This meta-analysis evaluated predictors of both objective and subjective sales performance. Biodata measures and sales ability inventories were good predictors of the ratings criterion, with corrected rs of .52 and .45, respectively. Potency (a subdimension of the Big 5 personality dimension Extraversion) predicted supervisor ratings of performance (r = .28) and objective measures of sales (r-.26). Achievement (a component of the Conscientiousness dimension) predicted ratings (r = .25) and objective sales (r = .41). General cognitive ability showed a correlation of .40 with ratings but only .04 with objective sales. Similarly, age predicted ratings (r = .26) but not objective sales (r =-.06). On the basis of a small number of studies, interest appears to be a promising predictor of sales success.

As psychology has grown more diversified and complex, so have the issues concerning the education and training of students. Our purpose was to generate data, using structured multidomain job analysis to guide future clinical training and education efforts at Memphis State University. We describe the methodology and procedures used to obtain detailed information about three representations of the clinical psychologist's job, and we present the general results. Although the specific results are limited in terms of their generalizability, the procedures can be used in other settings in order to address a number of applied problems. DiagnosisAbility to integrate the results of assessment instruments with other relevant information in defining a client's problem. Ability to administer and score physical or neurological assessment instruments and interpret the results. Treatment Knowledge of psychotropic drugs, their therapeutic action, interactions, and potential side effects. Ability to identify behaviors that can be modified and define the contingencies to be manipulated when applying behavior modification techniques. Test development, theory, and administration Ability to evaluate psychological tests according to psychometric principles. Knowledge of questionnaire construction methods and techniques. Development of training programs Knowledge of the advantages and disadvantages of various instructional methods in relation to content and objectives. Ability to organize content when preparing lectures, speeches, or presentations. Delivery of training Ability to demonstrate or model the performance behavior involved in different therapy techniques. Ability to stimulate audiences' interest in a topic or issue. Training evaluation Ability to analyze and evaluate student capability to perform required or assigned tasks. Ability to evaluate the quality of written material, using multiple criteria. Communication and business practice Ability to express quantitative or technical information in written form. Knowledge of malpractice issues related to the practice of clinical psychology. Experimental design and statistical analysis Knowledge of basic experimental and quasi-experimental designs and their applications to psychological research. Ability to interpret research findings in light of the purpose, design, and hypotheses of the study. Research development and planning Ability to identify and formulate research questions derived from contradictory, conflicting, or incomplete evidence. Ability to analyze and evaluate ideas, concepts, or proposals as they are evolving. Project management Ability to share or divide attention among a number of individuals and ongoing projects. Ability to convey to students, staff, and colleagues the urgency and priority of project goals. Goals and interpersonal relations Ability to perform effectively under stressful or highly emotional situations. Ability to develop and maintain working relationships with students and colleagues.

The understanding of psychology is one of the most important roads to success for the modem business man. Industrial and commercial work are in thousandfold contact with mental life. Salesmanship and advertising, learning and training for technical labor , choosing the right position and selecting the right employe, greatest efficiency of work and avoidance of fatigue, treatment of customers and of partners, securing the most favorable conditions for work and adapting the work to one's liking, and ever so many other problems stand b efore the business world and cannot be answered bu t by psychology (Miinsterberg, 1918, p. v).The above quotation by Hugo Miinsterberg is typical of the ambition and confidence (some migh t say overconfidence) of at least some of the founders of industrial-organizational (110) psychology. Although the results of more than 100 years of applying psychology to organizations have caused us to be a bit more humble and circumspect in our pronouncements, it is true that the science and practice of I/0 psychology have made a fair am ount of progress in dealing with Miinsterberg's concerns. The field has had an in teresting and eventful history. As I/0 psychology has expanded and matured, we have seen an increased interest in this history. This is most welcome, as it is our belief that knowledge and appreciation of history is essential fo r deep understanding. Tracing the evolution of ideas in substantive areas of 1/0 psychology and examining the litany of insights, incremental progress, and missteps that resulted in the current state of the field can lead to a richer appreciation and understanding for researchers and practition ers alike.Previous historical overviews of I/0 psychology vary in emphasis, orientation, and detail. Examples include Ferguson (1962)(1963)(1964)(1965),1 who built his history around the Carnegie Institute of Technology's (CIT's) Division of Applied Psychology. Baritz (1960), although critical of industrial psychology's close ties with management, provided a great deal of information about early industrial psychology, as did Napoli (1981) in his history of the psychological profession. A chapter by Hilgard (1987) concentrated on the history of I/0 psychology in the United States; Warr (2007) provided an overview of the development of I/0 ou tside of the United States; and McCollom (1968) and Viteles (1932) gave summaries of the early years of the field both inside and outside of America. Katzell and Austin (1992) offered a contextual approach to American 1/0 psychology history, as did Koppes (2003). A recent book edited by Koppes (2007) took a topical approach to I/0 history. Many other excellent histories of 1/0 psychology have focused on specific conten t areas, individuals, or time We thank Bianca Falbo, Shelly Zedeck, and an anonymous reviewer for their helpful comments. All errors are our own. 1 Leonard W. Ferguson completed a series of pamphlets ~overi n g 14 chapters (one volume and part of another) of a planned 12-volume history of industrial psychology centere...

Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgments suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends.

Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgments suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends.