Value differences between scientists and practitioners: A survey of SIOP members

How Do Employees Construe Their Career Success: An improved measure of subjective career success

“…Of three avenues proposed by Heslin (), paying greater attention to how individuals conceptualize their career success is the most essential, but hitherto largely neglected facet in the career success field. Indeed, empiric studies regarding how different populations conceptualize career success have illustrated the variations in the criteria that individuals adopt to access their career success (e.g., Brooks, Grauer, Thornbury, & Highhouse, ; Pellegrin & Coates, ). As there is no doubt that people construe their career success in a subjective way and tend to hold various values on the criteria of career success, it is inappropriate to treat every aspect of career success equally when measuring SCS.…”

Conceptualizing and evaluating career success

“…These include professionals transitioning to working part-time (Lee & Dohring, 2003), people with a global career (Hollenbeck & McCall, 2003), young classical musicians (Dobrow, 2003), people working in not-for-profit organizations (Steinbereithner, 2003), and CEOs (Heslin, 2003b). An example of how career context can be associated with subtle differences in the criteria people use to evaluate CONCEPTUALIZING AND EVALUATING CAREER SUCCESS 117 their career success is illustrated by a survey of 1481 industrial/organizational (I/O) psychologists by Brooks, Grauer, Thornbury, and Highhouse (2003). This study found that compared to I/O psychology 'academics' (i.e., those working in universities), I/O psychological practitioners reported valuing affiliation, structure, and money significantly more, though autonomy and science to a lesser extent than their academic counterparts.…”

The role of work and organizational psychology for workplace innovation practice: From short-sightedness to eagle view

“…In this essay, we have highlighted a range of ways to achieve a meaningful and productive engagement between the two. Although a small minority believe that the researcher practitioner divide is too challenging to bridge (e.g., Kieser & Leiner, 2009) or that the scientist-practitioner model too challenging to adopt (e.g., Brooks et al, 2003;Murphy & Saal, 1990), we have highlighted many reasons to be optimistic. As some scholars note, researchers and practitioners are more alike than different (e.g., Bartunek & Rynes, 2014) and bridging the gap "is already happening" (Hodgkinson & Rousseau, 2009).…”

“…It may necessitate aligning researchers' and practitioners' disparate beliefs about science and the relevance of the scientific method for the workplace (McIntyre, 1990). Because WO Psychologists in academic and applied settings tend to differ in their work values, (Brooks, Grauer, Thornbury, & Highhouse, 2003), developing communities of practice may also necessitate acknowledging and being more tolerant of these differences. For example, Brooks et al (2003) showed that autonomy and scientific research were more important for academics, whereas affiliation, money, and a structured work environment were more important for practitioners.…”

“…Because WO Psychologists in academic and applied settings tend to differ in their work values, (Brooks, Grauer, Thornbury, & Highhouse, 2003), developing communities of practice may also necessitate acknowledging and being more tolerant of these differences. For example, Brooks et al (2003) showed that autonomy and scientific research were more important for academics, whereas affiliation, money, and a structured work environment were more important for practitioners. By applying his or her specialised analytical background into real-world practical settings, the experienced academic practitioner is in a position to appreciate differences in values and priorities, and align the needs of practice with the values of research.…”