Browsing by Author "Stockdale, Peggy"

Now showing 1 - 7 of 7
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    An Examination of Supervisors' Implicit Person Theory and the Supervisor-Employee Relationship
    (2022-12) Chavez, Emily K.; Williams, Jane; Stockdale, Peggy; Porter, Christopher O.L.H.
    Previous research has established that supervisor’s play an important role in conveying performance management strategies and influencing an employee’s job experience. Notably, there has been a growing area of research of how Implicit Person Theory (IPT) can contribute to supervisors’ coaching and management styles. Research within the more recent years has shown that IPT has indirect effects on the employee experience. The current study expands upon both IPT and performance management literature, by examining how an employee perceives their Supervisor’s IPT, their supervisor’s coaching style of support for developmental opportunities, and the employee’s related job outcomes of: Turnover Intentions, Job Satisfaction, and Satisfaction with Supervisor. Results from 388 men and women in various industries and organizations suggest that Perceived Supervisor IPT is related to developmental opportunities within the workplace. Additionally, we found support for Supervisor IPT being indirectly related to employees’ Turnover Intentions, Job Satisfaction, and Satisfaction with Supervisor via Perceived Developmental Opportunities. When adding Employee IPT to our mediated model, we only found marginally significant support for employees’ Satisfaction with Supervisor. Additionally, we controlled for Leader Member Exchange (LMX) within our moderated mediation model and found non- significant interactions on the indirect path of Perceived Developmental Opportunities on all three employee outcomes and obtained non-significant mediations nested within our greater model. Within our exploratory analyses we found evidence of IPT interaction between an employee and supervisor predicting LMX, Turnover Intentions, and Job Satisfaction. Ultimately, this research contributes to performance management, IPT, and LMX research by providing evidence of how a developmental coaching style of providing opportunities to employees can influence the employees’ job experience and is related to their perceptions of their leader.
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    Examining the Relationship Between Callings and Employee Well-being
    (2022-05) Lukjan, Kristyn; Andel, Stephanie; Stockdale, Peggy; Porter, Christopher
    Although the occupational callings literature has largely focused on positive outcomes of living a calling, there are some emerging findings that suggest that callings may have a “negative” side as well. Drawing upon past studies within the callings literature, as well as upon theoretical perspectives such as self-regulation theory, identity theory, and the Effort-Recovery model, I tested a theoretical model to examine psychological detachment as a mechanism that accounts for the relationship between living a calling (also referred to as one’s calling intensity) and two well-being outcomes: sleep quality and burnout. Further, I built on previous work in the callings literature by examining the moderating impact of two individual differences (trait mindfulness, perfectionism) on the relationship between calling intensity and psychological detachment. Study hypotheses were tested using a two-wave study design with 358 emergency medical professionals. Results revealed that for called emergency medical professionals, trait mindfulness strengthened the negative relationship between calling intensity and psychological detachment, which had downstream negative effects on sleep quality. In addition, one facet of perfectionism, namely perfectionistic strivings, exacerbated the negative indirect effect of calling intensity on sleep quality via psychological detachment. Ultimately, this study contributed to the occupational callings literature by examining the impact of differential levels of trait mindfulness and perfectionism on employee well-being. Implications for enhancing employee well-being are discussed.
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    Impact of Supervisor's Implicit Person Theory and Commitment of Performance Management Behaviors
    (2020-12) Wolfred, Brad; Williams, Jane; Stockdale, Peggy; Andel, Stephanie
    Performance management is not a new area within IO psychology research, however recently there has been growing interest with how to increase its effectiveness. Scholars are calling for more research to examine the antecedents of actual performance management behaviors that managers enact on a daily basis. The current study addresses this gap by utilizing Implicit Person Theory to understand the effect of supervisor perceptions on their behaviors that contribute towards the goal(s) of performance management. Previous research has suggested that Implicit Person Theory leads to more coaching behaviors, however, has failed to identify an explanatory mechanism. The current study relies on the three-component model of commitment to offer a mediating variable between Implicit Person Theory and differing degrees of performance management behaviors due to its more proximal relationship to the target behaviors compared to the broad antecedent of perception of others. The researchers tested this mediation using survey data from a broad sample of supervisors across the United States. Managers’ Incrementalism was positively and significantly related to discretionary performance management behaviors via affective commitment to performance management, however the relationship between Incrementalism and focal performance management behaviors via continuance commitment was non-significant. This research extends previous performance management research by providing evidence for the influence of key supervisor attitudes and implicit beliefs on varying levels of performance management behaviors. Theoretical contributions, limitations and future research directions are discussed.
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    Introduction to Peggy Stockdale & Her Work
    (Center for Translating Research Into Practice, IU Indianapolis, 2021-03) Stockdale, Peggy
    Professor Stockdale briefly discusses her translational research that deals with gender issues in the workplace.
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    A Multilevel Investigation of the Relationships Between Personality and Team Role Adoption
    (2020-12) Morrison, Chelsey Skipton; Stockdale, Peggy; Porter, Christopher O.L.H.; Williams, Jane
    There is a plethora of team composition and personality research, but limited research incorporating the influences of team context or teammate behaviors for a multilevel examination. Using secondary data from a pre-existing study consisting of 86 teams and 430 total participants, we investigated the multilevel relationships of personality and team role adoption. We predicted hypotheses at three levels. At the individual-level, we predicted personality traits would predict role adoption. At the team-level, we predicted team personality composition (measured as mean) would predict role composition (measured as density). We also predicted cross-level interactions, such that team personality composition would moderate relationships between individual personality and role adoption. We utilized Density scores to calculate team role composition, which captures mean ties per group member where a tie is being perceived as adopting a leadership role. At the individual-level, we found support that extraversion levels predicted adoption of all roles. At the team-level, mean conscientiousness predicted density of all team roles. We found no support for any cross-level moderations that team personality composition influenced individual-level personality to role predictions.
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    The Use of Personal Testimonials to Enhance Gender Bias Literacy in STEM
    (2020-08) Jewell, Devin Elise; Pietri, Evava; Ashburn-Nardo, Leslie; Stockdale, Peggy
    Previous research has provided promising evidence for the effectiveness of video interventions to raise awareness of the gender bias that exists in science, technology, engineering, and math (STEM) fields. However, creating these beneficial video interventions can be costly and its possible that the success of these interventions may be hindered if a certain amount of resources are not invested into their creation (e.g., into high quality actors). Therefore, the current study expands on this research by investigating the use of personal testimonials of women’s experiences with gender bias in STEM as gender bias interventions. More specifically, I examined whether certain characteristics (e.g., genuineness) of the testimonial’s communicator would influence the relevant gender bias outcome (e.g., awareness of bias and sexism). I predicted that watching a woman genuinely talking about her experiences with bias, relative to a scripted re-telling of this story, would lead to better perceptions of the woman (e.g., more positive perceptions and perceptions of genuineness), greater feelings of empathy and connection with the woman, as well as less greater awareness of gender bias and less sexism from participants. To test this possibility, participants in the study were randomly assigned to interact with one of four story formats, a genuine telling of the woman’s experiences with bias, a scripted re-telling of these experiences, a written version of the story, or a unrelated control video. After interacting with the story participants then completed measures related to perceptions of the woman and gender bias. The findings of the study were limited, possibly due to a lack of power, but were encouraging as they were in the expected direction. The implications of the findings as well as future research ideas to expand and improve on these findings are discussed.
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    When "good people" harass. Why they do it and why we let them
    (Center for Translating Research Into Practice, IU Indianapolis, 2021-03-26) Stockdale, Peggy
    In this presentation, Dr. Stockdale discusses the psychology behind sexual harassment.