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Article
Publication date: 24 October 2018

Samantha Dubrow, Kyle J. Emich and Tara S. Behrend

The purpose of this paper is to expand the nomological network of a relational efficacy construct, transpersonal efficacy, and examine its effect on attitudes and behaviors…

Abstract

Purpose

The purpose of this paper is to expand the nomological network of a relational efficacy construct, transpersonal efficacy, and examine its effect on attitudes and behaviors important for team performance. The authors identify several antecedents to transpersonal efficacy, including task interdependence, agreeableness and conscientiousness. The authors also find that transpersonal efficacy is related to relational attitudes and behaviors in teams.

Design/methodology/approach

This study consists of an online cross-sectional survey completed by participants representing a wide range of occupations, team types, contexts and industries. Participants reported on their working relationships with team members and various behavioral outcomes. Participants used the Occupational Information Network (O*NET) to describe their teammates’ job requirements and to evaluate each teammate’s ability to complete required tasks. Confirmatory factor analysis and structural equation modeling were used to test hypotheses.

Findings

Findings suggest that people in highly interdependent teams have more confidence in their teammates. Further, transpersonal efficacy predicts relationship, task and process conflict when controlling for team task interdependence and virtualness, along with individual differences including agreeableness and conscientiousness. Transpersonal efficacy also contributes to the prediction of relationship conflict beyond the explained variance of collective efficacy.

Originality/value

This paper contributes to our understanding of individuals in teams by using social cognitive theory, expectancy theory and uncertainty reduction theory as a base for predicting the value of transpersonal efficacy in driving relational team behaviors. The authors uniquely consider efficacy as an interpersonal construct that is related to individual behaviors and attitudes that target specific teammates, rather than the team as a whole.

Details

Journal of Managerial Psychology, vol. 33 no. 7/8
Type: Research Article
ISSN: 0268-3946

Keywords

Article
Publication date: 2 September 2014

Jessica M. Badger, Samuel E. Kaminsky and Tara S. Behrend

Rich, interactive media are becoming extremely common in internet recruitment systems. The paper investigates the role of media richness in applicants’ ability to learn…

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Abstract

Purpose

Rich, interactive media are becoming extremely common in internet recruitment systems. The paper investigates the role of media richness in applicants’ ability to learn information relevant to making an application decision. The authors examine these relationships in the context of two competing theories, namely media richness theory and cognitive load theory, which predict opposite relationships with information acquisition. The paper aims to discuss these issues.

Design/methodology/approach

Participants (n=471) either viewed a traditional web site or visited an interactive virtual world that contained information about an organization's culture, benefits, location, and job openings. Culture information was manipulated to either portray a highly teams-oriented culture or a highly individual-oriented culture.

Findings

Participants who viewed the low-richness site recalled more factual information about the organization; this effect was mediated by subjective mental workload. Richness was not related to differences in culture-related information acquisition.

Practical implications

These findings suggest that richer media (such as interactive virtual environments) may not be as effective as less rich media in conveying information. Specifically, the interactive elements may detract focus away from the information an organization wishes to portray. This may lead to wasted time on the part of applicants and organizations in the form of under- or over-qualified applications or a failure to follow instructions.

Originality/value

This study is among the first to use a cognitive load theory framework to suggest that richer media may not always achieve their desired effect.

Book part
Publication date: 19 March 2013

Michael N. Karim and Tara S. Behrend

Learner control is a widely touted and popular element of e-learning, both in the educational and organizational training domains. In this chapter, we explore the concept of…

Abstract

Learner control is a widely touted and popular element of e-learning, both in the educational and organizational training domains. In this chapter, we explore the concept of learner control, highlighting its multidimensional and psychological nature. We examine the theoretical basis for the effects of learner control on learning and engagement. Next, we provide the reader with empirically based recommendations for designing learner-controlled training. We conclude by discussing how learner control research may be adapted to accommodate a variety of instructional methods, such as textbooks, mobile learning, and Massive Open Online Courses (MOOCs).

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Book part
Publication date: 19 March 2013

Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as…

Abstract

Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as well as bioethics, leadership in the public service, and the interface between politics and religion. She teaches online courses in the Master of Public Administration and Master of Arts in Community Development programs.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Book part
Publication date: 19 March 2013

Patrick Blessinger and Charles Wankel

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types…

Abstract

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types of social learning technologies can be used to build flexible and agile learning environments and foster collaborative learning activities for students. Whereas Web 1.0 is considered a content-centric paradigm, Web 2.0 is considered a social-centric paradigm. In other words, at the heart of Web 2.0 is social networking, social media, and a vast array of participatory applications and tools. This book examines the possibilities of Web 2.0 technologies in general and social technologies in particular, including blended (hybrid) learning technologies and applications. At least four factors have driven the rapid changes we have experienced in the way we teach and learn with these technologies: (1) these technologies are digital, making them highly versatile and integrative, (2) these technologies are globally ubiquitous, making them accessible to anyone and anywhere there is an Internet connection, (3) these technologies are generally low cost or free, making them accessible to anyone with a computer or mobile device, and (4) the development of more sophisticated learning theories, greatly increasing our understanding of how to best apply these technologies in an academic setting.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Article
Publication date: 27 November 2023

Yu Zhou, Lijun Wang and Wansi Chen

AI is an emerging tool in HRM practices that has drawn increasing attention from HRM researchers and HRM practitioners. While there is little doubt that AI-enabled HRM exerts…

Abstract

Purpose

AI is an emerging tool in HRM practices that has drawn increasing attention from HRM researchers and HRM practitioners. While there is little doubt that AI-enabled HRM exerts positive effects, it also triggers negative influences. Gaining a better understanding of the dark side of AI-enabled HRM holds great significance for managerial implementation and for enriching related theoretical research.

Design/methodology/approach

In this study, the authors conducted a systematic review of the published literature in the field of AI-enabled HRM. The systematic literature review enabled the authors to critically analyze, synthesize and profile existing research on the covered topics using transparent and easily reproducible procedures.

Findings

In this study, the authors used AI algorithmic features (comprehensiveness, instantaneity and opacity) as the main focus to elaborate on the negative effects of AI-enabled HRM. Drawing from inconsistent literature, the authors distinguished between two concepts of AI algorithmic comprehensiveness: comprehensive analysis and comprehensive data collection. The authors also differentiated instantaneity into instantaneous intervention and instantaneous interaction. Opacity was also delineated: hard-to-understand and hard-to-observe. For each algorithmic feature, this study connected organizational behavior theory to AI-enabled HRM research and elaborated on the potential theoretical mechanism of AI-enabled HRM's negative effects on employees.

Originality/value

Building upon the identified secondary dimensions of AI algorithmic features, the authors elaborate on the potential theoretical mechanism behind the negative effects of AI-enabled HRM on employees. This elaboration establishes a robust theoretical foundation for advancing research in AI-enable HRM. Furthermore, the authors discuss future research directions.

Details

Journal of Organizational Change Management, vol. 36 no. 7
Type: Research Article
ISSN: 0953-4814

Keywords

Article
Publication date: 12 January 2024

Akmal Mirsadikov, Ali Vedadi and Kent Marett

With the widespread use of online communications, users are extremely vulnerable to a myriad of deception attempts. This study aims to extend the literature on deception in…

Abstract

Purpose

With the widespread use of online communications, users are extremely vulnerable to a myriad of deception attempts. This study aims to extend the literature on deception in computer-mediated communication by investigating whether the manner in which popularity information (PI) is presented and media richness affects users’ judgments.

Design/methodology/approach

This study developed a randomized, within and 2 × 3 between-subject experimental design. This study analyzed the main effects of PI and media richness on the imitation magnitude of veracity judges and the effect of the interaction between PI and media richness on the imitation magnitude of veracity judges.

Findings

The manner in which PI is presented to people affects their tendency to imitate others. Media richness also has a main effect; text-only messages resulted in greater imitation magnitude than those viewed in full audiovisual format. The findings showed an interaction effect between PI and media richness.

Originality/value

The findings of this study contribute to the information systems literature by introducing the notion of herd behavior to judgments of truthfulness and deception. Also, the medium over which PI was presented significantly impacted the magnitude of imitation tendency: PI delivered through text-only medium led to a greater extent of imitation than when delivered in full audiovisual format. This suggests that media richness alters the degree of imitating others’ decisions such that the leaner the medium, the greater the expected extent of imitation.

Details

Information & Computer Security, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-4961

Keywords

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