Alle Publikationen
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2014
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(2014): Tracking managerial conflict adaptivity. Introducing a dynamic measure of adaptive conflict management in organizations. In: Journal of Organizational Behavior 35 (7), S. 945-968. DOI: 10.1002/job.1935
Abstract: Since Darwin, adaptation to change has been associated with survival and fit. Yet, despite this, leaders and managers often get stuck in dominating approaches to conflict, and few scholars have examined the role of adaptation in managing conflicts effectively over time and across changing situations. The goal of this paper is threefold. First, we develop a new measure for assessing conflict adaptivity of managers [the Managerial Conflict Adaptivity Assessment (MCAA)], based on a situated model of conflict in social relations. We define conflict adaptivity as the capacity to respond to different conflict situations in accordance with the demands specified by the situation. The measure consists of 15 distinct work-conflict scenarios and provides five behavioral response options, which represent five primary strategies employed in conflict. Individuals who tend to respond to the conflicts in a manner consistent with the situations provided are considered to be more adaptive. Second, we test and find that managerial conflict adaptivity is related to higher levels of satisfaction with conflict processes at work as well as higher levels of well-being at work. Third, we test the MCAA's construct validity and provide evidence that the MCAA is positively related to behavioral flexibility and self-efficacy.
Keywords: adaptation, adaptivity, Anpassung, BEHAVIOR, complexity, CONSEQUENCES, CONSTRUCT-VALIDITY, economics, Leadership, MCAA (Management Conflict Adaptivity Assessment) AP Skala (Adaptive Performance) - Anpassungsfähigkeit als Kriterium sozial angemessenen Handelns, model, NEGOTIATION, POWER, SELF-EFFICACY 2002
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(2002): Teachers' implicit theories, self-efficacy, professional experience, and willingness to consult on academic and behavioral problems. In: Dissertation Abstracts International Section A: Humanities and Social Sciences 62 (7-A)
Abstract: The present study examined the relationship among teacher variables and made predictions regarding teachers' willingness to consult with a school psychologist based on these variables. Specifically, teachers' implicit theories of intelligence, personal teaching efficacy, and professional experience were examined as predictors of teachers' willingness to consult with a psychologist regarding a student's academic problems. Also, teachers' implicit theories of classroom decorum, personal teaching efficacy, and professional experience were examined as predictors of teachers' willingness to consult with a psychologist regarding a student's behavioral problems. Pilot study I developed a new instrument measuring teachers' implicit theories of students' classroom decorum. The Nature of Classroom Decorum Questionnaire possessed moderate reliability and sufficient psychometric properties for use in the larger study. Pilot study II entailed the drafting and selection of scenarios. Teachers identified problems in these scenarios as either academic or behavioral in nature, and possessing enough magnitude to be considered for consultation with a psychologist. This measured teachers' willingness to consult with a psychologist. The method demonstrated low reliability for gauging willingness to consult on an academic problem, and moderate reliability when measuring willingness to consult on a behavioral problem. Multivariate procedures were conducted using two similarly configured path analyses. Teacher variables (work experience, implicit theories of intelligence classroom decorum, and personal teaching efficacy) were constellated in order to predict teachers' willingness to consult with a psychologist on a student's (a) academic problems, and (b) behavioral problems. The general study supported a previous finding that teachers were more likely to view student intelligence from the perspective of an incremental theorist the longer they worked in teaching. Teachers' professional experience was positively related to a greater sense of personal teaching efficacy, a finding also previously reported. Only personal teaching efficacy effectively predicted teachers' willingness to consult with a psychologist regarding a student's behavioral problems. No evidence supported the hypothesis that the implicit theories construct subsumed the teacher efficacy construct among the study's respondents. Implicit theories research methodology was critiqued. Teachers may be inclined toward conditional belief systems, rather than possessing categorical viewpoints of student potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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