Purpose
The purpose of this paper is to test the effects of subordinates’ individual differences or traits and their performance behavior on the formation of leaders’ LMX, based on leader-member exchange (LMX) theory, thus proposing that both who subordinates are and what they do may affect supervisors’ LMX perceptions.
Design/methodology/approach
Two studies were conducted. The first was a non-experimental field study and the second was a laboratory experiment.
Findings
Study 1, a non-experimental field study, HLM, showed that subordinates’ self-reported characteristics predict their leaders’ LMX ratings; Study 2, a laboratory experiment, showed that subordinate performance causes leaders’ LMX perceptions while holding subordinate’s individual differences constant.
Originality/value
The current research was the first to demonstrate experimentally that LMX develops over multiple interactions. Additionally, it demonstrates that task-oriented behavior (i.e. job performance) and personality characteristics (i.e. internal locus of control and self-efficacy) are predictors of LMX.
In the current study, we extend the trait-activation theory (TAT) in order to provide context for the role of stressors in the relationship between personality and counterproductive work behavior (CWB). Specifically, we propose relationships between conflict-sensitive personality traits (social dominance orientation and hostile attributional style) and CWB, moderated by organizational stressors (interpersonal conflict and organizational constraints) as trait-relevant situational cues that signal competition. A sample of 208 matched employee-supervisor dyads was recruited from an online panel for a multiphasic study. As expected, the relationships between personality traits and supervisor-reported CWB were stronger when stressors were high compared to low, even when controlling for negative affectivity. Thus, as guided by TAT, we suggest that workplaces should minimize cues that activate CWB or attempt to use cues that constrain these behaviors, particularly when considering employees with higher levels of social dominance orientation or hostile attributional style.
This chapter provides a preliminary framework for learner centered user interface design across a variety of training categories. To arrive at this framework, the authors explore (1) user interface design principles and the extent to which they apply to learning environments, (2) the learner centric psychological principles that should be included in the design of learner interfaces, and (3) methods by which training tasks are categorized. The overarching premise of the framework is that designs that are compatible with the psychology of learning promote learning, and ultimately performance, better than those that do not. This seemingly simple concept is sometimes in conflict with user interface design principles for other purposes, such as general purpose websites or marketing campaigns. The framework results in a notional configuration of 27 learner centered training interfaces, which are analyzed for their relevance to user interface design. The chapter concludes with a call for further research to determine best practices in learner interface design.
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