Guidelines for self development of leadership skills

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Guidelines for self development of leadership skills

Society for Industrial and Organizational Psychology, Inc.

Basic Skills in Management and Leadership

Guidelines for education and training in industrial-organizational psychology. Members of the Committee were: Approved by Executive Committee: April Approved by the American Psychological Association: The term "guidelines" refers to pronouncements, statements, or declarations that suggest or recommend specific professional behavior, endeavors, or conduct for psychologists APA, Guidelines differ from "standards" in that "standards" may be mandatory and may be accompanied by an enforcement mechanism.

Thus, as guidelines, the contents of this document are not intended to be mandatory, exhaustive, or a substitute for appropriate professional judgment and they may not always be applicable in all situations. The aspirational intent of the guidelines is to facilitate the continued development of I-O Psychology.

Although such guidelines have implications for several other related concerns of SIOP members, these other concerns will not be addressed here.

Youth Leadership Curriculum

Specifically, these guidelines were not written for the purpose of providing the basis for graduate studies program certification, determining eligibility for specialty licensing as an I-O psychologist, establishing eligibility for membership in SIOP, or highlighting the continuing education and training needs of the profession.

Finally, it should be reiterated that the focus of this document is education and training in I-O psychology. These guidelines are not designed to be a set of recommendations for education in related fields e.

Although it is recognized that a large number of academic disciplines or specialties are concerned with developing related subject matter and skills, these related areas are beyond the scope of these guidelines. The committee started with the most recent versions of the guidelines, reviewed the content for relevance, consulted various sources, and made recommendations for revisions.

Master's-level students will typically receive a narrower breadth of training compared to doctoral students. This stems largely from the fact that fewer credit hours are required for the master's degree. Thus, the competencies listed in Table I may not be covered as fully at the master's level as they might be at the doctoral level.

As a result, there may be considerable variability in program content among master's level I-O programs e. Master's students are expected to demonstrate basic-level competencies and to be exposed to higher-level concepts.

For example, whereas a doctoral student may take several courses in statistical analysis, the master's student may have just one or two courses.

Besides fewer credit hours, master's education is typically delivered with a larger student-to-faculty ratio than is true of doctoral-level training Lowe, ; Tett et al. This type of training is consistent with the generalization that master's-level students will typically be consumers of I-O knowledge, rather than producers of new knowledge.

As such, they are engaged in applying this knowledge to issues involving individuals and groups in organizational settings.

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Those involved in research usually do so under the guidance of a doctoral-level psychologist. In the future, it may be useful to differentiate various levels of proficiency for each competency.

The career options are different for master's-level versus doctoral-level graduates. Schippmann, Schmitt, and Hawthorne reviewed the work roles of I-O students whose terminal degree is the master's degree versus the Ph. They concluded that there are substantive differences between the kinds of work performed by these two groups.

There were very few master's graduates in academic roles, whereas master's graduates were more highly represented in jobs such as compensation, training, data analysis, and generalist human resource management compared with doctoral graduates.

Some master's-level students are interested in continuing to doctoral study and these guidelines identify the topic areas on which such students are likely to delve deeper during that transition. Master's programs may be designed to serve students who want 1 pre-doctoral training, 2 practitioner-oriented training i.

Pre-doctoral programs would also be appropriate for master's-level I-O practitioners who work in research settings. Terminal master's programs may opt to place greater weight on content and practical application issues relative to research skills.

These and other distinctions between master's-level and doctoral-level training might lead to substantial differences in the two levels of training. However, none of the differences highlighted above suggests that the basic content of the field changes as a function of the level of education.

Thus, only one set of competencies is provided within these guidelines. The perspective of these guidelines is that the competencies identified in Table 1 are ideals that no program is likely to meet completely.

INTRODUCTION

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Guidelines for self development of leadership skills

Affiliation Process The Membership year brings the challenge of achieving a record 35th straight year of membership growth for HOSA.

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