Constructive and Destructive Deviance tn Organizations

Warren, Danielle E.

doi:10.5465/amr.2003.10899440

Cited by 145 publications

(92 citation statements)

References 31 publications

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“…Normative conflict, then, can take a range of forms. Norms can change on the basis of adopting different roles (Biddle, 1986); norms of competing groups and changes in group composition over time (e.g., Sherif & Sherif, 1967); and conflict between perceptions of general group members and deviants who effectively redefine the group (e.g., Chan, Louis, & Hornsey, 2009;Warren, 2003). Individuals in the group, and subgroups from within the larger group, often have differing notions regarding the group's identity, which manifest in their behavior (Hornsey, 2006;Postmes, Baray, Haslam, Morton, & Swaab, 2006).…”

Section: Normative Conflictmentioning

confidence: 99%

Social identification and normative conflict: When student and educator learning norms collide

Smyth

Chandra

Mavor

2018

J Applied Social Pyschol

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The current paper explores perceived norm conflict, social identification, and learning approaches in the applied context of higher education. Research has established the influence of identification with fellow students, and their perceived norms, on student approaches to learning. However, in the current paper, we argue that this model is not entirely ecologically valid and that students are not the only source of normative influence in the study context. In this first step to unpack these complex normative influences, we examine the next most‐proximal source of normative information—the educator. In essence, we explore the ways that the normative communications of a within‐field educator can also influence student learning approaches and the ways these two sets of normative effects may interact. Testing a sample of undergraduate students at Australian universities, we explore how students resolve conflicting intragroup norm sources. Findings suggest that, in line with previous literature, stronger identification with the field of study is associated with deep learning approaches, and this effect is moderated by perceived student norms such that the valence of the study norms can undermine or accentuate this effect. Novel results unpacking the effects of normative conflict suggest that this moderation effect is only present when educator norms are ambiguous and that, in instances of clearly conflicting normative messages, the identification main effect prevails. The implications and applications are discussed.

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Section: Normative Conflictmentioning

confidence: 99%

Social identification and normative conflict: When student and educator learning norms collide

Smyth

Chandra

Mavor

2018

J Applied Social Pyschol

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“…In Spreitzer and Sonenshein"s (2003) study this concept is defined as "intentional behaviors that depart from the norms of a referent group in honorable ways". Additionally, Warren (2003) defined it as "behavior that deviates from the reference group norms but conforms to hypernorms". To reach a more comprehensive definition, Vadera and colleagues (2013) combined these definitions as "behaviors that deviate from the norms of the reference group such that they benefit the reference group and conform to hypernorms".…”

Section: Constructive Deviant Workplace Behaviors and Psychological Omentioning

confidence: 99%

Determinants of Constructive Deviance: The Mediator Role of Psychological Ownership

Yıldız¹,

Alpkan²,

Ateş³

et al. 2015

IBR

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Today"s organizations are more flexible, creative, innovative and decentralized than past organizations. Constructive deviant workplace behaviors have a vital importance for organizations in terms of their positive effects. Although numerous researchers in the literature have tried to determine and clarify antecedents and consequences of constructive deviant behaviors, studies on both psychological ownership and constructive deviance are limited. In this respect, after a literature review on the concept of constructive workplace deviance, this paper provides a theoretical framework on some rarely studied predictors (i.e. psychological ownership, participative decision making, person-organization fit, idealism, justice perception), where psychological ownership is supposed to play a mediator role. Managerial and further research implications are provided.

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“…4 While research has focused less on the application of ISCT and more on the philosophical underpinnings of ISCT (Heugens et al 2006, p. 729), ISCT has been utilized to explore particular ethical issues previously (Dunfee 2006, p. 313) including financial reporting and governance (Campbell et al 2003), marketing , lying (Ross and Robertson 2000), deviance in organizations (Warren 2003), marketing credit to college students (Lucas 2001), and Internet adoption in the Arab world (Loch et al 2003).…”

Section: Social Contract Theory In Business Ethicsmentioning

confidence: 99%

Understanding Privacy Online: Development of a Social Contract Approach to Privacy

2015

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Recent scholarship in philosophy, law, and information systems suggests that respecting privacy entails understanding the implicit privacy norms about what, why, and to whom information is shared within specific relationships. These social contracts are important to understand if firms are to adequately manage the privacy expectations of stakeholders. This paper explores a social contract approach to developing, acknowledging, and protecting privacy norms within specific contexts. While privacy as a social contract-a mutually beneficial agreement within a community about sharing and using information-has been introduced theoretically and empirically, the full impact on firms of an alternative framework to respecting the privacy expectations of stakeholders has not been examined. The goal of this paper is to examine how privacy norms develop through social contract's narrative, to redescribe privacy violations given the social contract approach, and to critically examine the role of business as a contractor in developing privacy norms. A social contract narrative dealing specifically with issues of privacy is an important next step in exploring a social contract approach to privacy. Here, the narrative is used to explain to analyze the dynamic process of privacy norm generation within particular communities. Based on this narrative, individuals within a given community discriminately share information with a particular set of obligations in mind as to who has access to the information and how it will be used. Rather than giving away privacy, individuals discriminately share information within a particular community and with norms governing the use of their information. Similar to contractual business ethics' impact on global commerce in explaining how and why norms vary across global contexts, the social contract approach to privacy explains how and why norms vary across communities of actors. Focusing on agreements around privacy expectations shifts the responsibility of firms from adequate notification to the responsibility of firms as contractors to maintain a mutually beneficial and sustainable solution.

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Constructive and Destructive Deviance tn Organizations

Cited by 145 publications

References 31 publications

Social identification and normative conflict: When student and educator learning norms collide

Social identification and normative conflict: When student and educator learning norms collide

Determinants of Constructive Deviance: The Mediator Role of Psychological Ownership

Understanding Privacy Online: Development of a Social Contract Approach to Privacy

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