Journal of Organizational Behavior最新文献

Building on research on star performance, gender, and situational constraints, we introduce a longitudinal process model explaining the gender gap in star emergence. We argue that star emergence is less likely for women than men due to stardom's association with men and masculinity. As a result, situational constraints are more likely to insulate women's performance in terms of knowledge, skills, and abilities development and evaluation (e.g., access to vicarious deliberate practice, biased standards), motivation (e.g., competition intensity, negative interpersonal behavior), and opportunity (e.g., access to high potential tasks, partner supportiveness in the extra-work environment). We theorize that these factors lead to insulation cycles that reduce the likelihood of women emerging as stars over time. We also offer propositions about mitigators (e.g., strategic diversity goals and influential sponsors) that might attenuate these insulating effects. Finally, we discuss theoretical implications of understanding gender gaps in star emergence (e.g., performance insulation as gender inequity, the importance of a longitudinal perspective, insulation cycles, and star longevity) and practical implications for organizations to create equitable environments for star emergence (e.g., focusing on performance equity and facilitating gender inclusivity). We conclude that greater insight into the role of gender in star performance can also contribute to the broader understanding of gender gaps in organizations.

The correct and complete reference is:

Georgiadou, A., Amari, A., Swalhi, A., & Hofaidhllaoui, M. (2024). How Does Perceived Organizational Support Improve Expatriates' Outcomes During Global Crises? The Mediating Role of the Ethical Organizational Climate in Global Organizations. Journal of International Management, 30(3), 101131. https://doi.org/10.1016/j.intman.2024.101131.

Mustafa Özbilgin's affiliation was incorrect in the published version. The correct affiliation is:

Brunel University of London, London, UK.

We apologize for these errors.

After decades of scholarly focus on studying trust from the trustor's perspective, there has been a rapidly growing interest in understanding trust from the trustee's perspective, with a particular focus on felt trust (i.e., a trustee's perception of being trusted by a trustor). The fundamental assumption underlying this trustee-centric perspective is that it complements the dominant trustor-centric perspective and enables a more comprehensive understanding of how trust manifests and operates in the workplace. Unfortunately, our critical review of 121 felt trust studies reported in 87 manuscripts reveals major problems in multiple areas (conceptualization, measurement, theorizing, and research methods) that limit this field's ability to achieve this potential. To remedy this, we build on existing frameworks, best practices, and exemplars from the (felt) trust and meta-perceptions literature to outline a constructive redirection of the field. We subsequently empirically test the field's fundamental assumption by meta-analytically exploring the distinctiveness and incremental validity of felt trust beyond other trust concepts. Taken together, our envisioned redirection and meta-analytic findings enable the field of felt trust to live up to its promise and enrich our understanding of organizational trust.

A large number of concepts have been proposed to describe social skills and explain social goal attainment. In this work, we identified dozens of such concepts, which have been studied for many decades across a wide variety of social science disciplines. It has been suggested that the social skills literature lacks parsimony and conceptual clarity. We take stock of these challenges and describe their origins. We identify three conceptual limitations that impede progress studying social skills and social goal attainment: redundancy (i.e., jangle fallacy), conflation (i.e., haphazard mixing of different conceptual types), and drift (i.e., jingle fallacy). We used best practices for concept revision and development, assisted by the use of machine learning, to undertake domain-level conceptual clarification, analyzing 756 definitions across six decades of research. This process led us to propose 15 core social skills-related concepts (a 42% reduction). These concepts were located within the social skills framework to begin to depict how they might relate to one another during the pursuit of social goals. This paper contributes to theory by decluttering, organizing, and simplifying the messy and redundant social skills literature and, by doing so, improves theoretical clarity. We close by suggesting areas for future research.

From a resource perspective, employees' sleep quality, sleep duration, and feelings of vitality are believed to predict important work-related outcomes. However, many studies ignore the dynamic nature of the constructs or rely primarily on self-reported data. Including both self- and other-ratings of daily job performance, we examined the extent to which daily sleep quality and duration predict daily job performance, and whether these relationships are mediated by vitality. Student teachers (N = 165), internship supervisors (N = 97), and students (i.e., targets; N = 69 classes) participated in an experience sampling study with morning assessments of sleep duration and quality (n = 1,762 and n = 869), and two daily assessments of vitality (n = 2,207) and performance (self-, supervisor-, and target-rated; n = 2,160, n = 1,113, and n = 1,087). Multilevel path analyses suggested that 1) sleep quality but not duration predicted individuals' vitality and self- and target-rated job performance, 2) vitality was positively associated with performance according to each rating source, and 3) midday vitality did not predict afternoon performance, nor did it mediate the relationship between sleep and afternoon performance. Implications for theory and practice are discussed.

This research provides a systematic review of the literature on peer development groups (PDGs), a promising yet underexplored tool for individual and leadership development. Despite the growing interest in PDGs from both scholars and practitioners, the field remains fragmented, with inconsistent terminologies and limited theoretical grounding. This review seeks to clarify the core components, boundary conditions, inputs, processes, and outcomes of effective PDGs in professional settings, addressing the confusion and gaps in existing research. By adopting an adjudication approach, we provide a comprehensive synthesis of the evidence regarding the defining characteristics of PDGs and their impacts on individual development. We propose a new, scholarly definition of PDGs as organized small groups consisting of members of perceived similar status and roles who regularly meet to foster mutual growth by providing a supportive environment and a flexible agenda. We develop a conceptual framework that links key variables influencing PDG effectiveness and offers actionable insights for both researchers and practitioners. Our findings highlight opportunities for future research and suggest practical implications for implementing PDGs in organizational settings, ultimately contributing to a more cohesive and theoretically informed understanding of this valuable developmental practice.