Bennett J. Tepper

Upward Maintenance Tactics in Supervisory Mentoring and Nonmentoring Relationships

This study explored the communication strategies junior colleagues use In preserve stable mentoring and nonmentorig relationships with their supervisors. Data collected from 259 managerial and tech...

Structural Validity of the Multifactor Leadership Questionnaire

Two studies investigate the latent structure of items taken from the Multifactor Leadership Questionnaire (MLQ). In the first study, item-level confirmatory factor analyses establish the superiority of models in which transformational and transactional leadership items load on separate factors. However, the results do not provide unequivocal support for the operational distinctiveness of items measuring charismatic leadership and inspirational leadership. In the second study, scale-level analyses confirm speculation that the Charismatic and Inspirational Leadership scales converge to capture a global conceptualization of charismatic leadership. Directions for future research are discussed.

Development and Preliminary Validation of a New Scale (LMX-6) to Measure Leader-Member Exchange in Organizations

Based on conceptualizing leader-member exchange quality as comprised of the three subdimensions of perceived contribution to the exchange, loyalty, and positive affect, a short (6-item) new LMX scale was developed (LMX-6). Using data from two samples (N = 281 and 115), the three-dimensional structure of the new scale was confirmed by multiple maximum likelihood confirmatory factors analyses in each sample separately. The two-and one-week test-retest stability of the new scale was established in a third (N = 86) and fourth (N = 44) sample, and acceptable internal-consistency estimates of reliability obtained for all four samples. The LMX-6 scale showed a high (.82) and statistically significant (p < .001) correlation with a commonly-used measure of leader-member exchange in the fourth sample. Finally, in the first two samples, concurrent correlations with autocratic and delegative decision-making, job satisfaction, organizational commitment, and rated job performance supported the validity of the new scale. Directions for future research are briefly discussed.

The Effects of Method Variance Within Measures

Abstract Despite concern about method variance between measures as a bias in survey research, scholars have overlooked or ignored the effects of method variance within measures (i.e., covariation among items from the same scale that may be attributed to the method of measurement employed). Not only do few commonly used survey instruments reflect efforts to control for method variance, but guides to scale construction encourage researchers to implement strategies that enhance the effects of method variance within measures. In this article, we have argued that when method variance inflates relationships between questionnaire items, traditional psychometric indices overestimate the amount of true or construct variance that scales capture. Implications for survey research that uses fixed alternative questionnaire measures are delineated.

Discriminant and convergent validity of the Problem Solving Style Questionnaire

This investigation assesses the validity of the Problem Solving Style Questionnaires (PSSQ) two subscales (abstractness/concreteness and action/reflection). Confirmatory factor analyses with the PSSQ and Honey and Mumfords (1982) Learning Styles Questionnaire provide support for the convergent and discriminant validity of the PSSQ. Although further examination of the psychometric properties of the PSSQ is warranted, the PSSQ represents an encouraging alternative to other measures of learning style.

Development and validation of new scales to measure Kolb's (1985) learning style dimensions

Given the psychometric shortcomings of existing measures of Kolbs (1985) learning style modes, new scales are developed and administered to two samples (N = 509 and 153). Subsequent analyses establish the internal-consistency and test-retest reliability of the scales, and the two-dimensional structure of the instrument is confirmed by multiple confirmatory factor analyses in both samples. Finally, relationships between learning style scores and respondents college major (in sample one) provide preliminary support for the validity of the new scales.

Further Assessment of the Structure of Hinkin and Schrlesheim's Measures of Interpersonal Power

Confirmatory factor analysis results for Hinkin and Schriesheims measures of interpersonal power are reported. Consistent with French and Ravens theoretical work, a five-factor oblique model provided the best fit to the data in two independent samples. No support was obtained for a two-factor model consisting of Position Power (Coercive, Reward, and Legitimate power items) and Personal Power (Referent and Expert power items). For the five-factor oblique model, invariance tests suggested that six of the factor pattern coefficients and four of the disattenuated correlations were noninvariant across the two groups. The discussion suggests directions for future work.