Problemistic search and hybrid organizations: multiple sources of performance feedback in diversifications by corporate foundations in Korea

AbstractThe rise and global reach of the corporate foundation (CF) phenomenon has attracted the attention of academic researchers and practitioners and led to a plurality of definitions and understandings. This definitional fuzziness notwithstanding, the term hybridity is widely used as the defining characteristic to describe a CF’s position between business and civil society and its diverse interlinkages with its founding company. However, the extant literature has seldom explained what hybridity signifies, when it occurs and how it is shown. This paper presents the findings of a systematic review of the academic and gray literature on CFs. Based on 80 publications covering 30 countries worldwide, this study proposes 15 characteristics along four global themes as a comprehensive set to account for the complexity of CFs. It develops propositions for a fine-grained understanding of what constitutes the hybrid nature of CFs at the strategic, organizational and contextual levels. Accordingly, this study suggests ways forward by revealing questions that require further research toward a better understanding of the CF phenomenon.

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Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

Journal of Individual Differences ◽

10.1027/1614-0001/a000199 ◽

2016 ◽

Vol 37 (3) ◽

pp. 145-151 ◽

Cited By ~ 2

Author(s):

Daniel L. Gadke ◽

Renée M. Tobin ◽

W. Joel Schneider

Keyword(s):

Conflict Resolution ◽

Problem Behaviors ◽

Second Graders ◽

Adaptive Behaviors ◽

Second Grade ◽

School Behavior ◽

Multiple Sources ◽

School Based ◽

Second Grade Students ◽

Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

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I Like Myself, I Really Do (at Least Right Now)

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000501 ◽

2020 ◽

Vol 36 (1) ◽

pp. 196-206 ◽

Cited By ~ 1

Author(s):

Almut Rudolph ◽

Michela Schröder-Abé ◽

Astrid Schütz

Keyword(s):

Construct Validity ◽

Performance Feedback ◽

Repeated Measures ◽

Temporal Stability ◽

Social Feedback ◽

Student Sample ◽

Empirically Supported ◽

Good Internal Consistency ◽

And Performance ◽

Induced Changes

Abstract. In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton & Polivy, 1991 ). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale’s construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonal sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale’s interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.

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The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

European Psychologist ◽

10.1027/1016-9040/a000011 ◽

2010 ◽

Vol 15 (2) ◽

pp. 121-131 ◽

Cited By ~ 20

Author(s):

Remus Ilies ◽

Timothy A. Judge ◽

David T. Wagner

Keyword(s):

Performance Feedback ◽

Business School ◽

Structural Equation ◽

Emotional Reactions ◽

Equation Model ◽

Proposed Model ◽

And Performance ◽

Dispositional Measure ◽

The Relationship ◽

Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

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