Brian D. Blume

Bio: Brian D. Blume is an academic researcher from University of Michigan. The author has contributed to research in topics: Transfer of training & Organizational citizenship behavior. The author has an hindex of 12, co-authored 22 publications receiving 3250 citations.

Individual- and organizational-level consequences of organizational citizenship behaviors: A meta-analysis.

Abstract: Although one of the main reasons for the interest in organizational citizenship behaviors (OCBs) is the potential consequences of these behaviors, no study has been reported that summarizes the research regarding the relationships between OCBs and their outcomes. Therefore, the purpose of this study is to provide a meta-analytic examination of the relationships between OCBs and a variety of individual- and organizational-level outcomes. Results, based on 168 independent samples (N 51,235 individuals), indicated that OCBs are related to a number of individual-level outcomes, including managerial ratings of employee performance, reward allocation decisions, and a variety of withdrawal-related criteria (e.g., employee turnover intentions, actual turnover, and absenteeism). In addition, OCBs were found to be related (k 38; N 3,611 units) to a number of organizational-level outcomes (e.g., productivity, efficiency, reduced costs, customer satisfaction, and unit-level turnover). Of interest, somewhat stronger relationships were observed between OCBs and unit-level performance measures in longitudinal studies than in cross-sectional studies, providing some evidence that OCBs are causally related to these criteria. The implications of these findings for both researchers and practitioners are discussed.

The State of Transfer of Training Research: Moving Toward More Consumer‐Centric Inquiry

Abstract: Over the past 30 years, there has been an explosion of research in the human resource development (HRD) literature devoted to transfer of training - and much has been learned. Yet despite recent demands for evidence-based practice, too little of the science of transfer is informing professionals in their design and execution of training initiatives. We offer three broad prescriptions for moving future transfer research toward more consumer-centric outcomes: (1) systematically report more and richer information related to the trainees, trainers, and organizational contexts under study; (2) focus explicitly on the optimization of transfer - not just learning; and (3) expand the measurement and reporting of transfer outcomes. We conclude with a general call for transfer scholars to adopt a more consumer-centric mind-set where studies are designed with an eye to informing training interventions of greatest frequency and importance to contemporary organizations and training practitioners.

Work engagement: a quantitative review and test of its relations with task and contextual performance

Abstract: Many researchers have concerns about work engagement's distinction from other constructs and its theoretical merit. The goals of this study were to identify an agreed-upon definition of engagement, to investigate its uniqueness, and to clarify its nomological network of constructs. Using a conceptual framework based on Macey and Schneider (2008; Industrial and Organizational Psychology, 1, 3–30), we found that engagement exhibits discriminant validity from, and criterion related validity over, job attitudes. We also found that engagement is related to several key antecedents and consequences. Finally, we used meta-analytic path modeling to test the role of engagement as a mediator of the relation between distal antecedents and job performance, finding support for our conceptual framework. In sum, our results suggest that work engagement is a useful construct that deserves further attention.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

Abstract: Este libro describe un importante conjunto de habilidades clave que aumentan el aprendizaje mas profundo, la preparacion para la universidad y la carrera, el aprendizaje centrado en el estudiante y el pensamiento de orden superior. Estas etiquetas incluyen habilidades cognitivas y no cognitivas, como pensamiento critico, resolucion de problemas, colaboracion, comunicacion efectiva, motivacion, persistencia y aprender a aprender. Las habilidades del siglo XXI tambien incluyen creatividad, innovacion y etica que son importantes para el exito posterior y pueden desarrollarse en entornos de aprendizaje formales o informales. Este informe tambien describe como estas habilidades se relacionan entre si y con las habilidades y contenidos academicos mas tradicionales en las disciplinas clave de lectura, matematicas y ciencias. Educacion para la vida y el trabajo: Desarrollar conocimientos y habilidades transferibles en el siglo XXI resume los hallazgos de la investigacion que investiga la importancia de tales habilidades para el exito en la educacion, el trabajo y otras areas de responsabilidad adulta y que demuestra la importancia de desarrollar estas habilidades. en la educacion K-16. En este informe, se identifican caracteristicas relacionadas con el aprendizaje de estas habilidades, que incluyen desarrollo profesional docente, curriculo, evaluacion, programas extraescolares y extraescolares y centros de aprendizaje informal como exhibiciones y museos.

Transformational Leadership and Performance Across Criteria and Levels: A Meta-Analytic Review of 25 Years of Research:

Abstract: Although transformational leadership has been studied extensively, the magnitude of the relationship between transformational leadership and follower performance across criterion types and levels of analysis remains unclear. Based on 117 independent samples over 113 primary studies, the current meta-analytic study showed that transformational leadership was positively related to individual-level follower performance across criterion types, with a stronger relationship for contextual performance than for task performance across most study settings. In addition, transformational leadership was positively related to performance at the team and organization levels. Moreover, both meta-analytic regression and relative importance analyses consistently showed that transformational leadership had an augmentation effect over transactional leadership (contingent reward) in predicting individual-level contextual performance and team-level performance. Contrary to our expectation, however, no augmentation effect of t...