Papers by Richard Klimoski
Interfaces of Strategic Leaders: Developing a Future Research Agenda
Proceedings - Academy of Management, 2016
Over the past thirty years research on strategic leadership has been dominated by the upper-echel... more Over the past thirty years research on strategic leadership has been dominated by the upper-echelons perspective, which views organizations through the prism of the traits and characteristics of it...
Improving Self-Awareness and Self-Insight
This chapter is designed to review the multiple ways that one can improve one’s capacity to seek ... more This chapter is designed to review the multiple ways that one can improve one’s capacity to seek or generate self-relevant information (self-knowledge) and ways to promote regular self-awareness and (occasional) self-insight. Self-insight generally implies the level of understanding that exists relative to the nature of one’s self-system (self-definition, needs, goals, attributes), while self-knowledge relates to the accuracy of introspection about these internal states and capacities. These are thought to be at the core of interpersonal competence, a capability absolutely essential in today’s work organization. While the “voice” of the chapter is that aimed at informing the human resources professional or practitioner, the material covered would be useful to individuals who are personally motivated to know more about how they might become more effective interpersonally through efforts at improving self-knowledge and self-insight.
Resistance to Change: Definitions, Antecedents, and Outcomes
PsycEXTRA Dataset, 2006
The future of I-O education: Theme track integration and open forum
PsycEXTRA Dataset
Internships in I/O Psychology: The Student's Perspective
PsycEXTRA Dataset, 1983
Employee Attachment and Deviance in Organizations
PsycEXTRA Dataset, 2006
The chief executive officer and top management team interface
Life History Questionnaire
PsycTESTS Dataset, 1973
Reflections on the Importance of Context (with the Benefit of 2020 Hindsight)
Routledge eBooks, Dec 29, 2020
TEACHING TABLES:" Increasing Student Accountability in Group Projects
Innovations in teaching & learning conference proceedings, Sep 21, 2012
This talk will focus on strategies to promote student engagement, learning and accountability in ... more This talk will focus on strategies to promote student engagement, learning and accountability in student learning teams. In our experience, students frequently complain about an uneven labor distribution when working collaboratively on course assignments. In order to increase student accountability in teams, we implemented a number of interventions throughout the semester. Students were grouped students based on their availability for meetings, and demographic characteristics, thus promoting diversity while increasing student perceptions of procedural justice and control. The first project deliverable was a team charter, requiring groups to set clear norms for communication and conflict resolution. As the teams began working and norms were established, students completed “Team Experience Surveys†and an interim feedback activity that enabled students to reflect on their collaboration processes and adjust strategies for the second half of the group project. Finally, at the end of the semester, students provided self- and team member evaluations of their contributions which were used in determining an individual’s project grade, further promoting accountability. The session will expand on our experience in each of the areas described above and will provide practical strategies for implementing our methods in other student teams as well as discuss the technology that enabled our approach.
Introduction: A Controversial Commitment?
Academy of Management Learning and Education, Mar 1, 2008
... I hope not. REFERENCES Edmondson, AC 1999. Psychological safety and learning be-havior in wor... more ... I hope not. REFERENCES Edmondson, AC 1999. Psychological safety and learning be-havior in work groups. Administrative Science Quarterly, 44, 350–383. Hewson, PW, & Hewson, MA 1984. ... Journal of Applied Psychology, 92(5): 1189–1199. Jehn, KA, & Rupert, J. 2007. ...
Begin the Journey With the End in Mind
Organizational Research Methods, Apr 8, 2008
This commentary critically examines the issues raised in the article by Bedeian, Van Fleet, and H... more This commentary critically examines the issues raised in the article by Bedeian, Van Fleet, and Hyman from a functional perspective, one that might be used in decisions about who should be a member of a prototypic work group. It takes the position that, like a work group, a journal editorial board exists for a purpose, and that purpose (or function) should play a major role in determining the criteria to be used when staffing the board's membership. When contemporary thinking about the staffing of work groups is applied, the current practices of the journals of interest are found to be appropriate and defensible.
Understanding the Assessment Center Process: Where Are We Now? Introduction Assessment centers ha... more Understanding the Assessment Center Process: Where Are We Now? Introduction Assessment centers have become widespread in Western Europe, Northern America, and Australia (Newell & Shackleton, 1994). The Task Force on Assessment Center Guidelines (1989) defined assessment centers as "a standardized evaluation of behavior based on multiple inputs. Multiple trained observers and techniques are used. Judgments about behaviors are made, in major part, from specifically developed assessment simulations. These judgments are pooled in a meeting among the assessors or by a statistical integration process" (p. 460). Originally, the assessment center method was considered to be an alternative measurement instrument to estimate predictor-criterion relationships. The vast majority of research also dealt with criterion-related validity and demonstrated that assessment centers were predictive for a variety of criteria of managerial effectiveness. Yet, through the years the original conceptualization of assessment centers has changed dramatically (Howard, 1997). Three changes seem most noteworthy. First, whereas the output of assessment centers is still important, much more attention has been paid to assessment center 'processes'. This is most strongly reflected in the research on the construct validity of assessment centers. A second change is that the application of assessment centers has moved beyond selection/placement/promotion purposes. Recent surveys (e.g., Spychalski, Quinones, Gaugler, & Pohley, 1997) show that assessment centers are increasingly used for developmental purposes. As noted by Kudisch, Ladd, and Dobbins (1997) the goals of these developmental assessment centers vary from identification of participants' training needs, to formulation of personalized developmental recommendations and action plans, to skill development on the basis of immediate feedback and on-site practice. A third change is that Assessment Centers 3 nowadays multiple stakeholders are involved in assessment centers. These stakeholders include assessees, assessors, assessment center users, and the organization. This chapter aims to provide a contribution relative to two of these changes. More specifically, we aim to provide a better understanding of the individual and collective processes and factors that affect the quality of assessor decisions. Hereby we primarily focus on the factors and forces, which affect the capacity of assessment centers to provide construct valid estimates of individual attributes. This would seem to be most central to developmental assessment centers because such applications, by definition, need to produce 'true' and valid assessments of an assessee's strengths and weaknesses on the various dimensions. Moreover, developmental assessment centers assume that participants accept and act upon the feedback built around these assessments in the belief of their intrinsic validity (Thornton, Larsh, Layer, & Kaman, 1999). Thus, the quality of assessor decisions is at the core of acceptance of feedback and the motivation to thereby pursue developmental training activities. That said, it is also our view that the quality of assessor decisions in terms of construct measurement is also important for other applications (e.g., selection) as it gets to the heart of the method. In reviewing the recent literature, we will start with a relatively simple scheme adopted from the performance appraisal literature. Whereas we will treat it as a useful devise for organizing the studies of interest, we will go on to argue that a more complex view will be needed as a roadmap for future research-research that will lead to a deeper understanding of the assessment center method. The basis for our insight into the processes and factors affecting the quality of assessor decisions in assessment centers stems from our review of the literature published between 1990 and1999. We conducted this search for relevant studies using a number of computerized databases (i.e., PsycLit,
Academy of Management Journal, Oct 1, 2003
Integrating research on the Pygmalion and Galatea effects with a group socialization model and th... more Integrating research on the Pygmalion and Galatea effects with a group socialization model and theories of work motivation and interpersonal leadership, we delineated and tested a model of newcomer role performance in work teams. A two-month field study of 70 newcomers, 70 team leaders, and 102 teammates in high-tech project teams supported the model. In particular, newcomer general self-efficacy and experience predicted newcomer and team expectations, and motivational and interpersonal processes (captured by work characteristics, social exchanges, and empowerment) helped link expectations and newcomer role performance. This article is based on Gilad Chen's dissertation, completed under the supervision of Richard Klimoski. We thank the dissertation committee members, Jose Cortina, Martin Ford, and Stan Gully, for their comments and support. We also thank Dov Eden, Steve Kozlowski, Tom Lee, and the reviewers for providing insightful comments on earlier versions of this article. This study was supported by the Seymour Adler Scientist-Practitioner Doctoral Dissertation Grant, the Ruth G. and Joseph D. Matarazzo Scholarship, and the Ellin Bloch and Pierre Ritchie Honorary Scholarship.
Emerging issues in I and O psychology research
Cyber Security Executive Leadership
An annotated bibliography of studies dealing with social reinforcement in diverse psychological a... more An annotated bibliography of studies dealing with social reinforcement in diverse psychological and educational contexts is given. The research reviewed covers the period from 1964 to 1972, and individual studies are classified according to classes of variables which have been found to moderate the effectiveness of social reinforcement. All told, 234 studies, representing a wealth of theoretical and empirical evidence, are summarized. (Author)
Academy of Management Learning and Education, Mar 1, 2006
Academy of Management Learning and Education, Dec 1, 2007
Journal of Business and Psychology, 2003
Distinctions among different types of work teams have been emerging in the theoretical literature... more Distinctions among different types of work teams have been emerging in the theoretical literature as a key to understanding important work team processes. This has been precipitated by an increased appreciation of the importance of a work team's operating environment on such processes. Moreover, such distinctions are felt to be useful to practice in such areas as team staffing, training, and establishing leadership requirements. The present study investigates the concept of "crews" and contrasts it with other types of work teams by empirically assessing "crewness," the extent to which a work team can be classified as a crew. A new scale of "crewness" was developed and administered to various collectives of workers including fire fighter crew members and project team members in order to establish the unique qualities of crews to show that they are a distinct type of work team. Construct and discriminant validity evidence is offered in support of the crewness scale. Approaches for further investigation of this distinction are also provided in order to guide both research and practice in this area.
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Papers by Richard Klimoski