Getting along to get ahead: The role of social context in tournament promotion and reward systems.

Tournament theory posits that some organizations are modeled after sports tournaments whereby individuals are incentivized to compete and win against other members of the organization. A persistent criticism of tournament theory is that rank-order success of employees is entirely dependent on non-interacting or at least non-cooperating entities. To address what part, if any, cooperation plays in competitive tournaments, this study examines the role of social networks in tournament-style promotion and reward systems. Specifically, we seek to identify the importance of social relationships, such as group dissimilarity, initial tie formation, and tie strength in predicting tournament success. Bringing two largely independent research streams together (one focused on cooperation and one framed around competition), we examine how individuals' performance interacts with their social relationships-their social networks-to influence their chances of winning a tournament. Using the Survivor television series, we analyze the behaviors of 535 interacting contestants across 30 tournaments. In general, the findings help to illustrate how performance and social networks predict tournament advancement. Interestingly, we find that group dissimilarity based on gender, race, and age, largely does not play a role in advancement in the tournaments. Further, the strength of ties fails to mediate between variables such as group dissimilarity and initial tie formation. We conclude by discussing future directions for theoretical and practical exploration of tournament-style promotion systems. Recommendations include continuing to explore and test the role of social dynamics in compensation and promotion systems.

Referents or role models? The self-efficacy and job performance effects of perceiving higher performing peers.

What are the effects of perceiving peers' higher performance? Social-cognitive theory emphasizes the positive influence that perceiving higher performers can have on observer task and job performance (because observational learning from role models enhances self-efficacy). Social comparison theory emphasizes the negative self-evaluations that accompany perceiving higher performers, which should under many circumstances reduce self-efficacy and subsequent task and job performance. To more fully understand the effects of perceiving higher performance, we argue the effects of perceived higher performers on observer task and job performance depend on individuals' disposition in how they cognitively process coworkers' performance. Drawing on goal orientation theory, we suggest individuals with higher levels of performance prove goal orientation (PPGO) primarily interpret perceived higher performers as comparative referents rather than as instructive role models, inhibiting social learning and reducing self-efficacy. Results from a 2 studies (a field study of 110 corporate employees as well as an experimental study with 107 undergraduate students) support these ideas: Individuals with higher levels of PPGO have decreased self-efficacy and performance when observing higher performing coworkers, and individuals with lower levels of PPGO have increased self-efficacy and performance when observing higher performing coworkers. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

To link or not to link? Multiple team membership and unit performance.

Multiple team membership is common in today's team-based organizations, but little is known about its relationship with collective effectiveness across teams. We adopted a microfoundations framework utilizing existing individual- and team-level research to develop a higher-level perspective on multiple team membership's relationship with performance of entire units of teams. We tested our predictions with data collected from 849 primary care units of the Veterans Health Administration serving over 4.2 million patients. In this context, we found multiple team membership is negatively associated with unit performance, and this negative relationship is exacerbated by task complexity. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Hierarchical representations of the five-factor model of personality in predicting job performance: integrating three organizing frameworks with two theoretical perspectives.

Integrating 2 theoretical perspectives on predictor-criterion relationships, the present study developed and tested a hierarchical framework in which each five-factor model (FFM) personality trait comprises 2 DeYoung, Quilty, and Peterson (2007) facets, which in turn comprise 6 Costa and McCrae (1992) NEO facets. Both theoretical perspectives-the bandwidth-fidelity dilemma and construct correspondence-suggest that lower order traits would better predict facets of job performance (task performance and contextual performance). They differ, however, as to the relative merits of broad and narrow traits in predicting a broad criterion (overall job performance). We first meta-analyzed the relationship of the 30 NEO facets to overall job performance and its facets. Overall, 1,176 correlations from 410 independent samples (combined N = 406,029) were coded and meta-analyzed. We then formed the 10 DeYoung et al. facets from the NEO facets, and 5 broad traits from those facets. Overall, results provided support for the 6-2-1 framework in general and the importance of the NEO facets in particular.

Linking job demands and resources to employee engagement and burnout: a theoretical extension and meta-analytic test.

We refine and extend the job demands-resources model with theory regarding appraisal of stressors to account for inconsistencies in relationships between demands and engagement, and we test the revised theory using meta-analytic structural modeling. Results indicate support for the refined and updated theory. First, demands and burnout were positively associated, whereas resources and burnout were negatively associated. Second, whereas relationships among resources and engagement were consistently positive, relationships among demands and engagement were highly dependent on the nature of the demand. Demands that employees tend to appraise as hindrances were negatively associated with engagement, and demands that employees tend to appraise as challenges were positively associated with engagement. Implications for future research are discussed.