R-3 Repository :: Browsing by Author "Villado, Anton J."

Browsing by Author "Villado, Anton J."

Now showing 1 - 9 of 9

Adaptive Performance: The Role of Knowledge Structure Development
(2013-09-16) Upchurch, Christina; Villado, Anton J.; Beier, Margaret E.; Oswald, Frederick L.
The ability to successfully engage in adaptive performance is important due to the increasingly dynamic nature of work. The way individuals organize concepts within a performance domain (knowledge structures) has important implications for subsequent performance, including adaptive performance. Past literature has focused on the team knowledge structures and routine or overall performance. It is not evident whether changes in individuals’ knowledge structures after an adaptive performance episode will enhance or impair performance. The current study investigated knowledge structure change and its relationship with individual differences and performance outcomes. The sample contained 185 individuals from a private southern university. There was no evidence of relationships between individual differences or performance outcomes and knowledge structure change. However, the current study contributed to the literature by measuring knowledge structures multiple times and across routine and adaptive performance episodes. Study implications and the potential use of knowledge structures in training design are also discussed.
Antecedents of Expatriates’ Organizational Citizenship Behavior: Expatriate Adjustment and Job Attitudes as Mediators and Cultural Similarity as the Moderator
(2014-04-21) Ercan, Seydahmet; Oswald, Frederick L.; Beier, Margaret E.; Smith, D. Brent; Villado, Anton J.
Expatriates are important parts of transnational companies’ (TNC) foreign subsidiary staffing programs because TNCs heavily rely on expatriates to achieve coordination/control and knowledge transfer in their subsidiaries (Boyacigiller, 1990; Tan & Mahoney, 2006). Thus, expatriates’ job performance is an important factor directly contributing to the success of a subsidiary. Although research has focused on the effects of various dispositional and situational characteristics, job attitudes, and cross-cultural adjustment on expatriates’ task performance (e.g., managerial behaviors, Black & Porter, 1991; the Big Five, Dalton & Wilson, 2000), it underexplored the effects of these variables on expatriates’ OCB performance. Therefore, I aimed to fill this research gap by exploring the effects of various distal (e.g., Agreeableness, Conscientiousness, POS) and proximal (e.g., job satisfaction, work adjustment, organizational commitment) antecedents on expatriates’ OCB performance. In addition, I investigated the possible mediating effects of expatriate adjustment and job attitudes and moderating effect of perceived similarity of host-county culture (i.e., cultural novelty) on the relationship between expatriates’ OCB performance and its antecedents. In the pilot study, I constructed the Cross-Cultural Work Similarity Scale, which measures the novelty of host-company work settings. In the main study, I explored the direct and indirect (through expatriate adjustment and job attitudes) effects of distal predictors on expatriates’ self- and coworker-rated OCBI (organizational citizenship behavior directed at individuals) and OCBO (organizational citizenship behavior directed at the organization) performance. First, the results showed that Agreeableness and collectivity orientation were important predictors of self-rated OCBI, whereas Conscientiousness was of self-rated OCBO; and interaction adjustment, host country language skills, and Agreeableness were important predictors of coworker-rated OCBI and Conscientiousness was of coworker-rated OCBO performance. Second, mediation analyses based on coworker-rated OCB data and isolated mediation analyses based on self-rated OCB data supported the partial mediation effects of expatriate adjustment. Third, the results did not support the possible moderating effect of cultural novelty. These findings highlighted the relative importance of dispositional characteristics (e.g., Agreeableness, Conscientiousness) and expatriate adjustment in predicting expatriates’ OCB performance. Furthermore, the result supported Ilies, Fulmer, Spitzmuller, and Johnson’s (2009) findings regarding the differential validity of personality predictors of OCBI and OCBO performance.
Assessing Adverse Impact: An Alternative to the Four-Fifths Rule
(2012-09-05) Ercan, Seydahmet; Oswald, Frederick L.; Beier, Margaret E.; Villado, Anton J.
The current study examines the behaviors of four adverse impact measurements: the 4/5ths rule, two tests of significance (ZD and ZIR), and a newly developed AI measurement (Lnadj). Upon the suggestion of the Office of Federal Contract Compliance Program Manual about the sensitivity of the assessment of AI when the sample size is very large (Office of Federal Contract Compliance Programs, 2002), Lnadj is a new statistic that has been developed and proposed as an alternative practical significance test to the 4/5ths rule. The results indicated that, unlike the 4/5ths rule and other tests for adverse impact, Lnadj is an index of practical significance that is less sensitive to differences across selection conditions that are not supposed to affect tests of adverse impact. Furthermore, Lnadj decreases Type I error rates when there is a small d value and Type II error rates when there is moderate to large d value.
Is Retest Bias Biased? An Examination of Race, Sex, and Ability Differences in Retest Performance on the Wonderlic Personnel Test
(2013-07-24) Randall, Jason; Villado, Anton J.; Beier, Margaret E.; Oswald, Frederick L.
Research suggests there may be race, sex, and ability differences in score improvement on different selection tests and methods when retested (Schleicher, Van Iddekinge, Morgeson, & Campion, 2010). However, it is uncertain what individual differences moderate retest performance on GMA assessments, and why. In this study, 243 participants were retested on the Wonderlic Personnel Test (WPT). There was no evidence that race, sex, emotional stability, or conscientiousness moderate retest performance on the WPT, although SAT scores did positively predict retest performance. Individuals within the interquartile range of the initial WPT scores gained more when retested than those with more extreme scores. Establishing artificial cut-off levels demonstrated that those below the cut-off gained more when retested than those above the cut-off. Therefore, average-scorers and in some cases lower-scorers who may have failed to meet a predetermined cut-off are encouraged to re-test as they have little to lose and much to gain.
Just Saying "No": An Examination of Gender Differences in the Ability to Decline Requests in the Workplace
(2014-04-22) O'Brien, Katharine Ridgway; Hebl, Michelle R.; Beier, Margaret E.; Villado, Anton J.; Gorman, Bridget K.
Anecdotal evidence from popular culture suggests that women have a difficult time declining professional requests made by others. However, very little research has empirically addressed such claims. The current dissertation examines the possibility that women do not say “no” professionally as much as do men in three related studies. The first study examined the willingness that women (and men) show in saying “no” to work-related requests, along with gender norms that individuals hold toward others of their gender, individual differences in, and affective outcomes of saying “no.” Results confirmed that women do not feel that they can say “no” in the workplace and that this relates to other personality differences and outcomes. The second study examined the consequences of saying “no.” This experiment examined differences in raters’ reactions to a target who had been asked to head a committee by his or her supervisor, which differed based on the target’s gender (male or female), the nature of the task (whether self-serving or communal), and the target’s response (“yes” or “no”). Results supported a distinct preference for targets who did not say “no” to their supervisor and that participants rewarded women in particular with promotions and other rewards when they did not say “no.” The third and final study employed a two-week diary study that measured the extent to which individuals received requests and the nature of those requests and then provided two remediative strategies for men and women to reflect upon and consider requests. Results indicated that there were differences in the types of requests made of men versus women as well as different responses. Additionally, both interventions provided benefits to those exposed to them, though in different ways. The impact of the three studies together is the first-known empirical study to: 1) address the contention that women say “no” less often than do men; 2) illuminate a potential mechanism behind the behavior: the preference for individuals, particularly women, who do not say “no;” and 3) potentially offer remediative strategies for individuals to engage in to effectively help them deal with professional requests.
Mind Wandering and Self-directed Learning: Testing the Efficacy of Self-Regulation Interventions to Reduce Mind Wandering and Enhance Online Training
(2015-07-22) Randall, Jason Gilbert; Villado, Anton J.; Beier, Margaret E; Dane, Erik
Mind wandering, or the direction of attention away from a primary task, has been shown to harm primary task performance, including learning, and to negatively influence individual affect and mood. Mind wandering poses a significant threat in modern training that often occurs in self-directed online formats, and is therefore particularly susceptible to variability in individual attention. There are three major hypotheses as to why the mind wanders: the current concerns, executive failure, and meta-awareness accounts. In order to encourage on-task focus in a self-directed, online training environment, and to test the efficacy of these three competing hypotheses as to why the mind wanders, I designed three interventions that taught different self-regulatory skills in order to combat mind wandering during training. Adult participants were recruited online and were randomly assigned to complete one of the three experimental interventions prior to training, or a control intervention that taught principles of internet safety. All participants then completed a three-hour Excel training program online, intermittently reporting their degree of on- and off-task attention. Pre- and post-training assessments of learning and affect, as well as mind wandering rates were compared between the four groups to determine whether the self-regulatory interventions were effective in decreasing mind wandering and benefiting training outcomes. Overall, the results suggest that mind wandering is associated with lower trainee reactions (affective and utility) and decreased mood valence. For only the executive failure condition was mind wandering also associated with knowledge and performance learning impairments. There were few differences between the control and experimental conditions and few differences among the experimental conditions. The data did support the idea that increased engagement in several self-regulatory behaviors decreased mind wandering, although the practice of these self-regulatory skills primarily did not depend on condition. Thus, claims of the relative effectiveness of the three hypotheses as to why the mind wanders are limited. Nonetheless, the results of this study inform individuals and organizations in the development and application of countermeasures to reduce mind wandering and enhance performance in self-directed learning environments. The findings also help integrate related theories of mind wandering, mindfulness, self-regulation, and learning.
Practical impact of predictor reliability for personnel selection decisions
(2012-09-05) Ock, Jisoo; Oswald, Frederick L.; Beier, Margaret E.; Villado, Anton J.
In personnel selection, employment tests are intended to reduce selection errors and increase mean performance. The current thesis examines the impact of psychometric properties of the predictors on selection accuracy, or the consistency between selection on observed scores versus true scores. Implications for validity and subsequent levels of job performance, or prediction accuracy, are also examined in light of common top-down personnel selection procedures. Results reflect the importance of having reliable and valid predictor measures; the work also extends ideas in the area of utility analysis.
Training Interpersonal Skills for Interviews: The Value of Behavioral Models and the Role of Personality
(2012-09-05) Crook, Amy; Beier, Margaret E.; Motowidlo, Stephen J.; Villado, Anton J.; Smith, D. Brent
Training for interpersonal skills is used widely in organizations but few empirical studies have measured its effectiveness in creating behavioral change. Though the impact of individual differences on training for technical skills has been examined extensively, prior studies in interpersonal skills training have not investigated personal characteristics to determine antecedents of interpersonal knowledge and predictors of learning. The current investigation applies social learning theory to the development of interpersonal skills training for job interviewing and examines the role of personality on training outcomes. In Study 1, I analyzed the interpersonal skills relevant to interviewing for a job and developed a measure of interpersonal interview knowledge. In Study 2, I investigated two formats for training interpersonal skills for interviews. One format used general rules for behavior to teach interpersonal skills for interviews while the other format used a combination of rules and examples of real interview behaviors modeled by actors. The primary aim of Study 2 was to examine the relationships between personality, training format, training’s fit with self-concept, knowledge, and interview performance. Training format did not impact interpersonal interview knowledge but did influence satisfaction with the training. Surprisingly, cognitive ability was not related to interview knowledge before or after training. Agreeableness and conscientiousness were positively related interpersonal interview knowledge. Interpersonal interview knowledge and conscientiousness positively predicted interview performance. Agreeableness, however, was negatively related to interview performance. These findings begin to answer questions about how individual differences can impact the effectiveness of interpersonal skills training in terms of both knowledge development and transfer of skills to job-related contexts.
Virtual Teams: A Qualitative and Quantitative Review of Best Practices
(2015-08-28) Zimmer, Christina; Villado, Anton J.; Beier, Margaret E; Hebl, Michelle R; Wilson, Rick
Corporate activity is shifting towards globalization, and communication technologies are becoming more sophisticated, facilitating a quicker pace of change within organizations (Bell & Kozlowski, 2002). Thus, organizations are using virtual teams (teams who primarily rely on technology to communicate) to accomplish work more effectively and efficiently. Growing in tandem with organizations’ increasing reliance on virtual teams are the number of articles in the popular business press suggesting “best practices” for these teams (e.g., Forbes, Harvard Business Review). It remains to be seen, however, whether these best practices are substantiated by empirical research. Thus, the purpose of the current study is to (a) meta-analytically test the best practices found in the popular business press to determine whether they are supported by empirical evidence and (b) review theoretical qualitative evidence that supports or refutes the best practice when direct empirical tests are absent. The results suggested that many of the general categories of virtual team best practices from the popular business press were supported by empirical research (i.e., communication, community, leadership, and structured work). Other best practices received less support (i.e., selection), had mixed support (i.e., conflict), or were unable to be tested (i.e., cultural sensitivity and order of face-to-face communication). The more specific best practices did not receive equal attention in the empirical literature, and with the exception of trust, were supported by few studies or unable to be tested. Finally, the relationships between virtual team best practices and important outcomes might be more nuanced than they appear in the popular business press. The moderator analysis suggested team size and type of performance outcome influence the virtual team best practice-outcome relationship, such that small and large teams generally benefit more from virtual team best practices than medium teams, and best practices generally impact satisfaction outcomes to a greater extent than performance. These results contribute to the empirical literature by providing a comprehensive qualitative and quantitative review of empirically tested popular business press best practices of virtual teams as well as serving as a catalyst for future research and as a practical reference for practitioners working in organizations that use virtual teams.

Browsing by Author "Villado, Anton J."

Results Per Page

Sort Options