Chair: Abhijeet K. Vadera, Singapore Management U.
Chair: Naomi Beth Rothman, Lehigh U.
Discussant: Brianna Barker Caza, U. of Manitoba
Discussant: Kevin W. Rockmann, George Mason U.
Discussant: Spencer Harrison, INSEAD
Discussant: Andrew Carton, The Wharton School, U. of Pennsylvania
Participant: Emilia Bunea, Vrije U. Amsterdam
Participant: Arthur S. Jago, U. of Washington - Tacoma
Participant: Martin Spraggon, Mohammed Bin Rashid School of Government
Participant: Pedro Aceves, Bocconi U.
Participant: Alexander Hoppe, U. of Pennsylvania
Participant: Steven R. Cofrancesco, Grand Canyon U.
Participant: Barry K. Spiker, Professor and Dissertation Chair
Participant: Ronit Kark, Bar Ilan U.
Participant: Virginia Bodolica, American U. of Sharjah
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Becoming a Minority Scientist: (De)Racialized Professional Identity Construction
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Author: Keimei Sugiyama, Northeastern U.
Author: Queen Jaks, Weatherhead School of Management, Case Western Reserve U.
Author: Diana Bilimoria, Case Western Reserve U.
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Becoming a minority professional is rife with challenges, as negative interactions based on racial stereotypes can disrupt an emerging self-concept. Organizations that provide more positive affirmations foster the freedom to self-define and reduce the fragmentation and emotional exhaustion that often plagues the minority experience. Identity construction holds a valuable key to unlocking the full potential of minority individuals in organizations. In this study, we examine the identity construction of underrepresented minority doctoral students as they aspire to become minority scientists. Our two qualitative studies draw from interviews and focus groups with 64 underrepresented minority doctoral students, faculty, staff, and administrators across Historically Black Colleges and Universities and Predominantly White Institutions to reveal a process model of (de-)racialized identity construction. This model presents how minority individuals construct their professional identity in consideration of their race across different types of institutions, and elaborates cross-level environmental factors that shape the initiation into their profession.
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Paper is No Longer Available Online: Please contact the author(s).
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Knowledge Translation Strategies Across the Academic-Practitioner Boundary: A Balancing Act
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Author: Yi Ren, Adelphi U.
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Finalist for MOC Division Best Student-Led Paper Award
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Drawing on archival documents and semi-structured interviews collected from a practitioner-oriented magazine, this paper examines the strategies that underlie how scholarly knowledge, as carried in academic management research papers, is converted by knowledge translators into research highlights for management practitioners. Using Communication Accommodation Theory as the theoretical lens, I conceptualize academics and practitioners as people of different cultures, and research highlights as the communication that symbolizes how knowledge translators accommodate to or diverge from the preferred communication styles of management practitioners. My findings elaborate how knowledge translators balanced between accommodating to practitioners’ styles and maintaining the rigor of original research, and highlight the complex and tacit considerations that go into the translation process. In comparison to the rhetorical styles of source research papers, knowledge translators used less (to various extents) research jargon, logos (appeal to logical reasoning) and ethos (appeal to character and credibility), and used more prescriptive language and pathos (appeal to emotion) in the research highlights. Findings of this study contribute to knowledge translation studies and the academic-practitioner knowledge transfer literature by utilizing a communication lens to explore the tensions between the different values/priorities/styles of academics and practitioners, shedding light on the relationship between these two communities, and providing implications for knowledge workers involved in this type of translation work.
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Paper is No Longer Available Online: Please contact the author(s).
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How Anticipated Temporal Landmarks Undermine Motivation for Continued Goal Pursuit
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Author: Minjung Koo, SKK Graduate School of Business
Author: Hengchen Dai, U. of California, Los Angeles
Author: Camilla Eunyoung Song, U. of Florida
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Finalist for MOC Division Best Paper Award
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Moments that elicit feelings of a “fresh start” have been shown to spur goal initiation. However, successful goal pursuit requires not only goal initiation but also persistent effort investment. While prior work has focused on the motivating effects of temporal landmarks as a type of fresh start on the initiation of a goal, the current research draws attention to a dark side of temporal landmarks by examining the effect of anticipated temporal landmarks on motivation to persist in an ongoing goal. Across an archival study using Internet search data and four experiments, we find that when an upcoming temporal landmark becomes salient, individuals perceive their current and future selves as two separate agents, delegate responsibility to their future self, and thus exert less effort to pursue their ongoing goals. This ironic effect of “fresh starts” is mitigated when individuals are reminded of contributions they have made to the goal.
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Paper is No Longer Available Online: Please contact the author(s).
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Care to Share? The Interpersonal Risks and Rewards of Sharing Personal Information with Colleagues
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Author: Natalie Longmire, Tulane U.
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With a growing cultural emphasis on authenticity and bringing your “full self” to work, as well as the pervasiveness of social media engagement, exchanging personal information with colleagues has become commonplace. Social psychological theory generally predicts direct and positive effects of personal sharing depth on relationship quality, but the few investigations of personal sharing with colleagues uncover a number of potential negative interpersonal consequences. With this paper, I draw from theories of work-nonwork boundary management, invisible stigma disclosure, and positive work relationships to make a case for a deep dive into the construct and consequences of personal sharing. In an inductive study, I qualitatively investigate employees’ potentially rich and nuanced cognitive criteria for calibrating their personal sharing to avoid negative social evaluations from their colleagues and perhaps garner positive ones. Further, I develop a theoretical model in which specific patterns of personal sharing differentially predict outcomes of instrumental and psychosocial exchange between focal employees and their colleagues. Rather than limiting overall levels of personal sharing or specific content (e.g., avoiding certain “taboo” topics), I argue that it is individuals’ unique cognitive bases for varying personal sharing across content and targets that explain the subsequent flow of task and personal resources vital for effectiveness in interdependent work.
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Paper is No Longer Available Online: Please contact the author(s).
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What Does That Mean for Me? Identity Threats in Employee Responses to Observed Supervisor Incivility
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Author: Achira Sedari Mudiyanselage, U. of Cincinnati
Author: Heather Ciara Vough, George Mason U. and U. of Cincinnati
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In this paper we draw on the identity literature in order to examine the perception of and reaction to supervisor incivility, from the point of view of an observer. We propose that how observers perceive and react to supervisor incivility is centered on the observer’s level of identification with the supervisor, the coworker that is targeted, and the group in which they belong. While observers are not directly harmed by the supervisor’s behavior, we propose that observer’s level of identification with the players concerned can lead them to experience identity threats. This can affect one or multiple identities concurrently and will contribute to how the observer sees and reacts to the supervisor behavior. The theory developed here contributes to our understanding of the vicarious impact of supervisor incivility as well as how employees grapple with multiple, simultaneous identity threats.
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Paper is No Longer Available Online: Please contact the author(s).
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How Bad is it to Steal Ideas? Costs for a Thief and Implications for Workplace Dynamics
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Author: Lillien M. Ellis, Cornell U.
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Theft is one of the most harmful transgressions taking place within organizations today (Greenburg, 2002). Existing theft research has typically focused on individuals stealing tangible forms of property, like money (e.g. Greenberg, 2002; Wimbush & Dalton, 1997). In the present article, I investigate interpersonal idea theft, as it is increasingly commonplace within organizations (Forbes, 2016) and may have significant implications for relationships at work. Across five studies, I test the hypothesis that idea thieves suffer more severe consequences to their work relationships than money thieves. More specifically, I test the effect of idea vs. money theft on participants’ intent to engage in supportive coworking behaviors towards a target thief. Further, I find that these interpersonal consequences are driven by the strength of internal attributions individuals make about the theft, and the ways in which these attributions influence judgments of a thief’s character. These findings show that stealing an idea from one’s colleague carries significant consequences for thieves and their workplace relationships, above and beyond those associated with stealing money.
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Paper is No Longer Available Online: Please contact the author(s).
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