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.

/pdf/work-engagement-a-quantitative-review-and-test-of-its-503hfzcmq6.pdf

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

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.

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

http://www.jasonhuangatwork.com/papers/Blume_Ford_Baldwin_Huang_2010_JOM-Training_Transfer_Meta.pdf

Transfer of Training: A Meta-Analytic Review:

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...

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

The conditions of learning

A dynamic model of training transfer

In today's global context, a lack of comfort in communicating with others can be an unfortunate inhibitor to success in school and work. In this study we measured the level of communication apprehe...

http://www.professorblume.com/uploads/1/0/6/9/1069884/blume_et_al._2013_amle_communication_apprehension.pdf

Communication Apprehension: A Barrier to Students' Leadership, Adaptability, and Multicultural Appreciation

We isolate and describe four key elements that distinguish different forms of forced distribution systems (FDS). These key elements are the consequences for low performers, differentiation of rewards for top performers, frequency of feedback, and comparison group size. We examine how these elements influence respondents’ attraction to FDS. Undergraduate students (n = 163) completed a policy capturing study designed to determine how these four FDS elements influence their attraction to FDS. We examine the relative importance of these elements that most influence attraction to different FDS, as well as individual attributes (i.e., cognitive ability, gender, and major) that may affect those preferences. Respondents were most attracted to systems with less stringent treatment of low performers, high differentiation of rewards, frequent feedback and large comparison groups. Consequences for low performers were nearly twice as influential as any other element. Respondents with higher cognitive ability favored high reward differentiation and males were less affected by stringent consequences for low performers. Before practitioners implement FDS, it would be prudent to consider all four elements examined in this study—with the treatment of low performers being the most salient issue. Future accounts of FDS should clarify the nature of these elements when reporting on FDS. Such precision will be useful in generating a knowledge base on FDS. We add precision to the discussion of FDS by identifying four key elements. This is one of the first studies to examine perceptions of FDS from a ratee perspective.

Reactions to Different Types of Forced Distribution Performance Evaluation Systems

Research on transfer of training has been characterized by a lack of precision in distinguishing between the ability to transfer (i.e., “can do”), and the motivation to transfer (i.e., “will do”). Drawing from job performance research that has made this distinction, we
 argue that transfer of training can fall along a maximum/typical continuum, with one end reflecting how much trainees could potentially transfer (maximum) and the other capturing how much trainees will transfer (typical). A meta-analysis was conducted to identify relationships among four learning outcomes (declarative knowledge, skill acquisition, posttraining self-efficacy, and motivation to transfer), three stable antecedents (cognitive ability, conscientiousness, and workplace support), and transfer of training. 144 papers provided input for a meta-analytic correlation matrix, which formed the basis of regression analyses for hypothesis testing. Maximum and typical transfer were only weakly correlated and, as hypothesized, were predicted by different antecedents. Specifically, ability factors including declarative knowledge, skill acquisition, and cognitive ability were stronger predictors of maximum transfer, whereas motivation factors including posttraining self-efficacy, motivation to transfer, conscientiousness, and workplace support were stronger predictors of typical transfer. Additional mediation analyses revealed that learning outcomes mediated the effects of stable antecedents differently on maximum/typical transfer. These findings refine the understanding of the transfer construct space and suggest that future work on transfer should explicitly consider the maximum/typical continuum. This is the first paper to demonstrate the maximum/typical transfer distinction, thus offering potential explanation to inconsistent findings and highlighting the need for increased precision in transfer measurement.

/pdf/a-tale-of-two-transfers-disentangling-maximum-and-typical-12kp631siw.pdf

A Tale of Two Transfers: Disentangling Maximum and Typical Transfer and Their Respective Predictors

Arguments related to forced distribution systems (FDS) are often dogmatic, but typically do not consider for whom such systems might be most and least appealing. We examine the relationships between participants’ individual differences (cognitive ability, collectivism and core self-evaluations) and their attraction to an organisation utilising an FDS. From a sample of 143 advanced undergraduate students, we found that individuals were more likely to be attracted to an organisation using FDS when they possessed higher levels of cognitive ability and perceived FDS to be fairer. We also found a significant interaction between respondents’ collectivism and fairness perceptions of FDS, indicating that individuals who are high in collectivism are particularly sensitive to perceptions of FDS fairness. Implications for organisational practice and future research are discussed.

http://www.professorblume.com/uploads/1/0/6/9/1069884/blume_et_al._2013_hrmj_who_is_attracted_to_fds.pdf

Brian D. Blume

Papers

A dynamic model of training transfer

Communication Apprehension: A Barrier to Students' Leadership, Adaptability, and Multicultural Appreciation

Reactions to Different Types of Forced Distribution Performance Evaluation Systems

A Tale of Two Transfers: Disentangling Maximum and Typical Transfer and Their Respective Predictors

Who is attracted to an organisation using a forced distribution performance management system