Sleep has tremendous importance to organizations because of its relationship with employee performance, safety, health, and attitudes. Moreover, sleep is a malleable behavior that may be improved by individual and organizational changes. Despite the consequential and modifiable nature of sleep, little consensus exists regarding its conceptualization, and how the choice of conceptualization may impact relationships with organizational antecedents and outcomes. To offer a stronger foundation for future theory and research about employee sleep, this study calculated meta-analytic correlations of sleep quality and sleep quantity from 152 primary studies of sleep among workers in organizations. Analyses revealed that both sleep quality and sleep quantity associated negatively with workload and a number of health, attitudinal, and affective outcomes. Despite their conceptual similarity, notable differences existed in sleep quality and sleep quantity in terms of their relationships to many different correlates. Generally, the relationships between sleep quality and the examined correlates were stronger for variables that reflected perceptions. Moderator analyses showed that relationships between sleep quality and quantity may be affected by measurement method and the number of self-report items used, while there is little evidence of the effect of measurement time frame. Findings from this first meta-analytic investigation of the occupational sleep literature have implications for the development of theory about relationships between sleep and work, the measurement of sleep, the identification of organizational correlates of sleep, and the design of interventions intended to improve employee sleep. (PsycINFO Database Record
Given the growing public concern and attention placed on cases of research misconduct, government agencies and research institutions have increased their efforts to develop and improve ethics education programs for scientists. The present study sought to assess the impact of these increased efforts by sampling empirical studies published since the year 2000. Studies published prior to 2000 examined in other meta-analytic work were also included to provide a baseline for assessing gains in ethics training effectiveness over time. In total,this quantitative review consisted of 66 empirical studies, 106 ethics courses, 150 effect sizes, and 10,069 training participants. Overall, the findings indicated that ethics instruction resulted in sizable benefits to participants and has improved considerably within the last decade. A number of specific findings also emerged regarding moderators of instructional effectiveness. Recommendations are discussed for improving the development, delivery, and evaluation of ethics instruction in the sciences.
Training is a costly investment. As such, it is of great interest to know the extent to which that investment is yielding a positive return. Recent meta-analytic efforts have observed that ethics training programs are, indeed, having a positive effect, leading to the conclusion that the programs are working. However, they have also uncovered considerable variability in the effectiveness of ethics training programs, which leads to the purpose of the present study-to review current practices in ethics training evaluation. Through this review of 243 studies, consisting of 380 ethics trainings, we identified major themes in evaluation practices and training design. The tradeoffs associated with these evaluation procedures and designs are discussed, along with directions for future research.
Although traditional conceptions of creativity argue for the benefits of a free and unconstrained creative process, recent research suggests that constraints may enhance creativity. However, the majority of research in this area has focused solely on idea generation, ignoring other key processes involved in creative problem solving. The present effort aimed to add to our understanding of the relationship between constraints and creativity by examining the role of constraints at the process level. Approximately 300 undergraduate students completed an experimental, restaurant-development task in which the type, number, and timing of constraints were manipulated. Measurements were taken during each process of the creative proposal development (i.e., problem identification, conceptual combination, idea generation, and idea evaluation) in addition to the final proposal. Results suggest that introducing constraints prior to problem identification improves creative performance on final proposals and that constraints foster idea evaluation. Findings regarding the effects of constraints on specific processes, as well as the implications of these results, are discussed.
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