Employer Treatment of Employees During a Community Crisis: The Role of Procedural and Distributive Justice

This study applies organizational justice principles to human resource decisions made during a crisis situation. Three-hundred and sixty-six working individuals of ice storm affected households responded to a telephone survey that included measures of interactional, procedural and distributive justice, organizational commitment and job satisfaction. Confirmatory Factor Analysis suggested collapsing the interactional and procedural justice measures into one measure of procedural treatment. Overall, there was considerable support for the relevance of procedural justice and its interaction with distributive justice in predicting the work attitudes of employee following a disaster. Multiple regression analyses revealed that perceptions of procedural justice most strongly predicted job satisfaction and organizational commitment. Consistent with existing theory, an interaction between distributive and procedural was found to predict job satisfaction. The predicted interaction was not detected for organizational commitment.We would like to acknowledge the capable research assistance of Paula Warnholtz and the financial assistance from the Senate Research Committee at Bishop’s University.     

Morning Passages from Home to Work Among Managers in Israel: Intergender Differences

This paper presents a study on morning passages from home to work. The sample consisted of 226 Israeli parents working in managerial positions (136 men and 90 women). Eighty percent of the participants were Israeli-born, and the rest immigrated to Israel at a young age. In the study, I examined gender differences in emphasis on domestic and work activities at 3 main transitional stages in the morning: home transitions (30 min before leaving for work), on the way to work, and at work (the first 30 min after arrival at work). The findings indicate that in the home-transition women focused more on domestic tasks than on work tasks, whereas men showed the opposite tendency. On the way to work, women tended to intensify their involvement in work activities, but remained strongly concerned with domestic activities. Men, however, focused primarily on work tasks during this transition. In the work transition, both men and women were more concerned with work tasks than domestic tasks. Therefore, even though men and women focused on different tasks in the initial transition, by the time they arrived at the workplace, they were immersed to the same extent in work activities. Furthermore, the participants' age, children's ages, and years of marriage correlated negatively with emphasis on domestic tasks during the home transition regardless of gender.     

论卢卡奇社会存在整体性思想的新意

卢卡奇晚期探讨社会存在本体论达到了对社会历史哲学研究的高度。其中一个令人瞩目的观点是关于社会存在整体性思想。理论的新意之处：从一般存在的角度对社会存在进行探讨,指出社会存在具有多样性、整体性特征;社会存在是因果性和目的性的统一;劳动是阐述社会存在中相互联系各因素发生关系的中心概念;确认社会存在整体性,论证了社会存在本体的思想;社会存在本体论是集劳动、实践、意识、价值四个特点于一体的现代本体论。     

Who Wants to Learn Forever? Hyperbole and Difficulty with Lifelong Learning

This paper addresses the issue of how lifelonglearning, globalisation and capitalism arerelated within late modernity. It is criticalof the argument that there is now anincreasingly homogenous global economy that isknowledge based and that unambiguously requiresa high level of cognitive skills in itsworkers. The idea that globalisation producessuch rapid changes in the world of work thatlearning must be ongoing to cope with it ischallenged.It is argued that the key issue forpolicy-makers concerned to encourage lifelonglearning is funding the provision of thoselearning opportunities that would otherwise notbe available. People can learn many worthwhilethings at work, at home and elsewhere ininformal associations. It makes little sense toduplicate the opportunity to learn those thingsformally or even in many cases, formally todistinguish such learning from living andworking.     

Perceptions and experience of workplace bullying in five different working populations

Whilst aggression in the workplace has been systematically studied in recent years, research into workplace bullying per se still remains quite limited. In this article, we report the findings from an investigation into employees' perceptions of social and organizational work conditions and experiences of bullying at work. Six‐hundred‐seventy‐seven employees from five different working populations (managers, teachers, technicians, call centre operators, and engineers) completed the Workplace Relationships Questionnaire (WRQ). This paper presents the results of the analysis, linking the experiences of bullying and perceptions of social and organizational work conditions. The present findings predictably identify victims and non‐bullied participants, and also indicate the existence of a new category of employee affected by the problem of bullying; bullied/non‐victims. Bullied/non‐victims may provide crucial insights into the ways that company practices and policies impact negatively on the whole workforce. Aggr. Behav. 29:489–496, 2003. © 2003 Wiley‐Liss, Inc.     

Transformations of early infantile experiences: A 6-month-old in psychoanalysis

The aim of the paper is to study the theoretical and technical tools for psychoanalysis adapted to an infantile analysand's requirements. The author presents the case of a 6-month-old boy with his mother in psychoanalytical sessions four times a week; the analysis was terminated after six weeks. After the fi rst two sessions the disturbances between the infant and the mother disappeared from everyday life but continued with increasing intensity as an emotional storm in the sessions during three weeks up to a 12-day break. During and after the break everyday life continued without disturbances. After the break the emotional storm continued in the sessions but abated and was replaced by playing. The infant's creation of a fort-da game with his pacifi er indicated a transformation of the mental functioning. The analysis could then be terminated. The study of the process indicates good reasons to adapt psychoanalytical concepts to the prerequisite of the infantile personality and to use the concepts of unconscious, infantile repression, substitute formation, return of the infantile repressed, infantile transference, splitting, xKy, reverie and containment as some of the theoretical tools for understanding the infantile personality in a clinical psychoanalytical setting.     

Activating a mental simulation mind-set through generation of alternatives: Implications for debiasing in related and unrelated domains

Encouraging people to consider multiple alternatives appears to be a useful debiasing technique for reducing many biases (explanation, hindsight, and overconfidence), if the generation of alternatives is experienced as easy. The present research tests whether these alternative generation procedures induce a mental simulation mind-set (cf. Galinsky & Moskowitz, 2000), such that debiasing in one domain transfers to debias judgments in unrelated domains. The results indeed demonstrated that easy alternative generation tasks not only debiased judgments in the same domain but also generalized to debias judgments in unrelated domains, provided that participants were low in the need for structure. The alternative generation tasks (even when they were easy to perform) showed no evidence of activating a mental simulation mind-set in individuals high in need for structure, as these individuals displayed no transfer effects. Implications of the results for understanding the role of the need for structure, ease of generation, and mental simulation mind-set activation for debiasing are discussed.     

“大五”人格模型及其在工业与组织心理学中的应用

“大五”是涵盖人格的5个因素的简称,它包括：神经质、外向性、开放性、宜人性和责任感。在介绍了该模型的基础上,文章重点介绍了它在工业与组织心理学中的应用,即“大五”可以有效的预测工作绩效、工作动机、领导行为、创造性行为和工作满意感等。     

教师集体效能和自我效能对工作压力影响作用的调节--多水平分析研究

通过对28所小学1299名教师的调查结果,作者主要对教师集体效能和自我效能对工作压力与教师工作满意度、内在动机及离职倾向之间关系的调节作用进行了分析。多层分析结果表明：(1)教师工作压力与教师工作满意度和内在动机的关系受教师自我效能高低的调节,教师自我效能高的教师．工作压力所带来的负面影响较小;在考虑了教师自我效能的调节作用后,教师工作压力对教师工作满意度、内在动机和离职倾向的影响存在显著的学校水平的差异。(2)学校水平背景特征一教师集体效能对教师工作压力与内在工作动机和离职倾向之间的关系有显著的调节作用,在集体效能高的学校中的教师,工作压力的负面影响较弱。     

心理授权研究进展

二十多年来,心理授权受到研究者的广泛重视。在以往研究中,研究者提出了心理授权的单维结构说、三维结构说、四维结构说和六维结构说,并在此基础上开发了相应的测量工具。在心理授权的影响因素方面,已有研究主要考察了个体变量和组织变量对心理授权的影响;在后果变量方面,主要探讨的是心理授权与工作满意度、组织承诺、职业承诺、绩效、心理健康等方面的关系。针对现有研究中存在的问题,本文在最后提出了未来研究的一些建议。