Organization Management Journal最新文献

{"title":"Athletic identity and discretionary effort at work","authors":"Rob Lion, Tyler Burch, Alex Bolinger","doi":"10.1108/omj-06-2023-1879","DOIUrl":"https://doi.org/10.1108/omj-06-2023-1879","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate whether athletic identity contributes to discretionary effort among employees. Athletic identities have long been associated with “giving 110 percent” by exerting high levels of discretionary effort. In response, a growing number of organizations have enacted recruiting programs to specifically seek out prospective employees among individuals who are likely to exhibit strong athletic identities. However, the belief that strong athletic identities will spill over to greater discretionary effort at work has not received systematic examination.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on a field study of over 1,000 working professionals across various countries and industries, the current study explored whether athletic identity was predictive of discretionary work effort through behavioral self-control and locus of control. Bootstrapping procedures that are robust to any normality distribution violations were implemented.\u0000\u0000\u0000Findings\u0000Results suggest that athletic identity indirectly influences employee discretionary work effort through higher behavioral self-control and a more internal locus of control. These effects were found even when controlling for actual weekly metabolic energy expenditure, age, gender and education.\u0000\u0000\u0000Originality/value\u0000This study supports the relationship between athletic identity and discretionary effort in the workplace, mediated by greater self-regulation and internal locus of control when compared to those with weaker athletic identities. Importantly, these results were found even while controlling for actual metabolic activity, suggesting that identifying as an athlete is associated with greater internal locus of control and behavioral regulation independent of actual current physical activity. The findings suggest support for human resource practices that prioritize recruiting individuals with strong athletic identities.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of procedural justice on employee turnover intentions and the role of two mediators","authors":"Miriam O'Callaghan","doi":"10.1108/omj-03-2023-1822","DOIUrl":"https://doi.org/10.1108/omj-03-2023-1822","url":null,"abstract":"\u0000Purpose\u0000While there is ample discussion in management studies and organizational behavior textbooks about the factors that impact organizational outcomes, such as employee retention, this research is focused on exploring the previously unexplored question of how procedural justice, job characteristics and meaningful work influence employees' intentions to leave their organizations. As such, this study aims to investigate the impact of procedural justice on employees' intentions to leave, both independently and in conjunction with job characteristics and meaningful work as mediators.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses partial least squares structural equation modeling (PLS-SEM) to develop the research model and for hypothesis testing. The path model is assessed using critical model fit indices and measures of goodness of fit.\u0000\u0000\u0000Findings\u0000The results reveal a negative relationship between procedural justice and employees’ intentions to leave. This negative relationship persists and is strengthened when both job characteristics and meaningful work act as mediators. Although job characteristics only exerted a significant effect through indirect effects, meaningful work demonstrated a significant negative impact on the intentions to leave through both direct and indirect effects.\u0000\u0000\u0000Originality/value\u0000This study presents a new perspective on employee retention by proposing an original mediation-based path model. Through the testing of eleven hypotheses, the study reveals the intricate relationships between the four constructs examined. The findings provide valuable insights that can serve as a basis for future research in management studies and organizational behavior.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"75 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140355828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Introduction to Special Issue on modern day experiential exercises","authors":"Steven Meisel, Dilip Mirchandani","doi":"10.1108/omj-03-2024-975","DOIUrl":"https://doi.org/10.1108/omj-03-2024-975","url":null,"abstract":"","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"46 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140257329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An introduction to climate change in management education: an individual-level approach","authors":"C. Rusinko","doi":"10.1108/omj-03-2023-1785","DOIUrl":"https://doi.org/10.1108/omj-03-2023-1785","url":null,"abstract":"\u0000Purpose\u0000This study aims to introduce management students to climate change by providing them with an opportunity to address it in their own lives, through a class exercise.\u0000\u0000\u0000Design/methodology/approach\u0000An in-class exercise was designed, carried out and described in this study. Student teams were assigned different questions on how to address major causes of climate change. Each team did research to generate answers, and ranked their answers based on the speed of implementation. Teams reported their answers to the class. The instructor facilitated a debriefing session, during which all responses were ranked with respect to other variables, including cost savings, time savings and lifestyle fit. This exercise uses few resources and can be adapted to different time lengths and teaching/learning formats (e.g. on-ground, virtual, asynchronous online).\u0000\u0000\u0000Findings\u0000This exercise can help students to gain an understanding of climate change and its causes and complexities. Students learn how to implement a diverse set of personal actions to mitigate climate change; these can start in the present and continue throughout their lives. In addition, this exercise may help students to make the leap from individual climate change mitigation practices to organizational and societal practices, when they are in the position to do so as future leaders.\u0000\u0000\u0000Originality/value\u0000Although classes, exercises, and assignments ask management students to consider issues such as climate change at the organizational level, this individual-level exercise can allow students with limited organizational experience to engage more quickly with climate change and better understand organizational and societal implications in the future. That is, if students first understand how to address climate change in their own lives, they may more effectively transfer and apply that understanding at organizational and societal levels and ultimately synthesize solutions to address climate change in the world.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"4 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students as game designers and developers: developing cooperative strategy board games to teach team leadership skills","authors":"Mariana Lebron, R. G. Swab, Ryan Bruns","doi":"10.1108/omj-03-2023-1783","DOIUrl":"https://doi.org/10.1108/omj-03-2023-1783","url":null,"abstract":"\u0000Purpose\u0000The purpose of this manuscript is to highlight how gamification is transforming recruitment, retention and training to resolve employee engagement challenges in the ever-changing workplace. In collaborating with game industry experts and designers, the authors taught students team leadership skills by demonstrating how to design and play their own original cooperative strategy games. In doing so, students learn what gamification is and how it can be used to train our multigenerational workforce; how designing board games teaches team leadership skills (e.g. communication, conflict management, power, decision-making); and how to develop cooperative strategy game elements (player characters, roles and actions) that motivate engaging gameplay with successful learning outcomes.\u0000\u0000\u0000Design/methodology/approach\u0000In this paper, the authors discuss the practical implications of a three-phase semester-long experiential learning experience, where game design demonstrates to students how employees can work collaboratively together in teams. Students’ developed storylines (i.e. strategic objectives) including motivation challenges, social media communication breakdowns, sabotage, global sustainability and other real-world challenges. In Phase 1, students learn about how companies are using gamification in training high-performing teams. In Phase 2, students play a cooperative strategy game Forbidden Island with their student teams. In Phase 3, students design (and play) their original cooperative strategy game, instructions booklet and build a facilitation guide.\u0000\u0000\u0000Findings\u0000Approximately, 400 students developed 48 original cooperative strategy games that can be used to teach team leadership skills. These student teams designed cooperative strategy board games – in which the entire team either wins or loses based on their control of valued resources and player actions as key decision-making points. The data and feedback indicate that the learning experience helped them practically consider team interdependence in making effective decisions, and in creating creative self-efficacy, resilience and self-confidence in their own leadership voice. In this manuscript, the authors focus on providing an overview and implementation plan for our semester-long experiential learning exercise.\u0000\u0000\u0000Originality/value\u0000This experiential exercise was implemented from 2019 to 2023 in different learning modalities (face-to-face, hybrid, 100% synchronous online learning) and during challenging times (prepandemic, pandemic and postpandemic learning environments). These varying experiences provided them with a challenge to persevere and learn about their own interpersonal skills and resilience in a creative engaging way with limited resources. Students developed 26 original games during 100% synchronous remote learning due to COVID. To the best of the authors’ knowledge, no other business school is working with gaming industry experts and game designers to teach team leadership t","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"25 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139777482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students as game designers and developers: developing cooperative strategy board games to teach team leadership skills","authors":"Mariana Lebron, R. G. Swab, Ryan Bruns","doi":"10.1108/omj-03-2023-1783","DOIUrl":"https://doi.org/10.1108/omj-03-2023-1783","url":null,"abstract":"\u0000Purpose\u0000The purpose of this manuscript is to highlight how gamification is transforming recruitment, retention and training to resolve employee engagement challenges in the ever-changing workplace. In collaborating with game industry experts and designers, the authors taught students team leadership skills by demonstrating how to design and play their own original cooperative strategy games. In doing so, students learn what gamification is and how it can be used to train our multigenerational workforce; how designing board games teaches team leadership skills (e.g. communication, conflict management, power, decision-making); and how to develop cooperative strategy game elements (player characters, roles and actions) that motivate engaging gameplay with successful learning outcomes.\u0000\u0000\u0000Design/methodology/approach\u0000In this paper, the authors discuss the practical implications of a three-phase semester-long experiential learning experience, where game design demonstrates to students how employees can work collaboratively together in teams. Students’ developed storylines (i.e. strategic objectives) including motivation challenges, social media communication breakdowns, sabotage, global sustainability and other real-world challenges. In Phase 1, students learn about how companies are using gamification in training high-performing teams. In Phase 2, students play a cooperative strategy game Forbidden Island with their student teams. In Phase 3, students design (and play) their original cooperative strategy game, instructions booklet and build a facilitation guide.\u0000\u0000\u0000Findings\u0000Approximately, 400 students developed 48 original cooperative strategy games that can be used to teach team leadership skills. These student teams designed cooperative strategy board games – in which the entire team either wins or loses based on their control of valued resources and player actions as key decision-making points. The data and feedback indicate that the learning experience helped them practically consider team interdependence in making effective decisions, and in creating creative self-efficacy, resilience and self-confidence in their own leadership voice. In this manuscript, the authors focus on providing an overview and implementation plan for our semester-long experiential learning exercise.\u0000\u0000\u0000Originality/value\u0000This experiential exercise was implemented from 2019 to 2023 in different learning modalities (face-to-face, hybrid, 100% synchronous online learning) and during challenging times (prepandemic, pandemic and postpandemic learning environments). These varying experiences provided them with a challenge to persevere and learn about their own interpersonal skills and resilience in a creative engaging way with limited resources. Students developed 26 original games during 100% synchronous remote learning due to COVID. To the best of the authors’ knowledge, no other business school is working with gaming industry experts and game designers to teach team leadership t","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"509 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139836970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building assertiveness and listening skills using dysfunctional peer project scenarios","authors":"Laurie L. Levesque","doi":"10.1108/omj-02-2023-1726","DOIUrl":"https://doi.org/10.1108/omj-02-2023-1726","url":null,"abstract":"\u0000Purpose\u0000This paper aims to provide an experiential learning exercise that develops student skills in assertive communication and listening in the context of dysfunctional group projects. It offers iterative planning, roleplays and reflection. Variations incorporate additional practice, interim debriefing or multiple partners.\u0000\u0000\u0000Design/methodology/approach\u0000A scaffolded approach introduces assertiveness and listening. Students prepare and discuss feedback scripts for two scenarios about problematic team members, articulate perceptions of blame (to call attention to bias) and identify listening tactics. They receive additional scenarios with complementary roles to analyze individually and then practice with new partners. In one, they are assertive, and in the other, they are the dysfunctional group member.\u0000\u0000\u0000Findings\u0000The challenges represented by the scenarios resonate with students. Many are shocked by the difficulty of speaking assertively with “problem” group members and find the iterative practice helpful.\u0000\u0000\u0000Practical implications\u0000Students avoid directly addressing problems caused by peers or request instructor intervention. This iterative activity helps them close the knowing-doing gap by practicing assertive communication, feedback and listening within the context of realistic group project situations.\u0000\u0000\u0000Social implications\u0000This activity develops learner confidence and capacity to handle similar situations. It incorporates valuable soft skills that are transferable to the workplace.\u0000\u0000\u0000Originality/value\u0000This activity draws on common problems caused by group members in college project teams. Learners develop scripts and listening approaches and practice assertive communication to achieve better group outcomes.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"35 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building assertiveness and listening skills using dysfunctional peer project scenarios","authors":"Laurie L. Levesque","doi":"10.1108/omj-02-2023-1726","DOIUrl":"https://doi.org/10.1108/omj-02-2023-1726","url":null,"abstract":"\u0000Purpose\u0000This paper aims to provide an experiential learning exercise that develops student skills in assertive communication and listening in the context of dysfunctional group projects. It offers iterative planning, roleplays and reflection. Variations incorporate additional practice, interim debriefing or multiple partners.\u0000\u0000\u0000Design/methodology/approach\u0000A scaffolded approach introduces assertiveness and listening. Students prepare and discuss feedback scripts for two scenarios about problematic team members, articulate perceptions of blame (to call attention to bias) and identify listening tactics. They receive additional scenarios with complementary roles to analyze individually and then practice with new partners. In one, they are assertive, and in the other, they are the dysfunctional group member.\u0000\u0000\u0000Findings\u0000The challenges represented by the scenarios resonate with students. Many are shocked by the difficulty of speaking assertively with “problem” group members and find the iterative practice helpful.\u0000\u0000\u0000Practical implications\u0000Students avoid directly addressing problems caused by peers or request instructor intervention. This iterative activity helps them close the knowing-doing gap by practicing assertive communication, feedback and listening within the context of realistic group project situations.\u0000\u0000\u0000Social implications\u0000This activity develops learner confidence and capacity to handle similar situations. It incorporates valuable soft skills that are transferable to the workplace.\u0000\u0000\u0000Originality/value\u0000This activity draws on common problems caused by group members in college project teams. Learners develop scripts and listening approaches and practice assertive communication to achieve better group outcomes.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"137 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How grumpy cat helped students learn management concepts","authors":"Mark Julien, Micheal T. Stratton, Gordon B. Schmidt, Russell Clayton","doi":"10.1108/omj-03-2023-1756","DOIUrl":"https://doi.org/10.1108/omj-03-2023-1756","url":null,"abstract":"\u0000Purpose\u0000Management educators often seek out innovative ways to introduce theories and concepts in such a way that students are more engaged and connected with the course material. A meme is an image juxtaposed with short text that elicits emotional responses from its readers and is now a staple in social media. Examples include: grumpy cat, success kid and distracted boyfriend. The authors have successfully used memes both online and in-person as a teaching tool. This paper aims to describe how the authors have used memes and some of the best practices and lessons learned from this experience.\u0000\u0000\u0000Design/methodology/approach\u0000Students in a training and development undergraduate course and an organizational behavior MBA course were tasked with creating and presenting memes that reflected the subject matter in their respective courses.\u0000\u0000\u0000Findings\u0000Their fellow students were successful in identifying the course theory or concept when these student presenters presented their memes in class. This suggests that this type of activity is helpful for students to apply a key course concept or theory in a way that was fun and interactive. Follow-up feedback from the students indicated that they enjoyed this type of activity and felt that it aided in their retention of course material.\u0000\u0000\u0000Originality/value\u0000While memes are quite popular in social media, there is a paucity of academic articles on the application of memes for teaching management concepts. This article guides instructors on how the authors have used memes in the classroom and offers some suggestions for doing a debrief afterward.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139793462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How grumpy cat helped students learn management concepts","authors":"Mark Julien, Micheal T. Stratton, Gordon B. Schmidt, Russell Clayton","doi":"10.1108/omj-03-2023-1756","DOIUrl":"https://doi.org/10.1108/omj-03-2023-1756","url":null,"abstract":"\u0000Purpose\u0000Management educators often seek out innovative ways to introduce theories and concepts in such a way that students are more engaged and connected with the course material. A meme is an image juxtaposed with short text that elicits emotional responses from its readers and is now a staple in social media. Examples include: grumpy cat, success kid and distracted boyfriend. The authors have successfully used memes both online and in-person as a teaching tool. This paper aims to describe how the authors have used memes and some of the best practices and lessons learned from this experience.\u0000\u0000\u0000Design/methodology/approach\u0000Students in a training and development undergraduate course and an organizational behavior MBA course were tasked with creating and presenting memes that reflected the subject matter in their respective courses.\u0000\u0000\u0000Findings\u0000Their fellow students were successful in identifying the course theory or concept when these student presenters presented their memes in class. This suggests that this type of activity is helpful for students to apply a key course concept or theory in a way that was fun and interactive. Follow-up feedback from the students indicated that they enjoyed this type of activity and felt that it aided in their retention of course material.\u0000\u0000\u0000Originality/value\u0000While memes are quite popular in social media, there is a paucity of academic articles on the application of memes for teaching management concepts. This article guides instructors on how the authors have used memes in the classroom and offers some suggestions for doing a debrief afterward.\u0000","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"39 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}