A LONGITUDINAL MODEL OF SPONSORSHIP AND CAREER SUCCESS: A STUDY OF INDUSTRIAL-ORGANIZATIONAL PSYCHOLOGISTS

Drawing from research on the sociology of science, we hypothesized a model of academic career success in an effort to extend research on particularistic and universalistic influences on career success. Results, based on a sample of 154 members of the Society of Industrial and Organizational Psychology, provided support for the hypothesized model. Specifically, doctoral program prestige and publications as a PhD student influenced prestige of the first job. Furthermore, these 2 variables—along with chair publications—influenced career publications, prestige of the first job and career publications influenced extrinsic success (a composite variable comprised of rank, salary, longitudinal citation rates, prestige of current job, fellowships, and presence on editorial boards), and extrinsic success influenced intrinsic career success (career satisfaction). The results further suggest that individual performance has a stronger influence on the career success of industrial-organizational psychologists than do social networks.     

WORK–FAMILY CONFLICT AND EMOTIONS: EFFECTS AT WORK AND AT HOME

This study investigated the effect of work–family conflict on the emotions of guilt and hostility, and the implications of work–family conflict and these emotions for job satisfaction and marital satisfaction. Using experience-sampling methodology, data were collected from a sample of 75 individuals over a period of 2 weeks (producing 625 data points). Results revealed that within individuals, family-to-work conflict experienced at work, and work-to-family conflict experienced at home, were positively associated with guilt and hostility at work and at home, respectively. In addition, state hostility mediated the negative effect of work-to-family conflict at home on daily marital satisfaction. Finally, cross-level interaction effects were observed such that work–family conflict more strongly affected the emotions of those scoring high on trait guilt and trait hostility.     

PAY SATISFACTION AND ORGANIZATIONAL OUTCOMES

Using multi level and multi method data, we investigated the relationship between pay satisfaction and outcomes at the organizational level of analysis. Individual-level survey data on pay satisfaction (including satisfaction with pay level, satisfaction with pay structure, satisfaction with pay raises, and benefits) were collected from 6,394 public school teachers. Organizational-level outcome data, both survey and archival, were collected from the 117 public school districts employing these teachers. With respect to its influence on organizational outcomes, pay satisfaction was positively related to school district-level academic performance and negatively related to average teacher intention to quit. We also explored the relationship between district-level union satisfaction and pay satisfaction, which was found to be positive. We discuss implications of our findings for for-profit companies that are knowledge based and human capital intensive (e.g., the service sector) and address possible future directions for research on pay satisfaction.     

Training Vocational Rehabilitation Counselors in Group Dynamics: A Psychoeducational Model

Vocational rehabilitation (VR) counselors often head interdisciplinary teams composed of various medical, educational, and allied health care professionals. Issues stemming from team dynamics can impede the delivery of services to eligible clients with disabilities. A psychoeducational program for training VR counselors in group dynamics is described, and the reactions of participants are discussed     

TRANSFER OF TRAINING: A REVIEW AND DIRECTIONS FOR FUTURE RESEARCH

Transfer of training is of paramount concern for training researchers and practitioners. Despite research efforts, there is a growing concern over the "transfer problem." The purpose of this paper is to provide a critique of the existing transfer research and to suggest directions for future research investigations. The conditions of transfer include both the generalization of learned material to the job and the maintenance of trained skills over a period of time on the job. The existing research examining the effects of training design, trainee, and work-environment factors on conditions of transfer is reviewed and critiqued. Research gaps identified from the review include the need to (1) test various operationalizations of training design and work-environment factors that have been posited as having an impact on transfer and (2) develop a framework for conducting research on the effects of trainee characteristics on transfer. Needed advancements in the conceptualization and operationalization of the criterion of transfer are also discussed.     

Self-Report Reconsidered: A Further Look at its Advantages as an Assessment Technique

Laing (1988) has discussed some of the potential virtues of the use of clients' self-reports in the assessment process. In this article I respond to some of the issues raised by Laing and attempt to provide counselors with some additional information on the value and the limitations of the use of self-report in psychological assessment. The empirical literature is used as a basis for making recommendations about when and for whom reliance on self-report is appropriate and how the accuracy of self-report data can be maximized.     

A REFUTATION OF PURE CONJECTURE

The present paper explores three interrelated topics in Popper's theory of science: (1) his view of conjecture, (2) the aim of science, and (3) his (never fully articulated) theory of meaning. Central to Popper's theory of science is the notion of conjecture. Popper writes as if scientists faced with a problem proceed to tackle it by conjecture, that is, by guesses uninformed by inferential considerations. This paper develops a contrast between guesses and educated guesses in an attempt to show that there is more to scientific conjecture than conjecture. The suggestion is made that some inductive considerations enter into the process of educated guessing or scientific conjecture in such a way that the ‘context of discovery’ cannot be sharply separated from the ‘context of justification’. This discussion leads to a tension between Popper's negative method of conjecture and his realism. Given Popper's (implicit) theory of meaning it seems Popper's epistemology (the conjecture and refutation method) is incompatible with his metaphysical realism.     

THE EFFECTS OF PARTICIPATION AND GOAL DIFFICULTY ON PERFORMANCE

Previous research comparing the effects of assigned versus participatively set goals on performance were essentially tests of the null hypothesis in that goal difficulty level was not systematically manipulated. The present laboratory study investigated the effects of assigned versus participatively set goals, and the effects of varying goal difficulty level on an arithmetic task. Eighty-six college students were assigned to either a participative goal condition or one of three assigned goal conditions. In two of the assigned goal conditions participants were assigned goals equal to those set in the participative condition, the difference being that individuals in one group were assigned goals at random and those in the other group were assigned goals on the basis of their premeasure scores. Participants in the third assigned goal condition were randomly assigned a goal in the top quartile of the goals set participatively. As hypothesized, individuals with hard assigned goals had higher performance than peers with lower goals set in a participative manner. Contrary to modern organizational theory, individuals with participatively set goals did not have higher performance than those with assigned goals of equal difficulty. Personality traits were not found to moderate the effects of goal setting on performance.