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Using multi level and multi method data, we investigated the relationship between pay satisfaction and outcomes at the organizational level of analysis. Individual‐level survey data on pay satisfaction (including satisfaction with pay level, satisfaction with pay structure, satisfaction with pay raises, and benefits) were collected from 6,394 public school teachers. Organizational‐level outcome data, both survey and archival, were collected from the 117 public school districts employing these teachers. With respect to its influence on organizational outcomes, pay satisfaction was positively related to school district‐level academic performance and negatively related to average teacher intention to quit. We also explored the relationship between district‐level union satisfaction and pay satisfaction, which was found to be positive. We discuss implications of our findings for for‐profit companies that are knowledge based and human capital intensive (e.g., the service sector) and address possible future directions for research on pay satisfaction.

Despite the ubiquity of executive coaching interventions in business organizations, there is little uniformity in the practices (e.g., assessment tools, scientific or philosophical approaches, activities, goals, and outcome evaluation methods) of executive coaches. Addressing the ongoing debate about the role of psychology in executive coaching, we compare the practices of psychologist and nonpsychologist coaches, as well as the practices of coaches from various psychological disciplines (e.g., counseling, clinical, and industrial/organizational). Results of surveys completed by 428 coaches (256 nonpsychologists, 172 psychologists) revealed as many differences between psychologists of differing disciplines as were found between psychologist and nonpsychologist coaches. Moreover, differences between psychologists and nonpsychologists were generally small (average d= .26). Our survey also revealed some differences in the key competencies identified by psychologist and nonpsychologist coaches.

This study investigated the effectiveness of training in 2 components of charisma (charismatic communication style and visionary content). Forty-one business students received charismatic influence training, presentation skills training, or no training. All participants prepared and gave a speech. Groups of 2-3 students ( N = 102) watched 1 of the videotaped speeches and then performed a task based on the speech instructions. Charismatic influence trainees performed better on a declarative knowledge test and exhibited more charismatic behaviors than those in the other conditions. In addition, participants who viewed a charismatic influence trainee performed best.This article is based on my doctoral dissertation completed at Rice University. I thank Bob Dipboye, my advisor, mentor, and friend, for his support of this project and during my time at Rice University. Thanks to Steve Currall, David Schneider, and Mickey Quiiiones, who served as my committee members, and to

This laboratory experiment investigated the effects of trainer expressiveness, lecture organization, and trainee goal orientation on training outcomes. Participants (N = 135) listened to lectures that differed in organization and trainer expressiveness. Participants completed recall and problem-solving tests immediately and 2 days later. The results indicated that participants had the highest recall after an expressive and organized lecture. The findings for problem-solving performance were more complex. Participants with a high mastery orientation had their poorest problem-solving performance after listening to an organized and inexpressive lecture, whereas participants with a low mastery orientation did not respond to the effects of organization or expressiveness.