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Based on social information processing theory, this research examines whether and how an employee’s proactive personality influences intrinsic and extrinsic career growth. It also examines the mediating effects of two types of proactive behaviors (voice behavior and taking charge) and the moderating effect of a leader’s proactive personality. A sample of 307 employee-leader dyads participated in this survey. Structural equation modeling was used to test the hypotheses, and the bootstrap procedure was used to test the indirect effects. Results show that an employee’s proactive personality has significant positive effects on both intrinsic and extrinsic career growth. The mediating effect of taking charge was confirmed, while the mediating effect of voice behavior was not. Leader proactive personality weakens the relationship between employee proactive personality and the two types of proactive behaviors. Employee proactive personality is more positively related to intrinsic and extrinsic career growth via proactive behaviors when a leader’s proactive personality is low. This study extends the literature on proactive personality, proactive behavior, and career development by examining the underlying determination, mediation, and moderation mechanisms.
The fierce market competition environment makes employees feel insecure at work. While it is difficult for enterprises to provide employees with a sense of security, they have to rely on employees’ innovative behavior to seek competitive advantage. Therefore, this study focuses on how employees engage in innovative behavior when they face job insecurity.MethodsUsing a variable-centered approach, this study aims to examine the mediating effects of intrinsic and impression management motivation in the relationship between quantitative and qualitative job insecurity and innovative behavior, including proactive and reactive innovative behavior. In addition, a person-centered approach is used to investigate whether it is possible to distinguish different combinations of quantitative and qualitative job insecurity, and examine the effect of these job insecurity profiles on motivation and innovative behavior. We used 503 data sets collected via the Credamo platform in China into the data analysis.ResultsThe study found that quantitative job insecurity affects proactive and reactive innovative behavior through impression management motivation and that qualitative job insecurity affects proactive and reactive innovative behavior through intrinsic and impression management motivation. In addition, three job insecurity profiles were identified: balanced high job insecurity, balanced low job insecurity, and a profile dominated by high quantitative job insecurity, all of which have significantly different effects on motivation and innovative behavior.DiscussionThis study contributes to provide new insights into the relationship between job insecurity and innovative behavior and compensate for the limitation of the traditional variable-centered approach that cannot capture heterogeneity within the workforce.
We examine the role of communication from users on dropout from digital learning systems to answer the following questions: (1) how does the sentiment within qualitative signals (user comments) affect dropout rates? (2) does the variance in the proportion of positive and negative sentiments affect dropout rates? (3) how do quantitative signals (e.g. likes) moderate the effect of the qualitative signals? and (4) how does the effect of qualitative signals on dropout rates change across early and late stages of learning? Our hypotheses draws from learning theory and self-regulation theory, and were tested using data of 447 learning videos across 32 series of online tutorials, spanning 12 different fields of learning. The findings indicate a main effect of negative sentiment on dropout rates but no effect of positive sentiment on preventing dropout behaviour. This main effect is stronger in the early stages of learning and weakens at later stages. We also observe an effect of the extent of variance of positive and negative sentiments on dropout behaviour. The effects are negatively moderated by quantitative signals. Overall, making commenting more broad-based rather than polarised can be a useful strategy in managing learning, transferring knowledge, and building consensus.
Kopainsky et al., (2020) examines intended and unintended transition effects of the Swiss food system on the system's structure and the environment. Kopainsky et al.'s research refers to studies on and is embedded in research streams in global health (Jamison et al., 2013) and sustainable food systems (Willett et al., 2019). It also addresses many of Steffen et al.'s (2015) planetary boundaries, the United Nations' (2015) sustainability goals (SDGs), and potentially could address how they are interrelated, following Randers et al. (2019). It is furthermore embedded in research on natural and human systems, particularly in the intertwined business, supply and demand, governance, ecological and health feedback loops (Swinburn et al., 2019). This feedback view enhances understanding and assessment of drivers towards improving human and ecological health and mitigating climate change.
Matthias Varga von Kibéd und Insa Sparrer unterscheiden zwischen drei verschiedenen Aufstellungsmethoden (Sparrer und Varga von Kibéd, o. D.): Der spezifisch (konkreten), der virtuellen und der prototypischen Aufstellung. Bei spezifischen Aufstellungen wird ein konkretes Anliegen eines Klienten betrachtet. Im Gegensatz dazu, werden bei virtuellen Aufstellungen eine Übungsumgebung geschaffen. In dieser können Aufstellungstechniken und Interventionsmethoden geübt werden. Bei prototypischen Strukturaufstellungen werden Themen zusammengefasst, die mehrere Teilnehmer im Seminar berühren bzw. in deren Alltag immer wieder auftreten können. Dieses Thema wird wie eine spezifische Aufstellung bearbeitet jedoch ohne ein konkretes vorliegendes Anliegen. Beispiele für prototypische Strukturaufstellungen kommen aus vielen Bereichen z.B. dem Führungsalltag, Teamentwicklung, Konfliktmanagement, Gesprächsführung, Zeit‐ und Selbstmanagement.
Whether diversity enhances or impedes team creativity remains an issue of scholarly debate. Explanations of this ambiguity often lie in how diversity is both operationalized and measured. Eschewing the popular approach of using differences in objective criteria to signal diversity, a deep-level approach that focuses on differences in personal values is taken in this study. Value diversity is measured in the two forms of variety and separation and their associations with team creativity are explored. The investigation is augmented by considering the mediating role of team communication in these associations. The analysis was conducted on a sample of 98 teams, using both subjective and objective measures. The findings reveal that when considering value diversity in terms of variety, there is a positive association between diversity and team creativity. However, when the separation dimension of value diversity is considered, a negative association between diversity and team creativity is identified. Complex pathways pertaining to the role of communication within these relationships are also uncovered. In moving beyond rudimentary categories and measurement of diversity, this study further elucidates the complexity of the diversity–creativity relationship. Conclusions are drawn and implications for further research and managerial practice are derived.
Computers are increasingly used in teams in various contexts, for example in negotiations. Especially when using computer-support for decision making processes, it is an important question whether active collaboration within the team - for example via audio-conference - has additional benefits beyond the supply of full task-relevant information via computer. In team negotiations, team representatives are only able to represent the whole team, if diverse preferences of the team members are aligned prior to the negotiation. In an experimental study with 150 participants, we provided team members with the complete information about each other's preferences during an either collaboratively (computer-mediated) or seperately conducted computer-supported negotiation preparation and subsequently asked them for their priorities as representatives of the team. Our results showed that providing complete task-relevant information via computer is insufficient to compensate for the absence of active collaboration within the team.
Motor-based theories of facial expression recognition propose that the visual perception of facial expression is aided by sensorimotor processes that are also used for the production of the same expression. Accordingly, sensorimotor and visual processes should provide congruent emotional information about a facial expression. Here, we report evidence that challenges this view. Specifically, the repeated execution of facial expressions has the opposite effect on the recognition of a subsequent facial expression than the repeated viewing of facial expressions. Moreover, the findings of the motor condition, but not of the visual condition, were correlated with a nonsensory condition in which participants imagined an emotional situation. These results can be well accounted for by the idea that facial expression recognition is not always mediated by motor processes but can also be recognized on visual information alone.
It is assumed that more education leads to better understanding of complex systems. Some researchers, however, find indications that simple mechanisms like stocks and flows are not well understood even by people who have passed higher education. In this paper, we test people’s understanding of complex systems with the widely studied stock-and-flow (SF) tasks. SF tasks assess people’s understanding of the interplay between stocks and flows. We investigate SF failure of domain experts and novices in different knowledge domains. In particular, we compare performance on the original study’s bathtub task with the square wave pattern with two alternative cover stories from the engineering and business domains on different groups of business and engineering students from different semesters. Further, we show that, while engineering students perform better than business students, with progressing in higher education, students may lose the capability of dealing with simple SF tasks. We thus find hints on déformation professionelle in higher education.
