Lost in Translation: Organizational Behavior Constructs Across Cultures – Hope as an Example

This paper examines the differences in the conception of the Positive Organizational Behavioral construct of hope between a strongly individualistic culture like the United States, and strongly collectivistic cultures like China, the Philippines and Vietnam. The differences are explained by the varying conceptualizations of autonomy, interconnectedness and self between the two cultures. The insight from this comparison should serve both to help accommodate cultural level differences among employees as well as offer a further step in the refinement of the application of individualist/collectivist interpretations to western based managerial and psychological models as well as practices

Pushing the Margins: A Dynamic Model of Idiosyncrasy Credit in Top Management Team Behavior

Top management teams (TMT) behave both conventionally and unconventionally to implement strategic change in organizations. These behaviors are information used by organizational stakeholders to evaluate the TMT. However, because of limited cognitive resources, the cost of cognitive changes and the inherent variability of environments and relationships, stakeholders operate using the “latitude of norms,” which provides thresholds to measure the need for reappraisal and change. We explore this process of discontinuous reappraisals by reviewing past idiosyncratic credit literature and integrate it with expectancy violations theory to propose a theory of dynamic idiosyncratic credit. Both research and managerial implications are discussed

Teaching Nice People to Hate Managing: The Impact of Non-anonymous Peer Review on Student Confidence at Reviewing

Non-anonymous performance reviewing is a critical skill for management and teamwork. We aimed to clarify the relationship between this experience, personality (using the Big Five personality scale), and change in efficacy towards giving direct feedback (ΔETGDF). University students in the intervention section of a matched pair of courses were tasked with providing non-anonymous evaluations of peer work impacting the targets grade over a series of assignments. ΔETGDF was positively related to conscientiousness and openness, but inversely to agreeableness. An interaction effect was observed where giving non-anonymous feedback reduced ΔETGDF in high agreeableness individuals, while increasing it in high conscientious individuals. This study reveals important relationships between personality, a students experience providing feedback to others, and the confidence towards providing it in the future

You Can Lead a Horse to Water but You Can\u27t Make Him Edit: Varied Effects of Feedback on Grammar across Upper-Division Business Students

Employers have expressed dissatisfaction with business students\u27 basic writing skills, so techniques for improving students\u27 grammar skills should be critically examined. This study investigated the efficacy of using written feedback in a multidraft context as a method of decreasing grammar errors in subsequent submissions. Business students in a principles of marketing class were given the option to receive feedback on drafts. Written feedback on grammar issues was successful in reducing grammar error rates on final submissions only for highly motivated students with multiple drafts. A discussion of the faculty time commitment necessary to see improvement in students\u27 grammar skills recommends reflection on this technique