethods,asymptoticsamplingvariancesofdifferentstatistics,theassumptions
underlyingtheproperuseofthesamemethods,andthegeneralizations,inferences,andinterpretationsthatcanlegitimatelybemadeonthebasisofstatisticalevidence.

3.AttitudeTheory,Measurement,andChange
Attitudes,opinionsandbeliefsareextremelyimportantinorganizationalsettings.Theyareimportantintheirownrightbecauseofhumanitarianconcernsforthequalityofworking
lifeofthosewhoareemployedinorganizations.Theyarealsoimportantfordiagnosingproblemsinorganizations.Finally,theyareimportantbecausetheyrelatetothebehavioral
intentionsandthebehaviorsofindividualsatwork.SomeofthejobattitudestypicallystudiedbyI/Opsychologistsinclude,butarenotlimitedto,jobsatisfaction(generaland
variousfacets),jobinvolvement,organizationalcommitment,andperceptionsoffairness.

4.CareerDevelopment
Theoryandresearchregardingcareerdevelopmentareconcernedwiththeinterplaybetweenindividualsandenvironmentsandattempttodescribethenatureofthepatternsof
positionsheldandresultantexperiencesduringanindividual'slifespan.Includedinthisdomainaremodelsandexplanationsoftheoriginandmeasurementofindividualaptitudes
andinterests,howindividual,social,chance,andenvironmentalfactorsshapeeducationalandtrainingexperiences,specificskilltraininganddevelopment,earlyworkhistory,
occupationalchoice,organizational/jobchoiceandswitching,thesequenceofjobstakenafterorganizationalentry,work/familyissues,midcareerplateaus,andretirement
planning.

5.ConsumerBehavior
Thefocusofthisareaisthesystematicstudyoftherelationshipbetweentheproducers(ordistributors)andconsumers(actualorpotentialrecipients)ofgoodsandservices.
Usuallythisinvolvesmanyofthefollowingconcerns:consumerpreferencesforproductfeatures,consumerattitudesandmotivation,buyinghabitsandpatterns,brandpreferences,
mediaresearch(includingtheeffectivenessofadvertisementsandcommercials),estimatingdemandforproductsorservices,andthestudyoftheeconomicexpectationsof
people.Closelyalliedtothoseareasofmarketresearchwhichfocusonpersonalconsumption,thereisasubstantiveorcontentbasistothisdomaininsofarasthereisabodyof
theoryanddataamasseddealingwiththeantecedentsandcorrelatesofconsumerbehaviorwhichshouldbelearned.Thereisaskillcomponenttobemasteredaswell,inasmuch
astheareaisbuiltupontheappropriateapplicationofavarietyofsocialscienceresearchmethodologies(e.g.,samplingtheory,questionnaireandsurveyprotocoldesignand
execution,individualandgroupinterviewing,stimulusscaling,andmathematicalmodelbuilding).

6.CriterionTheoryandDevelopment
AlmostallapplicationsofI/Opsychology(e.g.,selection,humanresourcesplanning,leadership,performanceappraisal,organizationdesign,organizationdiagnosisand
development,training)involvemeasurementsagainstcriteria(standards)thatindicateeffectivenessonthepartofindividuals,groups,and/ororganizations.Theselectionofcriteria
isnotasimpleissueandrepresentsasignificantareaofconcernforI/Opsychologists.
Theknowledgebaseofthisdomainincorporatesunderstandingthetheoreticalissuessuchassingleversusmultiplecriteria,criteriondynamics,thecharacteristicsofgoodand
acceptablecriteria(relevance,reliability,practicality),andcriteriaasabasisforunderstandinghumanbehavioratworkandinorganizations.Knowledgeofpastresearchinthis
area,whichisquiteextensive,isalsonecessary.
Beyondthisknowledge,theI/Opsychologistshouldhavetheskillsnecessaryfordevelopingvalidcriteriaandmethodsofmeasuringthem.Thesenecessarilyincludeskillsin
manyoftheotherdomainsidentifiedinthedocument(e.g.,jobanalysis,psychometrics).

7.HealthandStressinOrganizations
Jobperformanceandeffectiveorganizationalfunctioningcanbeaffectedbyhealthandsafetyfactorsintheworkplacewhichresultinsuboptimalworkingconditionsandreduced
productivity.Thiscompetencyarearequiresthestudyofinteractionsbetweenhumanphysicalcapabilitiesandproblematicconditionsintheworkplaceinanattempttounderstand
thelimitsofperformanceandnegativeeffectsonworkers.Amongthefactorsconsideredarehazardousenvironmentalconditionsinducedbytoxicsubstances(e.g.,chemical,
biological,nuclear),loudnoises,blindinglights,noxiousodors.Otherfactorsconsideredarerelatedtoorganizationalstructureandjobdesignsuchasshiftwork,orthe
requirementsofparticulartasks.Additionalsourcesoforganizationalstressthatmayaffectperformance,commitment,andattitudinalvariablesincludedownsizing,harassment,
workfamilypressures,andoutsourcing.Thereshouldbesomefamiliaritywithgovernmentstandardsrelatingtotheworkplace(e.g.,OccupationalSafetyandHealth
Administrationguidelines).

8.HumanPerformance/HumanFactors
HumanPerformanceisthestudyoflimitationsandcapabilitiesinhumanskilledbehavior.Skillisbroadlyconstruedtoincludeperceptual,motor,memory,andcognitiveactivities,
andtheintegrationoftheseintomorecomplexbehavior.Emphasisisontheinteractionofhumanbehaviorandtools,tasks,andenvironments,rangingfromdetectionand
identificationofsimpleeventstoproblemsolving,decisionmaking,humanerrors,accidents,andcontrolofcomplexenvironments.Includedamongthevariablesthataffecthuman
performanceareindividualdifferences,organismicvariables,taskvariables,environmentalvariables,andtrainingvariables.
Competencyinthisareaassuresawarenessofissuesofexperimentaldesign,agroundinginperception,cognition,andphysiologicalpsychology,someknowledgeofcomputer
programming,andquantitativemodelingbasedontechniquesfrommathematicalpsychology,engineering,andcomputerscience.Familiarityinthesubjectareasofbasic
experimentalpsychologyshouldbecombinedwithanawarenessofappliedresearchinsuchareasasworkstationdesign,workloadmeasurement,controlsystems,information
displaysystems,healthandsafety,andhumancomputerinteractions.

9.IndividualAssessment
Thisdomainreferstoasetofskillsthatareneededforassessing,interpreting,andcommunicatingdistinguishingcharacteristicsofindividualsforavarietyofworkrelated
purposes.Thetwoprimarypurposesofindividualassessmentcanbedefinedbroadlyasselection(e.g.,hiring,promotion,placement)anddevelopment(e.g.,careerplanning,skill

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andcompetencybuilding,rehabilitation,employeecounseling).Individualassessmentmayhelpattainmultiplegoals,manyofwhichareaimedatachievingsomeformofperson
environmentfit,includingassesseefittoaspecificjoborcareertrackandassesseefitwithinaspecificorganizationalcontext(e.g.,department,workgroup).
Individualassessmentincorporatesskillinindividualtesting,interviewing,andappraisaltechniquesforthepurposeofevaluatingability,personality,aptitude,andinterest
characteristics.Individualassessmentalsorequiresidentifying,developing,selecting,and/orusingtheappropriatemeansforsuchassessment,andcommunicatingtheresultsand
interpretationofassessmentaccuratelyinbothfacetofaceandwrittenform.

Aknowledgeofthefactthatindividualassessmentfocusesonthewholepersonisrequired.Inaddition,aknowledgeofthemannerinwhichenvironmentalandcontextualfactors
shapethepurposeanduseoftheaccumulatedinformationofindividualassessmentsisnecessary.

10.JobEvaluationandCompensation
Thiscompetencyareafocusesondeterminingtheappropriatecompensationlevelforskills,tasks,and/orjobs.Jobevaluationisaprocessesbywhichtherelativevalueofjobsis
determinedandthenlinkedtocommensuratecompensation.Jobevaluationiscloselytiedtoandusuallypredicateduponsoundjob/taskanalyses.Ingeneral,jobevaluationand
compensationinvolvesidentifyingcompensablefactors,attendingtoperceptionsoffairnessandequity,andconsideringissuesofcomparableworth.Proficiencyinthis
competencyareaisdemonstratedbyatheoreticalandappliedunderstandingofvariousjobevaluationtechniques,compensationstrategies(e.g.,payforskills,teambasedpay,
etc.),andthelegalandsocialissuessurroundingcompensation.

11.Job/TaskAnalysisandClassification
Thisdomainencompassesthetheoryandtechniquesusedtogenerateinformationaboutwhatisinvolvedinperformingajobortask,thephysicalandsocialcontextofthis
performance,andtheattributesneededbyanincumbentforsuchperformance.Tasksarebasicunitsofactivity,theelementsofwhichhighlighttheconnectionbetweenbehavior
andresult.Ajobisanarbitrarygroupingoftasksdesignedtoachieveanorganizationalobjective.Itiscommonforjobstobegroupedorclassifiedonthebasisofavarietyof
criteria,dependingonthepurposeandgoalsoftheclassificationsystem.
Thefundamentalconcernofjobandtaskanalysisistoobtaindescriptiveinformationtodesigntrainingprograms,establishperformancecriteria,developselectionsystems,
implementjobevaluationsystems,redesignmachineryortools,andcreatecareerpathsforpersonnel.Thespecificstepstakenandthetypeofinformationgatheredwillvary
dependingonthepurposeofthejobandtaskanalysesandtheclassificationsystem.Relevantinformationincludes,butisnotlimitedto:whatworkerbehaviorsareinvolvedthe
knowledge,skills,andabilitiesrequiredthestandardsofperformancedesiredthetools,machines,andworkaidsusedthesourcesofinformationavailabletotheincumbentthe
social,environmental,andphysicalworkingconditionsandthenatureofsupervision.Similarly,someofthestepsinvolvedinjobandtaskanalysesinclude:identifyingthepurpose
oftheanalysispreparing,designing,orselectingajobanalysissystemcollectingjobortaskinformationsummarizingtheresultsanddocumentingthestepstakenforfuture
reference.Theclassificationofjobstypicallyentailsidentifyingthepurposeandgoalsoftheclassificationsystemdesigningaclassificationschemecategorizingjobsaccordingto
theestablishedschemeanddocumentingtheclassificationprocessandoutcomes.
Theindividualcompetentinthisdomainshouldhaveaknowledgeofthedifferentapproachestojob/taskanalysisandclassification,aswellasskillinapplyingthesetechniquesto
realworldsituations.Thiscompetencyareaislikelytocontinueevolveasthenatureofworkinoursocietycontinuestochange.

12.JudgmentandDecisionMaking
Judgmentanddecisionmakingencompassesanareaofresearchandknowledgethatisbothprescriptiveandnormativeinitsemphases.Thisareaisimportantbecausejudgment
anddecisionmakingunderconditionsofuncertaintyprobablydescribesthemajorityofthedecisionsmanagers,psychologists,marketforecasters,andbudget/policyplanners
makeduringthecourseoftheirworkandresearch.Aknowledgeofdecisiontheory,judgment,andproblemsolvingresearchisimportanttounderstandingthecriticalprocessesthat
influencehowinformationisprocessedandthequalityofthedecisionoutcomes.
ManydifferentcontentareaswithinthebroadareaofI/Opsychologycanbestudiedexplicitlyasapplicationsofdecisionandjudgmenttheory.Suchareasasvigilancebehavior,
employeeselection,choicebehavior,andhumanperformanceincomplexenvironmentscanbeintegratedbyprinciplesofdecisiontheorythatmayrequirefewerconceptsthanare
necessarywheneachcontentareasisconsidereddistinctandunique.Applicationsofdecisiontheorytothepoliciesofdecisionmakers,judges,andcliniciansallowgreater
understandingofinferentialproceduresusedbyindividuals.ApproachesfordescribingandpredictingjudgmentanddecisionmakingincludeBrunswik'slensmodel,Bayesian
inference,subjectiveexpectedutility,prospecttheory,andthecognitiveinformationprocessingparadigm.Aknowledgeoftheseapproachesandanabilitytointegrateacrossthe
differentapproachesareindicativeofbreadthaswellasdepthoftraininginjudgmentanddecisiontheory.

13.LeadershipandManagement
Managementandleadershipcanbeapproachedatdifferentlevels.Thestudyofmanagementandleadershipatthemacrolevelinvolvestheinfluencesseniorlevelindividualshave
inthelargerorganizationalcontextsettingstrategy,directingchange,influencingvalues.Theoryandresearchmayfocusoncharacteristicsofleaders,leaderstyle,leadermember
interactions,behaviorsofleaders,andrelatedphenomena.Atamoremicrolevel,leadershipandmanagementinvolvesthedaytodayexchangebetweenleadersandfollowers.
Thisincludeschallengesfacedbylinemanagersintheirrelationshipswithsubordinatesintheassignmentoftasks,evaluationofperformance,coachingandcounselingfor
improvement,resourceplanning,andrelatedtasks.Relatedtomanyotherareas,effectiveleadershipandmanagementinvolvestaskanalysis,motivation,decisionmaking,career
planning,selection,performanceappraisal,interpersonalcommunication,listeningandrelatedskillsinasupervisorsubordinatecontext.Increasingly,attentionisplacedonteam
leadershipandselfleadership(especiallyinrelationtoempowerment),andhorizontalleadership(i.e.,peerinfluenceprocesses).

14.OrganizationDevelopment
Thisdomainencompassestheoryandresearchrelevanttochangingindividuals,groups,andorganizationstoimprovetheireffectiveness.Thisbodyoftheoryandresearchdraws
fromsuchrelatedfieldsassocialpsychology,counselingpsychology,educationalpsychology,vocationalpsychology,engineeringpsychology,andorganizationaltheory.
Morespecifically,thisdomainconcernstheoryandresearchrelated,butnotlimitedto:individualchangestrategiesincludingtraining,socialization,attitudechange,careerplanning,
counseling,andbehaviormodificationinterpersonalandgroupchangestrategies,includingteambuildingandgrouptraining,surveyfeedback,andconflictmanagementroleor
taskorientedchangestrategies,includingjobredesign,roleanalysis,managementbyobjectives,andtemporarytaskforcesandorganizationsystemdirectedchangestrategies,
includingsurveyfeedback,opensystemsorientedchangeprograms,humanresourceaccounting,flexibleworkinghours,structuralchanges,controlsystemchanges,andquality
circles.

15.OrganizationTheory
Itiswellacceptedthatthestructure,function,processes,andotherorganizationallevelconstructshaveanimpactuponthebehaviorofindividualsinorganizations.Therefore,itis
necessarythatI/Opsychologistshaveathoroughunderstandingofthenatureofcomplexorganizations.Thisunderstandingshouldinclude,butisnotlimitedto,classicaland
contemporarytheoriesoforganizations,organizationalstructure,organizationaldesign,technology,andtheprocessoforganizationalpolicyformationandimplementation.Muchof
thistheoryandresearchisgeneratedbysociologistsandthosestudentsoforganizationalbehaviorwhochooseastheirunitofanalysisconstructsnotprimarilywithintheindividual
orwithintheimmediategroupenvironmentoftheindividual.IntegrationoforganizationalandindividualconstructsisanimportantareaofstudywithinI/Opsychology.Suchan
integrationobviouslyrequiresaknowledgeoforganizationaltheory.

16.PerformanceAppraisalandFeedback
Performanceappraisalandfeedbackhavebothaknowledgeandaskillbase.Thisareacentersonthemethodsofmeasuringandevaluatingindividualsastheyperform
organizationaltasksandontakingaction(administrativeand/ordevelopmental)withindividualsonthebasisofsuchappraisals.
Theknowledgebaseincludesathoroughunderstandingofratingscaleconstructionanduse.Alsorelevantaretheareasofmeasurementtheory,dataanalysis,criteriontheoryand
development,motivationtheory,andthefactorswhichunderlieinterpersonalperceptionandjudgment.Anunderstandingofthesimilarities,differences,andinconsistenciesamong
theperceptionsofperformanceandfeedbacksuppliedbypeers,subordinates,andsupervisorsisessential.Theskillbaseincludesproceduresforcommunicatingperformance
evaluationstojobincumbentsandcounselingtheminappropriatemeansofimprovingtheirperformance.Also,skillindesigningacompleteperformanceappraisalandfeedback
systemwhichmeetsorganizationalneedswhilemaintainingand/orenhancingworkermotivationand/orperformanceisrequired.

17.PersonnelRecruitment,Selection,andPlacement
Thisdomainconsistsofthetheoryandtechniquesinvolvedintheeffectivematchingofindividualneeds,preferences,skills,andabilitieswiththeneedsandpreferencesof
organizations.Anorganization'sneedsaredefinedbythejobsassignedtopositionsintheorganization.

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Morespecifically,thisdomainencompassestheoryandresearchin:humanabilitiestesttheory,development,andusejobanalysiscriteriondevelopmentandmeasurement
recruitmentclassicalanddecisiontheorymodelsofselectionandplacementalternativeselectiondevices(e.g.,interviews,assessmentcenters)andlegalandsocietal
considerationsthatimpactuponrecruitment,selection,andplacement.Inparticular,theindividualmustkeepcurrentwiththelegislationandcourtdecisionsrelatedtotheseissues,
aswellaswithresponsesoftheSocietytolawsandtheirinterpretations.

18.SmallGroupTheoryandTeamProcesses
Muchofhumanactivityinorganizationstakesplaceinthepresenceofotherpeople.Thisisparticularlytrueofworkbehavior.Thepervasivenessofinterpersonalandtask
interdependenceinorganizationsdemandsthatI/Opsychologistshaveagoodunderstandingofthebehaviorofpeopleinworkgroups.Thoughthelabels"group"and"team"are
oftenusedinterchangeably,itisalsocriticaltohaveafamiliaritywiththegrowingteamworkliterature.Thisrequiresanunderstandingthatextendsbeyondfamiliaritywithresearch
andtheoryrelatedtointerpersonalbehaviorinsmallgroups.Thebodyoftheoryandresearchconcerninggroupsandteamsdrawsfromsocialpsychology,organizational
psychology,sociology,andorganizationalbehavior.Agoodbackgroundingrouptheoryandteamprocessesincludes,butisnotlimitedto,anunderstandingofleadership,
motivation,interpersonalinfluence,groupeffectiveness,conformity,conflict,rolebehavior,andgroupdecisionmaking.

19.Training:Theory,ProgramDesign,andEvaluation
Thisdomainincludestheoryandtechniquesusedtodesign,conduct,andevaluateinstructionalprograms.Theinstructionalprocessbeginswithaneedsassessment,including
organizational,jobandtask,andpersonanalyses,todeterminethegoalsandconstraintsoftheorganizationandthecharacteristicsofthejobandtrainees.Familiaritywithbasic
phenomenaoflearning(e.g.,modernlearningtheory,conditioningprinciples),aswellasknowledgeofthedifferentapproachestotraining(e.g.,computerassistedinstruction,
simulation,behaviormodification)arenecessaryfordesigningprograms.Anabilitytodevelopmeaningfulandappropriatetrainingobjectivesisessential.Transferoftrainingtothe
desiredsettingisanimportantconsideration.Inorderforprogramstobeconductedasplanned,theinstructorsmusthavegoodinstructionalskills.Thus,trainingthetrainersis
necessary.
Boththeprocessandtheoutcomeoftheprogrammaybeevaluatedtodetermineifithasbeenconductedasplannedandwhetherornotithashadanyeffect.Knowledgeof
appropriatetrainingevaluationcriteriaanddesignissues,suchaspreandposttestingandcontrolgroups,aswellasorganizationalconstraintsisnecessaryforplanningan
evaluationstrategy.

20.WorkMotivation
Workmotivationreferstotheconditionswithintheindividualandhisorherenvironmentthatinfluencethedirection,strength,andpersistenceofrelevantindividualbehaviorsin
organizationswhenindividualabilitiesandorganizationalconstraintsareheldconstant.Increasingly,workmotivationisaconcernatthegrouplevelaswell.
I/Opsychologistsneedtohaveasoundbackgroundinworkmotivationinatleastthreerespects.Firsttheymusthaveathoroughunderstandingofthetheoriesofhuman
motivationincluding,butnotlimitedto,needtheories,cognitivetheories,andreinforcementtheories.Inallcasestheremustbeathoroughunderstandingoftheextensiveresearch
andtheorythatexistoutsidethedomainofworkinthebasicpsychologicalliterature.Atthesecondlevel,theremustbeanunderstandingoftheresearchandtheoryin
motivationallyrelevantdomainsofI/Opsychologythatrepresentgeneralapplicationsofoneormoremotivationalperspectives.Suchgeneralstrategiesforworkmotivationasgoal
setting,jobdesign,incentivesystems,andparticipativedecisionmakingarerelevanthere.Finally,theremustbeanawarenessofandabilitytoapplyveryspecific,motivationally
orientedpracticesthatadaptmotivationalconstructstospecificcases.Forexample,understandingandimplementingmanagementbyobjectivesinvolvesanapplicationofgoal
settingprinciplesandparticipation.

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