Stanley M. Gully

Validation of a New General Self-Efficacy Scale

Researchers have suggested that general self-efficacy (GSE) can substantially contribute to organizational theory, research, and practice. Unfortunately, the limited construct validity work conducted on commonly used GSE measures has highlighted such potential problems as low content validity and multidimensionality. The authors developed a new GSE (NGSE) scale and compared its psychometric properties and validity to that of the Sherer et al. General Self-Efficacy Scale (SGSE). Studies in two countries found that the NGSE scale has higher construct validity than the SGSE scale. Although shorter than the SGSE scale, the NGSE scale demonstrated high reliability, predicted specific self-efficacy (SSE) for a variety of tasks in various contexts, and moderated the influence of previous performance on subsequent SSE formation. Implications, limitations, and directions for future organizational research are discussed.

Role of Goal Orientation, Ability, Need for Achievement, and Locus of Control in the Self-Efficacy and Goal-Setting Process

This study integrates ability, goal setting, self-efficacy, and multiple personality traits into a common framework that explains and predicts individual performance. A mediational model was tested using LISREL 8. Ability, learning goal orientation, and locus of control were positively related to self-efficacy, whereas performance goal orientation was negatively related to self-efficacy on an academic task. Self-efficacy and need for achievement were positively related to goal level, which was positively related to performance in combination with ability and self-efficacy. In addition to showing that personality traits can influence the motivational process at various stages, the results highlight the unique contributions of self-efficacy and goal level to the motivational process after the effects of ability and other individual differences have been identified.

Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance.

Several authors (e.g., J.T. Austin & H.J. Klein, 1996; R. Kanfer, 1990b, 1992) have urged researchers to examine comprehensive models of distal individual differences as predictors of proximal motivational processes and performance. Two field studies in an academic setting tested a model of relationships among trait-like individual differences (cognitive ability, general self-efficacy, and goal orientation), state-like individual differences (state anxiety, task-specific self-efficacy, and goals), and learning performance. Most hypothesized relationships among these constructs received support when tested on 2 samples, when examining different performance episodes, and when using different goal orientation and state-anxiety measures. In general, state-like individual differences were found to mediate the relationships between trait-like individual differences and learning performance. Implications of these results are discussed and suggestions for future research are provided.

The Interactive Effect of Leader-Member Exchange and Communication Frequency on Performance Ratings

The authors tested the hypothesis that communication frequency moderates the relationship between leader-member exchange (LMX) and job-performance ratings. In a study of 188 private sector workers, they found that LMX was more strongly related to job-performance ratings among individuals reporting frequent communication with the supervisor than among those reporting infrequent communication. At high levels of LMX, workers reporting frequent communication with the supervisor received more favorable job-performance ratings than did workers reporting infrequent communication. In contrast, at low levels of LMX, workers reporting frequent communication with the supervisor received less favorable job-performance ratings than workers reporting infrequent communication. The authors conducted a 2nd study of 153 public sector workers to provide a constructive replication and found similar results.

The impact of error training and individual differences on training outcomes: An attribute-treatment interaction perspective

The authors examined the effectiveness of error training for trainees with different levels of cognitive ability, openness to experience, or conscientiousness. Participants (N = 181) were randomly assigned to control, error-encouragement, or error-avoidance conditions and trained to perform a decision-making simulation. Declarative knowledge, task performance, and self-efficacy were measured posttraining. Findings suggest the effectiveness of error training is dependent on the cognitive ability or dispositional traits of trainees. High cognitive ability or more open individuals benefit more from error-encouragement training than low cognitive ability or less open individuals. Conscientiousness has a negative effect on self-efficacy when trainees are encouraged to make errors.

Fairness reactions to personnel selection techniques in Singapore and the United States

This study investigates reactions to personnel selection techniques from the perspectives of working adults in the United States and Singapore, and provides a comparison of the two samples. Differences in the cultural values of the two countries are used to generate hypotheses. Working adults in Singapore (N = 158) and the United States (N = 108) rated the process favourability of eleven selection procedures and then indicated the bases for their reactions on seven procedural dimensions. Implications for selection in Singapore, the United States and in international contexts are discussed.

A Multilevel Application of Learning and Performance Orientations to Individual, Group, and Organizational Outcomes

The purpose of this chapter is to extend research and theory on learning and performance orientations to multiple levels of analysis. We begin by introducing a model describing the impact of individual learning and performance orientations on attentional focus, response to failure, experimentation, and motivation, and identify potential sources of these orientations. We then describe how learning and performance orientations are linked to incremental and profound change, and theoretically based propositions are presented to guide future research efforts. Leadership, organizational learning, and strategic human resource management are discussed in relation to the model, and implications of the framework for future research and practice are revealed.

Work Teams Research

Research relevant to work teams conducted since 1985 is reviewed with specific reference to whether or not it has addressed five key boundary conditions. These boundary conditions include sampling strategies, team contextual effects, organizational contextual effects, task and technology, and temporal influences. It is determined that strong progress in several areas of theory and research on work teams is being made but some areas still require increased attention. Directions for future theory and research are suggested.

Collectivism and goal orientation as mediators of the effect of national identity on merit pay decisions.

Individual learning and performance goal orientations and collectivism are investigated as mediators of the relationship between national identity and merit pay allocation decisions. In a scenario-based study, a total of 563 English-speaking participants (168 United States, 212 Singaporeans and 192 Indonesians) completed questionnaires and allocated merit pay bonuses ranging from 0 to 20 per cent of base pay to four hypothetical high- and low-performing employees. General linear modelling was used to test the proposed mediational model. Results demonstrate that the effects of national identity on merit pay allocations are at least partially mediated by individual collectivism and goal orientations. Findings highlight the need for multinational organizations to be sensitive to differences in the orientations and values of employees across countries and to be cognizant of their role in merit pay decision making.

Multilevel and strategic recruiting: : Where have we been, where can we go from here?

Recruiting influences employees’ motivation, performance, and retention. Because an organization’s talent influences its capabilities, strategic execution, and competitive advantage, recruiting is a foundation of organizational performance. Strategic recruitment refers to recruitment practices that are connected across levels of analysis and aligned with the goals, strategies, context, and characteristics of the organization. It differs from traditional recruitment perspectives by explicitly connecting firm strategy and context to recruitment practices and activities within that firm. Strategic recruitment lies at the nexus of four important topics: resource-based theory, strategic human resource management, human capital, and levels of analysis. In this review, we first define strategic recruitment and explain its importance. Next, we briefly review why strategic recruitment is a critical yet underexplored area of research despite decades of research on strategic human resource management in general and recruitment in particular. Finally, we introduce a model that advances our understanding of strategic recruitment. We introduce two new concepts, horizontal strategic recruitment and vertical strategic recruitment, which connect to the ideas of horizontal and vertical alignment in the strategic human resource management literature but focus explicitly on the notion of strategic recruitment. This model highlights a variety of opportunities for future recruitment research relevant to resource-based theory, strategic human resource management, human capital, and levels of analysis.