Positive psychological capital: Beyond human and social capital

With the rising recognition of human resources as a competitive advantage in today’s global economy, human capital and, more recently, social capital are being touted in both theory, research, and practice. To date, however, positive psychological capital has been virtually ignored by both business academics and practitioners. “Who I am” is every bit as important as “what I know” and “who I know.” By eschewing a preoccupation with personal shortcomings and dysfunctions and focusing instead on personal strengths and good qualities, today’s leaders and their associates can develop confidence, hope, optimism, and resilience, thereby improving both individual and organizational performance

Positive psychological capital: Beyond human and social capital

With the rising recognition of human resources as a competitive advantage in today’s global economy, human capital and, more recently, social capital are being touted in both theory, research, and practice. To date, however, positive psychological capital has been virtually ignored by both business academics and practitioners. “Who I am” is every bit as important as “what I know” and “who I know.” By eschewing a preoccupation with personal shortcomings and dysfunctions and focusing instead on personal strengths and good qualities, today’s leaders and their associates can develop confidence, hope, optimism, and resilience, thereby improving both individual and organizational performance

Voice of a “Seasoned” OB Professor

I will be making some highly personalized comments on the Aguinis et al. article* concerning rigor vs. relevance, renaming/rebranding I-O psychology, and I-O psychology vs. business school OB. Before commenting, however, I feel compelled to briefly frame my remarks from the perspective of my 50-year academic career. For example, I think it is important to note that I go back to the early 1960s at the University of Iowa, College of Business. I was studying for my Ph.D. in the just emerging field of management and organizations (nothing was offered called organizational behavior or strategic management). However, and very unusual for the times for management majors, I also took a minor in the psychology department concentrating on social and I-O psychology. Also, after receiving my Ph.D. in 1965, for my two-year military obligation, after infantry officer training I was assigned to West Point and taught cadets the required psychology course and military leadership. This background had a formative and lasting impact on my thinking about OB and I-O psychology

Faculty Promotions: An Analysis of Central Administrative Control

Very little significant research has been conducted on the university as an organized activity. This study helps to fill solve of this void. The concept of central administrative control is used as a framework to empirically analyze faculty promotion policies and practices. The universities of today are recognized as extremely important organizations in our society. Faculty members conduct significant research which advances knowledge in their particular fields of study. For instance, in the management departments of our universities, professors devote most of their research efforts to developing knowledge and insights into industrial organizations. In a few cases these professors have also researched hospital, government, and military organizations. They have not bothered to take an introspective analysis of the university itself as a functioning organization. This study was undertaken to describe and analyze one phase of the university as an organized activity — the faculty promotion process. The analysis utilized the administrative concept of central administrative control. Control is simply defined as making sure things go according to plan and becomes especially important in large decentralized organizations. In these situations some degree of central control over organizational participants becomes necessary to achieve coordination and a unity of purpose. In fact, effective personnel controls may be the most important requirement for organizational success.^ Such controls do not imply strict bureaucratic standards and rules such as are found in the budgeting process but rather are based on effective personnel policies and practices

The need for and meaning of positive organizational behavior

This essay draws from the emerging positive psychology movement and the author’s recent articles on the need for and meaning of a positive approach to organizational behavior. Specifically, the argument is made that at this time, the OB field needs a proactive, positive approach emphasizing strengths, rather than continuing in the downward spiral of negativity trying to fix weaknesses. However, to avoid the surface positivity represented by the non-sustainable best-sellers, the case is made for positive organizational behavior (POB) to take advantage of the OB field’s strength of being theory and research driven. Additional criteria for this version of POB are to identify unique, state-like psychological capacities that can not only be validly measured, but also be open to development and performance management. Confidence, hope, and resiliency are offered as meeting such POB inclusion criteria. The overall intent of the essay is to generate some positive thinking and excitement for the OB field and ‘hopefully’ stimulate some new theory building, research, and effective application

New nurses burnout and workplace wellbeing:The influence of authentic leadership and psychological capital

The detrimental effects of burnout on nurses’ health and wellbeing are well documented and positive leadership has been shown to be an important organizational resource for discouraging the development of burnout. Intrapersonal resources also play a protective role against workplace stressors. This study investigated the influence of authentic leadership, an organizational resource, and psychological capital, an intrapersonal resource, on new graduate burnout, occupational satisfaction, and workplace mental health over the first year of employment (n = 205). Results supported the protective role of organizational and intrapersonal resources against burnout, job dissatisfaction, and mental health. © 2014 The Authors. Published by Elsevier GmbH. This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/)

Diseño y validación mediante la Teoría de Respuesta al Ítem del Instrumento para Evaluar Capital Psicológico en las Organizaciones IPSICAP

16 p.El constructo “capital psicológico”, creado por Fred Luthans, se define como un estado de desarrollo psicológico positivo del ser humano, que lo caracteriza por (a) tener confianza (autoeficacia) para realizar los esfuerzos que sean necesarios con el fin de alcanzar el éxito en tareas retadoras; (b) hacer atribuciones de causalidad positivas (optimismo) acerca de los sucesos presentes y futuros; (c) perseverar en el logro de los objetivos y, cuando sea necesario, redireccionar los caminos para alcanzarlos (esperanza) de manera exitosa; y (d) al ser blanco de los problemas y la adversidad, mantenerse en pie, volver a comenzar e ir más allá (resiliencia) para lograr el éxito (Luthans, Youssef & Avolio, 2007a, 2007b). Este constructo ha surgido a partir de investigación empírica dentro del comportamiento organizacional positivo, y se ha identificado como un factor nuclear (core factor) de segundo orden (Avey, Patera & West, 2006). Específicamente, las bases teóricas de sus cuatro componentes tienen origen en la psicología clínica, y la aplicación al contexto laboral ha sido realizada principalmente por Fred Luthans, Carolyn Youssef y Bruce Avolio (Luthans & Avolio, 2003; Luthans, Avolio, Walumbwa & Li, 2005); aunque también ha sido trabajado por el grupo de investigación WoNT-Work and Organizational Network, dirigido por Marisa Salanova, en España.Introducción Método Resultados Discusión Referencia

What knowledge managers really do: An empirical and comparative analysis

The advent of information technology has generated not only interest in how to acquire, store and ‘‘mine’’ data, but also how to manage knowledge. Yet, there is still considerable confusion and a lack of understanding of what today’s knowledge managers really do. Continuing a stream of previous research on the behavior activities of traditional managers, this study investigated the relative amount of time today’s knowledge managers (N = 307) spend on traditional management functions, communications, human resources and networking. Besides identifying what knowledge managers really do, this study examined what successful knowledge managers do. Comparisons are then made with managers in the 1980s. Finally, the role that information technology plays in knowledge managers carrying out their managerial activities was assessed. The implications of some surprising findings and conclusions end the paper

What knowledge managers really do: An empirical and comparative analysis

The advent of information technology has generated not only interest in how to acquire, store and ‘‘mine’’ data, but also how to manage knowledge. Yet, there is still considerable confusion and a lack of understanding of what today’s knowledge managers really do. Continuing a stream of previous research on the behavior activities of traditional managers, this study investigated the relative amount of time today’s knowledge managers (N = 307) spend on traditional management functions, communications, human resources and networking. Besides identifying what knowledge managers really do, this study examined what successful knowledge managers do. Comparisons are then made with managers in the 1980s. Finally, the role that information technology plays in knowledge managers carrying out their managerial activities was assessed. The implications of some surprising findings and conclusions end the paper