“Other people matter.” (Peterson, Park, Sweeney, 2008)
My research examines the foundations for effective work relationships, careers, and leadership.
Relationships are central to meaningful work in organizations. In the face of digital disruption and change, human relationships continue to be the catalyst for learning, growth, and performance.
The common thread across my research is a focus on relational processes, such as listening (Yip & Fisher, 2023), coaching (Yip et al., 2020), mentoring, (Yip & Walker, 2022; Yip & Kram, 2017; Chandler, Kram, & Yip, 2011), reciprocity (Walker & Yip, 2018), and attachment (Yip et al., 2018).
I conduct research through quantitative methods as well as systematic reviews of empirical evidence. My current projects include research on: (1) listening and interpersonal dynamics, (2) career decision-making, and (3) mentoring and leadership development. The following are papers from completed projects:
My research examines the foundations for effective work relationships, careers, and leadership.
Relationships are central to meaningful work in organizations. In the face of digital disruption and change, human relationships continue to be the catalyst for learning, growth, and performance.
The common thread across my research is a focus on relational processes, such as listening (Yip & Fisher, 2023), coaching (Yip et al., 2020), mentoring, (Yip & Walker, 2022; Yip & Kram, 2017; Chandler, Kram, & Yip, 2011), reciprocity (Walker & Yip, 2018), and attachment (Yip et al., 2018).
I conduct research through quantitative methods as well as systematic reviews of empirical evidence. My current projects include research on: (1) listening and interpersonal dynamics, (2) career decision-making, and (3) mentoring and leadership development. The following are papers from completed projects:
LISTENING IN ORGANIZATIONS: A SYNTHESIS AND FUTURE AGENDA
Academy of Management Annals, 2022 (with Colin M. Fisher)
We conducted an integrative review of research on listening relevant to work and organizations, published from 2000 to 2021, and across three disciplines (management, psychology, and communication studies). We found that listening research is fragmented across three perspectives: (1) perceived listening, (2) listeners’ experience, and (3) listening structures. We discuss how integrating these perspectives highlights two major tensions in listening research. First, there is a tension between speakers’ perceptions and listeners’ experience, which reveals a listening paradox – while listening is perceived to be beneficial for speakers, it can be experienced as costly and depleting for listeners. This paradox reveals why people struggle with listening when it is needed the most. Second, listening structures in organizations can create tensions between organizational goals and listeners’ experiences. While organizations use listening structures to enable and signal listening, these efforts can impose greater costs on listeners, reinforce existing power structures, and create opportunities for unwanted surveillance. Managing these tensions provides fertile ground for future research, in part because recent advances in communication technologies are changing the dynamics and structure of listening in organizations.
Academy of Management Annals, 2022 (with Colin M. Fisher)
We conducted an integrative review of research on listening relevant to work and organizations, published from 2000 to 2021, and across three disciplines (management, psychology, and communication studies). We found that listening research is fragmented across three perspectives: (1) perceived listening, (2) listeners’ experience, and (3) listening structures. We discuss how integrating these perspectives highlights two major tensions in listening research. First, there is a tension between speakers’ perceptions and listeners’ experience, which reveals a listening paradox – while listening is perceived to be beneficial for speakers, it can be experienced as costly and depleting for listeners. This paradox reveals why people struggle with listening when it is needed the most. Second, listening structures in organizations can create tensions between organizational goals and listeners’ experiences. While organizations use listening structures to enable and signal listening, these efforts can impose greater costs on listeners, reinforce existing power structures, and create opportunities for unwanted surveillance. Managing these tensions provides fertile ground for future research, in part because recent advances in communication technologies are changing the dynamics and structure of listening in organizations.
| listening_in_organizations.pdf |
LEADERS MENTORING OTHERS: THE EFFECTS OF IMPLICIT FOLLOWERSHIP THEORY ON LEADER INTEGRITY AND MENTORING
International Journal of Human Resource Management, 2022 (with Dayna Walker)
How are leaders influenced by their assumptions about human nature? From a social cognitive perspective, this study examines the effects of a leader’s implicit followership theory (IFT) on the leader’s integrity, engagement, and effectiveness as a mentor. Multisource data collected from a diverse sample of CEOs and senior executives of large organizations (N = 331) and their direct reports (N = 1,517) suggest that leaders who hold optimistic IFTs are more likely to be relationally engaged with their direct reports and are more likely to be rated higher on integrity and mentoring effectiveness. Together, these results advance an ethical stewardship and relational mentoring perspective on human resource management.
International Journal of Human Resource Management, 2022 (with Dayna Walker)
How are leaders influenced by their assumptions about human nature? From a social cognitive perspective, this study examines the effects of a leader’s implicit followership theory (IFT) on the leader’s integrity, engagement, and effectiveness as a mentor. Multisource data collected from a diverse sample of CEOs and senior executives of large organizations (N = 331) and their direct reports (N = 1,517) suggest that leaders who hold optimistic IFTs are more likely to be relationally engaged with their direct reports and are more likely to be rated higher on integrity and mentoring effectiveness. Together, these results advance an ethical stewardship and relational mentoring perspective on human resource management.
| leaders_mentoring_others.pdf |
COACHING NEW LEADERS: A RELATIONAL PROCESS OF INTEGRATING MULTIPLE IDENTITIES
Academy of Management Learning and Education, 2020 (with Leslie Trainor, Hunter Black, Lisa Soto, and Rebecca Reichard)
The transition to a new leader role requires identity work. New leaders are likely to experience anxiety, threat, and conflict related to valued aspects of their identities. These identity challenges are particularly salient in the experiences of new leaders from minority and non-dominant groups. We address this challenge by proposing a narrative coaching framework that is practical and amenable to empirical testing. Specifically, we propose a framework of coaching principles and narrative practices that can support leaders through the identity transitions of separation, liminality, and the integration of a new leader identity. In doing so, this paper provides actionable practices for coaching new leaders as well as directions for research on coaching and leader development.
Academy of Management Learning and Education, 2020 (with Leslie Trainor, Hunter Black, Lisa Soto, and Rebecca Reichard)
The transition to a new leader role requires identity work. New leaders are likely to experience anxiety, threat, and conflict related to valued aspects of their identities. These identity challenges are particularly salient in the experiences of new leaders from minority and non-dominant groups. We address this challenge by proposing a narrative coaching framework that is practical and amenable to empirical testing. Specifically, we propose a framework of coaching principles and narrative practices that can support leaders through the identity transitions of separation, liminality, and the integration of a new leader identity. In doing so, this paper provides actionable practices for coaching new leaders as well as directions for research on coaching and leader development.
| coaching_new_leaders_amle.pdf |
BEYOND LOGIC AND INTUITON: DEVELOPMENT AND VALIDATION OF A CAREER DISCERNMENT SCALE
Journal of Career Development, 2021 (with Haoxiong Li, Ellen A. Ensher, and Susan E. Murphy)
Past research on career decision-making has focused on two distinct modes of decision-making: logic and intuition. In this study, we extend that two-system model of career decision-making and examine the role of two additional decision-making modalities: advice seeking and spiritual discernment. We conducted two independent studies through which we develop and validate a Career Discernment Scale by examining its dimensions and internal reliability (Study 1), followed by research to establish discriminant and convergent validity (Study 2). Results provide initial support for the dimensionality and reliability of four distinct career decision-making factors, demonstrated by a clear factor structure and internal consistency. In addition, our results show evidence of convergent and discriminant validity through expected correlations across a nomological network of individual differences. Overall, this article highlights the unique role of spirituality and advice seeking in career decision-making with implications for career development and practice.
Journal of Career Development, 2021 (with Haoxiong Li, Ellen A. Ensher, and Susan E. Murphy)
Past research on career decision-making has focused on two distinct modes of decision-making: logic and intuition. In this study, we extend that two-system model of career decision-making and examine the role of two additional decision-making modalities: advice seeking and spiritual discernment. We conducted two independent studies through which we develop and validate a Career Discernment Scale by examining its dimensions and internal reliability (Study 1), followed by research to establish discriminant and convergent validity (Study 2). Results provide initial support for the dimensionality and reliability of four distinct career decision-making factors, demonstrated by a clear factor structure and internal consistency. In addition, our results show evidence of convergent and discriminant validity through expected correlations across a nomological network of individual differences. Overall, this article highlights the unique role of spirituality and advice seeking in career decision-making with implications for career development and practice.
| beyond_logic_and_intuition.pdf |
PAYING IT FORWARD? THE MIXED EFFECTS OF ORGANIZATIONAL INDUCEMENTS ON EXECUTIVE MENTORING
Human Resource Management, 2018 (with Dayna Walker)
How might organizational inducements influence the mentoring behavior of senior executives? In a multi-source study of senior executives (n = 239) and their direct reports (n = 1098), the researchers found mixed results – relational inducements (e.g., investments in career development) were positively associated with mentoring whereas transactional inducements (e.g., compensation) were negatively associated. Results are explained from signaling and self-determination theory wherein inducements communicate organizational priorities that either uphold or undermine mentoring behavior. While prior research has examined the benefits of inducements on job performance, this study reveals that inducements can have differential and unintended consequence on prosocial and relational behavior such as mentoring. It is the first study to examine the unintended and differential consequence of inducements on mentoring behavior. In addition, the findings challenge assumptions about the trickle-down benefits of organizational rewards and suggest that the consequences of human capital investments extend far beyond the focal leader.
Human Resource Management, 2018 (with Dayna Walker)
How might organizational inducements influence the mentoring behavior of senior executives? In a multi-source study of senior executives (n = 239) and their direct reports (n = 1098), the researchers found mixed results – relational inducements (e.g., investments in career development) were positively associated with mentoring whereas transactional inducements (e.g., compensation) were negatively associated. Results are explained from signaling and self-determination theory wherein inducements communicate organizational priorities that either uphold or undermine mentoring behavior. While prior research has examined the benefits of inducements on job performance, this study reveals that inducements can have differential and unintended consequence on prosocial and relational behavior such as mentoring. It is the first study to examine the unintended and differential consequence of inducements on mentoring behavior. In addition, the findings challenge assumptions about the trickle-down benefits of organizational rewards and suggest that the consequences of human capital investments extend far beyond the focal leader.
| paying_it_forward.pdf |
ATTACHMENT THEORY AT WORK: A REVIEW AND DIRECTIONS FOR FUTURE RESEARCH
Journal of Organizational Behavior, 2018 (with Kyle Ehrhardt, Hunter Black, and Dayna Walker)
The influence of attachment theory on organizational scholarship is growing, with more articles published on the subject in the past five years than the preceding twenty-five years combined. Prior research and reviews have primarily focused on attachment styles and their relationship with organizational outcomes. However, in the past five years, organizational scholars have begun exploring new directions in attachment research such as situational influences on attachment states, attachment as a moderating variable, and attachment as a dynamic process in various forms of work relationships. These advances offer new directions for organizational
behavior research, notably through the lens of the attachment behavioral system – an innate psychological system that accounts for why and how people seek support from others. In this paper, we provide an overarching framework for understanding attachment dynamics in organizations and review key findings from attachment theory research on dyadic relationships, group dynamics, and the employee-organization relationship. We further discuss promising areas for future organizational research on attachment, as well as methodological developments in the priming of attachment states.
Journal of Organizational Behavior, 2018 (with Kyle Ehrhardt, Hunter Black, and Dayna Walker)
The influence of attachment theory on organizational scholarship is growing, with more articles published on the subject in the past five years than the preceding twenty-five years combined. Prior research and reviews have primarily focused on attachment styles and their relationship with organizational outcomes. However, in the past five years, organizational scholars have begun exploring new directions in attachment research such as situational influences on attachment states, attachment as a moderating variable, and attachment as a dynamic process in various forms of work relationships. These advances offer new directions for organizational
behavior research, notably through the lens of the attachment behavioral system – an innate psychological system that accounts for why and how people seek support from others. In this paper, we provide an overarching framework for understanding attachment dynamics in organizations and review key findings from attachment theory research on dyadic relationships, group dynamics, and the employee-organization relationship. We further discuss promising areas for future organizational research on attachment, as well as methodological developments in the priming of attachment states.
| attachment_theory_at_work.pdf |
PROTEAN CAREERS AT WORK: SELF-DIRECTION AND VALUES ORIENTATION IN PSYCHOLOGICAL SUCCESS
Annual Review of Organizational Psychology and Organizational Behavior. 2018 (with Douglas T. Hall and Kathryn Doiron)
How do self-direction and intrinsic values influence career outcomes? These questions have been central in research on the protean career – a career process characterized by the exercise of self-direction and a values orientation in the pursuit of psychological success. This paper provides an integrative review, with a focus on three empirically supported protean processes– identity awareness, adaptability, and agency. In addition, we discuss the role of protean careers in the contemporary work environment, clarify definitional and measurement issues, recommend research directions, and practical recommendations for organizations. Our underlying assumption throughout this discussion is that the elements of a protean career orientation, self-direction and a values orientation, are basic elements of human needs for growth and meaning. Our recommendations for future research and practice reflect ways of promoting these qualities in the contemporary world of work.
Annual Review of Organizational Psychology and Organizational Behavior. 2018 (with Douglas T. Hall and Kathryn Doiron)
How do self-direction and intrinsic values influence career outcomes? These questions have been central in research on the protean career – a career process characterized by the exercise of self-direction and a values orientation in the pursuit of psychological success. This paper provides an integrative review, with a focus on three empirically supported protean processes– identity awareness, adaptability, and agency. In addition, we discuss the role of protean careers in the contemporary work environment, clarify definitional and measurement issues, recommend research directions, and practical recommendations for organizations. Our underlying assumption throughout this discussion is that the elements of a protean career orientation, self-direction and a values orientation, are basic elements of human needs for growth and meaning. Our recommendations for future research and practice reflect ways of promoting these qualities in the contemporary world of work.
| protean_careers_at_work.pdf |
DISCERNING CAREER CULTURES AT WORK
Organizational Dynamics, 2016 (with Douglas T. Hall)
Where do I belong? When making career decisions, this question requires an understanding of how your career values fits with the career culture of the organization in which you work, or aspire to work. How can I discern the nature of an organization’s career culture? This paper will address this question. First, we describe elements of an organizational career culture and provide a framework for understanding and assessing career signals – organizational practices and communication that represent career values and priorities within the organization. Career signals can be described in terms of two dimensions – valued career outcomes (intrinsic vs. extrinsic) and career identification (assimilation vs. differentiation). These dimensions are combined to propose four types of career cultures: (1) Apprenticeship cultures (intrinsic rewards and assimilation); (2) Protean cultures (intrinsic rewards and differentiation); (3) Prestige cultures (extrinsic rewards and assimilation); and (4) Merit cultures (extrinsic rewards and differentiation.)
Second, we present suggestions for diagnosing organizational career cultures through a process of identifying and interpreting career signals. Third, we describe the potentially paralyzing situation of mixed career signals, whereby a person can “feel stuck” between conflicting career messages. In conclusion, we suggest how mixed signals can be discerned and resolved, as well as how organizations can leverage the power of career cultures for talent attraction, retention, and development.
Organizational Dynamics, 2016 (with Douglas T. Hall)
Where do I belong? When making career decisions, this question requires an understanding of how your career values fits with the career culture of the organization in which you work, or aspire to work. How can I discern the nature of an organization’s career culture? This paper will address this question. First, we describe elements of an organizational career culture and provide a framework for understanding and assessing career signals – organizational practices and communication that represent career values and priorities within the organization. Career signals can be described in terms of two dimensions – valued career outcomes (intrinsic vs. extrinsic) and career identification (assimilation vs. differentiation). These dimensions are combined to propose four types of career cultures: (1) Apprenticeship cultures (intrinsic rewards and assimilation); (2) Protean cultures (intrinsic rewards and differentiation); (3) Prestige cultures (extrinsic rewards and assimilation); and (4) Merit cultures (extrinsic rewards and differentiation.)
Second, we present suggestions for diagnosing organizational career cultures through a process of identifying and interpreting career signals. Third, we describe the potentially paralyzing situation of mixed career signals, whereby a person can “feel stuck” between conflicting career messages. In conclusion, we suggest how mixed signals can be discerned and resolved, as well as how organizations can leverage the power of career cultures for talent attraction, retention, and development.
| discerning_career_cultures.pdf |
DEVELOPMENTAL NETWORKS: ENHANCING THE SCIENCE AND PRACTICE OF MENTORING
SAGE Handbook of Mentoring, 2017 (with Kathy E. Kram)
In this chapter, we review research on mentoring as a developmental network and provide suggestions for future research. In particular, we examine how research on developmental networks can enhance the understanding of mentoring through a focus on mentoring functions as they occur across multiple developmental relationships. A person’s developmental network may include one or more formal mentors and may also include other developmental partners, such as a boss who provides developmental opportunities, a junior colleague or subordinate who has deeper expertise of value to the person, or a family member who provides personal and professional counsel. A particular developmental network is defined by the person who is common to all of the relationships. Defined as the “focal person,” this individual defines members of the developmental network by enlisting and/or acknowledging the help they provide. Those involved in supporting the individual are described as developers and their individual interactions with the focal individual, as developmental relationships.
SAGE Handbook of Mentoring, 2017 (with Kathy E. Kram)
In this chapter, we review research on mentoring as a developmental network and provide suggestions for future research. In particular, we examine how research on developmental networks can enhance the understanding of mentoring through a focus on mentoring functions as they occur across multiple developmental relationships. A person’s developmental network may include one or more formal mentors and may also include other developmental partners, such as a boss who provides developmental opportunities, a junior colleague or subordinate who has deeper expertise of value to the person, or a family member who provides personal and professional counsel. A particular developmental network is defined by the person who is common to all of the relationships. Defined as the “focal person,” this individual defines members of the developmental network by enlisting and/or acknowledging the help they provide. Those involved in supporting the individual are described as developers and their individual interactions with the focal individual, as developmental relationships.
| developmental_networks.pdf |
AN ECOLOGICAL SYSTEMS PERSPECTIVE ON MENTORING AT WORK: A REVIEW AND FUTURE PROSPECTS
Academy of Management Annals, 2011 (with Dawn E. Chandler and Kathy E. Kram)
After nearly 30 years as a subject of inquiry, mentoring remains a mainstay in the organizational literature, as relationships are arguably more important than ever to employees' personal and career growth. In this paper, we take an ecological perspective to situate and review topical areas of the literature with the intention of enhancing our understanding of how mentoring outcomes for protégés and mentors are determined not only by individual differences (e.g., personality) and dyadic factors (e.g., the quality of a relationship)—both of which represent the most frequently examined levels of analyses—but also the influences of the people from various social spheres comprising their developmental network, the larger organization of which they are a part, and macrosystem factors (e.g., technological shifts, globalization) that enable, constrain, or shape mentoring and other developmental relationships. Our review examines multi-level influences that shape mentoring outcomes, and brings into focus how the study of mentoring can be advanced by research at the network, organizational, and macrosystem levels. To help guide future research efforts, we assert that adult development and relational schema theories, Positive Organizational Scholarship, a social network perspective, signaling theory, and institutional theories can help to address emerging and unanswered questions at each ecological level.
Academy of Management Annals, 2011 (with Dawn E. Chandler and Kathy E. Kram)
After nearly 30 years as a subject of inquiry, mentoring remains a mainstay in the organizational literature, as relationships are arguably more important than ever to employees' personal and career growth. In this paper, we take an ecological perspective to situate and review topical areas of the literature with the intention of enhancing our understanding of how mentoring outcomes for protégés and mentors are determined not only by individual differences (e.g., personality) and dyadic factors (e.g., the quality of a relationship)—both of which represent the most frequently examined levels of analyses—but also the influences of the people from various social spheres comprising their developmental network, the larger organization of which they are a part, and macrosystem factors (e.g., technological shifts, globalization) that enable, constrain, or shape mentoring and other developmental relationships. Our review examines multi-level influences that shape mentoring outcomes, and brings into focus how the study of mentoring can be advanced by research at the network, organizational, and macrosystem levels. To help guide future research efforts, we assert that adult development and relational schema theories, Positive Organizational Scholarship, a social network perspective, signaling theory, and institutional theories can help to address emerging and unanswered questions at each ecological level.
| mentoring_at_work.pdf |
METAPHORS OF IDENTITY AND PROFESSIONAL PRACTICE: LEARNING FROM THE SCHOLAR-PRACTITIONER
Journal of Applied Behavioral Science, 2012 (With Kathy E. Kram and Ilene C. Wasserman)
* Douglas McGregor Memorial Award for Best Paper in the Journal of Applied Behavioral Science (Honorable Mention)
Historically, professional identity was viewed as a singular construct, and the boundary-spanning dynamics of sub-identities remained unexamined. More recently, identity scholars have paved the way to consider the multiple personal and social identities that comprise an individual’s professional identity. These dynamics are exemplified by the unique challenges that scholar–practitioners regularly encounter. To deepen understanding of variations in how scholar–practitioners enact their professional identity, we interviewed young scholar–practitioners who completed their doctorates in the past 7 years, as well as seasoned scholar–practitioners with at least 20 years of experience. We elicited metaphors from the interviewees to explore the complexities of their professional identity and sub-identities and the challenges that scholar–practitioners face at different stages of career development. We offer implications for the future socialization of scholar–practitioners and others in boundary-spanning roles.
Journal of Applied Behavioral Science, 2012 (With Kathy E. Kram and Ilene C. Wasserman)
* Douglas McGregor Memorial Award for Best Paper in the Journal of Applied Behavioral Science (Honorable Mention)
Historically, professional identity was viewed as a singular construct, and the boundary-spanning dynamics of sub-identities remained unexamined. More recently, identity scholars have paved the way to consider the multiple personal and social identities that comprise an individual’s professional identity. These dynamics are exemplified by the unique challenges that scholar–practitioners regularly encounter. To deepen understanding of variations in how scholar–practitioners enact their professional identity, we interviewed young scholar–practitioners who completed their doctorates in the past 7 years, as well as seasoned scholar–practitioners with at least 20 years of experience. We elicited metaphors from the interviewees to explore the complexities of their professional identity and sub-identities and the challenges that scholar–practitioners face at different stages of career development. We offer implications for the future socialization of scholar–practitioners and others in boundary-spanning roles.
| Metaphors of Identity and Practice JABS 2012 |
THRESHOLD CONCEPTS AND MODALITIES FOR TEACHING LEADERSHIP PRACTICE
Management Learning, 2012 (With Joeseph A. Raelin)
Can the teaching of leadership transform practice? What concepts and modalities are best suited to do so? This article builds on Meyer and Land’s (2003) theory of threshold concepts to examine how students learn and experience leadership as a complex and multi-faceted practice. Threshold concepts are conceptual gateways, opening up new and previously inaccessible ways of thinking about a field. In an ethnographic account using participant observation, analysis of student papers, and in-depth interviews, the authors identified two threshold concepts that had a transformational impact on students: (1) situational leadership and (2) shared leadership. In addition, they found three modalities that supported the learning of threshold concepts: (1) variation, (2) enactment, and (3) reflection. The article concludes by citing the broader implications for the research and teaching of leadership practice.
Management Learning, 2012 (With Joeseph A. Raelin)
Can the teaching of leadership transform practice? What concepts and modalities are best suited to do so? This article builds on Meyer and Land’s (2003) theory of threshold concepts to examine how students learn and experience leadership as a complex and multi-faceted practice. Threshold concepts are conceptual gateways, opening up new and previously inaccessible ways of thinking about a field. In an ethnographic account using participant observation, analysis of student papers, and in-depth interviews, the authors identified two threshold concepts that had a transformational impact on students: (1) situational leadership and (2) shared leadership. In addition, they found three modalities that supported the learning of threshold concepts: (1) variation, (2) enactment, and (3) reflection. The article concludes by citing the broader implications for the research and teaching of leadership practice.
| Threshold Concepts and Modalities of Leadership ML 2012 |
SELF-OBSERVER RATING DISCREPANCIES OF MANAGERS IN ASIA: A STUDY OF DERAILMENT CHARACTERISTICS AND BEHAVIORS IN SOUTHERN AND CONFUCIAN ASIA
International Journal for Selection and Assessment, 2010 (With William A. Gentry and Kelly M. Hannum)
Antecedents to self-observer rating discrepancies in multisource instruments have been established at the individual and organizational level. However, research examining cultural antecedents is limited, which is particularly relevant as multisource instruments gain popularity around the world. We investigated multisource ratings of 860 Asian managers from the regions of Southern Asia (n=261) and Confucian Asia (n=599) and analyzed cultural differences in self-observer rating discrepancies. Multivariate regression procedures revealed that the self-observer rating discrepancy was wider for managers from Southern Asia as compared with Confucian Asia. The reason for the discrepancy was driven by managers’ self-ratings being different across cultures than by observer ratings from managers’ bosses, direct reports, or peers; the predictor is related to self-ratings not observer ratings, producing differential self-observer ratings due to self-ratings. We discuss cultural differences in self- and observer ratings within Asia and provide implications for the practice of multisource assessments.
International Journal for Selection and Assessment, 2010 (With William A. Gentry and Kelly M. Hannum)
Antecedents to self-observer rating discrepancies in multisource instruments have been established at the individual and organizational level. However, research examining cultural antecedents is limited, which is particularly relevant as multisource instruments gain popularity around the world. We investigated multisource ratings of 860 Asian managers from the regions of Southern Asia (n=261) and Confucian Asia (n=599) and analyzed cultural differences in self-observer rating discrepancies. Multivariate regression procedures revealed that the self-observer rating discrepancy was wider for managers from Southern Asia as compared with Confucian Asia. The reason for the discrepancy was driven by managers’ self-ratings being different across cultures than by observer ratings from managers’ bosses, direct reports, or peers; the predictor is related to self-ratings not observer ratings, producing differential self-observer ratings due to self-ratings. We discuss cultural differences in self- and observer ratings within Asia and provide implications for the practice of multisource assessments.
| Self-observer Discrepancy of Managers in Asia IJSA 2010 |
BOUNDARY SPANNING LEADERSHIP: TACTICS TO BRIDGE SOCIAL IDENTITY GROUPS IN ORGANIZATIONS
In T. Pittinsky (Ed.) Crossing the divide: Intergroup leadership in a world of difference. Boston, MA: Harvard Business School Press. (With Chris Ernst)
In this chapter we focus on the role of boundary spanning leadership - leadership that bridges boundaries between groups in service of a larger organizational vision, mission, or goal. Specifically, we provide a detailed description of four boundary spanning tactics - suspending, reframing, nesting,
and weaving – that leaders can use to span differences across groups of people in organizational settings.
In T. Pittinsky (Ed.) Crossing the divide: Intergroup leadership in a world of difference. Boston, MA: Harvard Business School Press. (With Chris Ernst)
In this chapter we focus on the role of boundary spanning leadership - leadership that bridges boundaries between groups in service of a larger organizational vision, mission, or goal. Specifically, we provide a detailed description of four boundary spanning tactics - suspending, reframing, nesting,
and weaving – that leaders can use to span differences across groups of people in organizational settings.
| boundary_spanning_leadership.pdf |
CAREER CULTURES AND CLIMATES IN ORGANIZATIONS
Oxford Handbook of Organizational Climate and Culture, 2014 (with Douglas T. (Tim) Hall)
This chapter examines how the lens of organizational culture and climate can further an understanding of careers and career development. More specifically, the discussion focuses on the implications of a climate perspective on careers and considers the interaction between individual career orientations and climate. Also discussed are how organizations can have multiple climates, how such climates are shaped by organizational signals, and the consequences of mixed organizational signals and weak career climates on organizational identity and identification. Where an organization’s career culture is entrenched in stable structures and symbols, its career climate can vary by a combination of social information and individual processing of this information. By considering the interaction between individual perceptions and organizational reality, the concept of career climate opens up new levels of analysis. The chapter concludes with a consideration of how career climate and the interactions that produce it, can be a rich area of inquiry for career scholarship and for helping leaders and organizations understand the conditions that shape both organizational identity and employee identification with the organization.
Oxford Handbook of Organizational Climate and Culture, 2014 (with Douglas T. (Tim) Hall)
This chapter examines how the lens of organizational culture and climate can further an understanding of careers and career development. More specifically, the discussion focuses on the implications of a climate perspective on careers and considers the interaction between individual career orientations and climate. Also discussed are how organizations can have multiple climates, how such climates are shaped by organizational signals, and the consequences of mixed organizational signals and weak career climates on organizational identity and identification. Where an organization’s career culture is entrenched in stable structures and symbols, its career climate can vary by a combination of social information and individual processing of this information. By considering the interaction between individual perceptions and organizational reality, the concept of career climate opens up new levels of analysis. The chapter concludes with a consideration of how career climate and the interactions that produce it, can be a rich area of inquiry for career scholarship and for helping leaders and organizations understand the conditions that shape both organizational identity and employee identification with the organization.
| career_cultures_and_climate.pdf |
GROUNDING LEADER DEVELOPMENT: CULTURAL PERSPECTIVES
Industrial and Organizational Psychology: Perspectives on Science and Practice, 2010 (with Meena S. Wilson)
Industrial and Organizational Psychology: Perspectives on Science and Practice, 2010 (with Meena S. Wilson)
| grounding_leader_development.pdf |
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BOOK CHAPTERS IN EDITED HANDBOOKS
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