Emerald

Bài báo này nghiên cứu các tương tác giữa các định kiến về giới liên quan đến công việc, giới tính của thí sinh và các phong cách giao tiếp được sử dụng bởi các thí sinh nam và nữ trong quá trình phỏng vấn. Nghiên cứu này được thực hiện dưới dạng thí nghiệm trong phòng thí nghiệm, sử dụng thiết kế hỗn hợp 2x2x2. Các đối tượng tham gia đọc một mô tả công việc và nghe ba băng ghi âm về tất cả các thí sinh nam hoặc tất cả thí sinh nữ thể hiện phong cách giao tiếp thống trị, phục tùng hoặc trung tính. Sau đó, các đối tượng đã đánh giá thí sinh dựa trên năm tiêu chí: độ dễ mến, năng lực, khả năng giao tiếp xã hội, ấn tượng tổng thể và khả năng được tuyển dụng. Kết quả cho thấy có những tương tác đáng kể giữa giới tính của thí sinh và phong cách giao tiếp trên bốn trong năm tiêu chí được đánh giá trong nghiên cứu này. Sự kiểm tra các giá trị trung bình của các tiêu chí cho thấy những tác động khác nhau của hành vi phù hợp và không phù hợp với giới tính đối với nam và nữ. Nam giới bị phạt về đánh giá ấn tượng tổng thể và khả năng được tuyển dụng khi họ giao tiếp theo cách không phù hợp với giới tính. Nữ giới bị phạt về đánh giá khả năng giao tiếp xã hội và độ dễ mến khi họ giao tiếp theo cách không phù hợp với giới tính. Các hệ quả của những phát hiện này đối với việc sử dụng phỏng vấn được thảo luận trong bối cảnh chủ nghĩa dị ứng giới.

For several decades, scholars have called for “open” or “living systems” approaches to the study of complex organizations. These approaches were especially characterized by the presence of various nonlinear dynamics. Unfortunately, the formal mathematics required to capture these dynamics did not become widely available until the recent mass computing revolution. Meanwhile, these realms of mathematics, known variously as “catastrophes,” “chaos,” and more recently as “complexity,” have caught hold in the physical, biological, and cognitive sciences. This article contends that it is now time for these recent advances in the sciences of nonlinearity to emerge full scale in the social realm as well. However, thus far, this movement is much more metaphorical than it is methodological. Thus, a review of some policy and management applications is undertaken. Of particular interest are those where the uses of phase plane analysis and genetic algorithms portend significant practical import.

From a contingency perspective and by using the principles of self‐organization described by Morgan (1986), this essay relates the amount of variety in transactions and transformations to the requisite of self‐organization. Self‐organization is defined in terms of the local autonomy to make decisions on both the transactions to be realized and the way transformation processes are organized to achieve these transactions. Appropriate Human resource management (HRM) systems and policies can help to achieve the level of self‐organization aimed at. When the amount of variety in transactions is relatively low, an organization can easily standardize and control work processes. In this case, there is no need to develop self‐organization. The focus of HRM will be on standardization, behavioral control systems and the social needs of workers. In the case of a moderate level of variety in transactions, management may obtain responsiveness by creating self‐organizing teams which have the local autonomy to deal with variety in customer demand. HRM instruments can help these teams by supporting integrated management, the multifunctionality of workers, team development, and the introduction of a skill‐based assessment and reward system. When the amount of variety becomes high, it is more effective to assign responsibilities to individuals and to apply HRM practices aimed at the problemsolving capacity of workers and the commitment of workers to the organization.

In this study, we examine the developments of transactive memory systems and collective mind and their influence on performance in virtual teams. Although one of the oft‐cited benefits of the virtual team is the ability of its members to contribute diverse knowledge and expertise, the question of how virtual team members can bring their respective knowledge and expertise to solve the problems they face has been largely ignored in the past research on virtual teams. Building on an emerging body of socio‐cognitive literature, we argue that transactive memory systems and the collective mind are two important variables that explain team performance. We tested our hypotheses with a longitudinal data set that was collected from 38 virtual teams of graduate management students from six universities in four countries over eight weeks. The results suggest that the influence of team members' early communication volume on team performance decreases as teams develop transactive memory systems and a collective mind. The results further suggest that the development of a collective mind represents a high‐order learning in team settings.

A need for increased attention to the ethical issues of organizational development has been voiced, and unless greater attention is given to ethical issues and problems, the continued potency of organizational development is in danger. While many disciplines train organizational development agents (e.g., psychology, sociology, communication, marketing, business, education), a need for an interdisciplinary code of ethics exists. In addition to proposing an interdisciplinary code of ethics for organizational development agents, the present paper discusses the ethical conduct of data collection, results publication, and change recommendations in the context of organizational development.

In a study of catalog and mail‐order houses, both perceptual and objective measures of risk supported the U‐shaped risk‐return association proposed by Fiegenbaum and Thomas. Results also supported prospect theorists contention that there is a steeper slope for firms below the target performance. Unlike the prediction by prospect theory that steeper slopes exist around the referent point, steeper slopes were found in the outermost tertiles.

The relationship between diversification and organizational performance has been the subject of numerous studies over the years (Palepu, 1985; Rumelt, 1974). However, strategy scholars have universally defined diversification using a narrow definition, namely that corporate diversification is a function or reflection of the number of products/businesses in a firm's portfolio. The present study argues that such a definition has become outdated given the impact of international market diversification (Kim, Hwang, & Burgers, 1989; Rugman, 1979). Integrating these two views of corporate diversification, we investigate diversification‐performance differences using market‐ and product‐based measures of diversification and an international sample. Results suggest that the traditional model of diversification may not be applicable to all countries and that international differences exist.

Although previous research has reached an agreement that finding appropriate alliance partners and reducing selection uncertainty are important for achieving high alliance performance, it has not explored (1) how organizations reduce selection uncertainty, (2) what mechanism enables organizations to do so, and, more generally, (3) how organizations form alliances. This research examined these research questions by conducting fieldwork at 20 biopharmaceutical organizations in the Untied States. I identified three mechanisms for reducing selection uncertainty, including the (1) relational, (2) internal, and (3) contextual mechanisms. One of the findings implies that alliances do not always emerge out of embedded ties, and that there exist variations in organizational usage and reliance on ties and personal rapport in constructing interorganizational networks.

This study examined the impact of cultural differences (individualism‐collectivism) on potential users' receptivity towards distance learning. Using a sample of 424 students enrolled in two northeastern universities, we addressed three research questions: Would an individual's culture affect his or her receptivity towards distance learning? Would an individual's culture affect his or her preference for particular distance learning media? Would an individual's culture affect his or her preference for distance learning in a particular course type? Findings reveal that an individual's culture affects his or her overall attitude towards distance learning. Specifically, we found that individualists' motives and communication patterns are in synch with distance learning as a medium of instruction or communication; whereas collectivists' motives and communication patterns shun any form of mediated instruction or communication as in distance learning. Implications and direction for future studies are discussed.