Daniel L. Morrell, Timothy R. Moake and Michele N. Medina-Craven
This paper discusses how minor counterproductive workplace behavior (CWB) scripts can be acquired or learned through automated processes from one employee to another.
Abstract
Purpose
This paper discusses how minor counterproductive workplace behavior (CWB) scripts can be acquired or learned through automated processes from one employee to another.
Design/methodology/approach
This research is based on insights from social information processing and automated processing.
Findings
This paper helps explain the automated learning of minor CWBs from one’s coworkers.
Practical implications
While some employees purposefully engage in counterproductive workplace behaviors with the intent to harm their organizations, other less overt and minor behaviors are not always carried out with harmful intent, but remain counterproductive, nonetheless. By understanding how the transfer of minor CWBs occurs, employers can strive to set policies and practices in place to help reduce these occurrences.
Originality/value
This paper discusses how negative workplace learning can occur. We hope to contribute to the workplace learning literature by highlighting how and why the spread of minor CWBs occurs amongst coworkers and spur future research focusing on appropriate interventions.
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Melanie P. Lorenz, Jase R. Ramsey, Ayesha Tariq and Daniel L. Morrell
The purpose of this paper is to understand when, how, and why service employees adapt the service encounter to meet the values and expectations of culturally disparate customers.
Abstract
Purpose
The purpose of this paper is to understand when, how, and why service employees adapt the service encounter to meet the values and expectations of culturally disparate customers.
Design/methodology/approach
The authors tested the hypothesized framework utilizing a scenario-based experimental study. In total, a sample of 296 prospective restaurant service employees were asked to evaluate their willingness to adapt their behavior when faced with cultural differences as well as out group status. Furthermore, respondents were asked to assess their level of metacognitive cultural intelligence.
Findings
The authors found that both perceived cultural differences and out group status positively affect the service employee’s willingness to adapt their behavior. Further, cultural intelligence (CQ) positively moderates one of those two direct relationships.
Originality/value
The authors extend the literature on the service-adjustment process, as well as the managerial implications of service adjustment. The study is among the first to introduce the role of the service employees’ CQ in adaptation to an intercultural service encounter.
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Ralph I. Williams Jr, Daniel L. Morrell and John V. Mullane
The purpose of this paper is to propose that top management commitment to its organization's mission statement moderates the mission's effect of firm performance. The proposed…
Abstract
Purpose
The purpose of this paper is to propose that top management commitment to its organization's mission statement moderates the mission's effect of firm performance. The proposed model combines numerous aspects of top management commitment to give depth to the moderating effect.
Design/methodology/approach
The paper provides a conceptual overview of the mission statement literature toward a theoretical model.
Findings
The impact of mission statements on firm performance long has been studied and debated, without consistent results. This paper proposes that this is due to the presence of moderating influences, specifically the commitment of top management, that, if not properly studied, will affect empirical results.
Practical implications
Practicing managers can unlock the power of the mission statement by involving the entire organization in the mission statement process, clearly and consistently communicating the mission's tenets, setting measurable operational targets from the mission statement, and periodically revising the mission to ensure it is current.
Originality/value
The concept of a moderator is original in the mission-performance debate. Concepts from several key articles have been combined in a unique manner to develop the model.
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Douglas M. Mahony, Malayka Klimchak and Daniel L. Morrell
The aims of this paper are to expand understanding on the portability of work experience and to understand how an employee's level of propensity to trust interplays with perceived…
Abstract
Purpose
The aims of this paper are to expand understanding on the portability of work experience and to understand how an employee's level of propensity to trust interplays with perceived value of previous career‐long work experience to affect on‐the‐job performance.
Design/methodology/approach
A sample of 127 new employees of three newly opened locations of a national full‐service restaurant chain were surveyed during the orientation phase of their jobs. This was followed up three‐four weeks later by job performance ratings from supervisors.
Findings
The higher the perceived value of previous work experience the stronger the relationship between industry work experience and job performance. Also, the higher the perceived value of previous work experience the weaker the relationship between propensity to trust and job performance.
Research limitations/implications
Because this study concentrated on a single firm in a single industry, generalizability to other industries may suffer.
Practical implications
Employees that seek to find value in their current jobs may be more valuable in their future jobs. Also, employees who lack valuable prior work experiences will need to rely more on their propensity to trust other employees if they want to perform well at their new jobs.
Originality/value
The study explains the reasoning behind prior inconsistencies in the work experience‐job performance literature by introducing the concept of perceived value of previous work experience and explaining how this relates to propensity to trust in a newcomer relationship.
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Sophia Soyoung Jeong, M. Audrey Korsgaard and Daniel Morrell
The authors test the proposition that there are dark sides to conscientiousness that are revealed when examining lower-level facets. The authors propose that potentially…
Abstract
Purpose
The authors test the proposition that there are dark sides to conscientiousness that are revealed when examining lower-level facets. The authors propose that potentially dysfunctional behavior is triggered by context cues that are relevant to duty versus achievement striving.
Design/methodology/approach
The authors conducted two laboratory experiments designed to test how context cues that are specific to duty and achievement striving influence the relationship between these facets and quality versus quantity dimensions of task performance.
Findings
In Study 1, the authors found that normative quality cues led to a stronger relationship between duty and discretionary quality performance. In Study 2, achievement striving was associated with lower levels of quality performance in the presence of competitive feedback cues.
Research limitations/implications
The findings illustrate that the dark side of duty and achievement striving emerges in two ways. First, when there is normative pressure for quality, dutiful individuals are apt to sacrifice efficiency. Second, when there is competitive feedback, achievement striving individuals focus on performance standards at the detriment of quality.
Practical implications
The findings point to the importance of precision and specificity when using personality measures for staffing. Equally important is the informational content of cues conveyed by the social, task and organizational context, in leveraging the impact of personality in the workplace.
Originality/value
This paper clarifies the dark side and bright side contradiction of conscientiousness, adding to the growing literature on unique and often competing consequences of duty and achievement striving. The authors also draw attention to the importance of the content of contextual cues, in trait activation of personality.
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Keisha L. Green, Daniel Morales Morales, Chrystal George Mwangi and Genia M. Bettencourt
This paper aims to focus on the construction of a third space within a high school. Specifically, the authors consider how youth of color engage the educational context of an 11th…
Abstract
Purpose
This paper aims to focus on the construction of a third space within a high school. Specifically, the authors consider how youth of color engage the educational context of an 11th grade English language arts (ELA) class as a basis for (re)imagining their history, culture and themselves to construct counter-narratives away from framing their lived educational experiences as failures, deficient and depicted in “damage-centered” (Tuck, 2009) ways. The research engages the process and challenges of creating this type of space within a school setting, as well as examining the ways in which students envision these locations.
Design/methodology/approach
Critical ethnography centered the emphasis on youth engagement for social change, as well as the inquiry on how the classroom space was constructed, shared and navigated by the students and ourselves (Madison, 2005). In addition, the research design reflects critical ethnography through the use of prolonged participation in the field (nine and half months), a focus on culture (specifically school and classroom culture/climate) and a critical theory-based framework [hybridity, third space and youth participatory action research (YPAR)].
Findings
Three major themes emerged from the data that demonstrate how instructors and students collectively engaged in a third space through the YPAR project. These themes include developing an ethic of care with students and among instructors, cultivating an atmosphere of social justice awareness and the contrast of the classroom space with the wider-Hillside Vocational High School environment.
Originality/value
The study engages the use of YPAR within a high school class that became a unique space for students to learn and develop. The ELA class did not just reflect adding the first space and second space together or merging the two. Instead, it seemed to demonstrate the creation of a new type of space or the development of a third space. In this space, students could bring and bridge their out-of-school and in-school experiences to develop new knowledge and ways of seeing the world.
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Lisa Maertens, Ellen Daniëls, Annie Hondeghem and Wouter Vandenabeele
Notwithstanding that evidence-based human resource management (EBHRM) is gaining more ground in governmental institutions, it is still lacking a clear and research-driven…
Abstract
Purpose
Notwithstanding that evidence-based human resource management (EBHRM) is gaining more ground in governmental institutions, it is still lacking a clear and research-driven conceptualisation (Marler and Fisher, 2013). Therefore, this study seeks to establish a fundamental clarifying concept of EBHRM by using a systematic literature review.
Design/methodology/approach
This method builds on an intensive scanning of 2,584 (interdisciplinary) articles, collected from Web of Science and Scopus. Eventually, 50 articles met the predetermined inclusion criteria and were analysed. The most recent conceptualisation of evidence-based management in the literature has served as a guideline to compare the review results and further scrutinise the differences and similarities (Barends et al., 2014; Barends and Rousseau, 2018; Rynes and Bartunek, 2017).
Findings
This has enabled us to elaborate a comprehensive conceptualisation. The articles were divided into two groups, one group (n = 31) has Rousseau et al. as a reference, the other (n = 19) did not, and used various definitions. Three themes were identified: evidence-based research methods (n = 30), specific skills (n = 36) necessary to apply an evidence-based strategy and a link with the academic-practice gap (n = 25).
Practical implications
Based on the results, we recommend adding two dimensions to strengthen the current conceptualisation: a first dimension referring to how evidence-based management can be established (i.e. which methods and skills are necessary) and a second dimension referring to the why of evidence-based management in an organisation (reducing the academic-practice gap).
Originality/value
This paper starts from a systematic review approach unlike previous research in the field to contribute to the further conceptualisation of EBHRM (Rynes and Bartunek, 2017).
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This chapter explores the challenges and opportunities of using multiliteracies pedagogy and multimodality in a nontraditional English language arts classroom. The paper…
Abstract
This chapter explores the challenges and opportunities of using multiliteracies pedagogy and multimodality in a nontraditional English language arts classroom. The paper highlights the dynamic and contemporary nature of the multiliteracies pedagogy and multimodal literacy practices proposed by the New London Group (1996). This paper makes connections through the analysis of scholarship and practice and provides solutions for educators to promote learning that is meaningful, engaging, and relevant to students. The focus is on promoting literacy instruction that values students' creativity, language, and culture to cultivate analysis, inquiry, and agency.