The Scientist Practitioner Model

“The education of I-O psychologists is founded on the scientist–practitioner model, which trains them in both scientific inquiry and practical application.”

The S-P model discourages practice without scientific basis

and

research with no clear implications for practice.

The “I/O psychologist is frequently both the generator of knowledge and the consumer/user of such knowledge.”

What is the S-P model?

Research ahead

Practice

Research

Informs research of relevant issues and areas of study/innovations

SIOP, 1999, Perspective of the Guidelines: The Scientist Practitioner.

Practice ahead

Informs practice

with evidence-based

solutions to problems

Murphy & Saal (1990) as cited in Aguinis & Cascio, 2008.

Lab studies, empirical field research, meta-analyses have influence

The “I/O psychologist is frequently both the generator of knowledge and the consumer/user of such knowledge.”

SIOP, 1999, Perspective of the Guidelines: The Scientist–Practitioner

as cited in Hays-Thomas, 2006.

Areas of study

Experience, innovation & applied knowledge have influence on organizations

Researchers: think about the practical applications of your research

Cober, Silzer & Erickson, 2009

Practitioners:

show decision

makers it is more effective to use practices based on science

Structure graduate programs to value both science and practice components

Discussion: Is science

behind practice?

Also, teach students how to “translate findings to clients.”

Doesn't mean research is put into practice

Silzer & Cober, 2010, p. 98

Narrowing

the

gap

It looks like... it is. Kind of.

Doesn't mean innovations have been "adequately researched"

Silzer & Cober, 2010

Recognize and reward efforts where scientists and practitioners come together

Practitioners need to be accountable for learning

Being informed of current and emerging issues

Make research more accessible

Silzer & Cober, 2010

Aguinis & Cascio, 2008

SIOP sessions where researchers & practitioners can work together

Cober, Silzer & Erickson, 2009

Increase communication

Trends in IO vs.

human-capital

Analyzed trends over 45 years

Aguinis & Cascio, 2008

work-life issues

If trends keep up as they have been, IO will lag behind current issues:

aging attitudes

Areas of balance

similar responses across the board

retirement of baby boomers

globalization

increasing diversity

Why more

convergence

here?

performance management

ethics/ethical leadership

organizational culture

SIOP Survey: Science/Practice Gap

competency modeling

cross-cultural issues

Cober, Silzer & Erickson, 2009

training and development

First 3 rows % do not include respondents from "Do not know."

employee engagement and attitudes

Practice seen as ahead in 14/26 areas by 50%+

individual assessment/

assessment centers

Practice ahead:

more "O" side and HR

Cober, Silzer & Erickson, 2009

Research ahead:

more "I" side and measurement/statistics

Why is there a gap?

Why should we care?

Impacting

management practices and HR policies

Aguinis & Cascio, 2008

Practice

underutilizes science

Science underestimates

innovations in practice

Practice can't

cover it all

Research is

irrelevant to

practice

Researchers think:

Cober, Silzer & Erickson, 2009

Practitioners think:

Cober, Silzer & Erickson, 2009

Making new and exciting advancements as a field

Normal evolution?

Lack of communication

Discussion: Should there be some sort of gap?

"It is unreasonable to think that all SIOP members should be both conducting research and practicing I-O psychology."

Rupp & Beal, 2007

ASA model - homogeneity of groups

The S-P model:

Science and practice will inform each other.

Silzer & Cober, 2010

Rupp & Beal, 2007

“Practitioners should look to the scientific literature for guidance on setting up effective workplace systems; scientists should take their cues from practitioners in identifying issues relevant to employee well being and organizational effectiveness”

Rupp & Beal, 2007, p. 36

Creating research for publications

Researchers

Cober, Silzer & Erickson, 2009, p. 103

Normal evolution of the field

The gap is natural and represents different perspectives that both contribute to the evolution of I-O.

"New areas will emerge for our science to investigate."

Different reward systems

Creating solutions for organizations

Practitioners

What perpetuates

the gap?

Cober, Silzer & Erickson, 2009, p. 103-104

Learning from one another

Organizations might not see the investment they are making by using research-based practices

Methodology might seem too advanced or too hard to apply

Not always

interested/ able

to study all issues faced by practitioners

Researchers

Lack of relevance:

Research might be difficult to apply in highly specific situations

Might not have time to go over research in time constraints

time/motivation

Practitioners

Application

Lack of resources

Researchers

Practitioners

References

Aguinis, H., & Cascio, W.F. (2008, October). Narrowing the science-practice divide: A call to action. TIP, 46(2), 27-34.

Cassidy, S.E. (2010, October). TIP-topics for students: The value of applied experience: Bridging the scientist-practitioner gap in graduate school and beyond. TIP, 48(2), 120-130.

Cober, R. Silzer, R. & Erickson, A. (2009, July). Science-practice gap in industrial-organizational psychology: Part I: Member data and perspective. TIP, 47(1), 97-105.

Cober, R., Silzer, R. & Erikson, A. (2009, October). Science-practice gap in industrial-organizational psychology: Part II. TIP, 47(2), 103-110.

Hays-Thomas, R. (2006, July). Challenging the scientist-practitioner model: Questions about I-O education and training. TIP, 44(1), 47-53.

Rupp, D.E., & Beal, D. (2007, July). Checking in the with scientist-practitioner model: How are we doing? TIP, 45(1), 35-40.

Silzer, R., & Cober, R. (2010, July). Practitioner perspectives: The science-practice gap in I-O psychology: A fish bowl exercise. TIP, 48(1), 95-103.

Work experience

Discussion: does work experience (before or after graduate school) provide useful insight?

Muchinsky, 2006

as cited in Hays-Thomas, 2006, p. 47

Is the S-P model the only model?

Scholar-practitioner

perspective

Vail, Colorado 1973

"Preparing consumers of science rather than active scientists."

Professional schools

Psy D

Narrow the gap?

Hays-Thomas, 2006, p. 49

Local clinical

scientist model

The S-P model emphasizes "existing models of scientific training at the expense of practice.”

Trierweiler and Stricker, 1995, p. 995

as cited in Hays-Thomas, 2006, p. 48

Focuses on context.

Is this better for IO psychologists?

"...make a scientist wiser for the experience"

The Scientist-Practitioner Model

“A critical investigator who uses scientific research and methods, general scholarship, and personal and professional experience to develop plausible and communicable formulations of local phenomena.”

Closing discussion & activity

Tracey Rizzuto, PhD

What solutions can we come up with to bridge the gap between science and practice in these emerging areas?

Or just comments on these areas:

Work experience: gain relevant training, experience and perspectives

Aguinis & Cascio, 2008

Cassidy, 2010

Trierweiler and Stricker, 1998, p. 24-24

as cited in Hays-Thomas, 2006, p. 49

79%

"who worked before and/or during graduate school indicated that the experience(s) was either very important or important

in shaping or transforming their attitudes towards, or perspective

on, their graduate studies"

88%

said internships were valuable or very valuable in their grad school training

80%

were glad they had worked/interned

Cassidy, 2010

Hays-Thomas, 2006, p. 49

Plus factor: not always required, but useful for obtaining jobs.

Depends on the program requirements/focus

or

or both?

Cassidy, 2010

Lauren Albrecht | November 26, 2014