Research in Personnel and Human Resources Management, Volume 24

List of Contributors......Page 1
02......Page 3
03......Page 5
A Multilevel Application of Learning and Performance Orientations to Individual, Group, and Organizational Outcomes......Page 8
Introduction......Page 9
Learning and Performance Orientations Across Levels......Page 13
Outcomes......Page 14
Sources......Page 17
Defined......Page 18
Outcomes......Page 20
Sources......Page 25
Group Orientations......Page 29
Defined......Page 30
Outcomes......Page 31
Sources......Page 35
Cross-Level Interactions......Page 36
Summary......Page 37
Leadership......Page 38
Upward Influence Processes......Page 40
Strategic Human Resource Management......Page 41
Organizational Learning......Page 43
Implications for Practice......Page 44
Staffing......Page 46
Performance Management......Page 47
Compensation......Page 48
References......Page 49
Justice in Teams: A Review of Fairness Effects in Collective Contexts......Page 59
Introduction......Page 60
The Unique Qualities of Teams......Page 63
Effects on Justice Processes and Mechanisms......Page 64
Generalizing Individual Justice Effects QJto Team Contexts......Page 67
Laboratory Studies......Page 68
Field Studies......Page 72
Summary......Page 74
Laboratory Studies......Page 75
Field Studies......Page 83
Examining Justice at the Team Level QJof Analysis......Page 84
Operationalizing Team-Level Justice......Page 85
Field Studies on Team-Level Justice......Page 89
Summary......Page 91
Suggestions for Future Research......Page 92
Conclusion......Page 94
References......Page 95
Standing Up or Standing By: What Predicts Blowing the Whistle on Organizational Wrongdoing?......Page 101
Introduction......Page 102
Importance of Whistle-Blowing to Societies......Page 103
Importance of Whistle-blowers as an Organizational Control Mechanism......Page 104
Defining Whistle-Blowing......Page 106
Whistle-Blowing: Evolution of a General Model......Page 108
The Legal Context for Whistle-Blowing......Page 111
Effects of Legal Changes on Employer Behavior......Page 113
Effects of Legal Changes on Employee Behavior......Page 114
Personal Characteristics......Page 118
Characteristics of the Perceived Wrongdoing......Page 120
Characteristics of the Job or Organization......Page 121
Country and Culture Variables......Page 122
Personal Characteristics......Page 124
Characteristics of the Perceived Wrongdoing......Page 125
Characteristics of the Job or Organization......Page 127
Characteristics of the Country or Culture......Page 128
Summary......Page 129
Conceptual and Methodological Challenges......Page 131
Conclusion......Page 135
References......Page 136
Introduction......Page 143
Extant Technology Acceptance Models......Page 146
The Social Cognitive Model......Page 147
Perceived Characteristics of Innovating Model......Page 148
The ESS Acceptance Model......Page 149
ESS Technology Acceptance......Page 152
ESS Effort Expectancy and Perceived Ease of Use......Page 153
Perceived Usefulness......Page 155
Personal Outcome Expectancy......Page 156
Perceived Intrinsic Value......Page 157
Individual Technology Orientation......Page 159
ESS Technological Environment......Page 163
Organizational Environment......Page 166
Managerial Influence......Page 167
Perceived Organizational Support......Page 169
Training......Page 171
The Moderating Effect of Task Characteristics......Page 172
Task Importance......Page 174
Task Significance......Page 175
Task Routineness......Page 176
Implications for Practice......Page 177
Implications for Research......Page 180
Conclusion......Page 182
References......Page 183
Learner Control and Workplace E-Learning: Design, Person, and Organizational Issues......Page 187
Introduction......Page 188
Learner Control......Page 189
The Changing Nature of Work, Workplace E-Learning, and Learner Control......Page 190
Types of Learner Control......Page 191
Learner Control of Sequence......Page 192
Learner Control of Pacing......Page 193
Learner Control of Context......Page 195
Learner Control over Method of Presentation......Page 196
Learner Control over Optional Content......Page 197
Learner Control of Task Difficulty......Page 198
Learner Control and Hypermedia......Page 199
Learner Control with Advisement......Page 202
Conclusions for Instructional Design Issues of Learner Control......Page 203
Ability and Prior Experience......Page 204
Learning Styles......Page 205
Goal Orientation......Page 206
Locus of Control......Page 207
Conclusions of Person Issues of Learner Control......Page 208
What do we know about Learner Control? Organizational Context Issues......Page 209
Adult Learning Theories and Learner Control......Page 212
Adult Training Principles and Learner Control......Page 213
References......Page 215
Goal Propensity: Understanding and Predicting Individual Differences in Motivation......Page 221
Introduction......Page 222
Role of Motivation in Models QJof Performance......Page 225
Self-Regulatory Theories of Motivation......Page 227
Personality and Motivation......Page 229
Individual Differences in Goal Propensity......Page 231
Constructs Related to Goal Propensity......Page 234
The Five-Factor Model......Page 235
Action-State Orientation......Page 236
Mastery Orientation......Page 237
Core Self-Evaluations......Page 239
Individual Differences......Page 241
Situational Strength......Page 242
Goal Commitment......Page 243
Summary......Page 244
Goal Propensity and Human Resource Management......Page 245
Interviews......Page 246
Biographical Data......Page 248
Personality Assessment......Page 250
A Measure of Goal Propensity......Page 252
Reliability......Page 253
Fairness......Page 254
Other Practical Implications......Page 255
Future research directions......Page 256
Specification of the Goal Propensity Construct......Page 257
Development of Goal Propensity Measures......Page 258
Additional Research Questions......Page 259
Conclusion......Page 260
References......Page 262
bm_title......Page 270
Introduction......Page 271
Theory and Research on Fit......Page 273
Person-Organization Fit......Page 274
Person-Vocation Fit......Page 275
Person-Job Fit......Page 276
Person-Preferences for Culture Fit......Page 277
Person-Team Fit......Page 278
Relationship Between Fit and Self-Concept......Page 279
MDF and Prototype Matching......Page 281
The Motive to Fit......Page 284
The Self-Expansion Motive......Page 285
The Social Identity Motive......Page 286
When Assessment of MDF Occurs......Page 287
Implications of MDF......Page 289
Directions for Future Research......Page 291
Misfit......Page 292
Adaptation......Page 294
Exit......Page 296
Voice......Page 297
Impression Management......Page 298
Phenomenology of Fit......Page 300
Conclusion......Page 301
Acknowledgments......Page 302
References......Page 303
11......Page 310