The field of industrial–organizational (I–O) psychology has and will continue to experience periods of growth and change. Our field has shifted and transformed along with society, through the industrial revolution, the human relations movement, the globalization of business, and the information age. And here we are, in 2013, at the cusp of what seems to be the beginning of a new stage in our development, this time evidenced by the marked attention that both the science and practice arms of I–O psychology are placing on issues of corporate social responsibility (CSR, Aguinis, 2011; Cruse, 2010; Scott et al. 2013)

Organizations are undergoing unprecedented transformation in the area of talent management (TM). Companies are rapidly adopting new tools and approaches in a variety of what has traditionally been core areas of industrial and organizational (I-O) psychology such as performance management, employee attitudes, recruiting, testing and assessment, and career development. Increasingly, however, these new approaches have little to no research backing behind them, and they do not tend to be the focus of I-O psychology theory and research. We call this trend anti-industrial and organizational psychology (AIO), as we believe these forces to do not advance the field for long-term strategic impact. We present a framework that describes how AIO practices are adopted by organizations, and how I-O psychologists often gravitate away from these practices rather than actively help to separate the wheat from the chaff. We found support for our hypothesis through a brief analysis of Industrial and Organizational Psychology: Perspectives on Science and Practice, the peer-reviewed journal of the Society of Industrial and Organizational Psychology (SIOP). In this analysis, we found that only 10% of the focal articles from 2008 to 2016 represented topics that we call frontier—emerging areas in organizations but where there is no research support for them. We propose a set of recommendations for the field of I-O psychology and call for a more strategic approach to identifying and vetting new TM trends in order to increase the relevancy and impact of I-O psychology for our key stakeholders.

I am concerned about industrial and organizational (I-O) psychology's relevance to the gig economy, defined here as the broad trends toward technology-based platform work. This sort of work happens on apps like Uber (where the app connects drivers and riders) and sites like MTurk (where human intelligence tasks, or HITs, are advertised to workers on behalf of requesters). We carry on with I-O research and practice as if technology comprises only things (e.g., phones, websites, platforms) that we use to assess applicants and complete work. However, technology has much more radically restructured work as we know it, to happen in a much more piecemeal, on-demand fashion, reviving debates about worker classification and changing the reality of work for many workers (Sundararajan, 2016). Instead of studying technology as a thing we use, it's critical that we “zoom out” to see and adapt our field to this bigger picture of trends towards a gig economy. Rather than a phone being used to check work email or complete pre-hire assessments, technology and work are inseparable. For example, working on MTurk requires constant Internet access (Brawley, Pury, Switzer, & Saylors, 2017; Ma, Khansa, & Hou, 2016). Alarmingly, some researchers describe these workers as precarious (Spretizer, Cameron, & Garrett, 2017), dependent on an extremely flexible (a label that is perhaps euphemistic for unreliable) source of work. Although it's unlikely that all workers consider their “gig” a full time job or otherwise necessary income, at least some workers do: An estimated 10–40% of MTurk workers consider themselves serious gig workers (Brawley & Pury, 2016). Total numbers for the broader gig economy are only growing, with recent tax-based estimates including 34% of the US workforce now and up to 43% within 3 years (Gillespie, 2017). It appears we're seeing some trends in work reverse and return to piece work (e.g., a ride on Uber, a HIT on MTurk) as if we've simply digitized the assembly line (Davis, 2016). Over time, these trends could accelerate, and we could potentially see total elimination of work (Morrison, 2017).

Building on the focal article by Hyland, Lee, and Mills (2015), we propose conservation of resources (COR) theory (Hobfoll, 1989) as a framework that may explain why mindfulness contributes to work motivation and performance in an organizational context. We argue that mindfulness is especially beneficial in dynamic work contexts because it provides employees with a personal resource that makes them more resilient to the loss of job resources and more aware of alternative job resources in their changed work environment.

As data analytic methods in the managerial sciences become more sophisticated, the gap between the descriptive data typically presented in Table 1 and the analyses used to test the principal hypotheses advanced has become increasingly large. This contributes to several problems including: (1) the increasing likelihood that analyses presented in published research will be performed and/or interpreted incorrectly, (2) an increasing reliance on statistical significance as the principal criterion for evaluating results, and (3) the increasing difficulty of describing our research and explaining our findings to non-specialists. A set of simple methods for assessing whether hypotheses about interventions, moderator relationships and mediation, are plausible that are based on the simplest possible examination of descriptive statistics are proposed.

During the past 30 years, individual psychological assessment (IPA) has gained in use and in value to organizations in the management of human resources. However, even though IPA is considered a core competency for industrial–organizational (I–O) psychology, its practice is not without critics. This article is written not only to address several criticisms of IPA but also to discuss a variety of issues that must be taken into consideration if IPA is to advance as a major component of the I–O scientist–practitioner model. We rely upon a working definition of IPA in general but, when possible, focus on executive assessment in particular, given its high level of complexity and growing popularity. We discuss the effectiveness of assessment practice, including the ongoing statistical versus clinical prediction argument and the difficulties with establishing validity. Although we are confident that IPA has many strong research and practice underpinnings, we also propose some important research questions, training guidelines, and opportunities for assessing psychologists to improve their practices.

The Society for Industrial and Organizational Psychology (SIOP) is pleased to offer the fifth edition of the Principles for the Validation and Use of Personnel Selection Procedures, which was approved by the APA Council of Representatives in August 2018 as an authoritative guidelines document for employee selection testing and an official statement of the APA. Over a three-year period, the Principles Revision Committee updated this document from the fourth edition to be consistent with the 2014 Standards for Educational and Psychological Testing, invited commentary from SIOP and APA that informed subsequent revisions, and solicited a thorough legal review.

In their lead article, Hogan, Chamorro-Premuzic, and Kaiser (2013) suggested that the topic of employability has been below the radar of most, if not all, industrial–organizational (I–O) psychologists' research activities. Although we agree that research addressing employability is scarce in the mainstream I–O journals, we argue that I–O psychologists involved in the training of future I–O psychologists have addressed the employability of their graduates as a sustainability factor for I–O graduate programs (Munson, Phillips, Clark, & Mueller-Hanson, 2004). In addition, those who teach undergraduates, including undergraduates with an interest in the I–O area, also establish internships to enhance the employability of their graduates (e.g., Bott, Stuhlmacher, & Powaser, 2006; Carducci et al., 1987).

We have proposed that a dialectic perspective on innovation may serve well as a first step of an integrative framework for research on innovation and for effective practice. We would like to thank all commentators for their stimulating and challenging ideas and SIOP for enabling this dialog. In keeping with the process view inherent to dialectic thinking, we would like to use this reply to refine and extend the core ideas presented in the focal article by means of integrating explanatory concepts, by critically examining the add-on value of a dialectic perspective, and by pointing out future research needs and ideas for management.

Content-oriented validation strategies establish the validity of selection tests as predictors of performance by comparing the content of the tests with the content of the job. These comparisons turn out to have little if any bearing on the predictive validity of selection tests. There is little empirical support for the hypothesis that the match between job content and test content influences validity, and there are often structural factors in selection (e.g., positive correlations among selection tests) that strongly limit the possible influence of test content on validity. Comparisons between test content and job content have important implications for the acceptability of testing, the defensibility of tests in legal proceedings, and the transparency of test development and validation, but these comparisons have little if any bearing on validity.

As industrial-organizational (I-O) psychologists, we have expertise in applying psychological and/or organizational science to the workplace. However, many of us haven’t taken the time to think about how our I-O psychology knowledge can apply to our teaching practice. We walk through some examples of how I-O psychology research can help us be better teachers, and the goal of our paper is to encourage readers to make evidence-based changes to their teaching based on I-O psychology research. We organize our discussion around four areas: training and development, diversity and inclusion, groups and teams, and leadership. Within each, we offer small, medium, and large changes that could be incorporated into classrooms. We hope that readers will be inspired to build on what they do in their classrooms to help students learn about (and be inspired by) our field.

Describing the current state of gamification, Chamorro-Premuzic, Winsborough, Sherman, and Hogan (2016) provide a troubling contradiction: They offer examples of a broad spectrum of gamification interventions, but they then summarize the entirety of gamification as “the digital equivalent of situational judgment tests.” This mischaracterization grossly oversimplifies a rapidly growing area of research and practice both within and outside of industrial–organizational (I-O) psychology. We agree that situational judgment tests (SJTs) can be considered a type of gamified assessment, and gamification provides a toolkit to make SJTs even more gameful. However, the term gamification refers to a much broader and potentially more impactful set of tools than just SJTs, which are incremental, versatile, and especially valuable to practitioners in an era moving toward business-to-consumer (B2C) assessment models. In this commentary, we contend that gamification is commonly misunderstood and misapplied by I-O psychologists, and our goals are to remedy such misconceptions and to provide a research agenda designed to improve both the science and the practice surrounding gamification of human resource processes.

As diversity researchers, it is encouraging to see seasoned scholars discussing the need to study demographic populations that have been historically silenced in our literature. At the same time, although studying singular identities (such as gender, race, sexual orientation, religion, ability, and size) is useful in demonstrating the unique experiences of members of individual groups, investigating the intersection of multiple identities will ultimately provide us with a more holistic perspective on the impact of identity at work. The focal article by Ruggs et al. (2013) suggests this but also underscores the potentially distracting nature of studying multiple identities at once, as well as the possibility for individuals without stigmatized identities to claim that they are also diverse in some way. Though these concerns are worth consideration, we believe it is important to pursue research on singular identities only as a building block to a larger end goal: Studying and understanding the realities of identity through intersectional research. The following commentary will outline our reasons for why studying multiple intersecting identities is vital to achieving a more complete view of diversity at work.