Responses to co-workers receiving recognition at work

Purpose - The purpose of this paper is to examine the impact of co-workers receiving recognition on two types of responses, namely emotions (positive and negative) and behavioral intentions (interpersonal counterproductive behavior and interpersonal citizenship behavior). Design/methodology/approach - This study is an experimental scenario study with a 2 x 2 between-subjects design with 246 employees from a local health care organization. Findings - The findings reveal that the relation between the recognition of others and positive or negative emotions was moderated by the quality of the relationship between both actors. Further, as hypothesized, the relation between the recognition of others and interpersonal counterproductive behavior was moderated by relationship quality. Contrary to the authors' expectations, relationship quality did not moderate the relation between employee recognition and interpersonal citizenship behavior. Practical implications - This study provides useful suggestions for managers to diminish undesired (i.e. negative emotions and interpersonal counterproductive behavior) and enhance desired emotions and behaviors (i.e. positive emotions and interpersonal citizenship behavior). Originality/value - This study is the first to show that employee recognition may have negative effects on the emotions of others and interpersonal behavior (i.e. interpersonal counterproductive behavior)

Examination of the explanatory role of self-evaluation motives when studying feedback-seeking behavior in organizations

The objectives of the studies presented in this dissertation are threefold. First, on the basis of the self-motives framework, we aimed to identify new antecedents of feedback-seeking behavior. Second, we took a closer look at unresolved issues from previous feedback research by considering the explanatory role of self-motives. Third, we aimed to investigate how self-motives research might contribute to understanding the troubling relationship between feedback and performance. The first chapter of this dissertation presents an overview of past feedback-seeking research by systematically reviewing 49 studies that examined feedback-seeking behavior. In the second chapter, I examined how feedback-seeking across performance dimensions can be influenced by changing the feedback-seeker’s lay beliefs. An experiment showed that people sought more feedback about important dimensions as opposed to unimportant dimensions and sought more feedback about non-modifiable dimensions as opposed to modifiable dimensions. In the third chapter, I took a closer look at the relationship between uncertainty and feedback-seeking. Results of two studies showed that the relationship between uncertainty and feedback-seeking is less simple than previously thought. People sought more indirect feedback at high and low levels of uncertainty as opposed to moderate levels of uncertainty. In the fourth chapter, I investigated whether employees are merely interested in hearing good news about themselves or are more interested in feedback that confirms their self-concept. Results across two studies showed that people mainly reacted favorably to positive feedback. It seems that feedback reactions are dominated by self-enhancement strivings and that self-verification strivings are less prominent. In the fifth chapter I investigated the impact of requiring individuals to elaborate on feedback messages on task performance. Results of two studies showed that mean performance on a web-based in basket improved more when participants elaborated on feedback as compared to when feedback was not elaborated upon. These findings point to the importance of effortful cognitive processing of feedback in organizations. In the final chapter, the empirical findings of this dissertation are briefly summarized. The contributions, opportunities, and limitations of this dissertation are delineated from a theoretical, methodological, and practical perspective

Generatieverschillen op de werkvloer: een systematische analyse van een mythe

This article critically assesses the claim that generations are fundamentally different and therefore should be approached differently in the workplace. We examine this claim with an extensive and systematic literature review. First, we explain the theoretical rationale for presumed generational differences; this is followed by an evaluation of the conceptual and methodological problems within current research on generational differences. On the basis of a systematic review of empirical studies, we provide an overview of the evidence for generational differences in the workplace. We conclude that to date there is little evidence in the scientific literature for distinguishing generations with respect to the workplace. Finally, we offer some suggestions for future research.Dit artikel toetst kritisch de claim dat generaties fundamenteel van elkaar verschillen en we hen daardoor op de werkvloer anders zouden moeten benaderen. We doen dit aan de hand van een uitgebreide en systematische literatuurstudie. We leggen eerst de theoretische rationale voor veronderstelde generatieverschillen uit, waarna een evaluatie volgt van conceptuele en methodologische problemen met het huidige generatie-onderzoek. Vervolgens wordt via een systematisch overzicht van empirische studies de evidentie getoetst voor generatieverschillen op de werkvloer. Hieruit blijkt dat de wetenschappelijke literatuur tot op heden geen evidentie biedt voor het onderscheiden van generaties op de werkvloer. Ten slotte bieden we enkele suggesties voor toekomstig onderzoek aan

PhDs in transition : what is the value of a PhD outside academia?

B

PhDs in transitie : wat is de waarde van een doctoraat buiten de universiteit?

B

The effects of situation variability in a simulation-based training for implicit innovation knowledge

Background. During the last decades, the use of simulations for training purposes has sparked wide interest. However, it is unclear how training format characteristics may affect learning, resulting in a lack of evidence-based guidelines for training developers and organizations. Aim. We explore to what extent variation in the situations presented during a simulation training may improve learning outcomes. We test this research question in the context of a simulation-based training for improving innovation knowledge. Methods. A sample of 131 business students was invited to participate in a study with a pretest and two posttests (within 48 hours after and 4 weeks later) and three conditions: a control group without training, an experimental training group with low situational variation, and an experimental training group with high situational variation. Results and Conclusion. Compared to the control group, high but not low situational variation improved innovation knowledge. Participants' prior innovation knowledge did not moderate the results. Hence, our findings indicate that ideally a simulation training includes multiple situations that offer learners various opportunities to practice innovation challenges