If you are like most managers, you probably view voluntary employee turnover as a costly and undesirable occurrence. In many instances, this is the case. However, some types of voluntary turnover can actually be good for your company. When the employees that leave an organization are poor performers, this may be better for the company than if the employees had stayed. This is known as functional turnover, and is desirable. Continue reading
Category Archives: Performance Management
How Challenging Tasks Contribute to Promotion Decisions
Understanding why certain employees are promoted is critical at both an individual and organizational level. At the individual level, it is important to understand what factors affect career advancement. At an organizational level, a thorough understanding of what factors lead to employee success in a higher position is imperative for succession planning and managing employees. Therefore, a comprehensive understanding of the various factors that contribute to promotion can be beneficial at both the individual and organizational level. Continue reading
The Impact of Emotion Predispositions on Performance
People are predisposed to experiencing certain levels of approach-related arousal emotions and avoidance-related arousal emotions which influence different aspects of their job performance. Approach-related arousal is generally associated with feelings such as happiness, elation, or feeling energetic. Avoidance-related arousal is generally associated with feelings involving negative emotions. These predispositions, which are called positive affect and negative affect, are different from the emotions a person will experience in reaction to specific events in that affect shows stability across time and even situations. It is important to realize that positive affect and negative affect are not opposite ends of a continuum – one can have high levels of one but not the other, or can have high or low levels of both types at the same time. Continue reading
The “What” and “Who” of Counterproductive Workplace Behavior (CWB)
Counterproductive Workplace Behavior (CWB) - volitional acts that harm or are intended to harm organizations or people within organizations – is a pervasive problem throughout almost all organizations. CWB can be directed at the organization (CWB-O; can include tardiness or sabotaging the organization) or at individuals (CWB-I; can include spreading rumors or harming another’s possessions)- a distinction that helps to understand precipitating factors that lead to negative emotions.
CWB and Negative Emotion
CWB is thought to be participated in as a means to reduce negative emotions caused by environmental stressors.
Negative emotions elicit individuals to identify an event as incongruent with their personal goals. Therefore, individuals may have difficulty thinking about their work and performing at satisfactory levels, which in turn, lead to negative affect (emotion) and CWB.
The “What”
Understanding the factors that precipitate negative emotions may be important in understanding the “what” behind underlying relationships of CWB and its fundamental causes (e.g., supervisor injustice).
It is thought that ambiguous tasks (i.e., uncertainty of project/work descriptions) are an antecedent to CWB-O. Another underlying cause to CWB-O is dealing with rude customers. On the other hand, CWB-I is related to supervisor injustice.
Who is More Susceptible?
Identifying employee’s personality traits may enhance understanding just “Who” copes with stressors at work, performs organizational citizenship behaviors, and refrains from CWB. Agreeableness (tendency to be compassionate, cooperative towards others), Conscientiousness (tendency to be disciplined, organized), and Negative Affectivity (pervasive disposition to experience situations/objects in a negative manner) are related to CWB.
Those high in agreeableness and conscientiousness may be predisposed to be good citizens and deal with stressors that lead to negative feelings. Those high in negative affectivity may experience more negative emotions and engage in more CWB.
Implications for Practice
By understanding the “what” and the “who” of CWB it is possible to identify those factors that contribute to counterproductive work behaviors.
This can be accomplished through:
- Decreasing stress associated with ambiguous situations – clearly communicate the tasks given to employees.
- Decreasing the likelihood of customer aggression – ensure that service is consistently satisfactory and that the service environment (e.g., waiting room, temperature) is sufficiently comfortable.
- Decreasing supervisor injustice – develop interpersonal relations training for managers/supervisors, assure better communication, or have employees provide feedback about supervisor performance/behavior.
- Developing training programs that focus on dealing with negative emotions (i.e., stress management or anger management) – this should lead to higher employee capabilities to manage stressors and ultimately, negative emotions.
- Implementing pre-employment screening to identify personality factors associated with lower CWB – those high in agreeableness and conscientiousness, while low in negative affectivity hold traits that lead to decreased CWB.
Interpretation by:
Adam Bradshaw
The DeGarmo Group
This was a summary of the research and practice implications from: Yang, J. & Diefendorf, J.M. (2009). The relations of daily counterproductive workplace behaviors with emotions, situational antecedents, and personality moderators: A diary study in Hong Kong. Personnel Psychology, 62 (2), 259-295.
Improving Workplace Safety
Occupational accidents account for several thousand fatalities and several million injuries and illnesses each year. Ensuring that employees are performing safety behaviors on the job is one way that employers can help create a safe working environment. The more employees engage in safe working behaviors, the fewer accidents occur on the job. There are two broad factors that directly relate to employees’ safety performance: Continue reading
Seniority Versus Performance Based Pay Systems
Determining the foundations of a pay system can be a very difficult dilemma. In most cases, the basis of the pay system will boil down to two main options: Seniority-based pay systems and performance-based pay systems. While the decision may seem to have implications solely in the area of compensation management, an inappropriate pay system choice can lead to higher turnover rates, especially for high performers.
Seniority Versus Performance Pay Systems
Seniority-based pay systems are those in which the primary basis for pay increases is the employee’s tenure. It should be noted that seniority-based pay systems can take into account performance, but the main factor is tenure. Some benefits of seniority-based pay include loyalty, retention, and stability of all staff members, regardless of performance levels.
Performance-based pay systems consider performance as the primary basis for pay increases. As with seniority-based pay systems, other factors, like tenure, can be accounted for in a performance-based system, but employee performance, however conceptualized by the organization, is the impetus in determining pay raises.
Performance-based pay systems can actually lead to a climate in which all employees are working hard to achieve maximum performance. While this certainly sounds like an ideal option, there are several downfalls, such as the potential for high turnover rates as average and lower performing employees can get discouraged when they regularly fail to receive merit increases.
A common analogy used to help conceptualize this is the tournament analogy. The ‘winners’ are the high performers who often receive increases, and the ‘losers’ are the average and low performers who are being passed over for increases. As you would expect, those who consistently lose the tournament are likely to stop playing the game, i.e. quitting.
What Factors Can Alter This Process?
- Pay System Communication
The amount of communication about how pay increase decisions are made is crucial to the functioning of all pay systems. Workers should be told not only how the system is designed, but also how their pay increases compare to the averages within their jobs. This can be best accomplished by talking about pay increases as percentages, thus avoiding negative feelings related to salary differences. A final, very important note about pay system communication is that low levels of pay communication have shown links to increased union-organizing activities.
- Pay Dispersion
The extent to which pay differs across employees in the same job is very important to the effectiveness and implications of pay systems based on both seniority and performance. When pay dispersion is high, there are important implications, especially to the quit rates of high performing employees.
In a seniority-based pay system, quit rates of high performing employees are higher when there is a great deal of pay dispersion. The assumed cause of this relationship is that high performing employees begin to perceive that their greater amounts of effort and performance are not appropriately appreciated by the organization. As a result, high performing employees are likely to leave the organization.
Conversely, when pay dispersion is high in a performance-based pay system, high performing employees tend to be the highest earners, as their high performance is being highly rewarded. In this type of structure, high performers tend to stay with the company, as they feel they are well compensated for their hard work. The downside is, once again, that average and low performing employees are more likely to leave.
Practical Implications
When choosing the emphasis for the pay system of any job within your organization, be sure to:
- Determine what kind of balance you would like to find between a pay system that encourages only the high performers to stay, and one that is inviting to the entire workforce.
- Remember that, while it may sound like a good idea to weed out the low and average performers and only retain the high performers, this can lead to an ongoing cycle of high turnover and its associated costs. Mentoring, training, and other forms of coaching should be utilized to try to raise the performance level of the lower performers.
- Ensure that, regardless of pay system, a high level of pay system communication is present to reduce the likelihood of employee discontent and associated union organization.
Interpretation by:
David Daly
DeGarmo Group
This was a summary of the research and practice implications from: Shaw, J. D., & Gupta, N. (2007). Pay system characteristics and quit patterns of good, average, and poor performers. Personnel Psychology, 60, 903-928.
How the Sharing of Information Affects Team Performance
Organizations increasingly utilize teams as a basis for structuring work and decision-making. A central reason for utilizing a multi-person format for making decisions is for reaching decisions of higher quality than possible by a single individual.
A key ingredient to successful team-based decision-making is the sharing of information among members. How, and what, information is shared between members greatly impacts the team’s decision-making ability. Continue reading
Absenteeism and Work-Units
Employee absenteeism can be very costly to the organization. With the average daily cost for an absent employee estimated at $500, it becomes obvious that an annual decrease of one absence per employee can add up to substantial gains for an organization.
Looking at Absenteeism
Researchers and organizations alike have often considered absenteeism to be an individual problem. The standard solution has been to take action to minimize the absences of those individuals who have higher absenteeism rates. While this is not to be discounted as a strategy, looking at work-units as a whole is emerging as a less resource intensive, but equally effective, method of decreasing absenteeism.
Why Work-Units?
Work-units, a collective group of employees with similar jobs, supervisors, and hierarchical positions in the organization, tend to share similar attitudes about the organization and job. Theoretically, as new members join the group, the collective attitudes of the group influence the new members, leading to more cohesion throughout the group. The two most important attitudes, as they relate to absenteeism, are job satisfaction and organizational commitment.
Job Satisfaction
The collective sense of satisfaction with important aspects of the job, like supervision, coworkers, and job activities, is known as unit-level job satisfaction. It has been found that higher levels of job satisfaction for the collective work group are related to decreased absenteeism. Some of the potential reasons for this relationship include:
- A greater sense of community and involvement among work-unit members
- Greater levels of support from coworkers within the unit for emotional (e.g., coping with personal issues) and logistic (e.g., transportation problems) causes of absenteeism
- The emergence of a culture with an emphasis on coming to work to support the other members of the work-unit
Organizational Commitment
An overall sense of attachment to the organization is described as unit-level organizational commitment. Similar to job satisfaction, more organizational commitment for the work-unit tends to lead to decreased absenteeism. Greater amounts of organizational commitment may lead to a more intense desire to do what is right for the organization, such as attending work whenever possible.
Joint Effects of Job Satisfaction and Organizational Commitment
While job satisfaction and organizational commitment have been independently related to absenteeism, the combined effect of these two can be exponential. In other words, when a work-unit has high levels of both job satisfaction and organizational commitment absenteeism rates are much lower than when only one of the attitudes is high or when neither is high. Interestingly, it appears that organizational commitment is more important to absenteeism than is job satisfaction, because the beneficial effects of high levels of job satisfaction are minimized when organizational commitment is low, while the inverse is not necessarily true.
Practical Implications
A new picture is being painted regarding absenteeism at the unit-level, suggesting that undertaking process changes designed to increase organizational commitment and job satisfaction of a unit may be fruitful endeavors.
Since the concept of examining unit-level absenteeism is a fairly new one, interventions designed to increase organizational commitment, job satisfaction, or both at the unit-level have not been tested. One suggestion is to implement unit-level absenteeism goals and absenteeism competitions across units, each with substantive rewards, as this may lead to more cohesive groups and greater levels of organizational commitment and job satisfaction.
Final Thoughts
The relationships between organizational commitment, job satisfaction, and absenteeism suggest that work units create their own unique cultures, separate from those of the organization. For the organization as a whole to realize decreased levels of absenteeism, each of these unique cultures needs to be developed such that absenteeism within the work-unit is not an acceptable practice.
Interpretation by:
David Daly
DeGarmo Group
This was a summary of the research and practice implications from: Hausknecht, J. P., Hiller, N. J., & Vance, R. J. (2008). Work-unit absenteeism: Effects of satisfaction, commitment, labor market conditions, and time. Academy of Management Journal, 51, 1223-1245.
Gauging Difficulty: Cognitive Factors that Affect Performance
As work tasks become more difficult, many people think that a person will generally set lower or more realistic expectations for performance progress, which should subsequently influence the level of performance success. While research has demonstrated relationships among task difficulty, performance expectancies, and performance outcomes, recent evidence is also pointing out that several cognitive factors complicate this relationship. These factors are: Continue reading
‘Keep Your Chin Up’ at Work
Surviving the various burdens of one’s work and personal lives can be difficult for anyone, not even counting the “Great Recession” of the last two years which has been so stressful for so many people. Morale of employees ranging from CEOs to interns has dropped precipitously in line with the fall in consumer confidence and rising unemployment. However, seeing the “bright side of things” and having hope for the future can relate to meaningful positive outcomes at a personal and an organizational level. These outcomes include:
- Reduced distress
- Reduced burnout
- Greater affective commitment
- Greater job satisfaction
Optimism even seems to play a role in increasing performance. The good news is that these positive effects are not limited just to those individuals who have optimistic personalities. Rather, the effects appear to be greatest when people experience more situational, day-to-day type optimism.
Optimistic Thinking
Optimistic people tend to demonstrate a thinking process that attributes their successes and achievements to their own personal, consistent behavior. They also attribute set-backs or failures to transient causes that can be changed in the future. Pessimists, on the other hand, tend to think that good outcomes in their life are random events that are out of their control, while bad outcomes are the result of an inherent personal defect.
How people attribute cause to successes and failures is important for a variety of mental and emotional reasons, but it is also significant for how people approach challenges: those who believe they have the power to “make good things happen” are more likely to put in greater effort to accomplish their goals.
Optimism exists at both a trait level and a state level. Traits are personality-related, as they are generally stable over time and influence thoughts, feelings, and behavior across a variety of situations. States are generally short-term and often influenced by context.
Thus trait optimists tend to frequently look for the positives in things and do so in many different domains of their lives. People who experience state optimism look on the bright side in more specific and short-term situations, for instance with personal relationships or with their jobs. Thus, people who are generally optimists can at times be pessimistic, and vice-versa.
Optimism and Work Outcomes
Optimism, state and trait, has been linked to experiencing less negative outcomes, such as symptoms of psychological distress and burnout. Burnout includes feelings of emotional exhaustion, emotional/personal detachment, and loss of confidence in one’s abilities.
Beyond an association with a reduction in troublesome outcomes, optimism has been demonstrated to predict greater affective commitment to one’s organization. Thus, more optimistic people may want to remain with their organizations more than less optimistic people do. Further, more optimistic people tend to enjoy greater job satisfaction. Finally, some evidence indicates that higher optimism is related to increased task performance.
A key finding is that state optimism emerges as a consistently significant predictor of these outcomes, while trait optimism does not consistently predict them. These results have been found using techniques designed to isolate the specific contribution of state versus trait optimism. Also, the results for state optimism were found regardless of a person’s predisposition to positive and negative affectivity.
Implications for Practice
Based on these results, we at the DeGarmo Group offer the following advice.
- Because the evidence indicates state optimism is more of a driver of important work outcomes than trait optimism, it may be more important to focus on developing work and organizational contexts that promote optimistic thinking rather than trying to select generally optimistic individuals as employees.
- Strive to incorporate positive thinking and personal efficacy into the work climate and culture.
- Emphasize that employees and managers can achieve success through persistence and that set-backs are temporary and can be overcome. Work to remove barriers to success that result in set-backs, such as poor communication, deficient knowledge and skills, or unproductive organizational strategies.
- Finally, promote hope in the organization by encouraging forward-looking thinking that focuses on building belief in a better, more desirable future.
Interpretation by:
Donnie Johnson
DeGarmo Group
This was a summary of the research and practice implications from: Kluemper, D. H., Little, L. M., & DeGroot, T. (2009). State or trait: Effects of state optimism on job-related outcomes. Journal of Organizational Behavior, 30, 209-231.
Leader and Team “On the Same Page”
Phrases like “being on the same page” or “seeing eye to eye” indicate a level of agreement in understanding among two or more people. Understanding is especially important when the parties in question are teams and their leaders. A lack of mutual understanding between leaders and teams can result in maladaptive actions that impede performance and development.
Perceptual Distance
Perceptual distance refers to the amount of disagreement between what a leader perceives versus what a team perceives. The greater the perceptual distance between a leader and his or her team, the more likely each side will have different ideas about what is being done or should be done.
Different expectations or pursuing conflicting courses of action can lead to negative feelings for both team members and leaders. Such discrepancies can also result in teams and leaders failing to recognize or capitalize on catalysts, which are events or things that stimulate teams to break out of a stale routine or ineffective performance pattern. Examples of catalysts include performance appraisals and being aware of group processes, such as conflict, within one’s team.
Goal Accomplishments and Perceptual Distance
When leaders have a higher sense of goal accomplishment than their team, there is a negative effect on performance. Interestingly, performance tends to be much lower when teams have a higher sense of goal accomplishment than do their leaders. Performance is best when the perceptual distance between leaders’ and teams’ ideas on goal accomplishment is small, and both have a high sense of goal attainment.
Constructive Conflict and Perceptual Distance
Constructive conflict is conflict centered on developing productive solutions to challenges by using debate and discussion. This type of “good” conflict exhibits a similar set of relationships with perceptual distance for teams and leaders as does goal accomplishment. That is, performance is more negatively impacted when team members’ believe they have enough constructive criticism while their supervisor thinks they don’t use enough constructive criticism.
Implications for Practice
Based on these results, human resource professionals should:
- Have a clear set of explicit work goals (e.g., meeting a deadline) that are mutually understood by both teams and their leaders.
- Develop a common idea of low, medium, and high performance that teams and leaders both can independently recognize.
- Encourage more sharing of ideas between supervisors and teams on how to increase performance.
Overall, ensuring that supervisors and their teams work together on having similar conceptions of goal achievement and constructive conflict can pay off in improved production and development.
Interpretation by:
Don Johnson
DeGarmo Group
This was a summary of the research and practice implications from: Gibson, C. B., Cooper, C.D., & Conger, J. A. (2009). Do you see what we see? The complex effects of perceptual distance between leaders and teams. Journal of Applied Psychology, 94, 62-76.
Strategies to Achieve Successful Team Performance
As team-based work becomes an increasingly common and important part of modern organizations, it’s important to ensure that teams use the most effective strategies to maximize performance.
There are two important aspects of team-based work that teams must manage to improve their performance: task-work and teamwork.
- Task-work deals with how teams accomplish work tasks.
- Team-work deals with how teams work with each other and with other teams.
Managing both task-work and team-work requires that teams invest time into planning these activities before starting work on the task at hand. Often, teams consider planning activities to be low-priority, but in reality, putting time into these activities up-front can lead to significant performance gains and reduced process loss in the long run.
Team Charters
A team charter lays out the plans for how the team will manage various teamwork activities, or in other words, an operation plan that will guide the team through the work process. Team charters have several purposes, including:
- Clarifying roles and expectations for team members
- Determining the team’s strengths, as well as areas that may require additional development
- Identifying stakeholders and opportunities that may aid in accomplishing the team’s goals
- Specifying how the team will make decisions if conflicts arise (e.g. through voting vs. consensus)
- Setting up feedback mechanisms and processes for performance evaluation.
The team charter can be developed either by the team as a whole, or by the team leadership or other managers. However, it’s important that all team members agree to the terms of the charter before work begins, so that everyone is “on the same page.” Step-by-step resources about how to develop a team charter are abundant online; a search using the term “team charter” will provide many examples.
Performance Strategies
Performance strategies explicitly delineate what the team intends to do and how they intend to accomplish the required tasks. This includes:
- Prioritizing goals and objectives (short-term and long-term)
- Delineating a plan of action that will address each of the required tasks
- Defining the specific tactics that will be employed to achieve the team’s goals
- Contingency planning and developing alternative strategies to task completion
As with the team charter, make sure that all team members are “on board” with the performance strategy in order to increase commitment and performance.
Teams as dynamic entities
Like living beings, teams can be thought of as having a life cycle with a beginning, middle, and an end. Similar to living creatures, events that take place early in a team’s life can have a profound impact on how it functions later in life. By establishing structured team-work and task-work patterns early on, teams can promote effective functioning for the future. Some components of high-quality planning include:
- Having an orientation toward the future
- High levels of interpersonal interaction between team members
- Accurate knowledge about team strengths and weaknesses
- Clearly-defined roles for team members
- Adequate and accurate resource allocation
Teams that establish a quality charter and performance strategies early in the process will be able to concentrate efforts on performance rather than dealing with administrative issues, mistakes, duplication of work, miscommunications, or other process-loss issues – ultimately leading to higher levels of performance.
Practical Advice
There are several ways to promote increased team-work and task-work among work groups.
- Team-work.Encourage teams to develop charters that are both complete and consistent.
- Rather than stating that “group meetings will be held as necessary,” a complete charter might lay out a schedule for meetings as well as details on when and where the meetings are to be held and what topics are to be discussed.
- A consistent charter will match team members’ skills and expertise to their assigned tasks.
- Task-work.Performance strategies should be as specific as possible.
- Teams should develop performance outcome goals for the future (e.g. yearly, 5 year) in terms of return on investment, revenues, net income, etc.
- Performance strategies should identify key markets and outline plans to target those markets through pricing, brand image, advertising budget, product line breadth, etc.
The best performance outcomes are a result of a combination of sustained high-quality team-work and task-work. Although the initial time investment into these planning activities is significant, the performance gains that result can be substantial.
Interpretation by:
Michelle Toelle
DeGarmo Group
This was a summary of the research and practice implications from: Mathieu, J.E, & Rapp, T.L. (2009). Laying the foundation for successful team performance trajectories: The roles of team charters and performance strategies. Journal of Applied Psychology, 94 (1), 90-103.
Selection Strategies: Balancing Diversity and Performance
One of the greatest challenges that organizations face during the selection process is trying to hire both a diverse and high-performing workforce. Unfortunately, some of the best predictors of job performance (such as measures of cognitive ability) also tend to produce substantial differences between applicants of different races. This could result in lower hiring rates for minority groups. Continue reading
How Learner Control Affects Web-Based Training Objectives
Organizations frequently utilize web-based training because of the efficiency and flexibility it offers. As the popularity of this training option increases, so does the need to understand how it can be used most effectively. One demonstrated technique is maximizing learner control.
How Does Learner Control Affect Learning and Retention?
Learner control involves giving individuals a certain degree of control over the training. For example, learner control could be as simple as allowing employees to progress through the training at their own pace or as complex as allowing employees to determine what type of information they are learning. Typically, some degree of control between these two options has been found to be optimal.
When individuals have control over the learning environment, they may be more cognitively engaged, as they focus on information that is relevant and interesting to them. Because of this, they often experience more positive reactions to the training than if they had little or no control. In turn, they may also process the information more thoroughly and deeply, thereby increasing retention.
These positive reactions can be important in keeping trainees motivated, as well as implementing the training in the workplace. This is because as positive reactions towards the training increase, so does the individual’s motivation to complete the training successfully. Additionally, the individual is more likely to have more motivation to apply the learned behaviors or knowledge on the job and be more confident in doing so.
Practical Implications
Because satisfaction with web-based training can affect not only the successful completion of the training but also the individual’s probability she will transfer the training into the workplace, it is important for organizations to be mindful of using learner control when developing and implementing web-based training. Organizations should:
- Design the training with the trainee’s reactions in mind – ensuring individuals will react positively to the training is essential in ensuring trainee engagement and successful implementation in the workplace. This could also be useful to determine if employees will use the control they are granted appropriately, as trainees may not always make choices that will increase their learning/retention.
- Use some degree of learner control – allowing trainees to have some control, such as the ability to select presentation modes, start or pause the training, and review previous material may be beneficial.
- Make the features known to trainees – simply giving the trainee some instruction or education about the various learner control tools available and how to use them most effectively is necessary for the successful execution of a learner controlled web-based training program.
It is in the DeGarmo Group’s opinion that using methods like pilot testing could be useful to ensure that each of these methods are being used to optimize performance. If a strong negative reaction is found, then the training could be modified based on suggestions for improvement.
Using these simple techniques can help to maximize the effectiveness of web-based training. This is increasingly important because of the growing popularity of this training medium. Designing the training with employee reactions in mind, allowing some degree of learner control, and making the features known to trainees can ultimately increase the overall effectiveness of the training.
Interpretation by:
Elizabeth Allen
The DeGarmo Group
This was a summary of the research and practice implications from: Orvis, K., Fisher, S., & Wasserman, M. (2009). Power to the people: Using learner control to improve trainee reactions and learning in web-based instructional environments. Journal of Applied Psychology, 94 (4). 960-971.
Is “Effective Meeting” an Oxymoron?
We all have them. Some people organize them. Some people lead them. Some people simply attend them. Most of us dread them: meetings.
In the workplace, it is common for people to describe meetings as notorious time-wasters. So why do we still schedule and attend meetings? Do we still have a glimmer of hope that we can make them effective? Most advice in the popular media on meeting effectiveness is simply the writer’s opinion, based on their experiences and preferences. So what actually leads us to perceive a meeting as effective?
Meeting Design Characteristics
There are several design characteristics that a meeting can possess. These include having:
- An agenda provided before the meeting in written form or provided at the meeting in written or verbal form.
- Minutes recorded to clarify the main conclusions and follow-up that is necessary.
- Punctuality of the start and end time of the meeting.
- Facilities that provide appropriate comfort and minimal distractions.
- A chairperson or leader who directs the pace of the meeting and keeps discussion on topic.
These characteristics serve to provide the components necessary to maximize the effectiveness of meetings. But do all of these characteristics equally lend to the perception of meeting effectiveness?
Which Design Characteristics Matter Most?
Although all of the listed design characteristics have a positive relationship with perceived meeting effectiveness, two in particular stand out: (1) use of an agenda, and (2) proper meeting facilities.
Providing an agenda in advance of the meeting can allow attendees to prepare for the meeting, resulting in more effective contributions. When using an agenda, it’s also important that it be completed. Agenda completion suggests to the attendees that they got the most out of the time they invested. It can also serve as an indicator of good meeting management.
Using proper meeting facilities is a critical component in making a meeting effective. Seating arrangement, lighting, room temperature, and refreshments should all be considered to maximize attendee comfort, and minimize distractions which ultimately lead to more effective meetings.
The Role of Attendee Involvement
Attendee involvement has a direct effect on perceptions of meeting effectiveness – the more involvement there is, the higher the attendees meeting effectiveness.
Attendee involvement also mediates the relationship between the design characteristics and perceptions of meeting effectiveness: the use of design characteristics affects the level of attendee involvement, which in turn affects the perception of meeting effectiveness.
This mediating relationship is particularly apparent for the following design characteristics:
- Agenda use/completion
- Punctuality
- Proper meeting facilities
These characteristics lead to greater attendee involvement, which in turn leads to greater perceptions of effectiveness.
Other Things to Consider
While these design characteristics lead to greater effectiveness for meetings, there are two additional characteristics to consider: size and duration.
The size of the meeting is important to consider because large meetings are generally associated with less attendee involvement, therefore more likely to be perceived as ineffective.
The duration of a meeting can affect perceptions of meeting effectiveness, especially when the meeting is lengthy and the agenda is not completed. In these instances, longer meetings are perceived as less effective than shorter meetings.
Practical Implications
Meetings have the potential to be very effective in reaching organizational goals. With the current economic downturn and the negative perceptions surrounding most meetings, many companies are cutting back on the number of meetings they hold, as they require substantial staff time.
For those meetings that remain, it is important for organizers to consider the factors that lead to the highest levels of attendee involvement and perceptions of effectiveness.
Particularly, organizers should incorporate, follow, and complete an agenda and provide proper meeting facilities.
Interpretation by:
Lexy Adkins
DeGarmo Group
This was a summary of the research and practice implications from: Leach, D. J., Rogelberg, S. G., Warr, P. B., & Burnfield, J. L. (2009). Perceived meeting effectiveness: The role of design characteristics. Journal of Business Psychology, 24, 65-76.
The Value of Training and Selection
Human capital is the combined knowledge, skills, and other abilities of an organization’s workforce. Organizations that pay in to human resource development up front will reap the benefits of a more productive and knowledgeable workforce, as well as cost savings over time. Human capital can be broken down into two forms:
- Generic Human Capital – general skills or abilities of employees such as writing skills and cognitive ability. These can be either inherent to the employee or learned through previous jobs or education. These skills can be selected for during the hiring process.
- Firm-Specific Human Capital – knowledge and skills that are specific to a particular job or organization. For example, a specific protocol that employees are required to follow. These skills must be trained by the organization.
Human capital is a valuable asset, especially as today’s jobs are becoming increasingly unstructured. Organizations need employees who are able to fill a variety of roles and complete a large variety of tasks. These employees can be acquired and developed through selection and training.
Shifting Focus
Traditionally, HR researchers have tended to assess the value of HR practices such as training and selection as ways to improve “micro” level outcomes, such as individual-level job performance and transfer of training. This type of research tells us little about the benefits of training and selection on a “macro” level – focusing on broad-level outcomes such as team and organization performance. Unfortunately, managers and HR professionals are typically held accountable for these broad level outcomes, rather than individually-focused results.
New Findings
New research has recently shown that selection and training do in fact lead to “macro”-level organizational outcomes. These include:
- Customer Service Performance is influenced by selection and training. High quality customer service leads to a number of positive outcomes for organizations including customer satisfaction and retention.
- Unit-level Retention is related to training. Employees who receive adequate training will be equipped with the skills necessary to perform their jobs effectively. Well-trained employees will be more likely to remain on the job.
- Financial Performance is related to both selection and training. Customer satisfaction can lead to increased financial outcomes as a result of repeat business and word of mouth promotion. Increased retention will save the organization money because the valuable human capital obtained through training will remain with the organization for longer periods of time, thus reducing costs associated with hiring, training, and related administrative activities.
Changes over time
In addition to the macro level impact that selection and training have on organization-level outcomes, research has also revealed that changes in selection and training practices over time also result in changes in overall human capital quality. In essence:
- When business units increase investment in selection and training, overall quality of human capital will increase.
- When units decrease investment in selection and training, overall quality of human capital will decrease.
Practical Implications
The study’s authors offer practical implications that can be taken from this research:
- Investment in human capital, through training and selection, can result in substantial payoffs for organizations in terms of increased customer service, increased retention within work units, and increased profits.
- Because HR processes are often evaluated in terms of broad level outcomes such as financial performance, it’s important to emphasize to senior-level management other, non-financial benefits, such as improved performance, that investing in selection and training can have for the organization.
Interpretation by:
Michelle Toelle
DeGarmo Group
This was a summary of the research and practice implications from: Iddekinge, C.H., Ferris, G.R., Perrewe, P.L., Perryman, A.A., Blass, F.R., Heetderks, T.D. (2009). Effects of selection and training on unit-level performance over time: A latent growth modeling approach. Journal of Applied Psychology, 94, 929-843.
Multicommunicating Effectively to Increase Productivity
In today’s fast-paced workplace, it is often common for employees to have multiple, simultaneous demands on their time. One of the ways these demands can manifest themselves is when employees carry multiple conversations at the same time – also known as multicommunicating.
What Is Multicommunicating?
Multicommunicating is defined as “engaging in two or more overlapping, synchronous conversations.” This process is made possible through the use of various communication technologies such as instant messaging, text messaging, videoconferencing, or email.
Multicommunicating can be a beneficial process, because when used effectively it can increase efficiency and productivity. However, multicommunicating is also a demanding process. The intensity of multicommunication can vary based on several factors:
- Number of conversations - The greater number of conversations the employee is engaged in, the higher the demand will be.
- Pace of each conversation - The pace of each conversation might differ based on the method of communication – instant messaging tends to move at a faster pace than email. As the pace of each conversation increases, the intensity experienced also increases.
- Integration of social roles - Everyone plays different roles in life; some of these might include employee, supervisor, parent, child, friend, etc. When playing multiple roles at the same time, the intensity of the multicommunicating experience increases. For example, videoconferencing with a supervisor at work while simultaneously sending an email to a subordinate will be more demanding than having conversations with two peers.
- Number and challenge of topics - Each conversation in a multicommunication event may revolve around a separate topic. In addition, some topics may be more challenging than others. The more topics that an individual is engaged in at the same time, as well as the level of challenge of each topic, will determine how demanding the experience will be.
Which Conditions Facilitate Multicommunicating?
Often, whether or not employees engage in multicommunicating depends on factors within the organization. Two of these factors that facilitate multicommunicating are the availability of technologies that allow employees to multicommunicate and organizational norms that encourage or discourage multicommunicating.
- Availability of technology - As mentioned before, communication technology that allows employees to participate in multiple, simultaneous conversations is necessary for multicommunication to occur. How often multicommunicating occurs in an organization depends on how much these communication technologies are available.
- Organizational norms - Organizational norms determine which behaviors are considered acceptable and appropriate within an organization. Across different organizations, there is a continuum of acceptable multicommunicating behaviors. In some organizations, it may be considered rude or unprofessional to carry on multiple conversations at any time; in other organizations, it might be perfectly acceptable or even encouraged to multicommunicate whenever possible. Most organizations fall somewhere in between, considering multicommunicating more or less acceptable depending on the situation.
Drawbacks of Multicommunicating
Multicommunicating can be an extremely beneficial practice because it allows individuals to connect with multiple people over shorter periods of time, and thus can increase efficiency and productivity. However, it does come with some notable downsides. Because the employee is required to divide his or her attention over multiple conversations, there is an increased chance of error – e.g., misunderstanding a response, sending a response to the incorrect person, or being unable to maintain pace with one or more of the conversations.
Practical Advice
Multicommunicating has both benefits and drawbacks; it is a practice that can be useful at times and detrimental at others. Therefore, it is important to train employees so they will be able to use multicommunication when it will be most appropriate and effective. This will depend on your organization.
In order to promote the use of multicommunicating within your organization, provide employees with access to communication technologies that facilitate multiple, sequential conversations such as chat software or cell phones equipped with text messaging. It’s important to offer training to employees for using these various technologies.
To decrease or discourage multicommunicating, establish strong organizational norms and policies and procedures against the practice by letting employees know these behaviors are not acceptable.
Most organizations fall somewhere in the middle – sometimes it is appropriate or necessary to multicommunicate, but sometimes it is unacceptable. Through the use of these practical suggestions – training, organizational norms, and organizational policies – you can let your employees know how to use multicommunicating in a way that will benefit your organization.
Interpretation by:
Michelle Toelle
The DeGarmo Group
This was a summary of the research and practice implications from: Reinsch Jr., N.L., Turner, J. W., & Tinsley, C.H. (2008) Multicommunicating: A practice whose time has come? Academy of Management Review, 33(2), 391-403.
How CEO Values Affect Company Performance
Top organizational leaders receive the highest compensation, because the direction they provide is largely responsible for the success of companies. One of the primary ways that CEOs (Chief Executive Officers) affect the way their companies operate is by sharing the different sets of values they possess.
A person’s value set includes his or her beliefs regarding acceptable modes of conduct in particular situations, acting as principles which guide behaviors.
A CEO’s values set the stage for the culture of the organization, which in turn influences its growth, efficiency, and member behavior. Through the strategic decisions they make, CEOs impress their values upon the culture of the organization.
How Culture Is Affected by Values
The way organization members enact, or articulate, their personal values help to create a shared meaning which forms the culture of an organization. An organization’s culture can be seen through its norms and rituals.
Three frequent types of culture consistently seen across organizations are:
- Innovative: demonstrated through entrepreneurial, creative, and risk-taking behaviors.
- Bureaucratic: seen through an emphasis on rules, consistency, and structure.
- Supportive: seen in trust, encouragement, and collaborative relationships.
Each type of culture is associated with a different set of CEO personal values. Because CEOs are primarily accountable for the success or failure of an organization, they are responsible for making sure the organization’s culture is able to keep up with the changes to the organization’s environment.
The way CEOs are able to modify an organization’s culture is likely to echo pieces of their own personal value systems.
The sets of personal values that correspond most closely with the three types of organizational culture are:
- Self-direction – making one’s own choices, expressing free thought, and having independence.
- Security – having stability, preserving order, and maintaining predictability.
- Benevolence – having concern for others, attending to their needs, and establishing supportive relationships.
It follows then that the three value sets correspond to the cultural types in this way:
- CEOs who value self-direction, tend to lead highly innovative organizations.
- CEOs who value security, tend to lead highly bureaucratic organizations.
- CEOs who value benevolence, tend to lead highly supportive organizations.
Organizational Outcomes Related to CEO Values
An organization’s culture (influenced by the CEO’s values) contributes to different performance outcomes. The particular outcomes experienced depend on the values a CEO impresses upon its organization’s culture.
- CEOs valuing self-direction, who lead innovative organizations, tend to experience outcomes such as high sales growth.
- CEOs valuing security, who lead bureaucratic organizations, tend to experience outcomes like efficiency, though sometimes elicit negative employee satisfaction.
- CEOs valuing benevolence, who lead highly supportive organizations, tend to experience outcomes like greater employee satisfaction.
The relationships between the sets of CEO values, organizations’ cultures, and likely performance outcomes are straightforward. Other potential combinations between the value dimensions, cultural aspects, and performance outcomes are not as likely.
For example, bureaucratic organizations that emphasize stability and predictability are unlikely to foster creativity and risk-taking. Likewise, organizations with a strong focus on the needs of its employee’s are likely to have difficulty promoting other incompatible organizational goals, like sales growth.
Practical Implications:
In order for the links between the values, culture, and likely outcomes to be fully understood, CEOs must increase awareness of their value systems. Identifying how one’s values fit with different cultural aspects can help CEOs find the appropriate balance between their own values and the needs of the organization’s culture in order to achieve desired outcomes.
For example, organizations needing to invigorate themselves to remain competitive might choose to enact a more innovative culture that is counter to the CEO’s preference for security and stability. In such instances, the CEO may choose to depend on the (more culturally compatible) values of other executives for leading the organization in a new direction.
Interpretation by:
Kathleen Melcher
DeGarmo Group
This was a summary of the research and practice implications from: Berson, Y., Oreg, S., & Dvir, T. (2008). CEO values, organizational culture, and firm outcomes. Journal of Organizational Behavior, 29, 615-633.
Two Ways to Activate Employee Creativity
Creative thinking is valued across occupations and industries. Even in the most simple of jobs, creative ideas are necessary to solve novel problems that arise. For some occupations, creativity is a bona fide requirement. Creativity is also crucial for organizational growth and long-term success as companies must develop new ideas to stay competitive within their respective industries. When ideas and products can be easily mimicked by competitors, an organization’s best bet is to distinguish itself by consistently presenting fresh and original work. So how can organizations increase the level of creativity in their workforces? Evidence shows that creativity can be increased by influencing moods and emotions of employees. Before going into how emotions affect creativity, though, creativity should first be defined.
How is Creativity Defined?
Creativity involves:
- The number of ideas someone can generate (called fluency)
- The uniqueness of the ideas (i.e., originality)
Having a strong command of one of these dimensions does not mean someone will be particularly effective at the other. For example, a person can be fluent and produce many ideas, none of which are particularly original, while another person may only come up with a few ideas which are all highly unique. On the other hand, there are those people who are able to come up with many ideas, several of which are very original.
The Influence of Emotions
Moods and emotions are known to influence creativity, although in a more complicated way than people may realize. Conventional thought holds that to boost creativity, positive moods and emotions should be increased while negative moods and emotions should be decreased.
However, beyond being positive or negative, affective states can also be characterized as activating or deactivating. Activating states increase arousal while deactivating states decrease arousal. This distinction appears to affect creativity levels.
Specifically, activating emotions increase creative behavior while deactivating emotions do not. The table below categorizes different emotions depending on whether they are positive or negative and activating or deactivating:
|
Activating |
Deactivating |
|
|
Positive |
Happy, Elated, Excited | Calm, Relaxed |
|
Negative |
Angry, Fearful, Worried | Drained, Discouraged |
Emotions under the “activating” column are more likely to increase creativity while emotions under the “deactivating” column are more likely to decrease creativity.
Paths to Creativity
Both positive and negative activating emotions lead to increased creativity, but they do so in different ways. Happiness and excitement increase a person’s cognitive flexibility, which can increase both fluency and originality. Cognitive flexibility involves creating ideas that span several different categories or perspectives. Negative activating emotions such as fear may increase persistence and focus, which can lead to more creative ideas but at a cost of longer time spent on trying to be creative.
Implications for Practice
These results suggest that a workplace climate that promotes activating emotions may lead to increased creativity. Some steps that can be taken to promote these types of emotions include:
- Increase employee engagement and satisfaction at work by such actions as giving employees more voice in procedures and making jobs feel meaningful to them.
- Promote trusting and cooperative work relationships through teamwork, mentoring, and developing a positive workplace culture.
- Utilize negative activating emotions when necessary by promoting persistent effort to meet difficult organizational and work goals.
- Encourage a sense of urgency to promote excitement by emphasizing the immediate nature of and energy required for completing a project.
- Reduce organizational constraints that can discourage employees, such as inadequate communication, unnecessary paperwork, or overly restrictive procedures that interfere with work and motivation.
- Aim for increasing positive rather than negative activating emotional states when creative ideas are needed quickly.
In work situations when fear, anxiety, or even anger are normal emotional reactions (e.g., during a recession or when facing an impending deadline), experiencing some level of negative activating emotions is not necessarily detrimental. Feelings of fear can help focus thoughts on coming up with creative solutions when needed.
There are different ways that emotions affect how one comes up with creative ideas. Which emotions to encourage at a particular time will depend on the nature of the work and the context in which creativity is needed.
Interpretation by:
Don Johnson
DeGarmo Group
This was a summary of the research and practice implications from: De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94, 739-756.
Improving Team Leadership to Increase Customer Satisfaction
Satisfied, loyal customers are essential to the success of almost every business. A happy and loyal customer base can increase profitability for the organization in several ways:
- These customers tend to purchase more, and may be more likely to pay a premium for quality service.
- Expenses related to attracting new customers (i.e., marketing costs) can be reduced.
- Satisfied customers can increase business through “word of mouth” referrals.
The Influence of Team Leadership
New research shows that one way to increase customer satisfaction is to improve the team leadership skills – managers who improve their team leadership skills also enjoy increased satisfaction among their customers.
Why is quality team leadership so influential on customer satisfaction? High quality team leadership results in a happier, more cohesive, and more productive team of employees who in turn provide better service to their customers. In addition, effective team leaders provide their team members with the resources to serve their customers most effectively.
What Does Effective Team Leadership Look Like?
Team leadership is “the process of moving or influencing a collection of individuals toward common objectives or vision.”
Effective team leaders:
- Recruit and select competent team members, and help them successfully integrate into the group.
- Clearly communicate strategic objectives or vision and share important information about the organization.
- Help the work team to establish standards for measurement of progress and performance and help the team identify opportunities to improve performance.
- Encourage mutual trust and acceptance among team members and help the team resolve differences.
- Take advantage of unique skills of team members and distribute work assignments to best utilize team members’ skills.
- Promote fairness and equal participation among team members.
- Help the team develop creative problem solving skills.
Practical Ways to Improve Customer Satisfaction
Organizations can use these findings to improve their customer satisfaction by:
- Conducting assessments to determine which specific team leadership behaviors are most useful in improving work team effectiveness.
- Designing and implementing development and training programs to increase managers’ team leadership skills based on assessment results.
- Track changes in team leadership skills and customer satisfaction in a systematic way to determine how improvements in leadership skills improve customer satisfaction ratings.
Interpretation by:
Michelle Toelle
The DeGarmo Group
This was a summary of the research and practice implications from: Walker, A.G., Smither, J.W., & Waldman, D.A. (2008). A longitudinal examination of concomitant changes in team leadership and customer satisfaction. Personnel Psychology, 61, 547-577.
How Does Coworker Support Influence Organizational Outcomes?
Work in many organizations is beginning to shift from an individual orientation, where tasks are completed alone, to a more team-based orientation, where individuals work with one another to complete projects. This shift in orientation leads to more interaction among coworkers, which can impact organizational outcomes.
What Impact Do Coworkers Have?
The impact coworkers may have on each other is profound. In fact, this influence may be even greater than the influence of supervisors. Coworkers can impact or influence others in both positive and negative ways, as they may provide support for or be antagonistic towards each other. Coworkers’ support (or lack thereof) can influence:
- Role perceptions
- Work attitudes
- Individual effectiveness
Role Perceptions
Coworkers can often be an important source of information for employees seeking advice, instruction or help when they are unsure of what to do. Coworkers can often provide information to support or discourage certain activities. This can be particularly useful for reducing uncertainty about one’s expected role within the organization. Additionally, coworker support can reduce both role conflict (directly conflicting tasks) and role overload (excessive demands given the amount of resources).
Work Attitudes
Coworkers can also influence employee opinions and attitudes. Coworker support is often associated with high job satisfaction, job involvement and a deeper commitment to one’s organization. This increase in positive work attitudes can be achieved when coworkers provide task-based assistance, information, or emotional support.
Individual Effectiveness
Coworker support has been found to reduce counterproductive workplace behaviors and employee withdrawal (i.e., coming to work late, purposefully working slowly, being verbally aggressive towards other employees, etc.) and increase organizational citizenship behaviors (i.e., altruistic helping, not taking extra breaks, obeying the rules even when no one is watching, etc.). Ultimately, coworker support can increase individual performance by providing “critical information” about the organization and task processes.
Final Thoughts
Coworker relationships can have profound positive and negative effects on employee and organizational outcomes. Organizations should focus their attention on understanding how to foster these relationships. This can be accomplished through various means such as decreasing competition amongst coworkers, allowing supervisors to establish a friendly and helpful workplace climate and creating a strong set of standards that encourage coworker support. The importance of employee interactions is often overlooked. However, with the increasing focus on team-based work and flatter organizational structures, the relationships between employees become increasingly important.
Interpretation by:
Elizabeth Allen
The DeGarmo Group
This was a summary of the research and practice implications from: Chiaburu, D. & Harrison, D. (2008). Do Peers Make the Place? Conceptual Synthesis and Meta-Analysis of Coworker Effects on Perceptions, Attitudes, OCBs, and Performance. Journal of Applied Psychology. Vol. 93 (5), 1082-1103.
Are Jobs Really Global? Job Similarities Across Countries
As companies seek to expand beyond national boundaries, one question becomes particularly relevant: is the “job” the same in different countries? Are the functions of a bank teller in the United States the same as those of a teller in Japan? When companies seek to become multi-national, it becomes increasingly important to determine if the job companies are moving from the United States (U.S.) will end up being the same job in another country.
The Global Movement
Services typically performed at corporate headquarters in the U.S. – e.g., technology, call center functions, product testing, and research & development — are increasingly being moved off-shore to other countries.
Global developments require the use of information about jobs to be applied across country boundaries. As such, an understanding of how job demands may differ across those boundaries is essential – particularly for the cross-country application of job models and competencies for performance appraisal systems. Typically job information has been developed using U.S. jobs/workers, which then is used by other departments and organizations overseas.
The Influence of Culture
Research has shown that cultural values, combined with the organization’s environment, influence human resource management practices. Specifically, the degree to which a country values individualism versus collectivism typically emerges as important.
While it is true individualistic/collectivistic value differences do exist, they do not appear to affect the importance of different work activities, skill requirements, and work-style requirements of the same job across countries/cultures.
The US Department of Labor’s O*NET is the most comprehensive and readily accessible repository of occupational information, available via http://online.onetcenter.org/. Thus, generally speaking, the detailed job information available on O*NET may be useful for a multitude of applications across countries, including the beginning stages of a global job analysis.
The implication for practitioners is that for uses like developing job descriptions, matching applicant KSAOs with those required by the job, and creating realistic job previews based on information measured from jobs in the U.S. , much of this information is likely to transport (or “translate”) for the same job overseas – regardless of the job’s – or company’s – country of origin!
A Word of Caution
One important caveat to keep in mind, though, is that the transportability of job information from the U.S. to other countries and cultures still depends on the level of precision and detail required by the situation.
For high-stakes applications requiring great levels of precision, such as validation of selection assessment instruments and creating norms/ranges for test scores, use of local detailed job analysis data is much more appropriate for ensuring that country or cultural differences do not negatively affect the results.
Interpretation by:
Kathleen Melcher
DeGarmo Group
This was a summary of the research and practice implications from: Taylor, P. J., Kan Shi, W.L., & Borman, W.C. (2007). The Transportability of job information across countries. Personnel Psychology, 61, 69 – 111.
Understanding Employee Creativity: Individual and Team Processes
Employee creativity is encouraged in order to obtain a competitive advantage and an innovative edge within organizations. Additionally, team interaction has become an important factor in contextualizing the creative process due to the emphasis on teams within many organizations.
Understanding how individuals are affected by a team is important in ensuring optimal creativity within employees. The context of the team may alter individuals’ level of creativity by way of social influences, while it is understood that dispositions toward creativity also play a role.
Understanding Creativity
Creativity refers to employees’ generation of novel and useful ideas concerning products, procedures, and processes at work.
It should be noted that creativity is examined through goal orientation. These orientations can be a result of internal factors in which individuals are influenced by their own personal desire to perform in such a way. These desires are motivated by individual beliefs without the influence of external rewards. On the other hand, individuals may also be influenced by external factors such as competing with others, acknowledgement, or avoiding criticism.
Note that extrinsic factors can be divided into active and passive approaches: those who seek to attain favorable judgments, and those who avoid unfavorable judgments, respectively.
Individual and Team Processes
At the individual level, intrinsic motivation towards creativity leads to a higher level of learning orientation (the acquisition of new knowledge and inclination towards a mastery of tasks). Employee learning orientation is linked to an employee’s preference for challenging activities and learning, which may enhance creative problem solving and lead to translating problem solutions into innovations.
Working with a team can introduce additional influences and challenges in the learning process. Teams that seek information, address differences within the group, and question problem-solving assumptions engage in team learning behavior. This brings about concern regarding the team process of learning behavior:
- Does team learning behavior influence employee learning and creativity? Team learning behavior influences employee learning and creativity – with the presence of team learning behavior, individuals with a disposition towards learning thrive.
- Does team learning behavior influence employees’ active approach (those that seek to obtain favorable judgments)? Team learning behavior influences employees’ active approach – those with an active approach excel within the context of team learning behavior.
- Does team learning behavior influence employees’ passive approach (those who avoid unfavorable judgments)? Team learning behavior controls for those with a passive approach – it encourages them to speak freely in an open and positive group dynamic.
Implications for Practice
Organizations who wish to foster creativity should consider the following:
- The disposition of an individual combined with team learning yields a stronger relationship with creativity than either one does alone.
- An emphasis towards learning should incorporate an understanding of the individual’s disposition with a focus on team learning.
- At the individual level, consider goal orientation in personnel selection and invest in employee learning orientation through training programs.
- At the team level, foster team learning behavior by way of team leadership that promotes the active environment for discussion and exploration.
Interpretation by:
Adam Bradshaw
The DeGarmo Group
This was a summary of the research and practice implications from: Hirst, G., Knippenberg, D.V., & Zhou, J. (2009). A cross-level perspective on employee creativity: Goal orientation, team learning behavior, and individual creativity. Academy of Management Journal, 52, 280-293.
Connecting Teleworkers to the Organization
As companies and the workforce continue to change, options for working environments are also increasing. More and more employees are trading in their corner office to work from home, or telecommute. This may be a desirable option for many employees as it affords more flexibility, decreases travel time and reduces conflicts with demands outside of the organization. However, being completely separated from the office and other individuals can often lead employees to feel isolated.
What Is Professional Isolation?
Professional isolation is the belief or perception that one is not connected to others in the organization, which can reduce one’s influence and social contact. This can occur because individuals often use feedback from others in the organization to determine how they should behave/react/perform in certain situations and to evaluate their own performance. When social contact is limited, feedback is less likely, leaving the employees unsure of appropriate behaviors and about their performance relative to others.
How Can Professional Isolation Affect Performance and Turnover Intentions?
Performance – Limited input and feedback from others in the organization can place teleworkers at a severe disadvantage. Consequently, teleworkers may feel more anxious and lonely, resulting in psychological or physical health problems, and a reduction in job performance.
Turnover – Additionally, teleworkers are less likely to leave the organization. Though this may seem like a positive implication, reduced turnover is more likely due to a lack of confidence on the part of the employee. Telework benefits (i.e. flexibility, decreased travel, etc.) outweigh the costs (i.e. loneliness, decreased interpersonal contact, etc.), and therefore the employee may choose to stay with the organization, even though he or she may not be satisfied or highly motivated to perform.
Dissatisfied teleworkers may stay with the organization because they value the flexibility, and think it will be difficult to find another job that allows them to telecommute. However, the number of companies who offer telecommuting is increasing. This may cause the fear associated with losing flexibility to decrease, and turnover among telecommuters may, in turn, increase.
What Other Factors Can Influence Professional Isolation in Telework?
- Amount of time spent teleworking – Perceptions that coworkers and supervisors are inaccessible increase as the amount of time spent teleworking increases. This “inaccessibility” may make it more difficult for the employee to identify with the organization.
- Face-to-face interactions – Face-to-face interactions with other employees tend to reduce the negative impact professional isolation may have on job performance. Therefore, the more face-to-face interaction the teleworker has with other employees, the less impact isolation will have on his or her performance.
- Access to communication enhancing technology – As access to technology increases, the ability to perform effectively also increases. It seems, however, that communication via technology is not an adequate substitute for face-to-face interactions.
Practical Implications
In order to reduce or prevent the negative effects of professional isolation there are several steps that managers can take:
- Training – Help employees understand the possible negative implications of professional isolation as a teleworker. Providing communication strategies and ways to foster interactions with other employees and teleworkers can be effective in preventing professional isolation.
- Performance Appraisals – Allow employees to demonstrate their knowledge and competence during performance appraisals. In addition, provide professional growth opportunities (i.e. training, increased responsibilities, more complex projects/ assignments, etc.) that challenge the teleworker and strengthen his/her skills. Allowing the teleworker to make an important contribution to the organization and discussing goals/opportunities for advancement will demonstrate the organization’s support and can help to mitigate the negative effects of telework.
- HR – Modify the position or responsibilities of those who telework to make them feel more integrated and involved in “core organizational functions.” Teleworkers can benefit by participating in group projects that encourage regular communication with coworkers, including in-office employees or other telecommuters. This can allow employees to feel more connected and invested in the organization.
Overall, it is important to recognize employees who telework are interacting with the organization in a different way than traditional employees. Therefore, it is essential employers develop systems for training, professional growth and gathering and providing feedback so teleworkers can maintain a connectedness to the “core organizational functions.” Preventing teleworkers from experiencing professional isolation will positively influence the work environment, and allow companies to compete in a dynamic and changing global economy.
Interpretation by:
Elizabeth Allen
The DeGarmo Group
This was a summary of the research and practice implications from: Golden, T., Veiga, J. & Dino, R. (2008). The Impact of Professional Isolation on Teleworker Job Performance and Turnover Intentions: Does Time Spent Teleworking, Interacting Face-to-Face, or Having Access to Communication-Enhancing Technology Matter?, Journal of Applied Psychology, 93, (6), 1412-1421.
Sweet Revenge: Could Your Employees Be Sabotaging Your Customers?
Employees intentionally engaging in behaviors that are damaging or disruptive are often referred to as “sabotaging” the organization’s functioning. Employee sabotage typically occurs as an act of retaliation or revenge for perceived injustice.
There are a number of different types of organizational characteristics to which employees may feel they have been treated unfairly, thus prompting retaliation:
- Distributive – outcomes received (e.g., adequate vs. inadequate pay and benefits)
- Procedural – company procedures (e.g., easy vs. difficult project approval)
- Informational – explanations for decisions (e.g., highly vs. sparsely detailed)
- Interactional – treatment from others (e.g., respectful vs. disrespectful)
One of the most frequent ways employees are treated unjustly is through interactions with others, and it can be incredibly costly and destructive when employees retaliate against and sabotage each other. But what can be even more costly to organizations is when employees retaliate against poor treatment stemming from interactions from outside the organization by sabotaging customers.
When employees are treated in a demeaning or disrespectful way by an organization’s customers, their retaliatory sabotage can cause a great deal of damage to all aspects of an organization –from reducing the bottom line to ruining its reputation.
Consider the implications of this scenario:
A customer mistreats an airline employee during the check-in for a flight. The employee maintains a pleasant attitude and continues speaking politely even though the customer is verbally abusive. It appears the employee has handled the situation appropriately, but the employee can retaliate after the customer has left the counter by misdirecting the customer’s luggage to a different airport than the one the customer is flying into.
What affects the decision to retaliate?
Employees retaliate against customers in subversive ways to make up for being mistreated by them. However, the reaction an employee has to injustice inflicted by customers can vary according to two personal moral characteristics.
- Identification – the degree to which morals are considered central to their identity. Individuals who view themselves as having strong morals may view sabotage as unethical, thus resist the temptation to get back at customers who treat them unfairly.
- Symbolization - the degree to which acceptance of being treated unfairly is considered a symbol of acceptance of immoral or unethical behavior. Individuals who symbolize accepting or forgiving mistreatment (or “turning the other cheek”) as allowing and supporting mistreatment are likely to see retaliation and sabotage as an acceptable counterattack.
How employee performance is affected
Retaliating against customers – sabotaging the products or services provided to them – not only has a negative effect on the organization’s reputation and repeat business, but also a deleterious effect on employee performance because the employee’s attention is turned away job responsibilities, decreasing his or her ability to perform duties. When employees have reached the point of retaliation they have likely already begun the process of emotional and physical withdrawal from their work.
Implications for practice
Many managers assume that closely monitoring employees will decrease the employees’ chances of retaliating against customers who treat them unfairly. While this approach may help in some situations, it is not a cure-all for preventing employee sabotage.
Some promising alternatives for managers to consider are to:
- Institute a “zero-tolerance” policy toward customers who treat employees unfairly. When employees feel that their management will support them, instead of solely assuming “the customer is always right”, they are likely to demonstrate a higher tolerance for negative customer behaviors because they know their supervisors will step in to ensure they are treated with respect.
- Provide extensive training on techniques dealing with difficult customers, and encourage employees to share their experiences with each other. When effective strategies become second nature for employees, they are less likely to allow their own retaliatory reactions to come to fruition.
Interactions with unruly customers can be a source of considerable stress for employees who serve on the front lines of organizations. By supporting employees and providing them with ways to handle taxing situations, organizations can guard themselves against the negative effects resulting from sabotage against customers.
Interpretation by:
Kathleen Melcher
DeGarmo Group
This was a summary of the research and practice implications from: Skarlicki, D.P., vanJaarsveld, D.D., & Walker, D.D. (2008). Getting even for customer mistreatment: The role of moral identity in the relationship between customer interpersonal injustice and employee sabotage. Journal of Applied Psychology, 93(6), 1335-1347.
Developing Active and Effective Employee Training
As the nature of work-related expectations continues to change, organizations and individuals must adapt to new ways of learning within the workplace. Creating a dynamic environment capable of responding effectively to the demands of continuous change requires empowering employees and may be achieved through training that utilizes active learning.
What Is Active Learning?
Active learning allows participants more control over their environment and the responsibility for learning. Three formal training design elements for guiding participants are used with active learning:
- Cognitive – how is the trainee focusing attention?
- Motivational– where is the effort of the trainee being directed?
- Emotional – in what ways is the trainee “managing” emotions?
These active learning design elements ensure that the employee learns and retains the training objectives through active participation. It allows the participants to explore or experiment with the information or task presented. The information presented gives the trainee an opportunity to infer various principles and strategies for effective performance.
An active learning approach goes beyond “learning by doing” and focuses on how the training affects the trainee cognitively, motivationally, and emotionally.
Traditional learning approaches, such as lectures followed by practice opportunities, are more passive in nature. The key distinction between the active and passive approaches to training is this: with active learning the individual is actually constructing and processing the information while with passive learning the information is simply presented and rehearsed.
How to Include Active Learning in Training
Each active learning design element contains a set of specific components for inclusion in a training program, and ensures that trainees maintain control over their learning.
Cognitive. Instead of expecting trainees to retain information that has simply been presented to them, exploratory learning allows trainees to specifically focus their attention on the task presented. This can be accomplished through:
- Active Exploration – trainee is given minimal guidance, and allowed to freely explore and experiment with the tasks
- Guided Exploration – trainee explores the task in a systematic way, planned by the trainer
Although participants using exploratory methods may perform poorly on training evaluations, their transfer of knowledge and skills back to the job is typically better compared to trainees using traditional, instructive training methods.
Motivational. Framing errors as part of the learning process encourages trainees to maintain their focus and learn from their mistakes. Simply acknowledging that errors will be made positively affects overall performance. In contrast, trainees who are encouraged to avoid errors (often characteristic of passive learning techniques) may perform well during the training, making minimal mistakes, yet are unable to transfer the learning to other settings.
Emotional. Maintaining emotional control during training can help trainees to reduce performance anxiety and decrease negative emotional reactions. Reinforcing positive thoughts or emotions throughout training can be useful, especially during portions of the training that are particularly demanding or difficult. This can be as simple as including emotional cues and statements within the training like “Maintain a positive attitude”. This can increase trainees’ emotional control, improving both training performance and transfer of training to the workplace.
Practical Implications
Employers who want to use a more active approach to learning must take steps to ensure that trainees are attending to the cognitive, motivational and emotional processes occurring during training sessions. The formal training design elements incorporate exploratory learning, error-tolerance and reinforcing positive emotion can increase active learning in trainees. As with any training development, the overall goals of the training (i.e. mastery of the information) and individual differences of the trainee (i.e. cognitive abilities) must be taken into account; however, active learning can be an extremely useful method for increasing employees’ knowledge and skills.
Interpretation by:
Elizabeth Allen
DeGarmo Group
This was a summary of the research and practice implications from: Bell, B. & Kozlowski, S. (2008). Active Learning: Effects of Core Training Design Elements on Self-regulatory Processes, Learning and Adaptability. Journal of Applied Psychology. 93 (8). 296-316.
Knowing Not What One Does: Implications for Low Performers
Research has shown that, when compared to others, most people overestimate their own performance. Many, if not most, workers often say that they are above average or in the top percentage of performers. However, most people cannot be above average (i.e., only 50% can), which indicates that many people are overestimating their abilities.
Overestimating abilities seems to be most common for low performers. People with low levels of knowledge and skills have been known to grossly over-predict their performance in a variety of performance domains. This overestimation occurs even when people are given incentives to be more accurate in their self-performance assessments, which indicates that people are truly unaware that they are overestimating – they likely wouldn’t sacrifice compensation or rewards by intentionally distorting their assessments upward.
What makes this effect particularly troubling is that it occurs even when low performers are engaging in activities they routinely perform and receive some feedback on. Also, overestimation can occur in performance domains where low performers can be a danger to themselves or to others.
Why Does This Occur?
Low performers who truly overestimate their abilities may do so because they lack the metacognition necessary to accurately gauge how well they are (or aren’t) doing. In other words, these people overestimate their performance because they are unable to accurately recognize and distinguish between good and bad performance.
Such an overestimation of ability, combined with a lack of metacognition, can cause great difficulties for organizational attempts to improve performance. It can especially present challenges for productive performance appraisals and training interventions.
Implications for Practice
The following tips should help bring low performers’ assessments closer to reality, which is important for them to be able to regulate their actions and continue to improve their performance.
- Improve selection procedures. Improving on the organization’s hiring and selection system better places the best skilled or most knowledgeable applicants into matching job openings, as well as identifies those employees who are most likely to benefit from training if it is needed (i.e., have the requisite ability to profit from learning experiences).
- Frequent and productive performance appraisal. While some organizations have yearly performance appraisals, it can be beneficial for all employees (especially low performers) to have substantive appraisals more often. Low performers need to understand as soon as possible where they are underperforming and what actions can be taken to correct the problem.
- Increase/Improve training and development. Some low performers may not have learned the knowledge and skills required for success. While it is an important element to employee training and development, feedback alone does not increase employee learning. Acquiring knowledge and increasing skills are also important aspects of training and development. Rehearsing and repeating information, combined with elaborating on how pieces of information tie together, encourages in-depth thinking about information which leads to a deeper understanding of material.
- Comparative frames of reference. Providing clear examples of what constitutes poor, average, and excellent performance can help employees judge the quality of their own performance relative to a standard.
- Encourage positive thinking. Hearing bad news is hard for many people to take, especially if they feel there is little hope for improvement. When training underperforming employees, it is important to emphasize that their knowledge and skills can be improved.
By improving how applicants are hired, evaluated, and trained, organizations can help ensure that all employees are in better positions to assess their own performance and adjust their behavior accordingly to increase productivity.
Interpretation by:
Donnie Johnson
DeGarmo Group
This was a summary of the research and practice implications from: Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., & Kruger, J. (2008). Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes, 105, 98-121.
Does Education Contribute to Job Performance?
Organizations often use education as a measure/indicator of a person’s skills and abilities during the selection process. But does advanced education, particularly holding a bachelors degree or higher, actually indicate the likelihood of a person being a good citizen of the organization and not engaging in counterproductive behaviors? Is the higher salary required for employees with advanced education worth it?
Citizenship Behaviors
Those with a higher education have been shown to be more likely to engage in general organizational citizenship behaviors (OCB), including those directed at the organization (e.g., describing the organization in a positive light to nonemployees) and supervisor (e.g., helping supervisor meet her deadline).
The reason for this may be that people with college degrees tend to value helping others and forming good relationships more than those with only a high school education. Therefore, in addition to gaining knowledge and skills, those with advanced education gain the work values that closely relate to citizenship behaviors.
It makes sense then that employees with higher educations have also proved to be more creative (a dimension of OCB). Creativity helps the organization get and keep their edge in the market.
Counterproductive Behaviors
Education level has been shown to be negatively related to undesirable work behaviors such as workplace aggression, on-the-job substance use, and absenteeism. This may be because college-educated individuals tend to adhere more to rules regarding attendance and protection of organizational property.
However, those with an advanced education who are in a high-complexity job (e.g., lawyers, engineers, doctors) are more likely to engage in counterproductive work behaviors as compared to those in low-complexity jobs (e.g., file clerk). This may be due to the added stress of being in a high-complexity job.
Take-home Message
To stay competitive in today’s market, organizations need much more than people who can complete the core job tasks; they need people who will go above and beyond for the organization, while at the same time will refrain from engaging in behaviors that are counterproductive to the functioning of the organization.
Investing in highly educated employees overall does increase the likelihood of these positive outcomes in addition to core task performance. It seems that a college-education provides broader work values that are beneficial to organizational functioning.
An organization can feel more confident that by utilizing education as an indicator during the selection process, they are using a measure that predicts many aspects of overall job performance.
Interpretation by:
Lexy Adkins
DeGarmo Group
This was a summary of the research and practice implications from: Ng, T. W. H., & Feldman, D. C. (2009). How broadly does education contribute to job performance? Personnel Psychology, 62, 89-134.
Perceptual Speed and Accuracy are More Useful Than You Know
Tests of perceptual speed and accuracy have stronger practical implications than many people realize. These tests are commonly used as part of selection systems for jobs requiring workers to quickly identify errors or mistakes, such as those in clerical, assembly, or warehouse positions. Such positions generally require less intellectual complexity, but high ability to process information quickly and accurately – particularly under periods of time pressure.
Why perceptual speed & accuracy is important
With approximately 20% of the U.S. working in “low complexity” jobs, adding assessments measuring these constructs to the selection system has the potential to provide a massive ROI in terms of predicting job performance.
Many organizations utilize selection systems comprised of multiple predictive elements. They may include assessments such as:
- Biodata/applications,
- Ability tests, and
- Interviews.
The most effective way to use multiple predictors is to add predictors offering incremental validity (i.e., additional predictive power) above what is already included.
Perceptual speed & accuracy – two ways
Perceptual speed and accuracy tests measure the ability to focus attention and quickly process information.
The operationalization of perceptual speed and accuracy has typically focused strictly on the number of items correct (NC), for assessing the ability to quickly process information. Typically the items on these tests are very simple, allowing all respondents the opportunity to answer all items correctly, given enough time.
However, the scores can also be used to focus on the number of items answered wrong/incorrectly (NW) – since errors are likely due to the inability to focus attention. High levels of NW may indicate carelessness, distractibility, or recklessness on the job.
Implications for Practice
In organizations where the ability to focus attention is extremely important – in terms of accidents and safety violations – including a measure of perceptual speed and accuracy focusing on NW can offer great dividends.
By looking at the same information in different ways, separate predictions may be made.
- Using the NC, predictions regarding facets of task performance are possible.
- Using the NW, predictions regarding who is likely to be non-compliant to rules, tardy, or involved in accidents are possible
Thus the use of both sets of test information is able to provide more detail about a person’s total job performance than either one alone.
Interpretation by:
Kathleen Melcher
The DeGarmo Group
This was a summary of the research and practice implications from: Mount, M.K., Oh, I.S., & Burns, M. (2008). Incremental Validity of Perceptual Speed and Accuracy Over General Mental Ability. Personnel Psychology, 61, 113 – 139.
Feedback Seeking and Job Performance
Feedback about job performance is important for organizations and the people who work in them, as employees who receive constructive feedback tend to have higher job satisfaction, better understanding of job requirements, and greater job performance. Understanding how feedback influences job performance allows organizations the opportunity to create an environment that is most conducive to utilizing feedback.
The Context for Feedback
Three factors that contribute to the context of an organization’s feedback environment:
- Perception of the feedback environment. An organization’s feedback environment can be perceived as positive (i.e., seeking feedback is acceptable and/or encouraged) or negative (i.e., seeking feedback is unacceptable and/or discouraged). Feedback seeking increases when employee perceptions of a positive feedback environment are high.
- Who is providing the feedback. Feedback that comes from supervisors, who have influence over ratings and rewards, can have different effects on job performance than does feedback that comes from coworkers who generally have less influence over ratings and rewards.
- Effort used to obtain feedback. The more effort is needed to obtain feedback from coworkers (e.g., because the coworker is difficult to contact), the less likely someone is to try to get the feedback. This is true even if coworkers are otherwise supportive of feedback.
The Importance of Role Clarity
Role clarity refers to how sure an employee is of his or her role in the organization, including what their duties, expectations, and job requirements are. Employees with greater role clarity better understand their jobs and the expectations of them and are able to work more effectively than employees with less role clarity regarding their place within the organization.
Performance Outcomes and Feedback Effects
Employees’ task and contextual performance (e.g., volunteering to help coworkers) increase when they seek feedback more. Feedback seeking increases an employee’s role clarity, which in turn leads to the employee performing more effectively.
Implications for Practice
The findings of this study provide guidance on a number of practical suggestions.
- Increase perceptions of a supportive feedback environment that is maintained by supervisors and coworkers.
- Encourage employees to seek feedback from supervisors and each other when needed.
- Reduce barriers that make seeking feedback difficult, such as limited communication opportunities between employees and coworkers/supervisors.
- Maximize role clarity to help employees stay aware of how to do their jobs most effectively.
Actively promoting feedback seeking makes employees more likely to find out how they can improve their performance by helping them better understand their roles. Organizations should consider how developing a positive feedback environment, including feedback seeking encouragement and ease of access, can work for them.
Interpretation by:
Donnie Johnson
The DeGarmo Group
This was a summary of the research and practice implications from: Whitaker, B.G., Dahling, J.J., & Levy, P. (2007). The development of a feedback environment and role clarity model of job performance. Journal of Management, 33, 570-591.
What Employers Can Do to Prevent Employees from Engaging in Deviant Work Behaviors
Employee perceptions largely govern the workplace – if an employee perceives they are being treated unfairly in the workplace their first reaction may be to retaliate. These reactions can be manifested in workplace deviance, which negatively impacts other individuals in the organization, as well as the organization as a whole.
What Is Workplace Deviance?
Workplace deviance behaviors are acts based on intentions to cause damage, discomfort, or punishment to the organization or other individuals within the organization. Deviant behaviors can include smaller offenses like intentionally working slower or could be as drastic as sabotage of work.
Why Does Deviant Behavior Occur?
Workplace deviance will often occur when employees feel a psychological contract has been violated. A psychological contract is a set of beliefs or unstated agreement between the employee and the organization (or individuals within the organization) of their obligations to one another. A common psychological contract many employees possess is: If they complete their tasks on time and work hard, they will receive a paycheck and remain an employee of the organization.
Because the psychological contract is often vague and based on the perceptions/beliefs of the individual, it is often hard to determine or control exactly what the employee will perceive as fair. Deviance may occur when the employee perceives they are maintaining their part of the agreement, while the organization or other individuals within the organization are not.
Over time, perceptions of unfairness and inequitable treatment trigger deviant behaviors. Perceiving a breach in the psychological contract, the employee sets out to reestablish equity within the workplace. As a result, disengagement, anger, revenge and other negative behaviors may transpire, bringing full attention to the employee and situation at hand. The outcome and severity of the deviant behaviors are dependent upon a variety of factors, including individual differences (some individuals may be more disposed to engage in deviant behaviors) and the severity of the situation.
Practical Implications
Employees engaging in deviant work behaviors can have detrimental consequences to both the organization and other workers. The good news is that there are ways to minimize or even prevent these deviant behaviors.
- Communication. The first, and perhaps most obvious solution, is for the employer to attempt to fulfill the psychological contract. Since the employer may not always know what the employee perceives or believes, this may not always be possible. Therefore, it may be useful for employers to reduce negative feelings when they know a psychological contract has been violated by explaining to the employee why it occurred and attempting to “make up” for this breach. Finally, employers can strive to create an environment where employees are able to express their concerns, anger or frustrations to a trusted supervisor. This can be done through various means, such as employee attitude surveys or anonymous comment boxes.
- Selection. Hiring employees that have self-control is important because these individuals will be more likely to self-regulate their negative emotional reactions in less than ideal situations.
- Training. Providing training to current employees in emotional regulation when there is a perceived violation of the psychological contract can be useful. Additionally, training supervisors to listen and respond to employee concerns or perceived violations can allow them to monitor for any indication of a perceived contract breach and to intervene when the situation arises, perhaps preventing the deviant behavior from occurring entirely.
When attempting to prevent these behaviors it is most important to remember that the psychological contract is based on beliefs and perceptions of the employee. Therefore, the organization should do their best to not only monitor these feelings, but also be explicit with their policies and attempt to mold these perceptions into realistic beliefs and expectations.
Interpretation by:
Elizabeth Allen
The DeGarmo Group
This was a summary of the research and practice implications from: Bordia, P., Restubog, S., Tang, R. (2008). When Employees Strike Back: Investigating Mediating Mechanisms Between Psychological Contract Breach and Workplace Deviance. Journal of Applied Psychology, 93 (5). 1104-1117.
Age and Employee Performance
The Age Discrimination in Employment Act of 1967 (ADEA) was put into law to protect older individuals (those over 40 years of age) from being discriminated against in all employment decisions. Included under the umbrella of employment decisions is: hiring, termination, compensation, placement, training opportunities, and advancement, just to name a few. While older individuals hailed the achievements of the ADEA, many employers, even now, begrudgingly obey the law.
What’s Wrong with Older Employees?
The short answer to this question is: nothing. Unfortunately, some individuals rely on very serious misconceptions regarding the ability of older individuals to be productive in the workplace. Some of the common stereotypes include:
- They work slower
- They are difficult to work with
- They cannot be trained
It is important to realize, with any stereotype, that they are generally not true. They only thrive because people have a tendency to look for examples that prove the stereotype more than examples that disprove the stereotype. In other words, there may be 100 older employees in an office who are all a pleasure to work with, but we tend to remember the one difficult person in the group and justify our stereotype based on this one case.
Older Employees and Task Performance
Research has often looked at one single characteristic when examining age differences: core task performance (performance in key job functions). The prevailing stereotype was that employees are less productive as they get older. This belief is evident in the fact that older employees are rated as worse performers by their peers. To the contrary, supervisor ratings and objective measures, such as sales numbers or work output, tend to suggest that older employees are equal or better performers compared to their younger peers. Thus, peer ratings are showing a clearly incorrect bias against older employees.
Several explanations exist as to why older employees may be better performers than younger employees. One such explanation is that the poor performers in a specific job are weeded out at a younger age, leaving only the top performers after the age of 40. Another explanation is that older employees have been doing the job longer and have learned how to do the job more efficiently.
Beyond Task Performance
While task performance is certainly important in judging the success of an employee, there are many other important employee characteristics to consider.
Organizational citizenship behaviors (OCBs) are, simply put, behaviors that an individual engages in that are helpful to other employees and the company. OCBs can include staying late to help out on a project, helping other employees to complete their work, and not complaining about trivial, red-tape matters. Putting to rest the ‘difficult to work with’ stereotype, older employees actually perform more OCBs than younger employees.
Older employees also engage in fewer counterproductive work behaviors (CWBs), like ‘milking the clock,’ stealing from the office, arriving late, and calling out of work. CWBs are detrimental to organizations. Employee theft alone is estimated to cost between 15 and 25 millions dollars to American organizations. That doesn’t even include the cost of absenteeism, which costs employers time and money.
So, Are Older Employees Perfect?
One of the stereotypes mentioned previously does have some validity: older employees do not perform as well in training classes as younger employees. However, this relationship is not terribly strong, and is largely attributable to the technologal gap that currently exists between the baby-boomers and younger generations who have grown up using computers.
The Bottom Line
Older employees are an invaluable asset to companies and should be treated as such. Not only do they perform at least as well as younger employees, but they also help to amplify group harmony by performing more OCBs, increase profit margins by engaging in fewer CWBs, and contribute valuable insight through their additional work experience.
Interpretation by:
David Daly
DeGarmo Group
This was a summary of the research and practice implications from:Ng, T. W. H. & Feldman, D. C. (2008). The relationship of age to ten dimensions of job performance. Journal of Applied Psychology, 93(2), 392-423.
The Effectiveness of Skill-Based Pay Systems
Performance has long been at the core of compensation management. The desire to pay more productive employees a greater salary is, in fact, a strong business strategy, but with the multi-faceted nature of jobs today, a simple measure of ‘performance’ is often very difficult to justify. More and more it is not just the effort put forth by the employee that makes them desirable, but also the amount of job based skills the employee possesses.
The Wide-Spread Use of Skill-Based Pay Systems
Some of the potential outcomes of skill-based pay systems include a flexible workforce, lowered labor costs, and increased quality and productivity. Considering the merits of skill-based pay systems, it is obvious why about half of the Fortune 1000 companies use them (estimates are between 30 and 67 percent of the Fortune 1000).
Implementing Skill-Based Pay Systems
Skill-based pay systems are based on the idea that employees will be proactive in obtaining new, job-related skills if they are compensated for such efforts. This is a basic principle of behavioral psychology: Actions that lead to rewards will be repeated. The underlying concept behind a skill-based pay system is relatively simple: increase an employee’s compensation as he or she acquires and becomes more proficient with job-related skills.
Newly implemented skill-based pay systems can be met with resistance, especially from long-tenured incumbents who have continuously received pay increases based on tenure. This can be challenging to overcome, but in most cases the tenured employees have a great deal of job-related skills, allowing them to enter into the new pay system with a high level of compensation.
To correctly implement a skill-based pay system, it is important for the skills in the system to be job-related. For example, a welder being rewarded for learning to use a larger, more powerful welding machine is appropriate, but the same individual should not be compensated for learning to fix a plumbing system.
Another important aspect of a well thought out skill-based pay system is that the amount of compensation increase should be relevant to the difficulty of the skill: Learning to construct a basic spreadsheet in Excel is not as difficult as learning to write macros in Visual Basic, so the former should not be associated with as large of a pay increase as the latter.
The final important characteristic of an effective skill-based pay system is regular testing of skill proficiency. When incumbents initially learn skills, they should be tested for proficiency. In most cases an incumbent will not be as proficient with a newly acquired skill as with a skill they have possessed for an extended period of time. Additionally, employees who do not use a skill for a long period of time may lose proficiency. In light of both of these factors, it is important for skill proficiency to be tested at least every year. This will allow for the pay system to more accurately reflect skill proficiency.
Increased Effectiveness of Skill-Based Pay Systems
Skill increases at the individual and workforce level result from the implementation of a skill-based pay system, both of which lead to a more productive workforce. However, some changes to the structure of skill-based pay systems can allow for greater effectiveness. Some of these changes include: Skills learned early in the system should be easier to learn
Employees who have early success with skill-based pay systems are more likely to continue gaining new skills.
- The first reward an individual receives should be relatively large
Larger rewards early in the pay system motivate employees to continue working hard to obtain more skills, which is the ultimate goal of skill-based pay systems. Put simply, the first skill learned, regardless of difficulty level, should be compensated at a high level, and every skill learned after that should be compensated based on the difficulty level of the skill. While this may seem contradictory to the earlier
mentioned rule about making sure the size of the pay increase is related to the difficulty of the skill, the two ideas are mutually exclusive. If every employee received the same bonus after obtaining his or her first skill, it will not seem unfair that an easier skill is rewarded at a greater level.
- Management should encourage employees to obtain new skills as much as possible
Skill-based pay systems put the responsibility of earning pay increases in the hands of the incumbents. Some employees, especially those new to skill-based pay systems, may not work as hard to obtain new skills. As such, it is important for management to be supportive in giving employees the time, encouragement, and resources necessary to obtain new skills.
Skill-based pay systems, as with any compensation management strategy, can be ineffective if used incorrectly. It is important to consider the suggestions outlined in this article before implementing a skill-based pay system. Ultimately, the implementation of a skill-based pay system can lead to greater profits as employees become more skilled and more proficient, allowing for them to perform their jobs more effectively.
Interpretation by:
David Daly
DeGarmo Group
This was a summary of the research and practice implications from:Dierdorff, E. C., & Surface, E. A. (2008). If you pay for skills, will they learn? Skill change and maintenance under a skill-based pay system. Journal of Management, 34(4), 721-743.
Reducing Race and Sex Subgroup Differences in Selection
Using valid and cost-effective methods for selecting new employees is vital for organizations to remain competitive. However, some of the most valid selection procedures can result in lower scores for minority groups. This is problematic because it is in an organization’s best interest to employ a diverse staff, both because of the benefits to the organization – such as improved employee morale and increased creativity, but also because of the negative legal consequences that might result from unequal hiring practices.
Traditional Selection Methods and Trade-offs
Traditionally, tests of cognitive ability have been the most widely used and valid selection measures. However, these measures often lead to significantly lower scores for females and non-white minorities than their male or white counterparts. By relying on measures of cognitive ability alone to select employees, organizations will likely hire a disproportionate number of white males relative to minority and female applicants.
There are many alternative methods to cognitive ability that can be used for employee selection. However, these alternative methods often involve trade-offs in the form of decreased effectiveness or other negative consequences. In order to minimize these problems, organizations should:
- Ensure that alternative selection measures are valid predictors of job performance.
- C hoose selection methods that reduce the likelihood of applicant faking.
- Analyze time and cost investments of alternative selection methods.
- Consider the practicality of implementation and fit with your organization.
Best Practices
The most effective strategies for reducing race and sex subgroup differences include:
- Using alternative methods such as interviews and assessment centers as selection measures.
- Assessing the entire range of knowledge, skills, and other abilities needed to perform the job effectively.
- Test banding – Grouping applicant scores rather than looking at them on a continuum. Applicants in the same “band” or group are considered to have the same score.
- Minimizing the verbal ability requirements of the predictor measure so that they meet, but do not exceed, the needs of the job.
Organizations should take this information into account and be aware of the trade-offs between validity and subgroup differences along with the organizational and legal consequences, when designing or choosing a selection system.
Interpretation by:
Michelle Toelle
The DeGarmo Group
This was a summary of the research and practice implications from: Ployhart, R.E., Holtz, B.C. (2008). The diversity-validity dilemma: Strategies for reducing racioethnic and sex subgroup differences and adverse impact in selection, Personnel Psychology, 61, 153-172.
The Effects of Stress on Productivity
It has long been acknowledged that job stress plays a role in employee performance. This notion has its roots in what is called Attention Theory. Simply put, Attention Theory asserts that the experience of stress has the effect of reducing an individual’s ability to concentrate on multiple tasks. Attention is thus focused on a few critical tasks and all of an individual’s energies into completion of those tasks. Anyone who has worked feverishly to meet a deadline understands this relationship intimately. It has been standard fare in basic management training to point out there exists some optimal level of stress below which employees are unmotivated and above which they are overwhelmed.
Understanding types of stress
Unfortunately, managers who attempt to find an optimal stress level for their work groups frequently find their efforts produce inconsistent or downright negative results. One reason for this may be that stress comes in more than one flavor. Red tape, organizational politics and bureaucracy are classified as “hindrance-oriented” stressors. These sources of stress do not usually contribute to the overall mission fulfillment of an organization but rather serve as distractions to it. “Challenge-oriented” stressors include things such as high work load, deadlines and time pressure and directly contribute to the purpose of the organization. Even if we identify the sources of stress, how can managers be expected to use this knowledge in their quest to increase the effectiveness of their employees?
So what is missing?
The answer may lie in a deeper understanding of attention theory and how other, perhaps less obvious considerations, may play into the relationship between stress and productivity. Research has identified these considerations and suggests that managers can have a role in preparing for periods of high stress. Some of the factors that impact individual employees’ responses to stress may be both understandable and controllable. In addition to stress level, organizational commitment and experience in the job interact to impact an employee’s productivity level.
Commitment
Individuals with high levels of organizational commitment view the goals, tasks and mission of the organization as important and worthwhile. They experience a sense of satisfaction when they believe that their efforts help to achieve organizational goals. This commitment provides the motivation for employees to expend effort but not necessarily the know how to direct their energies in the most productive way.
Practice doesn’t always make perfect
Of course, experience alone does not equal greater productivity. While experience on a job provides an opportunity for skill improvement and mastery, it may also result in bad habits becoming more and more ingrained. Most everyone can remember a college instructor whose numerous years of experience were overshadowed by a painfully obvious inability to effectively communicate the subject matter to students. Experience that leads to greater productivity is defined by a mastery of important skills and the knowledge about which tasks are truly important to goal attainment.
When both organizational commitment and experience are high, job stress tends to focus employees motivation on tasks critical to goal attainment and energies toward those value rich tasks over which they have mastery.
What can be done?
Managers who try to manipulate the stress level of a position may be missing the boat in terms of employee motivation and subsequent productivity. Managers can engage in the following proactive tasks to maximize performance:
- Identify and Buffer Employees Against “Hindrance-Oriented” Stressors
No one is motivated by red tape, politics, or bureaucracy. Managers can help keep employees directed toward goal attainment by shielding them from distractions that do not add value to the organization. Ask yourself, “Does what we are asking our employees to do contribute to the overall value of the end product?” If the answer is no, find a way to eliminate or reduce it.
- Facilitate Mastery of Skills Which Contribute to Attainment of Organizational Goals
Managers can break the “experience = excellence” fallacy by identifying “critical-to-goal attainment” skills and designing training and mentoring programs to improve them. In addition, communicating to employees what the mission and goals of the organization are and linking these skills and their efforts to organizational outcomes helps employees to understand the relevance of their activities.
- Increase Organizational Commitment Through Employee-Centered Behaviors
Managers are often the face, voice, and tone of the organization to their employees. The way that you treat your employees can impact how they perceive their value to the organization. Ensuring that employees feel valued by being active in their development and career path, being empathetic to their needs, and creating an environment in which they feel they belong are a few of the areas where managers can contribute to increased organizational commitment. While often dismissed as “soft skills,” these behaviors and efforts can pay off when employees are in stressful situations.
Creating a workplace environment conducive to employee commitment and professional development may be important to inoculating employees against “feeling the heat” in periods of high stress.
Interpretation by:
Mark Baker
DeGarmo Group
This was a summary of the research and practice implications from: Hunter, L., Thatcher, S.M. (2007). Feeling the heat: Effects of stress, commitment, and job experience on job performance. The Academy of Management Journal, 50 (4),953-968.
Work Demand Stressors and Employee Job Performance
Organizations today are under more pressure than ever to remain efficient and to reduce barriers to employee performance. At the same time, employees are faced with an increasing number of work-related stressors. Since these stressors can negatively impact employees’ job performance, it is important for organizations to be aware of the sources as well as how to effectively address stressors.
How Stressors Impact Performance
Stressors can detract from employee performance in three ways.
- If an employee perceives a stressor to be threatening or harmful, they will use up their energy coping with the stressor.
- Threatening stressors produce adverse physiological effects.
- High levels of stressors can result in “information-overload,” in which employees experience a reduced ability to recognize job-related cues and information apart from the stressor.
Dimensions of Stress
Stressors contain two dimensions: threat and challenge. Stressors can contain elements of both threat and challenge. Threat occurs when an employee perceives the stressor to be beyond his or her control or ability to cope with the situation. This level is what we typically think of when we think about “stress;” threat is negatively associated with performance. Challenge, on the other hand, might be considered “good” stress. Challenge is often positively associated with performance.
Types of Stressors
There are several different types of work-related stressors.
- Role Ambiguity: uncertainty and lack of clarity about the tasks to be performed for a particular job.
- Situational Constraints: an employee’s immediate work environment inhibits or constrains performance, for example, if the employee has inadequate skills or supplies needed to do the job.
- Role Conflict: an employee is required to take on multiple, incompatible roles.
- Role Overload: work demands exceed the resources available to meet them.
- Job Insecurity: uncertainty about the permanence of one’s job.
- Work-family Conflict: conflict between work and family demands.
- Environmental Uncertainty: lack of security in the organizational environment (i.e. market uncertainty).
High levels of role ambiguity and situational constraints have the strongest negative impact on job performance. This is likely because they are threatening stressors that employees have little control over; they contain little of the challenge component that can lead to increased performance.
The other stressors have a more complex relationship with job performance; these stressors can contain more of a challenge component and therefore may not be as detrimental to performance. For example, role overload can have negative effects on performance, but in some situations an employee may choose to take on additional responsibilities; in this case, role overload would be more of a challenge than a threat.
The Importance of Perception
Not all individuals will perceive a stressor in the same way. For example, some people prefer a highly structured job in which their responsibilities and tasks are explicit. For these individuals, having a job where little direction is given would be very stressful. On the other hand, an individual who prefers a more ambiguous job might find a highly structured job very stressful. What is important is whether the employee perceives a situation as stressful.
The Importance of Organizational Context
In addition to individual differences, the organizational context can affect the way a stressor is perceived. For example, in an organization that rewards and values challenging initiatives and innovations, role ambiguity may be perceived as a challenge and actually improve performance. On the other hand, in an organization that emphasizes standardization and well-established procedures, role ambiguity would more likely be perceived as a threat and therefore more negatively affect job performance.
How to Reduce Negative Impacts of Stressors
- Focus efforts on alleviating role ambiguity and situational constraints.
Since these stressors are more consistently related to lowered job performance, organizations should focus their efforts here. Situational constraints can be addressed by providing adequate training and ensuring that the proper supplies and equipment are available to employees. Role ambiguity can be improved by clarifying and discussing job expectations, goals, and evaluation standards with employees.
- Stay informed about which stressors are most prevalent and detrimental to performance in your organization.
Employees’ perceptions of stressors may change over time due to turnover or shifting organizational goals. It is important to be aware of changes and to use resources to reduce the most relevant stressors in order to improve employee performance.
- Include several dimensions of job performance in evaluations.
Because of the complicated relationships stressors have with job performance, include several dimensions of performance in evaluation to ensure that you are getting a clear picture of the impact of stressors. For example, you may want to use supervisor-rated performance, self-rated performance, and objective measures of performance (when applicable) such as sales data.
- Keep in mind the importance of individual perception as well as organizational context.
Not all individuals will react in the same way to stressors, and stressors do not always have the same meaning across organizations.
Interpretation by:
Michelle Toelle
The DeGarmo Group
This was a summary of the research and practice implications from: Gilboa, S. et al. (2008). A meta-analysis of work demand stressors and job performance: Examining main and moderating effects, Personnel Psychology, 61, 227- 271.
A Leap of Faith: Why knowledgeable professionals rely on gut instinct to select employees
While much attention has been given to the perceptions of various selection tools by applicants, relatively little attention has been dedicated to how hiring managers, HR professionals, and other gatekeepers in organizations choose to make hiring decisions. New research indicates that despite greater access to information and an abundance of valid, reliable selection tools, decision makers still tend to rely on intuition, gut instinct, and subjectivity to make employment decisions.
Subjective judgments about applicants are usually made during an unstructured interview. Interviewers tend to approach the interview as a time to “get to know” the applicant by asking questions loosely aimed at uncovering an applicant’s personality, fit, and competence for the position or organization. More often than not, however, these questions have relatively little to do with predicting success on the job (e.g. “If you were a sandwich, would you be the meat or the bread?”) and seldom include any type of scoring model that the interviewer could defend or even explain. The decisions made using such a philosophy are unlikely to fairly and accurately assess candidates and will leave an organization without a way to defend against a claim of unfair hiring practice.
The Satisfaction of “Going with Your Gut”
Two flawed beliefs and their associated facets have been identified that seem to drive hiring professionals’ preference for instinct over objective measures:
People believe that near perfect precision is possible when predicting success. This is operationalized by:
- Belief that right person + right fit = certain success
- Validated tools (such as paper and pencil tests) include measures of validity and thus a measure of success and failure. Subjective measures do not and are often perceived as more accurate.
People believe in the Myth of Expertise; intuitive judgment is perfected through time and practice.
- Decision makers may understand the accuracy of objective measures, but believe that their situation is unique and that these measures are not relevant.
- Decision makers overestimate their ability to make judgments of others.
- Use of objective tools may give the impression of incompetence of the decision maker by others (e.g. “if you really know what you are doing, you don’t need tests”).
The truth of the matter is that experience provides an opportunity for skill improvement, but does not necessarily improve accuracy.
Prior research has indicated that raters who use subjective measures rely on few pieces of information, lack insight into how they make their decisions, become more confident when irrelevant information is presented, and show poor inter-rater agreement.
Implications for Practice
Organizations must be aware that any tools, or for that matter selection criterion must be relevant, fair, and legally justifiable to accurately and defensibly select the best candidates. The use of intuition and subjectivity alone hamper this process and has been shown to actually reduce the validity of paper and pencil and computer based tools. Practices which ensure the most accurate selection include:
- Accurate measures of critical KSAOs through job analysis.
- Selection of tools validated to measurement of job related facets.
- Use of structured, behavior based interviewing.
- Education and training in selection criterion for those responsible for the hiring process.
- Communication of how subjective interviews can negatively impact the legal defensibility of selection systems.
Organizations need to understand that the feelings of empowerment and mastery that come from allowing hiring decision makers to “go with their gut” comes at the cost of accuracy, fairness and legal defensibility. Efforts by organizations to replace “horse sense” with science should include communicating the greater value of expertise in selection issues over the value of good intuition.
Interpretation by:
Mark Baker
DeGarmo Group
This was a summary of the research and practice implications from: Highhouse, S. (2008). Stubborn reliance on intuition and subjective judgment in employee selection. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1(3), 333-342.
Teamwork Processes Necessary for Effective Performance
Organizations are increasingly utilizing team-based structures for coordinating work and completing projects. Thus it is imperative for those creating, and performing in, teams to understand and utilize effective processes which lead to high performance.
The ways team members interact and work with one another for reaching goals are referred to as processes. The need for, and usefulness of, different processes depends on which stage of work/project the team is at.
Which processes are effective when?
When teams are between projects or assignments, transition processes are effective for reflecting on prior accomplishments and preparing for future needs. Transition processes involve:
- Identifying/evaluating tasks, challenges, environmental conditions, and resources;
- Specifying and prioritizing goals; and
- Creating action – and contingency – plans.
When teams are working toward the goals and objectives of a project, they perform different activities as part of action processes. These are:
- Gauging progress toward goals;
- Tracking resources and the environment to ensure what is needed will be available;
- Assisting other team members perform their tasks; and
- Coordinating the sequence of member activities.
At all stages of teamwork (e.g., before, during, and after), interpersonal processes are conducted, with a focus on managing the relationships between team members. Interpersonal processes include:
- Conflict management and developing norms that promote cooperation;
- Building and maintaining team member motivation and confidence; and
- Fostering togetherness and coping with stressful demands.
Do the team’s tasks and size matter?
The level to which team members depend on one another for information, resources, and performing activities affects the importance of processes utilized by a team. In situations where team members are highly dependent on one another, interpersonal processes are extremely important for team effectiveness. When team members function more independently, interpersonal processes are less important for the effectiveness of the team.
Additionally, the size of the team partially determines how important different processes are for the team to be effective. Larger teams face greater challenges in coordinating members than smaller teams do, thus action and interpersonal processes are extremely important for the effectiveness of large teams.
As a result it is essential to determine how both the number of people and the tasks needed for completing projects may impact the way team members work together.
Implications for Practice
Each set of processes are positively related to team performance AND team member satisfaction. The more effective a team is at setting goals, coordinating activities, and working together, the better the team performs, and the more satisfied members are with working as part of a team.
Additionally, the increased use of “virtual teams” and other technologies for coordinating interactions emphasizes the importance of utilizing transition, action, and interpersonal processes appropriately for effective team performance.
In order to best utilize team-based structures, coordinators should ask themselves questions for each set of processes that relate to how well the team may perform:
Transition-related questions:
- What kinds of challenges may exist if using a team to complete this project?
- What goals need to be met, and in what order?
- What kind of action plans can we create, and what contingencies for those can we put in place?
Action-related questions:
- What kind of progress is the team making toward its goals?
- Are the resources needed still available?
- Is the environment still conducive for a team-based structure?
- Which team members could use assistance to complete their tasks, and what type of assistance may be most helpful?
- Is the sequence of team member activities appropriate, or are adjustments necessary?
Interpersonal-related questions:
- Are team members proactively or reactively dealing with conflict?
- Are all team members willing to compromise, cooperate, and show one another respect?
- What type of activities help to boost team member confidence and motivation for accomplishing goals?
- What kind of activities help the team come together to cope with demands, stress, and frustration?
Particularly in situations where team performance is lagging, team members or managers can look to these sets of processes to help diagnose where problems may be occurring.
Identifying which set of processes a team may be experiencing trouble with (creating action plans, coordinating activities, interpersonal conflicts) can help determine which type of intervention will be most useful for bringing performance back up to standard.
Interpretation by:
Kathleen Melcher
The DeGarmo Group
This was a summary of the research and practice implications from LePine, J.A., Piccolo, R.F., Jackson, C.L., Mathieu, J.E., & Saul, J.R. (2008). A meta-analysis of teamwork processes: Tests of a multidimensional model and relationships with teamwork effectiveness criteria. Personnel Psychology, 61, 273-307.

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