SummaryPro-social rule breaking (PSRB) is a form of constructive deviance characterized by volitional rule breaking in the interest of the organization or its stakeholders. Over the course of three studies, we developed a generalizable measure of PSRB and placed it in a nomological network with personality, workplace perceptions, counterproductive behaviors, and task and contextual performance ratings made by supervisors and coworkers. Results indicate that PSRB is negatively related to task performance ratings across both sources despite its pro-social motivation intended to help the organization. Potential directions for future research concerning reactions to constructive deviance are discussed.

As Millennials move into the workforce, stories decrying the perceived neediness, disloyalty, sense of entitlement, and overall casualness in Millennials' approach to work continue to surface in both the popular and academic press. Organizations have begun to pay attention as well, recognizing that managers are having trouble managing their "young people." In this article, the authors consider common stereotypes of employees from the Millennial generation in the context of the educational, political, economic, and social contexts present during their formative years, suggesting that management style may be the key to successfully leveraging Millennial employees' talents.

Recent literature concerning executive coaching consistently points out the need for a better conceptual understanding of the process of coaching. The current paper addresses this need with an emphasis on the role of feedback in executive coaching. Several existing models of the coaching process mention feedback as an important element, but none expand on the role and function of feedback in executive coaching relationships. This paper builds on several existing models of executive coaching and integrates London and Smither's (2002) model of the feedback process to create a model of feedback in executive coaching.

Employee coaching, which we consider to be a critical part of the performance management process, is coaching done by a manager or supervisor with his or her direct reports. The current article builds on recent research on the importance of the employee coaching relationship by investigating individual difference and contextual variables that contribute to the quality of employee coaching relationships. The study uses a multilevel modeling approach to test the effects of such variables as supervisor leadership style, emotional intelligence, empathy, implicit person theory, trust, and feedback environment on employees' perceptions of the coaching relationships they share with their supervisors. Overall, supervisors' individual consideration, empathy, trust, and the feedback environment all accounted for significant variance in employees' evaluations of coaching relationships.

The popularity of coaching continues to grow at a rate faster than research can validate coaching practices. Although strong research and theory on coaching have been emerging over the past few years, we believe that this body of literature would benefit from more integration of theory and application of organizing frameworks. The current paper seeks to contribute to the coaching literature by applying a Control Theory (CT) framework to elements of executive coaching. The two core elements of CT-goals and feedback-are also critical components of executive coaching. By applying a CT framework, we hope to provide both structure and new ideas regarding the roles of goals and feedback in executive coaching. We also suggest that one role of executive coaches is to help coaches become more effective self-regulators and effectively engage in goal setting and feedback seeking, among other things, in order to facilitate development.