Newcomer work-to-nonwork conflict to withdrawal via work-to-nonwork self-efficacy: The buffering role of family supportive supervisor behavior

In adulthood, starting a new job is a major life event that, for many, accompanies significant changes to one’s personal life (e.g., moving to a new location, setting up new childcare or eldercare arrangements, renegotiating schedules and nonwork responsibilities with a spouse or partner). Research shows that job candidates anticipate the degree of work-family support and conflict they might experience in a new role when deciding to accept or reject a job offer. Despite this, work examining associations between newcomer work-to-nonwork conflict (WNC), once arriving at a new job, and their adjustment to the new work role has lagged. To address this, the current study investigates the relationship between newcomers’ work nonwork demands (i.e., WNC) and resources (having a family-supportive supervisor) during organizational entry, in relation to work withdrawal. Results from surveys administered to newcomers across three time points, indicate that newcomers’ WNC was positively related to work withdrawal via reduced work-to-nonwork self-efficacy. Additionally, the indirect relationship between WNC and newcomer withdrawal was moderated by family-supportive supervisor behavior, indicating that managers can serve as resources with powerful potential to counteract the negative effects of conflict during this early stage. This study is among the first to explicitly link the work-nonwork and organizational socialization literatures. Our results suggest that organizations aiming to support and retain new workers may benefit from training supervisors to help newcomers manage WNC when starting a new job

Perceived Overqualification and Collectivism Orientation:Implications for Work and Nonwork Outcomes

In this research, we simultaneously examined the relative applicability of person-environment fit and relative deprivation theories in explaining the interactive effects of perceived overqualification and collectivism cultural orientations on positive outcomes. We hypothesized that the negative (positive) influence of perceived overqualification on person-environment fit (relative deprivation) will be weaker among employees with high collectivism cultural orientation. We also examined which of these two different mechanisms would explain the hypothesized interactive effects in predicting these workers’ citizenship behavior, personal initiative, work engagement, and life satisfaction. We tested our hypotheses in two studies. In Study 1, we recruited professional staff (n = 852) and their coworkers (n = 301) from 95 universities and tested our hypotheses in a matched sample of 190 employees and their peers. The moderated mediation results supported the idea of person-environment fit (but not relative deprivation) as the mechanism explaining why collectivism orientations assuaged the negative effects of perceived overqualification on these outcomes. We constructively replicated these results in Study 2, which was a time-lagged design with full-time employees (n = 224). Study 2’s results further supported the robustness of our model by testing alternative moderators, mediators, and outcomes.</p

Under Pressure: Employee Work Stress, Supervisory Mentoring Support, and Employee Career Success

Despite consistent findings that stressed employees benefit from social support, these employees do not always have access to such support. We propose and test a conceptual model suggesting employee work stress will negatively affect supervisory career and psychosocial mentoring support. Drawing from social exchange theory, we predict this will indirectly affect employee career success (lower career satisfaction and promotability ratings, fewer promotions), and that the relationship between employee work stress and lower supervisory mentoring support can be explained by lower levels of work engagement experienced by, and attributed to, stressed employees. We tested our model across three studies. In Study 1, we collected four waves of multisource field data (254 employees, 127 managers, and company records) at a large postal organization in the United Kingdom (UK). Employee work stress was negatively related to supervisor career and psychosocial mentoring support, and indirectly affected career satisfaction and manager promotability ratings of employees via supervisor career mentoring support. Cross-lagged panel analyses in a supplemental study additionally supported the proposed directionality of relationships. Study 2 included data across three waves from employees in Hong Kong (n = 137) and showed that employee work stress had indirect effects on supervisor career and psychosocial mentoring via lower employee engagement. In Study 3, using data from supervisors in the UK (n = 240) we showed that supervisor perceived employee stress had indirect effects on their provision of supervisor career and psychosocial mentoring support via lower perceived employee engagement

Applicant perspectives during selection

We provide a comprehensive but critical review of research on applicant reactions to selection procedures published since 2000 (n = 145), when the last major review article on applicant reactions appeared in the Journal of Management. We start by addressing the main criticisms levied against the field to determine whether applicant reactions matter to individuals and employers (“So what?”). This is followed by a consideration of “What’s new?” by conducting a comprehensive and detailed review of applicant reaction research centered upon four areas of growth: expansion of the theoretical lens, incorporation of new technology in the selection arena, internationalization of applicant reactions research, and emerging boundary conditions. Our final section focuses on “Where to next?” and offers an updated and integrated conceptual model of applicant reactions, four key challenges, and eight specific future research questions. Our conclusion is that the field demonstrates stronger research designs, with studies incorporating greater control, broader constructs, and multiple time points. There is also solid evidence that applicant reactions have significant and meaningful effects on attitudes, intentions, and behaviors. At the same time, we identify some remaining gaps in the literature and a number of critical questions that remain to be explored, particularly in light of technological and societal changes

A relational model of perceived overqualification : the moderating role of interpersonal influence on social acceptance.

Theories of perceived overqualification have tended to focus on employees’ job-related responses to account for effects on performance. We offer an alternative perspective and theorize that perceived overqualification could influence work performance through a relational mechanism. We propose that relational skills, in the form of interpersonal influence of overqualified employees, determine their tendency to experience social acceptance and, thus, engage in positive work-related behaviors. We tested this relational model across two studies using time-lagged, multisource data. In Study 1, the results indicated that for employees high on interpersonal influence, perceived overqualification was positively related to self-reported social acceptance, whereas for employees low on interpersonal influence, the relationship was negative. Social acceptance, in turn, was positively related to in-role job performance, interpersonal altruism, and team member proactivity evaluated by supervisors. In Study 2, we focused on peer-reported social acceptance and found that the indirect relationships between perceived overqualification and supervisor-reported behavioral outcomes via social acceptance were negative when interpersonal influence was low and nonsignificant when interpersonal influence was high. The implications of the general findings are discussed

Identifying and Managing University Assets: A Campus Study of Portland State University

Between 1994 and 1996, Portland State University (PSU) expanded the definition of scholarship used to assess and reward faculty. Three conditions facilitated this change. The first related to PSU\u27s urban history, culture and values. This context allowed faculty to approach their teaching, learning, and community engagement in scholarly ways. The second condition involved external forces, which challenged PSU faculty to identify and use their intangible assets in the scholarship of teaching, integration, and application. The third condition was, and continues to be, university leadership. Leadership at PSU encourages the faculty to engage in institutional reflection and strategic planning from a scholarly perspective. In the mid-1990s, the synergy among these three conditions prompted PSU to broaden notions of scholarship to include, more centrally, an emphasis on teaching. This paper examines the current status of this broadened definition of scholarship within PSU\u27s academic culture. To do so, the authors interviewed 28 faculty, staff members, and administrators and analyzed documents, such as the university\u27s promotion and tenure guidelines, to understand the process and structures that promote a broader view of scholarship across campus. The analysis suggests that PSU has made progress in the use of expanded forms of scholarship to both identify and manage the intellectual assets of the institution. It also suggests that PSU is still in the process of implementation and now faces a second generation of challenges

Creating and Maintaining Environmentally Sustainable Organizations: Recruitment and Onboarding

There is a growing realization that economic sustainability is intertwined with environmental sustainable development. The authors explore this topic, how recent changes in the global environment have led companies to realize that by solely focusing on maximization of shareholder financial returns, the long term economic viability of their firms is threatened

A longitudinal test of recruiting and leadership influence on newcomer socialization and performance

A review of the socialization literature led to the two major objectives of this work. The role of leadership on the socialization process has been ignored and this research was largely undertaken to rectify this oversight. Further, while parallels can be made, the recruiting literature has not been incorporated into socialization research. A hypothesized model of the influence of recruiting and leader behaviors on newcomer adjustment is presented and tested. Of the 45 hypothesized bivariate relationships, 10 (22%) were supported and three were significant but in the opposite direction of what was predicted. Participants consisted of 311 new college graduates who had accepted jobs by graduation. Participants provided data prior to starting their new jobs, a few months after entering their jobs, and several months after entering their jobs. Data were collected from newcomers, their coworkers, and their supervisors. A comparison of results from these different data sources revealed that with the exception of newcomer performance, the source of data did not greatly influence results. Early newcomer performance influenced how leaders treated newcomers. Leader behaviors predicted newcomer adjustment in all hypothesized cases. Using data from the newcomer only, accommodation variables predicted newcomer performance. Using data from newcomers, their coworkers, and their supervisors, only early newcomer performance predicted later newcomer performance. Future research ideas are offered in the discussion section of this document