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Research on how performance measurement systems affect employees’ perceptions of workplace fairness is important. As organizations often rely on their performance measurement systems to communicate information to their employees, it is useful to ascertain if and how the developments of performance measurement systems that are far more comprehensive than traditional financial systems affect employees’ perceptions of informational fairness through the information communicated to employees. Informational fairness refers to employees’ perceptions of workplace fairness that is based on the amount and the truthfulness of information that organizations provide to their employees. Based on a sample of managers from manufacturing organizations, the Partial Least Square results indicate that comprehensive performance measurement systems (comprehensive PMS) have a significant direct effect on job-relevant information. They also indicate that comprehensive PMS have an indirect effect on informational fairness via job-relevant information. In contrast, systems that are based on financial measures have no significant effects on job-relevant information and informational fairness. These results demonstrate how comprehensive PMS (through the communication of a greater amount of job-relevant information) can be used to engender employees’ perceptions of high workplace fairness.

In this chapter, we examine social influence in groups by considering three distinct aspects of the complex process: the force, the source, and the message. The force instantiates the internal drivers that are activated to change group members' public and private positions. These drivers relate to a desire for accuracy (i.e., informational influence) or a desire for group harmony (i.e., normative influence). The source of social influence includes influence attempts from a majority or a minority of group members. Finally, influence messages can contain evidence in support of a position (i.e., informational statements) or group member preferences (i.e., normative statements). These aspects are frequently conflated with informational influence strongly linked to minorities and informational statements and normative influence similarly linked to majorities and normative statements. We review research consistent with this position. However, we argue that each aspect should be considered separately. Thus, we also explore how majorities and normative statements generate informational influence and how minorities and informational statements lead to normative influence.

To facilitate teacher–researcher collaboration in order to implement an informational writing research project using the framework of Browse, Collect, Collate, and Compose embedded within the writing workshop.

This study was conducted using a qualitative (Merriam, 1998) method of inquiry, more specifically, case study research design. A researcher and a practitioner came together to explore problems related to authentic use of expository genre and collaborated to help fourth graders write informational books.

The development of an authentic informational book was in contrast to the inauthentic purposes whereby students studied expository writing as preparation for statewide testing of student writing achievement. The study advocates the usage of authentic literacy contexts where students can enjoy writing for personal purposes.

Collaboration between classroom teachers of writing and researchers contributes to the theoretical and practical knowledge base of the teacher and researcher. Overall literacy development is enhanced when students read and write out of their own interest. Students use trade books as mentor texts to compose and create their informational books. The value of seeing fourth graders as researchers and making an informational book serves the authentic purpose of writing.

The purpose of this study is to explore the impact of online reviews on answer adoption in virtual Q&A communities, with an eye toward extending knowledge exchange and community management.

Online reviews contain rich cognitive and emotional information about community members regarding the provided answers. As feedback information on answers, it is crucial to explore how online reviews affect answer adoption. Based on signaling theory, a research model reflecting the influence of online reviews on answer adoption is established and empirically examined by using secondary data with 69,597 Q&A data and user data collected from Zhihu. Meanwhile, the moderating effects of the informational and emotional consistency of reviews and answers are examined.

The negative binomial regression results show that both answer-related signals (informational support and emotional support) and answerers-related signals (answerers’ reputations and expertise) positively impact answer adoption. The informational consistency of reviews and answers negatively moderates the relationships among information support, emotional support and answer adoption but positively moderates the effect of answerers’ expertise on answer adoption. Furthermore, the emotional consistency of reviews and answers positively moderates the effect of information support and answerers’ reputations on answer adoption.

Although previous studies have investigated the impacts of answer content, answer source credibility and personal characteristics of knowledge seekers on answer adoption in virtual Q&A communities, few have examined the impact of online reviews on answer adoption. This study explores the impacts of informational and emotional feedback in online reviews on answer adoption from a signaling theory perspective. The results not only provide unique ideas for community managers to optimize community design and operation but also inspire community users to provide or utilize knowledge, thereby reducing knowledge search costs and improving knowledge exchange efficiency.

The purpose of this study is to examine how informational faultlines on a board affect the management of knowledge owned by directors and the consequences on organizational performance. In this study, informational faultlines are defined as hypothetical lines that divide a group into relatively homogeneous subgroups based on the alignment of several informational attributes among board members.

The study uses unique hand-collected panel data covering 7,247 board members at 106 publicly traded firms to provide strong support for the hypothesized U-shaped relationship. The authors use a fixed effects approach and a system generalized method of moments approach to test the hypothesis.

The study finds that the relationship between informational faultlines on a board and organizational performance is U shaped, with the least optimal organizational performance experienced when boards have moderate informational faultlines. More specifically, informational faultlines within boards are negatively related to organizational performance across the weak-to-moderate range of informational faultlines and positively related to organizational performance across the moderate-to-strong range.

By explaining the mechanisms through which informational faultlines are related to organizational performance, the authors contribute to the literature in a number of ways. By conceptualizing how the management of knowledge plays an important role in the particular setting of corporate boards, the authors add not only to literature on knowledge management but also to the faultline and corporate governance literature.

This study offers a rationale for prior mixed findings by providing an alternative theoretical basis to explain the effect of informational faultlines within boards on organizational performance. To advance the field, the authors build on the concept of knowledge demonstrability to illuminate how informational faultlines affect the management of knowledge within boards, which will translate to organizational performance.

The purpose of this paper is to treat bloggers as human brands and applies self-congruity theory to explore how actual and ideal blogger-reader self-congruity, combined with the blog’s functional congruity, influences blogger-reader relationship quality (BRRQ) and the blogger’s informational influence, taking perceived interactivity among blog members as a moderator.

Using a survey of 372 female beauty blog readers, this study employs the structural equation modelling approach to investigate the proposed model.

The empirical findings indicate that readers’ perceived self-congruity with beauty bloggers raises the bloggers’ informational influence, mediated by BRRQ and functional congruity. Actual self-congruity has greater predictive power than ideal self-congruity in explaining bloggers’ informational influence. Moreover, perceived interactivity plays a two-sided role because it strengthens the positive impact of BRRQ on informational influence but weakens the positive impact of functional congruity on informational influence.

The findings should help marketers identify influential beauty bloggers through their presented image on their blogs to encourage readers’ acceptance of their opinions about products and services. However, when focusing on beauty blogs featuring high-perceived interactivity among blog members, marketers should carefully balance the facilitating and offsetting effect of perceived interactivity and identify bloggers equipped with superior BRRQ.

Using human brand and parasocial interaction perspectives, this study contributes to emerging research on human brands and blog marketing and demonstrates that perceived interactivity is a double-edged sword in stimulating a blogger’s informational influence.

This study examines the relationship between employees' perceptions of informational fairness and project performance. Furthermore, it examines if this relationship is sequentially mediated by (1) knowledge sharing and role clarity and (2) communication openness and role clarity.

Data are collected from 302 full-time employees of seven project-based construction organizations in Pakistan. Data are analyzed through variance-based structural equation modeling technique and the Preacher and Hayes' bootstrapping procedure.

Results indicate that project employees' perceptions of informational fairness positively predict project performance. Moreover, this relationship is sequentially mediated by (1) communication openness and role clarity and (2) knowledge sharing and role clarity.

This study provides further insights on the informational fairness and project performance relationship by examining their underlying mechanisms. It draws on the much ignored context of Pakistan, and offers some implications for managers and researchers with regard to how behavioral factors may further enhance project performance.

This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts (ELA) classrooms.

This paper analyzes teacher talk in four virtual sessions with four middle grades ELA teachers in one school district. Teachers had recently completed a voluntary, school-based antiracism professional development. Researchers used thematic analysis of session transcripts and semi-structured interviews.

Teachers’ informational text use was nested in and directed by curriculum and contexts that limited disciplinary and antiracist teaching. The context and texts constrained instruction to basic reading skills. Equity was conceptualized as supporting students’ persistence. Discussions of race were avoided.

This study has implications for ELA teacher preparation, and district and state resources to support merging disciplinarity and antiracism in informational text instruction in ELA. The study is limited by the small sample from one district and access to only teacher self-reports.

Secondary ELA disciplinary literacy has privileged literature, yet there is an increase of informational text use in middle grades ELA. Teachers need support teaching informational texts through disciplinary and antiracism lenses.

The purpose of this paper is to examine the curvilinear relationship between team informational faultlines and team creativity and the moderating effects of team humble leadership on the relationship.

The multisource and longitudinal survey data were collected from 85 teams. The authors conducted linear regression analyses to analyze the data.

The results indicate that the relationship between team informational faultlines and team creativity is inverted U-shaped and such relationship is stronger in teams with low levels of humble leadership.

The research reconciles the mixed findings in prior research and enhances our understanding of the functionality of informational faultlines.

Team managers should seek optimal levels of informational faultlines and make diversity coexist with similarity when assembling a new working group so as to utilize the benefits of team composition diversity and fuel collective creativity. Team leaders should learn humble leadership skills to encourage open communication.

The research is the first to adopt and build on the social information processing (SIP) perspective to explain the curvilinear relationship between team informational faultlines and team creativity.

Our purpose is to examine whether and how perceived organizational support (POS) mediates the effects of informational and interpersonal justice on organizational citizenship behaviors (OCB).

Data were randomly collected from 159 matched supervisor‐subordinate dyads of three engineering firms in Hong Kong in different sites and period of time.

Results of structural equation modeling indicated that POS fully mediated the effects of interpersonal and informational justice on citizenship behaviors that are directed at the organization (OCBO) and its members (OCBI).

Cross‐sectional research design limits the reveal of causality in variables. The findings theoretically integrate justice with POS literature by distinguishing the unique effects of interpersonal and informational justice on OCBO and OCBI through the mediating role of POS.

The success of leaders lie in whether they are trained to comply with the informational and interpersonal rules as well as show respect and provide candid information to the employees on a daily encounter. Also, the leaders may help cultivating subordinates’ a favorable perception of POS by passing on clear messages to subordinates that organization cares about and accounted to them.

The use of POS as a mediator on distinguishing interpersonal and informational justice on OCB is unprecedented. Most justice research has been focussed on distributive and procedural justice or situational factors that moderate the justice‐OCB link. But, this study has strength of clarifying the links among interpersonal and informational justice, POS, and OCB on professional employees in a non‐North‐America context.