Cross-Cultural Issues in Industrial, Work, and Organizational Psychology
Bibliographic record
Abstract
Abstract For the first half century of industrial, work, and organizational psychology’s (IWOP’s) existence, the role of culture has been ambiguous at best. Attention to culture in IWOP started to take form in the 1970s, and in the last 20 years culture has begun to be integrated into IWOP research more generally. This integration has led to explorations of culture in the workplace far beyond the initial focus on organizational management theories and practices to looking at cultures’ relationships with all aspects of organizational and employee experiences. Most cross-cultural studies in IWOP research clearly show the importance of understanding societal culture’s impact on organizations, institutions, work, and workers. Merely transferring existing theories and practices of IWOP to new contexts without a clear understanding of whether those theories and practices make sense across cultures is unlikely to be successful. Through globalization and the multiculturalization of workforces, employees are increasingly interacting with people of varying cultural backgrounds on a far more regular basis than in the past. This change has spurred attention to how culture has impacted theories, research, and practices in some key IWOP theoretical domains, including leadership; occupational safety, stress, and health; precarious and decent work; trust and trustworthiness; and diversity, equity, and inclusion in the multinational organization.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.027 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".