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This chapter briefly reviews findings from recent socialization research to provide an updated view of the socialization literature. To help advance the literature, this chapter then takes an instructional system approach, viewing socialization fundamentally as a process of learning about a new or changed role and the environment surrounding that role. As such, attention will first be given to further understanding exactly what needs to be learned during socialization. In doing so, an expanded socialization content typology is presented. In addition, two other components are added to this typology to reflect the fact that (a) each of those content dimensions needs to be learned relative to different organizational levels (e.g., job, work group, unit, organization) and (b) socialization occurs over several months and there are temporal considerations relating to the different socialization content dimensions. This chapter then examines how to best facilitate the learning of that expanded socialization content. The Gagné-Briggs theory of instruction is used in connecting socialization content with the means of learning that content. The socialization and orienting activities commonly used by organizations to help new employees in the adjustment process are also identified and then mapped onto the learning outcomes they could best help facilitate. Finally, the conceptual, measurement, and research needs suggested by these extensions to the socialization literature are identified.

Governance network managers are charged with triggering and sustaining collaborative dynamics, but often struggle to do so because they come from and interact with hierarchical and competitive organizations and systems. Thus, an important step toward effectively managing governance networks is to clarify collaborative dynamics. While the recently proposed collaborative governance regime (CGR) model provides a good start, it lacks both the conceptual clarity and parsimony needed in a useful analytical tool. This theoretical chapter uses the logic model framework to assess and reorganize the CGR model and then amends it using Follett’s theory of integrative process to provide a parsimonious understanding of collaborative dynamics, as opposed to authoritative coordination or negotiated cooperation. Uniquely, Follett draws from political and organizational theory practically grounded in the study of civic and business groups to frame the manner in which integrative process permeates collaboration. We argue that the disposition, style of relating, and mode of association in her integrative method foster collaborative dynamics while avoiding the counterproductive characteristics of hierarchy and competition. We develop an alternative logic model for studying collaborative dynamics that clarifies and defines these dynamics for future operationalization and empirical study.

The modern workplace contains many physical and interpersonal hazards to employee physical and psychological health/well-being. This chapter integrates the literatures on occupational safety (i.e., accidents and injuries) and mistreatment (physical violence and psychological abuse). A model is provided linking environmental (climate and leadership), individual differences (demographics and personality), motivation, behavior, and outcomes. It notes that some of the same variables have been linked to both safety and mistreatment, such as safety climate, mistreatment climate, conscientiousness, and emotional stability.

Executive coaching is gaining in popularity as a management developmental activity which facilitates organisational change for sustainability. The purpose of this paper is to explore the relationships among coachee feedback receptivity, pre‐training motivation, learning goal orientation, developmental self‐efficacy, self‐reported job performance improvement, self‐awareness, task performance and affective commitment in terms of executive coaching effectiveness as a form of management development.

A non‐randomised controlled trial research design was conducted to examine the hypothesized relationships among coachee characteristics and executive coaching effectiveness, as reflected in greater levels of individual outcomes in corporate Israel.

A significant interaction between learning goal orientation and pre‐training motivation on improvement in job self‐reported performance was found. Additionally, a negative relationship was found between learning goal orientation and improvement in self‐reported job performance among coachees with low levels of pre‐training motivation. Finally, self‐efficacy demonstrates a positive relationship with job performance improvement.

This research provides greater insights about the type of individual outcomes executive coaching should achieve, and under which conditions coaching is likely to be more beneficial for participants. This research has value for designing and implementing coaching programmes to drive sustainable development and innovation.

While many workers have both professional and organizational identities, which can have conflicting expectations, little is known about this specific and common form of identity conflict. The purpose of this research is to develop and test a measure of organizational and professional identity conflict (OPIC), which the authors define as a psychological conflict that individuals experience between who they feel they are supposed to be in their organization and who they feel they are supposed to be in their profession. The authors theorize that this identity conflict will lead to emotional exhaustion and psychological distress, further leading to turnover intentions.

To test the hypothesized model, the authors utilized a two-study constructive replication design (Study 1, n = 225; Study 2, n = 176) and tested the model amongst both academics and health care professionals using structural equation modeling.

The authors find that identity conflict is associated with both increased levels of emotional exhaustion and psychological distress and, consequently, increased turnover intentions.

Practically, organizations must understand and align themselves with the wider professional expectations, as well as communicate this alignment, in order to avoid OPIC and improve employee well-being.

The authors create and validate a measure to assess and show its detrimental effects on workplace outcomes.

Little empirical research has examined the role of coach characteristics in coaching success. The purpose of this paper is to address this gap in the literature by identifying and testing the relationships between a coach's academic background in psychology and credibility with executive coaching effectiveness as reflected in greater levels of individual outcomes.

These factors were examined through a quasi-experimental pretest-posttest design. Participants were drawn from the client bases of four Israeli executive coaching agencies.

A coach's academic background in psychology was positively related to executive coaching effectiveness as reflected in greater improvement in coachee self-awareness and job performance as reported by the direct supervisor. Further, coach credibility was positively related to executive coaching effectiveness as reflected in higher mean scores in coachee self-reported job performance.

Findings should assist businesses and educators in improving the formal preparation of coaches and in better identifying and selecting competent coaches. This may lead to better executive coaching design, implementation, and outcomes. Recommendations for future research are provided.

The purpose of this paper is to describe why trust congruence is important to negotiation, illustrate potential types of trust congruence in negotiating dyads, and link those types of congruence to joint‐behavioral outcomes.

Studies pertinent to negotiators' trust in one another are reviewed, and based on prior theoretical and empirical work, propositions are developed to posit how different types of trust congruence or incongruence can predict joint‐behavioral outcomes in an integrative negotiation context.

This analysis offers a potentially valuable framework for deepening the understanding of how trust affects interpersonal relationships and the negotiations that occur within them.

This paper extends prior work on trust that has linked unilateral trust in one's negotiating partner to behavioral outcomes by considering how a bilateral measure of trust (trust congruence) will affect these outcomes.

The purpose of this paper is to describe the ongoing data and evaluation strategies being used to document the impact of the Guilford County Family Justice Center, which has been in operation for nearly four years.

There are four primary ongoing data and evaluation strategies used to tell the story of the impact of the family justice center (FJC) on the community: tracking services provided by the FJC, collecting annual data from partner agencies, conducting week-long censuses and doing an annual survey of professionals affiliated with the FJC and its partner organizations. (The current paper reports on the first three of these strategies.)

Methodological limitations of the evaluation strategies used warrant caution in interpreting the findings of the ongoing evaluation of the Guilford County FJC. However, preliminary evaluation findings indicate support for the center’s positive impact on the community it serves, including in the number of clients served, a reduction in domestic violence-related homicide rates and the creation of new community resources that emerged through the FJC partnership.

Each of the evaluation strategies used in this study holds inherent strengths and limitations, which are discussed in the paper. Beyond the future evaluation of local FJCs, a range of rigorous methodologies can be used to further explore the impact of the FJC model. Qualitative methods may be useful for gaining an in-depth understanding of victims’ and survivors’ perceptions of accessing resources through an FJC, as well as for studying beliefs and attitudes toward FJCs among various community stakeholders. Quantitative methods can be used to apply more complex statistical analyses to comparing indicators of the impact of FJCs over time.

The data and evaluation findings from the Guilford County FJC add support to the potential positive impact of the FJC model on communities. These preliminary data suggest that FJCs can impact communities by offering support to victims and coordinating resources among partner organizations. Collaborative partnerships can be leveraged to lead to broader community changes that strengthen community-level responses to interpersonal violence through greater community awareness, opportunities for community members to contribute to solutions and the establishment of new resources that emerge from needs identified through the partnership.

Overall, there is a pressing need for research examining various aspects of the FJC model and identifying factors that contribute to its success at fostering collaboration, supporting victims and survivors, holding offenders accountable and preventing future violence. With the rapid growth of the FJC models, the need for research and evaluation to document the effectiveness and limitations of the model is high.

Designed to serve as a one-stop shop for victims of domestic violence and other forms of violence to seek help, FJCs offer, within a single location, multiple services from a variety of professional disciplines. These services include law enforcement, victim advocacy and prosecution. Although the FJC model is expanding rapidly across the USA and internationally, research to date is limited, and thus, the current paper will add to the research and evaluation basis for the FJC movement.

Past research on team conflict has often conceptualized it as a collective phenomenon whereby members of the same team perceive similar levels of conflict. However, similarity in perspectives can more often be the exception than the norm. As such, the purpose of this paper is to examine the effects of relationship conflict (RC) asymmetry on information elaboration and team performance. Additionally, I introduce a new construct: perception of team RC asymmetry and propose that it strengthens the positive effects of RC asymmetry.

A total of 181 MBA students comprising 52 teams participated in the research. Students worked together for the duration of the semester to complete a team project that comprised 45% of their final grade. Surveys were administered at three points in time with performance measured at the end and other focal variables measured at the midpoint. Regression analyses and the PROCESS macro were used to examine a first stage moderated mediation model.

Results showed that RC asymmetry increased elaboration, which, in turn, improved team performance. The link between RC asymmetry and elaboration was moderated by the perception of team RC asymmetry.

The present research shows that to have a fuller understanding of RC one must consider the level of dispersion experienced by team members. Taking this approach has uncovered a way in which RC can actually benefit teams instead of lead to destructive outcomes.