Novice vs. Experienced Coaches: Differences in Assigning Player Role Responsibilities

A structured communication process developed for increasing role clarity for members of NCAA Division I basketball and volleyball teams was implemented for eight teams. The intervention included the completion of an instrument by both the head coach and each player, which enabled a quantified assessment of role agreement on a comprehensive list of required individual roles. The coach then met with each player individually to discuss the player’s roles on the team and where coach and player perceptions differed. As a result of the roles process and across coach experience level, role agreement between coach and players improved similarly from an initial pre-meeting average of 66.9% (SD = 7.03) to an average post-meeting agreement of 89.5% (SD = 6.43). However, less experienced coaches used the initial feedback to alter player’s role assignment (M = 9.67, SD = 2.08) significantly more often than did experienced coaches (M = .80, SD = 1.1). Results suggest the role clarity process is a useful tool for less experienced coaches to examine and refine their strategies for assigning player roles as well as for increasing player role clarity

Consistency is key: Intercollegiate athlete perceptions of the justice of team disciplinary decisions

Discipline and, how it is perceived, is of great consequence to organizations. Importantly, how disciplinary decisions are determined and carried out can influence the attitudes, behavior, and emotions of organizational members both positively and negatively (Ball, Trevino, & Sims, 1992). Although there is a dearth of research investigating the perceptions of those receiving punishment, it is equally important to understand the perceptions of those observing the disciplinary process. The purpose of this study was to investigate perceptions of justice involving disciplinary decisions in an intercollegiate team sport setting. Male and female intercollegiate athletes (N = 204) provided open ended responses regarding a punishment scenario on their athletic team and their perceptions of distributive fairness to the punished athlete and teammates, perceptions of procedural fairness to the punished athlete and teammates, perceptions of justice to the fans, and whether the punishment was likely to deter future misconduct by the punished athlete and teammates. Results indicated that punishment that was in accordance with team rules was perceived as more fair to both the punished athlete and the team. The findings of this study are of importance to sports teams specifically and organizations generally in that they lay the groundwork for creating disciplinary processes which are perceived as fair in terms of their procedure and distribution

Physical weathering intensity controls bioavailable primary iron(II) silicate content in major global dust sources

The speciation of iron (Fe) reaching the ocean, for instance in wind‐blown dust and coastal sediments, impacts its bioavailability to phytoplankton and its impact on atmospheric carbon dioxide (CO2) and climate. For dust reaching the Southern Ocean, primary Fe(II) silicates that are physically weathered from bedrock are highly bioavailable compared to more chemically weathered, Fe(III)‐rich species, suggesting that weathering in dust source regions impacts the bioavailable Fe supply. However, this phenomenon has not been studied in other important terrestrial Fe sources, where weathering regimes and source geology vary. Here, we use Fe X‐ray absorption spectroscopy on marine sediment cores to show that major global dust and sediment sources impacted by high physical weathering contain abundant primary minerals and thus are overlooked as a source of highly bioavailable Fe globally. Thus, it is important to consider the role of physical versus chemical weathering in Fe fertilization and biotic CO2 cycling

Undergraduates Learn about Industrial-Organizational Psychology and Human Factors from an Informational Brochure

An informational brochure was created to assist students and faculty unfamiliar with the industrial–organizational (IO) and human factors (HF) disciplines. The brochure highlights the content of these two professions, presents advice for undergraduates to prepare for admission to IO and HF graduate programs, provides sources of IO and HF information, and suggests employability options in IO and HF. To determine if this brochure effectively informed students about these professions, students read either the IO and HF brochure or information about school psychology. Knowledge about IO and HF programs increased significantly after reading the IO and HF brochure. Suggestions for its distribution are offered

Gaining Organizational Entry and Developing Partnerships for Applied Research and Experience: A Perspective from Industrial-Organizational Psychology Master\u27s Programs

As faculty in master\u27s industrial and organizational (I-O) psychology graduate programs, we read with great interest the focal article on initiating and maintaining partnerships with organizations (Lapierre et al., 2018). We applaud the efforts of the authors to present guidelines and recommendations for successful applied research in organizations. Although Lapierre et al. directed their recommendations primarily to doctoral faculty and their students, there currently are 159 I-O psychology master\u27s programs listed on the Society for Industrial and Organizational Psychology (SIOP) webpage (http://my.siop.org/GTP). Because of the applied nature of most master\u27s programs, by necessity we work continuously to gain entry into and partner with organizations for internship placements, applied course projects, and applied service opportunities. We, along with other master\u27s faculty colleagues, have published and presented on the topic of partnering with organizations (e.g., Shoenfelt, 2003; Shoenfelt, Kottke, & Stone, 2012; Shoenfelt et al., 2015; Shoenfelt, Stone, & Kottke, 2013; Shoenfelt, Walker, Long, Smith, & Whelan, 2012; Stone, Shoenfelt, Huffcut, Morganson, & Frame, 2018; Stone, Shoenfelt, Morganson, Moffett, & Van Hein, 2017). In this response, we offer an analogous perspective from the master\u27s level based on tacit knowledge garnered from more than a century of combined experience. We note that many of the recommendations in this focal article likewise surfaced in our work. Here we highlight the challenges unique to master\u27s-level and teaching-intensive faculty in implementing these recommendations. In our response, we embrace Lewin\u27s (1946) definition of action research that there is no action without research and no research without action. Thus, we broadly define applied research as asking an important applied question and systematically collecting data to answer that question in a manner in which the results inform organizational action (whether or not it results in a peer-reviewed publication)

Industrial-Organizational and Human Factors Graduate Program Admission: Information for Undergraduate Advisors

Many psychology departments do not have industrial-organizational (IO) or human factors (HF) faculty members. As such, potential IO and HF graduate students may miss career opportunities because faculty advisors are unfamiliar with the disciplines and their graduate programs. To assist advisors, this article highlights the content of IO and HF disciplines, presents tips on how to advise undergraduates for admission to IO and HF graduate programs, provides sources of IO and HF information, suggests employability options in IO and HF, and offers an advising brochure that is available upon request. A wide variety of career options exist in both IO and HF. Advisors assisting students in evaluating potential careers and identifying graduate programs should find this information useful