Mountain Scholar :: Browsing by Author "Kraiger, Kurt, advisor"

Browsing by Author "Kraiger, Kurt, advisor"

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Open Access
A policy-capturing study of preferences for differing training factors
(Colorado State University. Libraries, 2016) Willis, Colin, author; Kraiger, Kurt, advisor; Cleary, Anne, committee member; Fisher, Gwen, committee member; Maynard, Travis, committee member
The present study applied policy-capturing, a methodology in which subjects act as their own control, to assess the utility of 32 different training scenarios. These scenarios were composed from levels of four different cues, or components, of training: whether the trainee was a new hire or tenured employee, whether the training content taught human or technical skills, whether the training method was classroom-based, computer-based, a blend of the two, or mobile-based, and whether the learning occurred individually or as part of a group. These cues were fully crossed to build the scenarios, so that participants saw every possible combination of the cues across the scenarios. Participants, who on average reported working fulltime, being with their organization for at least six years, and taking over 30 training courses across their career, were asked to rate these scenarios on how useful the training would be for them and for their job and to give an overall rating to the scenario. Additionally, participants reported their prior training experience, motivation to learn, role conflict, role overload, role ambiguity, and age. It was hypothesized that: (a) Each cue would each explain a significant proportion of variance in scenario ratings; (b) participants would combine cues interactively, and these interaction terms would explain a significant proportion of variance in scenario ratings; (c) more motivated to learn participants would combine cues interactively more frequently than less motivated participants; (d) more potentially stressed individuals would prefer less restrictive training methods (i.e., computer-based or mobile-based methods); (e) more experienced participants would combine cues interactively more frequently than less experienced participants; and (f) scenario ratings would decrease as age increased. Results were modeled at two levels – between and within subjects – and the results supported the notion that potential trainees have stable preferences for different training scenarios, these preferences vary across prior training experience and motivation to learn, and conceptions about training are formed prior to training. These results support the future exploration of training preferences, specifically how other cues might influence preferences, whether these preferences influence later training evaluations, and whether designing future training to match, even generally, the preferences of trainees improves training learning or transfer outcomes.
Open Access
Age differences in coping with job loss
(Colorado State University. Libraries, 2011) Ermann, Erica, author; Kraiger, Kurt, advisor; Cleveland, Jeanette, committee member; Rosecrance, John, committee member; Vacha-Haase, Tammi, committee member
Using a national sample of unemployed workers from a range of ages, this study investigated the experience of coping with the stressor of involuntary job loss from an aging perspective. Based on previous research, it was expected that the process of coping with involuntary job loss would differ across the life-span as older workers face unique additional stressors. This study tested: (1) whether older unemployed workers cognitively appraised the loss of their jobs more negatively than younger unemployed workers, (2) whether the use of action-oriented problem-focused job loss coping strategies was stable across age, while the use of distress-reducing emotion-focused job loss coping strategies increased with age, and (3) whether the higher use of emotion-focused job loss coping strategies was positively related to subjective well-being and life satisfaction for older adults. Results indicated that cognitive appraisal of involuntary job loss was perceived as more intense and less reversible as age increased, but age was not related to use of coping strategies and the outcomes of well-being and life satisfaction. This study reviewed and integrated job loss and aging literature. Findings are pertinent for the policies of downsizing organizations, the counseling provided by mental health professions, and the coping of unemployed workers of all ages.
Open Access
An investigation of the differential effects of leader behaviors on employee safety
(Colorado State University. Libraries, 2012) Hoffmeister, Krista, author; Kraiger, Kurt, advisor; Rosecrance, John, committee member; Gibbons, Alyssa, committee member; Henry, Kim, committee member
Leadership is frequently associated with positive safety outcomes such as improved perceptions of safety climate, increased safety behaviors, and decreased accidents and injuries. However, this research has mainly focused on the influence of general leadership on these safety outcomes. The present study sought to break down transformational and transactional leadership into their individual behavioral components and examine their unique influences on employee safety outcomes. From a sample of construction pipefitters and plumbers, results showed that idealized influence frequently explained the most variance in the safety outcomes, while individualized consideration and active management-by-exception were explained the least. Implications for leadership training and development are discussed.
Open Access
Automated scoring in assessment centers: evaluating the feasibility of quantifying constructed responses
(Colorado State University. Libraries, 2014) Sanchez, Diana R., author; Gibbons, Alyssa, advisor; Kraiger, Kurt, advisor; Kiefer, Kate, committee member; Troup, Lucy, committee member
Automated scoring has promised benefits for personnel assessment, such as faster and cheaper simulations, but there is yet little research evidence regarding these claims. This study explored the feasibility of automated scoring for complex assessments (e.g., assessment centers). Phase 1 examined the practicality of converting complex behavioral exercises into an automated scoring format. Using qualitative content analysis, participant behaviors were coded into sets of distinct categories. Results indicated that variations in behavior could be described by a reasonable number of categories, implying that automated scoring is feasible without drastically limiting the options available to participants. Phase 2 compared original scores (generated by human assessors) with automated scores (generated by an algorithm based on the Phase 1 data). Automated scores had significant convergence with and could significantly predict original scores, although the effect size was modest at best and varied significantly across competencies. Further analyses revealed that strict inclusion criteria are important for filtering out contamination in automated scores. Despite these findings, we cannot confidently recommend implementing automated scoring methods without further research specifically looking at the competencies in which automated scoring is most effective.
Open Access
Cheating on online assessment tests: prevelance and impact on validity
(Colorado State University. Libraries, 2014) Cavanagh, Thomas M., author; Kraiger, Kurt, advisor; Gibbons, Alyssa, committee member; Henry, Kim, committee member; Maynard, Travis, committee member
Online tests are a relatively efficient way to assess large numbers of job candidates and are becoming increasingly popular with organizations. Due to their unproctored nature, however, online selection tests provide the potential for candidates to cheat, which may undermine the validity of these tests for selecting qualified candidates. The purpose of this study was to test the appropriateness of utility theory as a framework for understanding decision-making in regard to cheating on an online cognitive ability test (CAT) by manipulating the probability of passing the test with cheating, the probability of being caught cheating, and the value of being caught cheating in two samples: 518 adults recruited through Amazon mTurk, and 384 undergraduate students. The probability of being caught cheating significantly affected performance on the CAT for the mTurk sample, but not for the student sample, and significantly moderated the relationship between CAT score during session one and CAT score during session two for the student sample. Neither the probability of being caught cheating nor the value of being caught cheating significantly affected CAT performance or validity in either sample. Findings regarding the prevalence and effectiveness of cheating are discussed.
Open Access
Counteracting student resistance to spaced learning using the Theory Of Planned Behavior
(Colorado State University. Libraries, 2015) Mattingly, Victoria Prescott, author; Kraiger, Kurt, advisor; Rhodes, Matthew, committee member; Beier, Margaret, committee member; Chermack, Thomas, committee member
Despite the proven benefits of spaced learning, students are reluctant to use this study technique. I proposed that students do not space their studying because they lack basic competencies needed to successfully engage in this behavior. According to the Theory of Planned Behavior, behaviors are the product of one’s intentions, which are derived from attitudes and beliefs. Using this theoretical framework, I designed and evaluated a classroom intervention with the goal of changing debilitating attitudes towards spaced learning. I hypothesized that students exposed to this spaced learning classroom intervention would have stronger intentions to space, higher rates of spaced learning behaviors, and consequently higher exam scores compared to the control group. Intentions to space and the beliefs and attitudes contributing to those intentions were improved by the classroom intervention. Students who spaced their studying also performed better on the exam compared to students who did not space. However, the classroom intervention did not significantly predict whether or not students would space their studying. Implications and future research directions based on the study's findings are also discussed.
Open Access
Cultural differences in implicit theories of citizenship performance: a comparative study of MBA students from the Czech Republic, India, and the United States
(Colorado State University. Libraries, 2010) Lanik, Martin, author; Kraiger, Kurt, advisor; Byrne, Zinta, committee member; Harman, Jennifer J., committee member; Maynard, Michael T., committee member
The purpose of the present research was to (a) develop a culturally-universal measure of implicit citizenship performance theories and (b) examine cross-cultural differences in the construct. The final measure consisted of four factors - Discourtesy, Interpersonal Harmony, Conscientiousness, and Initiative. Cross-country comparisons using the new measure revealed differences in interpersonal harmony, conscientiousness, and initiative between the American (N = 312), Czech (N = 160), and Indian (N= 195) participants. Country-level collectivism accounted for variation in implicit theories of interpersonal harmony and conscientiousness, and country-level power distance accounted for variation in implicit theories of interpersonal harmony and initiative. The present findings question the assumption that job performance is a culturally universal construct and suggest that some behaviors constituting the job performance domain may be perceived more or less desirable depending on one’s culture.
Open Access
Designing computer-based training for creativity: an examination of learner control, feedback, and creative personal identity
(Colorado State University. Libraries, 2009) Smith, April E., author; Kraiger, Kurt, advisor
Increasing employee creativity is important for organizational innovation and survival in increasingly adaptive markets. Computer-based training is a popular trend in most organizations, yet little research has examined how to design computer-based creativity training. The present study applied cognitive evaluation theory to guide the design of a computer-based creativity training program. It was hypothesized that by offering participants learner control and feedback, their intrinsic motivation and creativity on brainstorming exercises would increase. Two hundred and forty-one college students participated in a two-hour online training program about the creative problem solving process. A 3 X 2 ANOVA design was used with feedback and learner control as factors. Participants either had no learner control over the training program, or received learner control over pacing and type of example viewed. In addition, participants either received no feedback, regular performance feedback, or performance feedback paired with strategy advice. Although hypotheses about learner control and feedback were not supported due to training administration factors, the study did support the importance of perceived self-determination and perceived competence in predicting intrinsic motivation for creative training exercises. In addition, creative personal identity emerged as an important variable to include in future investigations, as it related to perceived competence, intrinsic motivation, and creative performance. Suggestions for adjustment to administration factors, future areas of research, and contributions of the study are also discussed.
Open Access
Glass kickers: training men as allies to promote women in leadership
(Colorado State University. Libraries, 2018) Mattingly, Victoria Prescott, author; Kraiger, Kurt, advisor; Fisher, Gwen, committee member; Henle, Chris, committee member; Rhodes, Matthew, committee member
Despite making up nearly half of today's workforce, women are disproportionately unrepresented in leadership roles—a phenomenon referred to as the glass ceiling. In an attempt to achieve workplace gender parity, organizations invest considerable resources in diversity and inclusion training programs. Such programs often fail to achieve intended outcomes, however, commonly placing the onus of responsibility on women themselves and neglecting to address the systemic cultural biases that perpetuate gender discrimination. With men holding the vast majority of leadership positions, they are in a position to use their power to advance women in leadership initiatives by actively supporting aspiring female leaders and serving as change agents to eradicate culturally embedded gender biases. The purpose of this research was to build and evaluate a training program that equips men to effectively serve as allies to women in the workplace. This randomly-assigned, treatment-control evaluation design used self- and other-report data to assess training effectiveness on skill-based, cognitive, and attitudinal outcomes. Data was collected from a sample of senior male leaders (n = 37) from a global manufacturing company. The results provided mixed support for increased frequency of trained ally behaviors, enhanced knowledge about workplace gender equality, and more favorable attitudes about the participants' role as allies to women in the workplace. This study provides a promising first step toward effectively inviting men into workplace gender equality initiatives, empowering them to break the glass ceiling from their position above in partnership with women trying to break it from below.
Open Access
Making training stick: a close examination of how trainee readiness, supervisor support, and practice foster transfer in a mobile technology-based training program
(Colorado State University. Libraries, 2013) Putter, Stefanie E., author; Kraiger, Kurt, advisor; Johnson, Stefanie, advisor; Steger, Michael, committee member; Mumford, Troy, committee member
Although today's organizations are investing copious amounts of time, money, and resources on employee learning and development, trainees often fail to apply their learning and skills on the job, bringing into question the true value of organizational training. In an attempt to improve understanding of the key individual and organizational elements that impact training success, this research explored how trainee readiness, supervisor support, and practice foster transfer in a mobile technology-based training program. Data were collected at three different time points (beginning, middle, and end of training) from 201 frontline workers who participated in an innovative, long-term safety training program. Findings revealed significant relationships between three trainee readiness characteristics and post-training outcomes, with post-hoc analyses suggesting that training self-efficacy and motivation to learn were the best predictors of training effectiveness. Unfortunately, results failed to support the expected interaction between supervisor support (operationalized as safety transformational leadership behaviors) and trainee readiness characteristics in boosting training success. However, follow-up tests revealed strong main effects between safety transformational leadership behaviors and post-training outcomes, with the strongest support for two key supervisory behaviors: individualized consideration and contingent reward. Finally, measurement issues prevented the exploration of the role of practice in a real-world, organizational training program. Study implications, limitations, and opportunities for future research on boosting 'training stickiness' are discussed.
Open Access
Mentor-mentee match in workplace mentoring relationships
(Colorado State University. Libraries, 2017) Marshall, Alyssa D., author; Kraiger, Kurt, advisor; Gibbons, Alyssa, committee member; Conner, Bradley, committee member; Maynard, Travis, committee member
Mentoring programs are increasingly common in organizations. However, little research has addressed the optimal way to pair mentors and mentees together on deep-level characteristics. Person-Environment Fit Theory provides two possible ways to conceptualize fit. Supplementary fit emphasizes the importance of similarity, and complementary fit emphasizes the importance of meeting one another's needs. This study examined the effects of supplementary and complementary fit between mentors and mentees on three mentoring outcomes – relationship effectiveness, mentee learning, and mentee job performance. This study is unique in that, to the best of my knowledge, this is the first study to assess multiple conceptualizations of mentor-mentee fit, and to examine their respective impacts on outcomes for mentees. I collected data from 145 mentor-mentee pairs employed in various universities, and analyzed it using structural equation modeling. A revised measurement and structural model was a good fit to the data. The results suggest that both supplementary and complementary fit significantly and independently predict mentoring relationship quality, which in turn, predicts mentee job performance. Neither conceptualization of fit directly predicted mentee learning. The results of this study imply that organizational mentoring programs should assess both supplementary and complementary fit between mentors and mentees. By doing so, organizations can take steps towards ensuring that employees have high quality mentoring relationships and that mentees will be able to perform their jobs to the best of their abilities. This study is valuable in that it has clarified the relationship between mentor-mentee match and outcomes of workplace mentoring. However, future research should aim to replicate these findings with mentor-mentee samples in other fields and industries.
Open Access
Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults
(Colorado State University. Libraries, 2014) Wolfson, Natalie E., author; Kraiger, Kurt, advisor; Beier, Margaret, committee member; Rhodes, Matthew, committee member; Diehl, Manfred, committee member
Given the emergent aging workforce and the rapid rise of technology-based training tools in organizational settings, I designed two studies to gain greater insight into whether or not older learners require computer-based instructional designs that are different from younger adults. Specifically, I conducted two studies to examine the effect of technology-based collaboration on older and younger adults' learning outcomes. In Study 1, older and younger participants completed an online audiovisual training and reviewed training concepts either individually or in a chatroom context with other trainees. Results indicated that, across conditions, older adults performed worse on learning outcomes compared to younger adults and that older adults had a more negative perception of their chatroom experience compared to their younger counterparts. In Study 2, I strengthened the collaborative learning manipulation, re-assessed the relationship between online collaboration and learning across age groups, and investigated turn-taking as a method of facilitating performance during the chatroom discussion. The two main findings for Study 2 were the following: 1) Age and instructional design condition (individual vs. collaboration) interacted to predict transfer performance. Quite surprisingly, younger adults performed similarly in the individual and collaborative conditions while older adults improved their performance in the collaborative condition compared to the individual condition. In effect, collaboration eliminated the performance gap that existed between older and younger adults in the individual condition. 2) Within the collaboration groups, those who engaged in a turn-taking protocol did slightly worse in terms of recall performance compared to those in the free-for-all collaboration condition. These findings speak to the need for age-specific instructional design and suggest that turn-taking might not be a strategy for boosting learning in a chatroom setting.
Open Access
Situational and dispositional uncertainty as moderators of justice-to-outcome relationships: testing uncertainty management theory in virtual teams
(Colorado State University. Libraries, 2007) Eurich, Tasha L., author; Kraiger, Kurt, advisor
This investigation applied uncertainty management theory (van den Bos & Lind, 2002) to generate a model predicting that situational and dispositional uncertainty would moderate justice-to-outcome relationships. First, the model hypothesized that members of virtual teams would experience increased situational uncertainty relative to members of co-located teams, and situational uncertainty was predicted to intensify reactions to fairness and unfairness. Specifically, it was hypothesized that uncertainty would strengthen (a) the positive relationship between procedural justice and both performance and supervisory trust and (b) the negative relationship between procedural justice and both emotions and counterproductive behavior. Second, because individuals high in risk aversion and uncertainty intolerance experience increased dispositional uncertainty, the model predicted that those high on both traits would exhibit more polarized reactions to fair and unfair procedures than those low on both traits. Specifically, when perceptions of unfairness were present, relative to individuals low on both traits, those high on both traits were proposed to demonstrate increased negative emotions and counterproductive behavior, while demonstrating increased performance and supervisory trust under fair conditions. Third, relative contributions to the outcomes of procedural justice and both situational and dispositional uncertainty interaction terms were tested. Results revealed that (a) as predicted, media richness was lowest in virtual teams relative to co-located ones, (b) counter to predictions, social presence was higher, and team uncertainty was lower, in virtual teams relative to co-located ones, (c) interactive effects of procedural justice and dispositional uncertainty were present for both trust and state anger, and (d) interactive effects of procedural justice and situational uncertainty due to virtual teams did not emerge. Analyses for the relative contributions of each type of predictor indicated that main effects for procedural justice explained the majority of variance in outcomes, such as trust. Procedural justice by dispositional uncertainty interactions explained a small but important amount of variance in outcomes, and procedural justice by situational uncertainty interactions explained effectively no variance. Theoretical and practical contributions are discussed.
Open Access
The development and validation of the Mentoring Functions Measure
(Colorado State University. Libraries, 2016) Rechlin, Alexandra M., author; Kraiger, Kurt, advisor; Gibbons, Alyssa, committee member; Cleary, Anne, committee member; Chermack, Thomas, committee member
This study developed and provided validation evidence for a new measure of mentoring functions, the Mentoring Functions Measure (MFM). Existing measures of mentoring functions suffer from flaws that the present study aimed to reduce or eliminate. This study had three primary goals: (1) to develop a new measure of mentoring functions, (2) to provide reliability and validity evidence for the measure, and (3) to connect the measure to socioemotional selectivity theory, a theory of aging. In the first phase of the study, 98 items were created based on dimensions that had been used in previous research. These items were reviewed by subject matter experts (SMEs), after which the number of items was reduced to 78. In the second phase, the measure was further refined after being completed by 487 participants in the United States through Amazon Mechanical Turk (MTurk); all participants were currently in an informal mentoring relationship and working at least part-time. Through item analysis, exploratory factor analysis, and confirmatory factor analysis, the MFM was refined and finalized. The MFM consists of 12 items, demonstrates good reliability evidence, and is comprised of three factors: Career functions, Trust & Acceptance functions, and Relationship functions. Construct validity evidence was obtained, with the MFM generally correlating more strongly with the MFQ-9 than with transformational or paternalistic leadership. Criterion-related validity evidence was also established, with MFM subscales predicting affective outcomes (job satisfaction and life satisfaction), health outcomes (burnout), and cognitive outcomes (personal learning). The MFM was expected to demonstrate known-groups validity evidence, using socioemotional selectivity theory; younger protégés were expected to prefer a mentor who exhibits more career functions, and older protégés were expected to prefer a mentor who exhibits more psychosocial functions. However, no significant differences were found in mentor preference based on protégé age. Due to the scale development best practices used to develop the MFM, as well as the reliability and validity evidence established in this study, the MFM can be used by both researchers and practitioners to measure mentoring functions.
Open Access
The effect of implicit self-theories of intelligence on task persistence and performance in an adult sample: test of a structural model
(Colorado State University. Libraries, 2015) Wilson, Christina Louisa, author; Kraiger, Kurt, advisor; Gibbons, Alyssa, committee member; Dik, Bryan, committee member; Korte, Russell, committee member
Implicit self-theories have been studied extensively in children as part of a social cognitive approach to behavior and performance and have been found to increase persistence in the face of challenge or failure, leading to increased performance on difficult tasks. Recently there has been some support for the idea that implicit self-theories are relevant as well for performance of working adults. The purpose of the current study was to examine the effects of implicit self-theories in working adults by examining structural model with implicit self-theories predicting self-efficacy after task failure, which in turn predicts persistence on a difficult task, which further predicts overall performance on a set of difficult tasks. Structural equation modeling resulted in limited support for the proposed model; implicit self-theories predicted persistence, which in turn predicted performance, but the effect was not mediated through self-efficacy. Some evidence for a moderation effect of early failure was found for the effect of implicit self-theories on persistence. Implications and future directions are discussed.
Open Access
The role of engagement in synthetic learning environments
(Colorado State University. Libraries, 2015) Nelson, Tristan Quinn, author; Kraiger, Kurt, advisor; Gibbons, Alyssa, committee member; Henle, Chris, committee member; Troup, Loucy, committee member
Synthetic learning environments (SLEs) are often lauded for their ability to "motivate" trainees. However, little empirical evidence exists to support the popular claim that SLEs work because they are motivating. The reason for the lack of evidence supporting these claims lies in the often inadequate definition and measurement of the motivation experienced by these trainees. The present study makes a case for switching the focus from the nebulous term "motivation" to a more defined and measurable construct of training engagement which consists of one's personal investments of physical, cognitive, and emotional energies. An integrated SLE model is outlined and used as a theoretical explanation for why and how SLEs impact trainee engagement and training outcomes. Study One explores the antecedents of engagement among a sample of undergraduate students playing an educational videogame. Study Two examines the comparative levels of engagement between two training conditions (SLE and E-learning control group) and explores the mediating role of engagement in the relationship between SLE characteristics and training outcomes. Results indicate some support for the integrated SLE model demonstrating that the user judgments of meaningfulness and availability predict trainee engagement. Furthermore, trainees in the SLE condition seem to experience significantly higher levels of engagement compared to their control group counterparts. However, training outcomes were uninfluenced by training condition and engagement did not play a mediating role. Theoretical contributions, limitations and directions for future research are discussed.
Open Access
Third generation training: an empirical investigation
(Colorado State University. Libraries, 2012) Nelson, Tristan, author; Kraiger, Kurt, advisor; Gibbons, Alyssa, committee member; Cleary, Anne, committee member; Henle, Chris, committee member
Kraiger (2008b) outlined the differences between first, second, and third generation approaches to training design, and described the potential benefits of a third generation approach. The present study extends this work by further defining the components of a third generation approach and comparing it to a first generation approach using three commonly examined dependent variables: recall, near transfer, and far transfer. Results show no significant differences in trainee performance for participants in either the first or third generation training condition.
Open Access
Too legit to quit? How realistic job previews affect early turnover decisions
(Colorado State University. Libraries, 2015) Solove, Erica D., author; Kraiger, Kurt, advisor; Fisher, Gwenith G., advisor; Graham, Daniel J., committee member; Rosecrance, John, committee member
Using an organizational sample of call center employees, the current study improved upon conceptual and methodological limitations of prior realistic job preview (RJP) and turnover research to conduct a more rigorous test of RJP effectiveness. Specifically, using both quantitative organizational human resources archival records and qualitative third-party exit interview data, it was expected that an RJP intervention would be related to (1) a decreased voluntary turnover rate, (2) an organizationally unavoidable voluntary exit reason or involuntary exit reason (versus an organizationally avoidable voluntary exit reason), and (3) an increase in organizational tenure among exited employees. Results failed to support a hypothesized relationship between the RJP intervention, lower voluntary turnover rate, and increased organizational tenure among former employees, as effects were in the hypothesized direction but not large enough to establish statistical significance. Results also did not support the hypothesized relationship between the RJP intervention and exit reason. Findings and literature synthesis are pertinent for the design of future RJP research and the implementation of realistic recruitment interventions. Further implications of the results, contributions of the study, limitations, and recommendations for future research are also addressed.
Open Access
Training older adults: the role of strategy use and stereotype threat
(Colorado State University. Libraries, 2011) Cavanagh, Thomas M., author; Kraiger, Kurt, advisor; Byrne, Zinta, committee member; Rhodes, Matt, committee member; Chermack, Thomas, committee member
Older adults are becoming an increasingly important part of the workforce. Due to cognitive and emotional changes associated with aging, this population might require specially designed training programs to optimize training outcomes. Two specific changes associated with aging that need to be addressed are susceptibility to stereotype threat and the use of metacognitive strategies during learning. The purpose of this study was to investigate the effect of initiating stereotype threat in older adults, as well as the effect of encouraging older adults to use metacognitive strategies during training, on training outcomes. In a 2X2 between-subject experimental design including no stereotype threat/ stereotype threat and no metacognitive prompt/ metacognitive prompt conditions, 131 older adults between the ages of 55 and 70 years old were assessed on training outcomes. Results indicated that, as hypothesized, stereotype threat had a negative effect on learning outcomes. Contrary to expectations, cognitive prompts also had a negative effect on training outcomes. Implications of the results are that further investigation of optimal training design for older adults is warranted.
Open Access
Unfolding of telecommuting's effects in organizations: performance, commitment, and mechanisms of action
(Colorado State University. Libraries, 2016) Onder, Casey Claire, author; Kraiger, Kurt, advisor; Gibbons, Alyssa, advisor; Dik, Bryan, committee member; Henle, Chris, committee member
Telecommuting is an increasingly popular flex work arrangement, and there is controversy regarding its effects on employee performance and commitment. There is likewise lack of clarity regarding mechanisms of action. While autonomy has received support as a mediator of telecommuting’s relationship with several work outcomes, the role of work-life balance as a mediating mechanism remains untested, and prior research is largely cross-sectional. The present study drew on instrumental as well as signaling-and-exchange perspectives of telecommuting’s benefits to test the simultaneous influence of mediators of job autonomy and work-life balance support perceptions on outcomes of supervisor-rated performance, affective commitment, and intent to stay. I proposed and tested a theoretical model of telecommuting’s impact on these outcomes using lagged self-report and supervisor-rated performance data from 2,682 full-time managerial and administrative employees in an organization where telecommuting was broadly offered as a flexible work policy. Results indicated that telecommuting had a positive impact on affective commitment and intent to stay through perceptions of work-life balance support. Perceptions of autonomy and job performance, however, were unaffected. Results suggest that work-life balance support is an important mediator of telecommuting’s impact on commitment-related outcomes, and that where telecommuting is perceived as a form of work-life balance support, performance may be unaffected. Results of this study extend the literature on telecommuting’s mechanisms of action and from an organizational perspective, suggest that the “value added” of work-life balance supportive telecommuting arrangements is more likely to come in the form of enhanced commitment versus performance.