The validity of self-monitoring personality in organizational settings was examined. Meta-analyses were conducted (136 samples; total N = 23,191) investigating the relationship between self-monitoring personality and work-related variables, as well as the reliability of various self-monitoring measures. Results suggest that self-monitoring has relevance for understanding many organizational concerns, including job performance and leadership emergence. Sample-weighted mean differences favoring male respondents were also noted, suggesting that the sex-related effects for self-monitoring may partially explain noted disparities between men and women at higher organizational levels (i.e., the glass ceiling). Theory building and additional research are needed to better understand the construct-related inferences about self-monitoring personality, especially in terms of the performance, leadership, and attitudes of those at top organizational levels.

It has been 13 years since the last comprehensive review of the performance management (PM) literature, and a lot has changed in both research and practice in that time. The current review updates (identifying new research directions post 2004) and extends this previous work by creating a systems-based taxonomy and conceptual model of PM. We then use this model to interpret and integrate the extensive work in this area and to identify fruitful and systems-based directions for future PM work. As input to our conclusions, we reviewed the last 36-plus years of PM research (1980-2017) and conducted a comprehensive coding of all empirical PM articles. We offer several specific directions for future PM research, with the ultimate goal of improving PM in practice.

The present article argues that organizational researchers tend to adopt an overly simplistic conceptualization and operationalization of job satisfaction (and job attitudes in general). Specifically, past research has failed to examine the affective-cognitive consistency (ACC) of job attitudes and the implications this has for the strength of the attitude and its relationship with behavior (e.g., job performance). Results from Study 1 suggest ACC is a significant moderator of the job satisfaction-job performance relationship, with those employees higher in ACC showing a significantly larger correlation between job satisfaction and performance than those lower in ACC. Study 2 replicated these findings. Implications for the study of job attitudes, limitations of the current studies, and multiple avenues for future research are discussed.

We examined the proposition that leaders' social network ties in the larger organization influence the quality of their leader-member exchange (LMX) with their employees, which, in turn, impacts these employees' job satisfaction and turnover intentions. Using multilevel, multisource data from a field study of 184 bank employees nested within 42 branch managers, we found that leaders who had higher quality relationships with their bosses and who were more central in their peer networks were perceived by their subordinates as having greater status in the organization and, therefore, were able to form higher quality relationships with them. Further, the effects of the leaders' perceived status on LMX were stronger when subordinates were less central in their own peer network. Finally, LMX mediated the impact of leaders' perceived status in the organization on subordinates' job satisfaction and turnover intentions. Implications for theory and practice are discussed.

The authors undertook a comprehensive examination of the construct validity of an assessment center in this study by (a) gathering many different types of evidence to evaluate the strength of the inference between predictor measures and constructs (e.g., reliability, accuracy, convergent and discriminant relationships), (b) introducing a theoretically relevant intervention (frame-of-reference [FOR] training) aimed at improving construct validity, and (c) examining the effect of this intervention on criterion-related validity (something heretofore unexamined in the assessment center literature). Results from 58 assessees and 122 assessors suggested that FOR training was effective at improving the reliability, accuracy, convergent and discriminant validity, and criterion-related validity of assessment center ratings. Findings are discussed in terms of implications and future directions for both FOR training and assessment center practice.