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This paper employs a systematic and comprehensive review to trace the evolution of talent management scholarship and propose a research agenda to move the field forward. Two primary streams of literature dominate: the management of high performers and high potentials, and the identification of strategic positions and talent management systems. The topic of global talent management has received significant attention; however, much of this literature tends to incorporate the two streams heretofore identified but on a global scale. The review also demonstrates that there has been limited attention placed on individual talents as the unit of analysis. Early criticisms of the disjointed nature of the field remain and we call for greater clarity around the conceptual boundaries of talent management. Our analysis highlights that most papers draw, to some extent, on primary research. There is however considerable need and scope for more comprehensive and nuanced methodological approaches.
In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Staged 2 different videotaped interviews with the same individual--a college instructor who spoke English with a European accent. In one of the interviews the instructor was warm and friendly, in the other, cold and distant. 118 undergraduates were asked to evaluate the instructor. Ss who saw the warm instructor rated his appearance, mannerisms, and accent as appealing, whereas those who saw the cold instructor rated these attributes as irritating. Results indicate that global evaluations of a person can induce altered evaluations of the person's attributes, even when there is sufficient information to allow for independent assessments of them. Furthermore, Ss were unaware of this influence of global evaluations on ratings of attributes. In fact, Ss who saw the cold instructor actually believed that the direction of influence was opposite to the true direction. They reported that their dislike of the instructor had no effect on their rating of his attributes but that their dislike of his attributes had lowered their global evaluations of him. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
This chapter reviews recent studies examining the link between employee envy and a host of organizational outcomes at the individual and group level, from poorer leadermember exchange, lower job satisfaction, less liking for co-workers, lower organizationbased self-esteem, lower group performance, higher turnover, higher absence rates, higher social loafing, to increased performance in some instances. It shows that the role of envy in organizational life is complex. Some organizations can purposely encourage envy among employees because of its apparent motivational benefits. Whether this is good or bad, all things considered, has no pat answer. The chapter also summarizes findings on the link between envy and moral disengagement in organizational settings. It appears that people who are envious can commit harmful acts in a guilt-free manner by rationalizing their harmful behavior. This allows them to avoid personal responsibility for their actions. Envy seems to be especially conducive to both harmful acts and to moral disengagement.
While talent management has gained a central place in the managerial discourse, academic research in the area has lagged behind. This paper considers talent management with a particular focus on the European context and sets the scene for the special issue which it precedes. Given that much of our understanding of talent management is premised on work by North American colleagues, the paper and special issue are intended to provide a European contribution to the field. We hope that through empirical insights from the European context combined with the theoretical approaches adopted in the various papers, we will at minimum provide a point of departure for the field of talent management in the European context.
This paper explores the manner in which the internationalization of universities and higher education is impacting the symbolic capital that self-initiated expatriates (SIEs) rely upon to find work abroad. It contributes to the body of knowledge surrounding the institutional factors that both enable and constrain self-initiated expatriation. Following a review of the existing literature on the changing assessment of university degrees stemming from the increasing internationalization of higher education, the authors develop and examine four hypotheses related to (1) the degree of international orientation of universities, (2) the globalization (political and economic) of the societies in which they are located and (3) their academic reputations. Three of the hypotheses are supported by the analysis; a fourth hypothesis is rejected but interestingly reveals that talented graduates from well-regarded universities in economically less globalized countries are in high demand from large employers in economically more globalized countries. Location, academic reputation and degree of international orientation of a university are found to be important factors influencing how large international employers in thirty countries perceive and assess global universities as a source of employable talent.
Today the worldwide web (web) is one of the main sources of information and the main showcase for everyone (institutions, business enterprises, individuals, etc.) who wants to be recognized on in the 'real world'. At the academic level, universities have a very important role as a means to communicate scientific and cultural achievements. Web publication by scholars is not only a tool for scholarly communication but it is also a means to reach larger audiences and in general a reflection of the performance of the institutions. There have been several efforts to develop web indicators that can ultimately lead to build a university's rankings. This paper presents the Webometric Ranking of World Universities which is built using a combined indicator called WR that takes into account the number of published web pages (S) (twenty-five percent), the number of rich files, those in pdf, ps, doc and ppt format (R) (12.5 percent), the number of articles gathered from the Google Scholar Database (Sc) (12.5 percent,) and the total number of external inlinks (V) (fifty percent). The results show that there is a larger than expected academic digital divide between higher education institutions in the United States and those in the European Union. This kind of rankings using web indicators should be used to measure universities' performance in conjunction with more traditional academic indicators.
We examined the extent to which organizations' reputations encompass different types of stakeholders' perceptions, which may have differential effects on economic outcomes. Specifically, we propose that reputation consists of two dimensions: (1) stakeholders' perceptions of an organization as able to produce quality goods and (2) organizations' prominence in the minds of stakeholders. We empirically examined the distinct antecedents and consequences of these two dimensions of reputation in the context of U.S. business schools. Results suggest that prominence, which derives from the choices of influential third parties vis-à-vis an organization, contributes significantly to the price premium associated with having a favorable reputation.
Global virtual teams are playing an increasingly, important role in international business by offering organizations the opportunity for reaching beyond traditional boundaries. However, their use has outpaced our understanding of their dynamics and unique characteristics. For example, global, multicultural, interorganizational, virtual teams and the effective use of information and communication technologies (ICTs) present real and compelling challenges to facilitators, but they also present teams with unparalleled opportunities for expanding on perspectives, approaches and ideas. However, crossing organizational, cultural and time and distance boundaries requires training, experience and organizational support. While research shows that the development of personal relationships between virtual team members is an important factor in effective working relationships, little research has been conducted on the effects of crossing organizational, cultural and time and distance boundaries on relationship building in virtual teams. This paper reports on a field study of New Zealand-based virtual team facilitators working with boundary-spanning virtual teams. From a facilitator's perspective, boundary-crossing issues (organizational, cultural, language and time and distance) can affect relationship building in many important ways. For instance, facilitators found that organizational boundary crossing was affected by differing organizational cultures and policies, while working across cultures required awareness and adjustment in relationship-building expectations and strategies. Crossing time and distance barriers necessitated the skilful use of synchronous and asynchronous ICTs and communication channels. These findings will be explored and the implications for practice and research will also be discussed.
This meta-analysis (114 studies, k = 157, N = 21,616) examined the relationship between self-efficacy and work-related performance. Results of the primary meta-analysis indicated a significant weighted average correlation between self-efficacy and work-related performance, G (r+) = .38, and a significant within-group heterogeneity of individual correlations. To account for this variation, the authors conducted a 2-level theory-driven moderator analysis by partitioning the k sample of correlations first according to the level of task complexity (low, medium, and high), and then into 2 classes according to the type of study setting (simulated–lab vs. actual–field). New directions for future theory development and research are suggested, and practical implications of the findings are discussed.
Whether you're a manager, company psychologist, quality control specialist, or involved with motivating people to work harder in any capacity—Locke and Latham's guide will hand you the keen insight and practical advice you need to reach even your toughest cases. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper seeks to add to the nascent research literature on virtual teams
and virtual team leadership by investigating the issues facing virtual team leaders as
they implement and lead virtual teams. In particular, the way in which leaders develop
relationships with their virtual team members is explored. A research framework
involving action learning was instituted, with data collection and analysis based
on grounded theory approaches. In all, seven virtual team leaders from a variety of
New Zealand organizations took part in the study. The data showed very clearly that
the leaders considered it essential to build some level of personal relationship with
their virtual team members before commencing a virtual working relationship. A unifying
framework of three interrelated theoretical steps, which illustrates how a virtual
leader builds relationships with virtual team members, is introduced. These three
steps are assessing conditions, targeting level of relationship, and creating strategies.
This study is the first to identify the steps a virtual team leader undertakes when
building relationships with virtual team members. The implications for virtual team
practice and research are discussed.
Composite indicators aggregate a set of variables using weights which are
understood to reflect the variables' importance in the index. In this paper we
propose to measure the importance of a given variable within existing composite
indicators via Karl Pearson's `correlation ratio'; we call this measure `main
effect'. Because socio-economic variables are heteroskedastic and correlated,
(relative) nominal weights are hardly ever found to match (relative) main
effects; we propose to summarize their discrepancy with a divergence measure.
We further discuss to what extent the mapping from nominal weights to main
effects can be inverted. This analysis is applied to five composite indicators,
including the Human Development Index and two popular league tables of
university performance. It is found that in many cases the declared importance
of single indicators and their main effect are very different, and that the
data correlation structure often prevents developers from obtaining the stated
importance, even when modifying the nominal weights in the set of nonnegative
numbers with unit sum.
Comparison compels people, even as it stresses, depresses, and divides us. Comparison is only natural, but the collateral damage reveals envy upward and scorn downward, and these emotions, arguably, poison people and their relationships. Summaries of several experiments--using questionnaire, psychometric, response-time, electromyographic, and neuroimaging data--illustrate the dynamics of envy up and scorn down, as well as proposing how to mitigate their effects. Initial studies suggest the importance of status. Other data show how scorn down minimizes thought about another's mind; power deactivates mental concepts. Regarding envy up, other studies demonstrate that Schadenfreude (malicious joy) targets envied outgroups. However, counterstereotypic information, empathy, and outcome dependency can mitigate both scorn and envy.
The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US.
This meta-analysis examined the relationship between self-efficacy and performance in sport. Based on 45 studies (102 correlations), the average correlation between self-efficacy and sport performance was .38. Given the heterogeneity of findings, follow-up univariate and multivariate moderator analyses were conducted. Results indicated that the most important moderator was concordance, thereby highlighting the importance of matching the self-efficacy and performance measures. Additional moderators we examined included the types of self-efficacy measures, the types of performance measures, the nature of the task, and the time of assessments. These variables accounted for approximately 44% of the variance in the self-efficacy-performance relationship. Practical implications of the findings are discussed.
The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.
Meta-analytic techniques were used to examine level of analysis and interdependence as moderators of observed relationships between task-specific team-efficacy, generalized potency, and performance. Sixty-seven empirical studies yielding 256 effect sizes were identified and meta-analyzed. Results demonstrated that relationships are moderated by level of analysis. Effect sizes were stronger at the team level (p = .39) than at the individual level (p = .20). At the team level, both team-efficacy and potency had positive relationships with performance (ps = .41 and .37, respectively). Interdependence significantly moderated the relationship between team-efficacy and performance, but not between potency and performance. The relationship between team-efficacy and performance was stronger when interdependence was high (p = .45) than when it was low (p = .34).
The authors examined how the interaction between perceived unfairness and episodic envy predicts interpersonal counterproductive work behaviors toward the envied other. In 2 studies using different samples and methods to elicit envy, predictions were compared based on the social exchange and attribution models of fairness. The results support the social exchange model of fairness, showing that higher levels of envy and perceived unfairness result in higher levels of interpersonal counterproductive work behavior (Study 1), especially among high self-esteem individuals (Study 2).
To advance in today's workplace requires virtual team skills. Most individuals assume their face-to-face skills will translate, but competency with virtual communication and teamwork requires an entirely new set of skills. This book guides readers down the path to success.
Electronic communication is now embedded in our daily experience, as is work involving off-site collaborators. Virtual communication has become an essential job skill that is critical to individual and group success, yet most people just muddle through it without giving it any thought. Drawing on decades of scientific research in the fields of psychology, organizational behavior, and sociology, this book explains how to master the art and science of communicating virtually.
The author first analyzes the subtle but significant changes that result when conversations are moved online, providing examples and tips to avoid common pitfalls, then discusses how team behavior and decision making can best be guided in this realm. Readers will fully understand what makes teams "click"—what inspires trust, how to get a team "off on the right foot," and what steps to take in order to make good collaborative decisions—as well as other key topics for virtual teamwork, such as best practices for working in the cross-cultural environment. The book serves as an ideal guide for anyone who participates in or manages a virtual team but is also suitable as a supplemental textbook in a business school course on organizational behavior or business communication.
Global Virtual Team (GVT) member diversity provides many advantages but also poses many challenges. Diversity comes in different forms that each has different effects on GVT dynamics and performance. Past research typically explored the effect of only one type of diversity at a time. Using multi-source, multi-wave data from 5728 individuals working in 804 consulting project GVTs, the present study is unique in that it explores and compares the effects of different forms of team member diversity on different aspects of GVT effectiveness in a single sample. It proposes a refined theoretical model that differentiates between the effects of personal versus contextual diversity and articulates how these distinct forms of diversity affect different aspects of GVT effectiveness (i.e., task outcomes versus psychological outcomes). The results reveal that (1) team member diversity in general has a substantial effect on GVT effectiveness; (2) contextual diversity has a positive effect on task outcomes; and (3) personal diversity has a negative effect on psychological outcomes. Implications for practice and future research are discussed.
Global Virtual Teams (GVTs) are a commonplace in contemporary organizations, and an already established topic of research in international management. While we have a good understanding of advantages and challenges associated with this ubiquitous form of work groups, this special issue aims to contribute to theory development by focusing on key drivers that influence the success of GVTs, along with ways for mitigating their challenges. We briefly review current knowledge on GVTs and propose a structuring framework that can help with both organizing what we know about GVTs, and with guiding the conversation on where the research on this topic might focus next. We then introduce four special issue articles that illustrate avenues for generating new empirical evidence towards uncovering key characteristics and dynamics underlying GVTs complexities, providing useful insights for both theory development and managerial practice.
This article reports on meta-analyses of the relations of self-efficacy beliefs to academic performance and persistence. Results revealed positive and statistically significant relationships between self-efficacy beliefs and academic performance and persistence outcomes across a wide variety of subjects, experimental designs, and assessment methods. The relationships were found to be heterogeneous across studies, and the variance in reported effect sizes was partially explained by certain study characteristics. Implications for further research and for intervention are discussed.
Convergent evidence from the diverse lines of research reported in the present special issue of this journal attests to the explanatory and predictive generality of self-efficacy theory. This commentary addresses itself to conceptual and empirical issues concerning the nature and function of self-percepts of efficacy.
This study compared two samples of Australian and Japanese University students in regard to global self-esteem and their attitudes toward high achievers, or "tall poppies." It was predicted that the Japanese students would show lower levels of global self-esteem than the Australian students and would be more in favor of seeing high achievers fall. This prediction was based on the assumption that construals of self tend to be more interdependent and less independent in the Japanese culture than in the Australian culture. Results supported this prediction and also indicated a negative correlation between global self-esteem and the "favor fall" variable in the Australian sample, which was consistent with theoretical expectation and with previous findings. Results also showed that the Japanese and the Australian students were similar in the extent to which they believed that high achievers should be rewarded.
The purpose of this study is to explore the importance of UK business schools’ brand reputation as a criterion of choice for postgraduate studies by Greek university students. The research was exploratory in nature and data was collected by carrying out semi-structured in-depth interviews with 27 students. Respondents identified the name as a major brand component, although the ‘International recognition of the B-school’, ‘University's brand name’, ‘Survey rankings’, ‘Accreditation’ and ‘High graduation job and career prospects’ were the most important elements of the B-schools’ brand reputation. It seems that home university professors might also play role in the formation of the recommended foreign B-schools’ brand reputation. This study offers empirical findings from university branding, where studies are limited, and partially confirms the findings and conclusions of earlier studies in the field.
This study uses a nationally representative sample of baccalaureate recipients—4 years after graduation—to assess the effects of college selectivity and control on earnings and indebtedness related to undergraduate education. After controlling for salient background, education, and labor market characteristics there is strong evidence of a substantial earnings return to college selectivity and control, which is consistent with the bulk of earlier work in this area. The impact of these factors on education-related debt is varied, with graduates from more selective private institutions continuing to bear the largest debt burden. Findings also suggest, however, that the enhanced earnings for graduates from selective private colleges are quickly offsetting the associated debt burden. Potentially problematic issues include a mix of high debt loads and sub-par labor market experiences for graduates from low selectivity private institutions—those that also serve a disproportionate number of nontraditional students.
People frequently believe that conflict is to be avoided in organizations. They think that meetings and decisions should reflect agreement and consensus. This article suggests that fostering disagreement in a structured setting may actually lead to better decisions. Two techniques for programming conflict into the decision-making process are suggested--the devil's advocate decision program (DADP) and the dialectic method (DM). In particular, evidence indicates that larger firms operating in uncertain environments benefit from encouraging structured conflict in decision-making. This article challenges managers to consider either the devil's advocate or dialectic methods to program conflict into important organizational decisions.
This commentary addresses the functional properties of perceived self-efficacy in the context of a set of studies contending that belief in one’s capabilities has debilitating or null effects. It encompasses four theoretical orientations. These include social cognitive theory rooted in an agentic perspective, control theory grounded in a cybernetic model, and trait self-efficacy theory and Big Five theory based on a decontextualized trait model. Critical analyses of the studies in question document their failure to fulfill key theoretical, methodological, analytical, and construct assessment requirements. The article extends beyond critical analyses of the published studies. It specifies the theoretical, methodological, and analytical requirements essential to the advancement of knowledge on the role that perceived self-efficacy plays in human self-development, adaption, and change at both the individual and collective levels.
This paper estimates the effect that the league table published in the Sunday Times University Guide has on perceptions of the quality of universities by head teachers and academics, and on Home, EU and Overseas student applications, using data from 2005 to 2009 and a System GMM model for dynamic panel data. Our main result is that university rankings influence the perceptions of head teachers and academics, but have no statistically significant impact on student applications. There is evidence of persistence in perceptions and applications, suggesting the importance of reputational factors. Perceptions of head teachers and academics of pre‐92 and post‐92 universities are influenced by different criteria.
Using a sample of 233 front-line hotel employees, we examined leader–member exchange (LMX), envy, and organizational citizenship behavior (OCB). The results from path analysis support the research model that employees who have a relatively poor working relationship with their supervisor (i.e., low-quality LMX relationship) were more likely to show higher levels of envy than employees who have relatively closer working relationships with the same supervisor (i.e., high-quality LMX relationship). Ultimately, higher levels of envy decreased employee voluntary helping behavior (i.e., organizational citizenship behavior, OCB) toward coworkers. This finding suggests that employees perceiving a poor working relationship with their supervisor committed less voluntary helping behavior toward coworkers than their counterparts. Implications for managers and suggestions for future research are discussed.
Researchers who examine the link between high school achievement and educational outcomes include measures of achievement that conflate high school effects with achievement effects established prior to high school. Using data from the National Education Longitudinal Study, this article disaggregates achievement into achievement prior to high school (in the eighth grade) and changes in achievement during high school. The authors find that the prestige of the colleges that students attend is largely solidified by the time students enter high school. They also find that among high socioeconomic status (SES) students, lower achievers can enhance the prestige of the colleges they will attend by moving up the achievement distribution during high school. However, even if their gains are well above average, the prestige of the colleges they are predicted to attend will not surpass students who enter high school at the top or middle of the eighth-grade achievement distribution. These findings are similar for low-SES students. In contrast, the effects of achievement for middle-SES students are largely solidified by high school.
Compares matched samples of precision engineering plants in Britain and
The Netherlands. Suggests that labour productivity levels in British
industry are 25-30 per cent lower than in The Netherlands. This is seen
to reflect slower investment in new capital equipment and lower average
levels of workforce skills in Britain. The widespread provision of
full-time vocational education in The Netherlands is said to enable
Dutch employers to carry out further training to technician and craft
levels more quickly and cost-effectively. Although British engineering
companies are devoting more resources to initial and continuous
training, this is insufficient to offset the initial Dutch advantage.
This article presents a compilation of data regarding the role of online social networks within campus communities, specifically for nonacademic purposes. Both qualitative and quantitative data methodologies are used to provide a unique perspective on a constantly evolving topic. Interviews of students and administrators allow for candid discussion, while primary and secondary data offer an understanding of current use and trends within the realm of online social networking. Theories of self-esteem and interpersonal communication are integrated throughout the article.
Reputation and brand management are topical issues in UK higher education but previous research has often focused on marketing practitioners within higher education (HE) institutions rather than the senior strategic leaders. This paper, however, examines university chief executives' understanding, attitudes, and interpretation of reputation and brand management. Current literature on defining reputation and brand, research on branding in higher education, and the role of leaders in brand management, are examined to give context to the work. Research was conducted through interviews with vice-chancellors, principals, and rectors from a selection of 14 universities representing three different “generations” (the 1992 universities, those formed in the mid-20th century, and older institutions). While the work is exploratory in nature it does highlight this as a rapidly evolving area of perceived importance and discusses conclusions on some of the external and internal issues related to reputation and brand management in this sector.
This distinction and logic has significant implications for strategic HRM. First, firms should compensate employees for specific human capital in order to incent them to gain such human capital. However, the distribution of the rents from specific human capital need not go all to the employee. In fact, Becker (1996) recognised this as the central dilemma regarding specific human capital. He wrote, “Firm specific investments produce rents that must be shared between employers and employees, a sharing process that is vulnerable to ‘opportunistic’ behavior because each side may try to extract most of the rent after investments are in place. Rents and opportunism due to specific investments play a crucial role in the modern economic theory of how organizations function” (pp. 11–12). In other words, the firm may not gain an advantage if the employees accrue all the rents from their specific human capital, so the firm will seek to only partially compensate for those characteristics. Additionally, as the firm does not fully compensate the employees, they have an incentive to withhold the productivity stemming from their specific human capital, potentially putting the firm at a disadvantage in the marketplace. This is not to say that specific human capital is not desirable nor that it cannot be developed as a source of competitive advantage, but rather to note that it does not guarantee a competitive advantage.
Most analyses of the effects of college rank on labor market outcomes focus on its average impact across sub-populations and employment situations. The framework adopted in this paper, however, suggests that the effects of college rank may vary by individual characteristics and type of job. Using data from the 1973 Occupational Changes in a Generation Survey, we test three hypotheses suggesting that occupational advantage, as measured either by family of origin or current position, is a significant determinant of capacity to convert increments in college prestige into labor market success. The findings suggest that where one went to college is especially consequential for (1) the occupational status of individuals from professional families; (2) the earnings of individuals from both professional and managerial families; and (3) the earnings of individuals in both professional and managerial positions. Overall, these findings tend to confirm the study's underlying hypothesis that aggregate analyses of college rank may be misleading when applied across sub-populations and employment situations.
This study looks at the effects of education level on job performance in 2 ways. First, it provides a meta-analysis on the relationships between education level and 9 dimensions of job behaviors representing task, citizenship, and counterproductive performance. Results here show that, in addition to positively influencing core task performance, education level is also positively related to creativity and citizenship behaviors and negatively related to on-the-job substance use and absenteeism. Second, we investigate the moderating effects of sample and research design characteristics on the relationships between education and job performance. Significant results were found for gender, race, job level, and job complexity. The article concludes with implications for future research and the management of an increasingly educated workforce.
abstract We enhance the theoretical precision of cultural intelligence (CQ: capability to function effectively in culturally diverse settings) by developing and testing a model that posits differential relationships between the four CQ dimensions (metacognitive, cognitive, motivational and behavioural) and three intercultural effectiveness outcomes (cultural judgment and decision making, cultural adaptation and task performance in culturally diverse settings). Before testing the model, we describe development and cross-validation (N = 1,360) of the multidimensional cultural intelligence scale (CQS) across samples, time and country. We then describe three substantive studies (N = 794) in field and educational development settings across two national contexts, the USA and Singapore. The results demonstrate a consistent pattern of relationships where metacognitive CQ and cognitive CQ predicted cultural judgment and decision making; motivational CQ and behavioural CQ predicted cultural adaptation; and metacognitive CQ and behavioural CQ predicted task performance. We discuss theoretical and practical implications of our model and findings.
This paper is designed to do four things. First, the paper discusses the importance of groupthink in contributing to unethical behavior. Second, the paper discribes how groupthink contributed to unethical behavior in three organizations (Beech-Nut, E. F. Hutton, and Salomon Brothers). Third, symptoms of groupthink (such as arrogance, overcommitment, and excessive loyalty to the group) will be presented along with two methods for programming conflict (devil's advocate and dialectic) into an organization and group's decisions. Finally, the paper introduces some prescriptions for reducing the probability of groupthink.
We report evidence that university reputation affects wages of bachelors in China. An unconditional difference between a top-100 university and a top 400–500 university of 23% is increased to some 28% by adding controls. Within the top-100 there is no differentiation in pay-off. Self-rated quality of high school, while affecting quality of university attended, has no effect on earnings.
Subjects in three experiments evaluated hypothetical actors whose claims about either an upcoming or past performance and whose performances were system-atically varied from very positive to very negative. Positive, self-enhancing claims were effective in generating favorable evaluations when either the claim was congruent with the performance or the subjects were unaware of how the actor performed. In general, accurate self-presentations were most favorably evaluated, especially when the claim occurred after the performance. The two exceptions to the preference for accurate self-presenters occurred when (a) the actor modestly underestimated a clearly superior prior performance by claiming to have done “only” well or all right, in which case he/she was evaluated more favorably than an accurate but seemingly boastful actor who claimed to have done extremely well, and (b) the actor self-deprecatingly predicted an inferior performance, in which case he/she was disliked even when accurate. Disclaimers about the importance of the performance (e.t., “I did well, but it's no big deal”) were seen as boastful rather than modest and decreased evaluations. The results mirror many of the tactics used by actor-subjects in past experiments, suggesting that people generally vary their self-presentations in optimal fashion to create the most favorable possible impression on the audience.
This paper examines the impact of college quality and academic major on the earnings of a nationally representative sample of baccalaureate recipients. We extend previous work in this area by analyzing the magnitude of change in the influence of these factors at two points in the early career of these graduates. Our results demonstrate that, despite significant variation, graduates from higher quality colleges enjoy a greater rate of growth in earnings during their early career. We also show that growth in earnings varies significantly by the graduates’ major field of study. Wage growth for women and racial minorities is also examined.
This study reviews and explores the varying effects of college quality caused by different measure of college quality, including Barron’s ratings, mean SAT scores of entering freshman class, tuition and fees, and Carnegie Classification. Data for this research come from NCES’ Baccalaureate & Beyond study. Results suggest that the estimated effect of college quality is sensitive to the measure of college quality, suggesting that different measures of college quality may provide partial explanation for the varying effect of college quality in previous studies. More importantly, the current analysis shows that the common wisdom that it pays to attend high-quality colleges is robust to these measures.
During the 1980's social cognitive theory has evolved as an explanation of human behavior. One of this theory's component constructs, self-efficacy, has received increasing attention as an antecedent to health related outcomes. The results of a meta-analysis examining studies which employed the construct of self-efficacy as a predictor of health related outcomes is presented. In the literature examined, subject ratings of self-efficacy were found to consistently predict subsequent health related outcomes.
It is standard in the literature on training to use wages as a sufficient statistic for productivity. This paper examines the effects of work-related training on direct measures of productivity. Using a new panel of British industries 1983-96 and a variety of estimation techniques we find that work-related training is associated with significantly higher productivity. A 1% point increase in training is associated with an increase in value added per hour of about 0.6% and an increase in hourly wages of about 0.3%. We also show evidence using individual-level data sets that is suggestive of training externalities. Copyright 2006 Blackwell Publishing Ltd.