Hostname: page-component-cc8bf7c57-5wl6q Total loading time: 0 Render date: 2024-12-12T04:51:38.947Z Has data issue: false hasContentIssue false
  • English
  • Français

No Add-Ons Necessary: Cultural and Pedagogical Implications of a Competency-Based Approach to Training Industrial–Organizational Psychologists

Published online by Cambridge University Press:  07 January 2015

Frank D. Golom  and
Debra A. Noumair
Frank D. Golom*
Affiliation:
Loyola University Maryland
Debra A. Noumair
Affiliation:
Teachers College, Columbia University
*
E-mail: [email protected], Address: Department of Psychology, Loyola University Maryland, Baltimore, MD 21210
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 7 , Issue 1 , March 2014 , pp. 18 - 21
Copyright
Copyright © Society for Industrial and Organizational Psychology 2014

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.Google Scholar
Byrne, Z. S., Hayes, T. L., McPhail, S. M., Hakel, M. D., Cortina, J. M., & McHenry, J. J. (2014). Educating industrial–organizational psychologists for science and practice: Where do we go from here? Industrial and Organizational Psychology: Perspectives on Science and Practice, 7(1), 2–14.CrossRefGoogle Scholar
Fink, L. D. (2003). Creating significant learning experiences. San Francisco, CA: Jossey-Bass.Google Scholar
Tushman, M. L., O'Reilly, C. A., Fenollosa, A., Kleinbaum, A. M., & McGrath, D. (2007). Relevance and rigor: Executive education as a lever in shaping practice and research. Academy of Management Learning & Education, 6(3), 345–362.Google Scholar