I/O psychology: functionalism, technology, training and cognitive psychologyThe purpose of this article is to evaluate how functionalism and cognitive psychology align with industrial/organizational (I/O) psychology and advocate the use of functionalism and cognitive psychology, schools of thought to support the topic of research on the effects of technological advances, such as avatars, holograms, and computer/web-based instructions in training and training employees. development. Additionally, this article serves as a call to action for those in the field of I/O psychology to become leaders in researching and developing theories that have practical applications in the workplace. Schools of thought: functionalism and cognitive psychologyThe psychology of I/O in the world of work The United States is the result of changes in the cultural trends of society, from the emergence of Darwinism, to the transfer of paradigms to functionalism, to the industrial revolution, to capitalism and scientific progress (Bingham, 1953; Katzell & Austin, 1992; I/O psychology studies the how and why of living organisms to adapt their mental processes and behaviors, which is a central tenet of functionalism in the environment of work and functionalism with its beliefs in experimental research allows I/O psychologists to conduct thought tests, experiments, and quasi-experiments on human and animal subjects thereby allowing industrialism and capitalism to thrive by helping organizations secure; and maintain its competitive advantage (Hergenhahn & Henley, 2014; Katzell & Austin, 1992; Koppes & Pickren, 2007; Landy, 1997). Functionalism is in line with the research paper on technological advances in the work environment applied to the training and development of ... half of the paper ... Organizational and Organizational Psychology, 5(2), 128-148. doi:10.1111/j.1754-9434.2012.01419.Turnage, J. J. (1990). The challenge of new technology in the workplace for psychology. American Psychologist, 45(2), 171-178. doi:10.1037/0003-066X.45.2.171Tzei, L., Su-Mae, T., and Jayothisa, C. (2013). The effects of peer- and expert-type pedagogical agents on students' agent perceptions, task-related attitudes, and learning outcomes. Journal of Educational Technology & Society, 16(4), 275-286. Wan, Z., Compeau, D., & Haggerty, N. (2012). The effects of self-regulated learning processes on e-learning outcomes in organizational contexts. Journal of Management Information Systems, 29(1), 307-339. doi:10.2753/MIS0742-1222290109 Wankel, C. (2009). Management training using social media. Journal of Organization Management (Palgrave Macmillan Ltd.), 6(4), 251-262. doi:10.1057/omj.2009.34