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43 Cards in this Set
- Front
- Back
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Cook & Campbell (1976)
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Internal validity- causal relationship
External validity- generalizability across time, settings, and samples Construct validities- how well the measures “tap” the construct Convergent and discriminate validity Statistical conclusion validity- is everything psychometrically sound |
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McGrath (1982)
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Triangulation
Includes measurement, data collection, research strategy 8 primary research strategies Formal theory/literature reviews Sample survey Laboratory experiment Experimental simulation Field study (primary data) Field study (secondary data) Field experiment Judgment task Computer simulation |
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Scandura & Williams (2000)
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Less triangulation in studies and decreased rigor
Decrease in lab studies Decrease in internal validity strategies Decreased longitudinal designs Decrease construct validity Statistical validity is okay |
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Dunnette (1990)
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Problems in I/O Psychology
Publishing patterns- decreased publishing by practitioners Schism in goals –organizations are looking for quick fixes and researchers are looking for quick publications Barriers to good science Publication fever/publication paralysis Poor communication skills Doing good research is not easy Choosing what to study is haphazard Solutions New methods of performance appraisals Improved communication effectiveness Increased research impact- need higher quality and relevant research Increased collaboration |
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Anderson (2001)
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We need to start guiding practice. Why would we get funding if we are not providing anything?
Popularist (low rigor, high practical) Pragmatic (high rigor, high practical) Puertile (low rigor, low practical) Pedantic (high rigor, low practical) What is causing us to drift away from pragmatic science? Decreased practitioner publication Majority of studies follow previous studies, few test theories Increase in fragmented professional groups The importance of stakeholders What handicaps researchers Takes longer to do lab studies than field Top journals have high methodological standards What handicaps practitioners Wants quick fixes |
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Vermeulen (2005)
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Rigor and relevance are not opposites, you need rigor for relevance
Relevance in question, rigor in methods Need to change the incentive system because the academic system does not value relevance Practitioners need to be the recipients of our outputs |
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Gulati (2007)
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Two tent poles: rigor and relevance
Causes of the disconnect (tribalism): Unwillingness and inability of academics to translate findings to practitioners Rigor and relevance are represented as two types of knowledge Simple and heuristics and stereotypes to Effects of the disconnect People don’t realize the importance or significance of findings from other tribes Boundary spanning research is shut out Effort goes into fighting each other, not improving the field Solutions to the disconnect Rely on managerial sensibility to shape debates Test theory in the classroom Build theory Appreciate and synthesize the dialect between theory and phenomenon Become bilingual interpreters for and academic collaborators with practitioners |
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Combs (2010)
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People are understanding the need for power, but, this results in more significant results with small effect sizes
Report effect sizes |
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Kram (1985)
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Types of mentoring
Career development Psychosocial support (personal development) Sometimes role modeling Phases of mentoring Initiation –learn about each other Cultivation –where learning occurs Separation – structural or psychological disconnection Redefinition –termination or evolution of mentoring relation into peer-friendship |
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Ragins et al., (2000)
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Marginal mentoring- “good enough” mentoring
People continue in them if they were bad they would break it up Effects of nonmentoring compared to “high” satisfaction Decreased job satisfaction ,satisfaction with opportunities for promotion, organizational commitment, career commitment, and procedural judgment Marginal mentoring was not different than nonmentored individuals Positive attitudes are associated with high mentoring satisfaction, marginal mentoring is unrelated to positive outcomes Program design Same departments had less satisfaction and more negative job attitudes Purpose somewhat significant Rank, recognition, meeting, frequency, matching, method, volunteer not significant |
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Williams et al. (2001)
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Dysfunctional mentoring
Negative relations, dyadic differences, spoiling, submissiveness, malevolent deception (Eby & McManus, 2004) |
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Allen et al., (2004)
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Mentoring in general
Career outcomes Increased compensation and promotion Subjective outcomes Increased career satisfaction, expectation for advancement, career commitment, job satisfaction No significant intent to stay Career mentoring Somewhat more related to career success indicators than psychosocial mentoring Psychosocial mentoring More related to satisfaction with mentor Career and psychosocial had similar relationships with job and career success Didn’t look at any moderators what about length of relationships, satisfaction, etc? |
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Payne & Huffman (2005)
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protégés had high affective and continuance commitment which resulted in decreased turnover
no interaction between conditions of mentoring and commitment affective commitment partially mediates the relationship between mentoring and turnover army study, so it generalizes more to more hierarchical organizations |
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Allen et al., (2006)
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Program design predictors
Quality: match input, same department, training quality (positive relationship for the protégé, negative relationship for the mentor) Career: match input, same department, training quality (negative relationship) Psychosocial: hours of training Role modeling: match input, differences in rank Non-significant predictors Voluntary participation Geographical Rank |
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Scandura & Pelligrini (2007)
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Leadership
Mentoring and LMX Mentoring takes longer develop and longer Transformational is similar to mentoring Transaction is similar to LXM Mentoring and paternalistic leadership Paternalistic is leader-based, directive, examines all areas of life Mentoring is follower-based, focuses on empowerment and skill development Criterion examined Career progress Performance, salary, promotions, and development More traditional I/O criterion E.g. stress, justice, OCB New Forums of Mentoring Multiple mentoring Team mentoring E-Mentoring Needs-driven mentoring (internal focused) Theoretical limitations Definitional issues Are the new forms of mentoring truly mentoring? Lack of theoretical integration with other fields Limited range of criteria Cross cultural mentoring Methodological limits 2 or 3 constructs? No accepted measure Research designs: need more qualitative, longitudinal, & experimental |
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Adams (1965)
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Distributive Justice- fair outcomes
Equity outcomes (Adams 1965) Equality and needs outcomes (Leventhal, 1976) |
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Leventhal (1976)
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hal (1976)
Procedural justice Six criteria for procedural justice Applied consistently Free from bias Uses accurate information Way to fix bad decisions Moral/ethical Opinions of stakeholders taken into account |
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Bies & Moag (1986)
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Interactional Justice
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Greenberg (1990)
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Broke down interactional into interpersonal and information
Underlying mechanisms for procedural justice Self-interest model (Tyler, 1987) People want procedural control because they are concerned with their own outcomes Group-value model (Tyler, 1987) People value long-term relationship and procedural justice promotes group solidarity Both mechanisms have received support Referent cognitions theory (Folger, 1986) Different outcomes to different types of injustice Procedural results in resentment Outcome results in dissatisfaction New directions Equity Not necessarily money, can be title, workplace sensitivity Inter and intrapersonal moderators Equity sensitivity Benevolence and entitled Situational norms Applications of Justice research Managerial dispute resolution Gender difference in pay Survivor response to layoffs Life Cycle of Construct |
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Colquit et al., (2001)
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All forms of justice are highly correlated, but not enough to suggest that they are the same construct
They all demonstrated incremental validity Procedural and distributive outcomes: outcome satisfaction, job satisfaction, organizational commitment, trust, decreased withdrawal, decreased negative reactions, weeakley related to OCB’s and performance |
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Judge & Colquitt (2004)
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Logic- organizations that consider views and input of employees are more likely to be responsive to work-family concerns
Procedural and Interactional justice (not distributive and informational) significantly predicted work and family conflict which then predicted stress and job satisfaction Use longitudinal and others to decrease same source bias |
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Colquitt et al., (2005)
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We should consider measure an overall construct of justice in addition to the specific constructs
Should be given more attention to variance explained in important outcomes Results accumulate more rapidly due to more stable effect sizes People would be less hesitant to include and overall justice in their studies because it is more parsimonious Drawbacks Limit the scope and comprehensiveness of our understanding When money and time are an issue (all the time!) we need to know which aspects of justice to focus on, harder to implement changes based on an overall justice measure Need to consider context in which justice should be explored Should we look at entity vs event based justice |
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Roch & Shanock (2006)
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Updated interactional justice definition (Bies, 2001)
Traditionally, interpersonal justice look at respect and propriety, context specific New version includes (broader and not context specific): Derogatory judgments Deception Invasion of privacy Disrespect Interactional justice (new measure) uniquely predicts LMX above interpersonal and information Informational and procedural predict POS Distributive justice predicts pay satisfaction |
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Ambrose & Schminke (2009)
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Specificity principle –match the specificity of constructs
Their measure of overall justice Global evaluation of his/her personal experience General statements about the organization Distributive, procedural, and interactional justice load onto their overall model. Predicted job satisfaction, commitment, and decreased turnover intentions Predicted task performance, OCB, and organizational deviance Both full and partial mediation demonstrated similar fit, so, we can use overall justice depending on the circumstances |
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Meyer & Allen (1991)
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Affective commitment- emotional attachment to the organization
Continuance commitment- cost of leaving vs rewards of staying Normative commitment- felt obligation to remain in the organization |
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Baruch (1998)
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Organizational commitment to employees is the most important antecedent of employee commitment to organizations, given the large number of mergers, acquisitions and divestitures, it is not applicable to study organizational commitment
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Mowday (1999)
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Countered Baruch
Employee commitment yields higher returns which is especially important in today’s economic climate Most commitment measures involve cross-sectional surveys |
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Meyer et al., 2002
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Organizational commitment outcomes
Withdrawal cognitions Voluntary employee turnover Absenteeism Job performance OCBs Work family conflict |
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Hacket et al., 1994
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Differential outcomes by OC commitments
Affective commitment is positively correlated with performance and OCBS Continuance commitment is negatively related with performance and OCBS Normative has no relationship with performance |
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Kondratuk (2002)
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Affective Commitment
Not related to career mobility Lower before internal and external moves, after the moves it is higher Affective commitments happen rapidly Continuance Commitment Not related to career mobility Normative Commitment Related to external, but not internal, mobility rate Not a precursor for specific job or company change |
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Meyer et al. (2004)
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Commitment is a component of motivation so that is why it is important
Commitment serves as an impetus for making a distinction between nondiscretionary and discretionary behavior Embedding commitment in motivation theory helps us to realize that The organization is only one of several commitment foci |
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Judge et al. (2001)
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Iaffaldano & Muchinsky (1985) based their corrections on internal consistency as opposed to inter-rater reliability
Uncorrected, the correlation between job satisfaction and performance is .18 Corrected it is .30 High credibility interval indicating potential moderators Job complexity moderates this relationships such that for high complexity jobs satisfaction and performance correlated .52 |
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Fisher (2003)
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Students, managers, and supervisors from a variety of national and cultural backgrounds believed that more positive feelings (mood, happiness, or job satisfaction) were associated with better performance
The average within-person correlation between mood and momentary task performance was .41 while the average within-person correlation between task satisfaction and task performance was .57 Momentary task satisfaction is a particularly plausible source of lay person’ beliefs that satisfaction and performance covary |
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Weiss (2002)
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Overall evaluative judgment about the job
Behaviors that are the result of considered decision processes in which the overall evaluation of the job enters evaluation Affective experience at work Discrete emotions Affective states directed at someone or something Moods More general, diffuse response Beliefs about job Behavioral consequences of the integrated set of propositional statements about the object We should consider satisfaction as an attitudes, and more specifically an evaluative judgment We should examine the object of each facet and make sure that they are matching up with our criterion |
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Baruch (1998)
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Organizational commitment to employees is the most important antecedent of employee commitment to organizations, given the large number of mergers, acquisitions and divestitures, it is not applicable to study organizational commitment
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Mowday (1999)
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Countered Baruch
Employee commitment yields higher returns which is especially important in today’s economic climate Most commitment measures involve cross-sectional surveys |
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Meyer et al., 2002
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Organizational commitment outcomes
Withdrawal cognitions Voluntary employee turnover Absenteeism Job performance OCBs Work family conflict |
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Hacket et al., 1994
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Differential outcomes by OC commitments
Affective commitment is positively correlated with performance and OCBS Continuance commitment is negatively related with performance and OCBS Normative has no relationship with performance |
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Kondratuk (2002)
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Affective Commitment
Not related to career mobility Lower before internal and external moves, after the moves it is higher Affective commitments happen rapidly Continuance Commitment Not related to career mobility Normative Commitment Related to external, but not internal, mobility rate Not a precursor for specific job or company change |
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Meyer et al. (2004)
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Commitment is a component of motivation so that is why it is important
Commitment serves as an impetus for making a distinction between nondiscretionary and discretionary behavior Embedding commitment in motivation theory helps us to realize that The organization is only one of several commitment foci |
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Judge et al. (2001)
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Iaffaldano & Muchinsky (1985) based their corrections on internal consistency as opposed to inter-rater reliability
Uncorrected, the correlation between job satisfaction and performance is .18 Corrected it is .30 High credibility interval indicating potential moderators Job complexity moderates this relationships such that for high complexity jobs satisfaction and performance correlated .52 |
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Fisher (2003)
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Students, managers, and supervisors from a variety of national and cultural backgrounds believed that more positive feelings (mood, happiness, or job satisfaction) were associated with better performance
The average within-person correlation between mood and momentary task performance was .41 while the average within-person correlation between task satisfaction and task performance was .57 Momentary task satisfaction is a particularly plausible source of lay person’ beliefs that satisfaction and performance covary |
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Weiss (2002)
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Overall evaluative judgment about the job
Behaviors that are the result of considered decision processes in which the overall evaluation of the job enters evaluation Affective experience at work Discrete emotions Affective states directed at someone or something Moods More general, diffuse response Beliefs about job Behavioral consequences of the integrated set of propositional statements about the object We should consider satisfaction as an attitudes, and more specifically an evaluative judgment We should examine the object of each facet and make sure that they are matching up with our criterion |
