Reflection and reflexivity in I-O psychology: A graduate student’s perspective

Abstract

Introduction In the focal article, Hyland (2023) writes, “my hope is that this article will spark a collective conversation about the role that reflection and reflexivity can play in our field” (pp. 5–6). As three current graduate students in an I-O psychology PhD program, we want to extend this discussion of reflection and reflexivity into a call to action for ourselves and our fellow I-O graduate students to play an active role in generating this necessary change. According to SIOP’s Income and Employment report (2020), 45% of I-O graduates pursue a career in academia, whereas 56% of I-O graduates pursue an applied career. Therefore, graduate school is the ideal time to foster the relationship between academic and applied scholars, and integrate the ideal reflection and reflexivity skills that all I-O scholars should possess in order to best address the identity crisis of I-O Psychology. In this commentary, we highlight the personal, epistemological, and disciplinary questions Hyland asks I-O psychologists to consider from the lens of a graduate student so that reflection and reflexivity occurs from the beginning of where an I-O psychologist’s career begins.