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The Arts and the Art and Science of Management Teaching  

Joan V. Gallos

The arts have played a major role in the development of management theory, practice, and education; and artists’ competencies like creativity, inventiveness, aesthetic appreciation, and a design mindset are increasingly vital for individual and organizational success in a competitive global world. The arts have long been used in teaching to: (a) explore human nature and social structures; (b) facilitate cognitive, socioemotional, and behavioral growth; (c) translate theory into action; (d) provide opportunities for professional development; and (e) enhance individual and systemic creativity and capacities for change. Use of literature and films are curricular mainstays. A review of the history of the arts in management teaching and learning illustrates how the arts have expanded our ways of knowing and defining managerial and leadership effectiveness—and the competencies and training necessary for them. The scholarship of management teaching is large, primarily ‘how-to’ teaching designs and the assessments of them. There is a clear need to expand the research on how and why the arts are and can be used more effectively to educate professionals, enable business growth and new product development, facilitate collaboration and team building, and bring innovative solutions to complex ideas. Research priorities include: the systematic assessments of the state of arts-based management teaching and learning; explorations of stakeholder attitudes and of environmental forces contributing to current educational models and practices; analyses of the learning impact of various pedagogical methods and designs; examining the unique role of the arts in professional education and, especially, in teaching for effective action; mining critical research from education, psychology, creativity studies, and other relevant disciplines to strengthen management teaching and learning; and probing how to teach complex skills like innovative thinking and creativity. Research on new roles and uses for the arts provide a foundation for a creative revisiting of 21st-century management education and training.


Content and Text Analysis Methods for Organizational Research  

Rhonda K. Reger and Paula A. Kincaid

Content analysis is to words (and other unstructured data) as statistics is to numbers (also called structured data)—an umbrella term encompassing a range of analytic techniques. Content analyses range from purely qualitative analyses, often used in grounded theorizing and case-based research to reduce interview data into theoretically meaningful categories, to highly quantitative analyses that use concept dictionaries to convert words and phrases into numerical tables for further quantitative analysis. Common specialized types of qualitative content analysis include methods associated with grounded theorizing, narrative analysis, discourse analysis, rhetorical analysis, semiotic analysis, interpretative phenomenological analysis, and conversation analysis. Major quantitative content analyses include dictionary-based approaches, topic modeling, and natural language processing. Though specific steps for specific types of content analysis vary, a prototypical content analysis requires eight steps beginning with defining coding units and ending with assessing the trustworthiness, reliability, and validity of the overall coding. Furthermore, while most content analysis evaluates textual data, some studies also analyze visual data such as gestures, videos and pictures, and verbal data such as tone. Content analysis has several advantages over other data collection and analysis methods. Content analysis provides a flexible set of tools that are suitable for many research questions where quantitative data are unavailable. Many forms of content analysis provide a replicable methodology to access individual and collective structures and processes. Moreover, content analysis of documents and videos that organizational actors produce in the normal course of their work provides unobtrusive ways to study sociocognitive concepts and processes in context, and thus avoids some of the most serious concerns associated with other commonly used methods. Content analysis requires significant researcher judgment such that inadvertent biasing of results is a common concern. On balance, content analysis is a promising activity for the rigorous exploration of many important but difficult-to-study issues that are not easily studied via other methods. For these reasons, content analysis is burgeoning in business and management research as researchers seek to study complex and subtle phenomena.


Corporate Governance in Entrepreneurial Firms  

Julio De Castro, Jose Lejarraga, and Qiong Wu

Corporate governance unfolds in entrepreneurial firms, giving rise to concerns about the coordination and control of resources. Understanding corporate governance in entrepreneurial firms (CGEF) is important because of the challenges of liability of newness and smallness and issues of transition. In particular, two issues affect these firms: a diluted separation between ownership and control and the role played by boards of directors. As a result, most of the literature on CGEF revolves around the interrelations between these governance mechanisms and how they affect the outcomes of entrepreneurially driven firms. This combination of factors present in entrepreneurial firms gives rise to new theoretical perspectives that enrich the corporate governance literature.


Diversity Climate in Organizations  

Elissa L. Perry and Aitong Li

Although defined in numerous and sometimes inconsistent ways in the literature, diversity climate can be described as employees’ shared perceptions of the extent to which their organization values diversity as reflected in the policies, practices, and procedures that the organization rewards, supports, and expects. Diversity climate studied at the individual level (individual perceptions of the impact of the work environment on the individual’s own well-being) is referred to as psychological climate. When it is conceived of and studied at the group or organization level (employees’ shared perceptions of their work environment aggregated to the unit level), it is referred to as group- or organizational-level climate. Two consistent criticisms raised in recent reviews continue to plague diversity climate research. These can most simply be stated as a lack of clarity about what diversity climate is and is not, and inconsistency in how diversity climate is measured and aligns (or does not) with how it has been conceptualized. Despite these criticisms, there is evidence that diversity climate can positively impact individuals’ (especially minority group members’) work-related attitudes (e.g., organizational commitment, satisfaction) and unit-level outcomes (e.g., performance). As a result, diversity climate is both practically relevant to organizations and conceptually meaningful to researchers.


Executive Severance Agreements: Making Sense of an Emerging, Yet Fragmented, Research Field  

Felice B. Klein, Kevin McSweeney, Cynthia E. Devers, Gerry McNamara, and Spenser Blosser

Scholars have devoted significant attention to understanding the determinants and consequences of executive compensation. Yet, one form of compensation, executive severance agreements, has flown under the radar. Severance agreements specify the expected payments and benefits promised executives, upon voluntary or involuntary termination. Although these agreements are popular among executives, critics continually question their worth. Yet severance agreements potentially offer three important (but less readily recognized) strategic benefits. First, severance agreements are viewed as a means of mitigating the potential risks associated with job changes; thus, they can serve as a recruitment tool to attract top executive talent. Second, because severance agreements guarantee executives previously specified compensation in the event of termination, they can help limit the downside risk naturally risk-averse executives face, facilitating executive-shareholder interest alignment. Third, severance agreements can aid in firm exit, as executives and directors are likely to be more open to termination, in the presence of adequate protection against the downside. Severance agreements can contain provisions for ten possible termination events. Three events refer to change in control (CIC), which occurs under a change in ownership. These are (1) CIC without termination, (2) CIC with termination without cause, and (3) CIC with termination for cause. Cause is generally defined by events such as felony, fraud, embezzlement, neglect of duties, or violation of noncompete provisions. Additional events include (4) voluntary retirement, (5) resignation without good reason, (6) voluntary termination for good reason, (7) involuntary termination without cause, (8) involuntary termination with cause, (9) death, and (10) disability. Voluntary retirement and resignation without good reason occurs when CEOs either retire or leave under their own volition, and voluntary termination with good reason occurs in response to changes in employment terms (e.g., relocation of headquarters). Involuntary termination refers to termination due to any reason not listed above and is often triggered by unsatisfactory performance. Although some prior work has addressed the antecedents, consequences, and moderators of severance, the findings from this literature remain unclear, as many of the results are mixed. Future severance scholars have the opportunity to further clarify these relationships by addressing how severance agreements can help firms attract, align the interests of, and facilitate the exit of executives.


The Glass Ceiling in Organizations  

Carol T. Kulik and Belinda Rae

The “glass ceiling” metaphor represents the frustration experienced by women in the 1980s and 1990s who entered the workforce in large numbers following equal opportunity legislation that gave them greater access to education and employment. After initial success in attaining lower management positions, the women found their career progress slowing as they reached higher levels of their organizations. A formal definition of the glass ceiling specifies that a female disadvantage in promotion should accelerate at the highest levels of the organization, and researchers adopting this formal definition have found mixed evidence for glass ceilings across organizations and across countries. Researchers who have expanded the glass ceiling definition to encompass racial minorities have similarly found mixed results. However, these mixed results do not detract from the metaphor’s value in highlighting the stereotype-based practices that embed discrimination deep within organizational structures and understanding why women continue to be underrepresented in senior organizational roles around the world. In particular, researchers investigating the glass ceiling have identified a variety of obstacles (including glass cliffs, glass walls, and glass doors) that create a more complete understanding of the barriers that women experience in their careers. As organizations offer shorter job ladders and less job security, the career patterns of both women and men are exhibiting more downward, lateral, and static movement. In this career context, the glass ceiling may no longer be the ideal metaphor to represent the obstacles that women are most likely to encounter.


Historical and Contemporary Perspectives on Work Motivation in Human Resource Management  

Dorien Kooij and Anja Van den Broeck

Work motivation is defined as a set of energetic forces, internal or external to individuals, that help to initiate work-related behavior and determine its form, direction, intensity, and duration. It is one of the most studied and discussed topics in industrial and organizational psychology and extensively documented in meta-analyses and literature reviews. The content approaches to motivation show that (a) both mastery- and performance-approach goals are related positively to performance (achievement goal theory); (b) a promotion focus is positively associated with positive worker outcomes, while a prevention focus has less beneficial outcomes and relates negatively or not at all to such outcomes (regulatory focus theory); and (c) intrinsic motivation and basic need satisfaction are positively related to positive worker outcomes (self-determination theory). Context motivational theories indicate that (a) extrinsic incentives are associated with poorer well-being and creativity yet better employee performance (reinforcement theory) and (b) job characteristics explain up to 87% of the variance in worker outcomes (work design theories). Finally, the process approaches to motivation reveal that (a) expectancy theory is more useful in explaining choice behavior rather than energy investment or persistence; (b) setting specific difficult goals increases performance, even more so when feedback is also given, and that goal commitment is particularly important for goal achievement (goal setting theory); (c) goals allow people to more effectively process information, but the role of self-efficacy is less clear (self-regulation theories); and (d) perceived behavioral control is essential for intentions to behave (theory of planned behavior). Most of this research on work motivation has employed rather traditional research methods, such as cross-sectional self-reported studies that disconnect with work motivation theory focusing on dynamic processes over time. Therefore, to properly test motivational theory and advance the field of work motivation, future research should use longitudinal (experimental) field studies, person-centered approaches, and experience sampling method studies to allow for the evaluation of motivational and behavioral variability as a function of time, work events, and individual and situational factors. In terms of content, future research should go beyond the study of separate work motivation theories and integrate them to better understand the content, process, and context of work motivation. Such an integrated theory should include the work context in a more structured and explicit way, also taking into account that contextual variables may operate in isolation or interactively to affect motivation and that workers also influence the work context. As such, time and individual perspectives thereof should also be better incorporated in such integrated work motivation theories. Finally, there are a few “do’s” and “don’ts” for practitioners to enable them to practice evidence-based human resource management. First, following self-determination theory, one should bear in mind that not all motivation is good: Some types, especially those reflecting autonomous motivation (i.e., related to intrinsic motivation or experienced meaningfulness), generally lead to better outcomes than other, more controlled types (e.g., based on rewards or guilt induction). Second, goal setting theory is a useful perspective when developing performance management systems.


Leader–Member Exchange: A Commentary on Long-Term Staying Power and Future Research Directions  

Terri A. Scandura and Kim Gower

In 1975, the phrase “vertical dyad linkage” (VDL) was introduced to begin examining the quality of the roles between the leaders and direct reports, and it was soon discovered that the linkages ranged between high quality and low quality. That linkage progressed into “leader–member exchange” (LMX) in 1982. In essence, research reached a point where it found a continuum of the quality of the relationship between the two members. High-quality relationships put the employees into the leader’s “ingroup,” while low-quality relationships left employees on the outside looking in. It followed that those in the ingroup would have some say in the decision-making, would have easier access to the leader, and would garner more respect and “liking.” Researchers have used the LMX-7 to examine how the quality of superior/subordinate relationships affects individual, interpersonal, and organization factors like job satisfaction, communication motives, and organizational identification (as did the original LMX scale). Although the LMX-7 remains one of the most prominent psychometric measures of LMX, researchers still debate whether the construct should be considered unidimensional or multidimensional. While the intricacies of LMX-7 versus LMX have been argued, and with teams becoming more of an organizational resource, team–member exchange (TMX) was found to be a supported extension of LMX. While at this point TMX is lacking in the volume and pace of research, due to the difficulties of measurement among a group of people who might have a variety of leaders during the process, the existing research has produced some results that are extremely relevant, now and in the future. Examples of what has been found when the team exchange relationship is high include reduced stress, increased psychological empowerment, increased creativity, increased team performance, increased individual performance, increased organizational citizenship behaviors, increased organizational commitment, and increased job satisfaction, just to name a few. In sum, the investigation into LMX provides a history of the field of LMX and its many iterations and the role it plays in leadership studies. This research includes LMX antecedents, consequences, moderators, mediators, and outcomes, as any field in which over 4,500 papers have been published needs an effective way to highlight the progress and pathways.


Longitudinal Designs for Organizational Research  

James M. Diefendorff, Faith Lee, and Daniel Hynes

Longitudinal research involves collecting data from the same entities on two or more occasions. Almost all organizational theories outline a longitudinal process in which one or more variables cause a subsequent change in other variables. However, the majority of empirical studies rely on research designs that do not allow for the proper assessment of change over time or the isolation of causal effects. Longitudinal research begins with longitudinal theorizing. With this in mind, a variety of time-based theoretical concepts are helpful for conceptualizing how a variable is expected to change. This includes when variables are expected to change, the form or shape of the change, and how big the change is expected to be. To aid in the development of causal hypotheses, researchers should consider the history of the independent and dependent variables (i.e., how they may have been changing before the causal effect is examined), the causal lag between the variables (i.e., how long it takes for the dependent variable to start changing as a result of the independent variable), as well as the permanence, magnitude, and rate of the hypothesized change in the dependent variable. After hypotheses have been formulated, researchers can choose among various research designs, including experimental, concurrent or lagged correlational, or time series. Experimental designs are best suited for inferring causality, while time series designs are best suited for capturing the specific timing and form of change. Lagged correlation designs are useful for examining the direction and magnitude of change in a variable between measurements. Concurrent correlational designs are the weakest for inferring change or causality. Theory should dictate the choice of design, and designs can be modified and/or combined as needed to address the research question(s) at hand. Next, researchers should pay attention to their sample selection, the operationalization of constructs, and the frequency and timing of measures. The selected sample must be expected to experience the theorized change, and measures should be gathered as often as is necessary to represent the theorized change process (i.e., when the change occurs, how long it takes to unfold, and how long it lasts). Experimental manipulations should be strong enough to produce theorized effects and measured variables should be sensitive enough to capture meaningful differences between individuals and also within individuals over time. Finally, the analytic approach should be chosen based on the research design and hypotheses. Analyses can range from t-test and analysis of variance for experimental designs, to correlation and regression for lagged and concurrent designs, to a variety of advanced analyses for time series designs, including latent growth curve modeling, coupled latent growth curve modeling, cross-lagged modeling, and latent change score modeling. A point worth noting is that researchers sometimes label research designs by the statistical analysis commonly paired with the design. However, data generated from a particular design can often be analyzed using a variety of statistical procedures, so it is important to clearly distinguish the research design from the analytic approach.


Qualitative Designs and Methodologies for Business, Management, and Organizational Research  

Robert P. Gephart and Rohny Saylors

Qualitative research designs provide future-oriented plans for undertaking research. Designs should describe how to effectively address and answer a specific research question using qualitative data and qualitative analysis techniques. Designs connect research objectives to observations, data, methods, interpretations, and research outcomes. Qualitative research designs focus initially on collecting data to provide a naturalistic view of social phenomena and understand the meaning the social world holds from the point of view of social actors in real settings. The outcomes of qualitative research designs are situated narratives of peoples’ activities in real settings, reasoned explanations of behavior, discoveries of new phenomena, and creating and testing of theories. A three-level framework can be used to describe the layers of qualitative research design and conceptualize its multifaceted nature. Note, however, that qualitative research is a flexible and not fixed process, unlike conventional positivist research designs that are unchanged after data collection commences. Flexibility provides qualitative research with the capacity to alter foci during the research process and make new and emerging discoveries. The first or methods layer of the research design process uses social science methods to rigorously describe organizational phenomena and provide evidence that is useful for explaining phenomena and developing theory. Description is done using empirical research methods for data collection including case studies, interviews, participant observation, ethnography, and collection of texts, records, and documents. The second or methodological layer of research design offers three formal logical strategies to analyze data and address research questions: (a) induction to answer descriptive “what” questions; (b) deduction and hypothesis testing to address theory oriented “why” questions; and (c) abduction to understand questions about what, how, and why phenomena occur. The third or social science paradigm layer of research design is formed by broad social science traditions and approaches that reflect distinct theoretical epistemologies—theories of knowledge—and diverse empirical research practices. These perspectives include positivism, interpretive induction, and interpretive abduction (interpretive science). There are also scholarly research perspectives that reflect on and challenge or seek to change management thinking and practice, rather than producing rigorous empirical research or evidence based findings. These perspectives include critical research, postmodern research, and organization development. Three additional issues are important to future qualitative research designs. First, there is renewed interest in the value of covert research undertaken without the informed consent of participants. Second, there is an ongoing discussion of the best style to use for reporting qualitative research. Third, there are new ways to integrate qualitative and quantitative data. These are needed to better address the interplay of qualitative and quantitative phenomena that are both found in everyday discourse, a phenomenon that has been overlooked.


Strategic Empowerment in Human Resource Management  

M. Taner Albayrak and Alper Ertürk

Empowerment is considered one of the best managerial approaches to foster employees’ effectiveness, creativity, commitment, performance, and other positive work-related attitudes and behaviors while providing an essential tool for leadership development and succession planning. Empowerment involves delegation of authority, sharing of information and resources, and allowing employees to participate in decision-making processes. Empowerment practices result in positive outcomes through psychological empowerment, which comprises meaning, impact, self-determination, and competence. However, empowerment should be exercised with care, and before doing so, leaders should understand their employees’ competences, willingness, and characteristics, as well as the organizational culture and industrial dynamics. With the increasing use of information and communication technologies, inevitable influence of globalization, and continuously changing dynamics of interconnectedness among industries, the business environment has become more volatile, uncertain, complex, and ambiguous (VUCA). In order to survive in this environment, companies try to increase diversity in their workforce to make the best use of a broad variety of skills, experiences, and opinions, thus boosting creativity and innovativeness, which makes leadership more difficult than ever. With empowerment, the concept of delegation of power is important. Therefore, comparing the concept of personal empowerment with managerial empowerment helps in understanding that these concepts are different, although interconnected. Delegation of authority ensures that the manager transfers decision-making authority to subordinates under certain conditions. In delegation, authority is retained by the manager, who has the ultimate responsibility. On the other hand, in empowerment, authority is fully transferred to the person who is already doing the job, with all the rights and responsibilities to take the initiative as necessary. Empowerment is also closely related but different from the concept of motivation. In motivation, decision-making authority and control stays with the manager. Empowerment, on the other hand, gives employees the opportunity to participate in management, solve problems, and participate in decision-making processes. In this context, the concepts of delegation of authority, motivation, participation in management, and job enrichment are the domain dimensions of personal empowerment, and thus they are interrelated, yet different. It is important to create a common vision and to have common values in order to establish the empowerment process. Subordinates and supervisors need to trust each other, and empowerment needs to be seen as a philosophy, not a technique. It is necessary to create business conditions that enable the development of knowledge and skills in personnel empowerment. These conditions affect the perceptions and attitudes of the staff, such as, support, loyalty, identification, and trust. Empowering employees promotes organizational commitment, increases engagement, and reduces turnover intentions of key personnel. Because empowerment involves encouraging participation of subordinates in the decision-making process, it also helps to enhance the effectiveness of the decisions and reduce decision-making time. In the VUCA world, limited decision making could be a critical obstacle to establish and maintain sustainability in highly competitive business environments.


The Personality Underpinnings of Strategic Leadership: The CEO, TMT, and Board of Directors  

Bret Bradley, Sam Matthews, and Thomas Kelemen

“Strategic leadership” is the umbrella term used to describe the study of an organization’s top leaders—what they do, their interactions, and how they influence important organizational outcomes. The three major areas of focus within this field are the chief executive officer (CEO), the top management team (TMT), and the board of directors. Although each area has vibrant bodies of literature on important topics of inquiry, the integration of research findings, frameworks, and insights across the three areas remains underdeveloped. For example, the study of leader personality is a rich line of inquiry within the broader management literature, and all three areas are developing, albeit at different rates and with little integration across the three areas. The work on CEO personality is the most developed, and the work on board personality is the least developed. CEOs personality traits that have been studied include the Big Five personality traits (conscientiousness, extraversion, agreeableness, openness to experience, and emotional stability), locus of control, core self-evaluations, narcissism, overconfidence, hubris, humility and regulatory focus (a person’s general approach to goals as either promotion focused or prevention focused). TMT personality traits that have been studied include the Big Five, trait positive affect, propensity to innovate, and competitive aggressiveness. Finally, board of directors’ personality traits that have been studied include only personality diversity.