Psychology 3690G-001 (Online for 2020-21)
Special Topics in Industrial and Organizational Psychology
"The Psychology of Work Motivation and Leadership"
If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
1.0 CALENDAR DESCRIPTION
Selected topics of current interest in industrial and organizational psychology.
This course will introduce students to classic and modern psychological theories pertaining to work motivation and leadership in organizations. Students will also be introduced to the research strategies used to evaluate theories and will learn to critically evaluate both theory and research. Throughout the course, emphasis will also be place on the practical applications of theory and research, including their implications for work design, compensation systems, and manager training and development. Special attention will be given to the changing nature of work, workers, and working as we consider motivation and leadership in the modern workplace.
Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.
3 seminar hours; 0.5 course.
2.0 COURSE INFORMATION
Instructor: John Meyer
Office: 8411 SSC
Phone #: 519-661-3679
Email: meyer@uwo.ca
Time and Location of Classes: Thursdays, 12:30pm – 3:30pm
Classes will be synchronous and will be held on-line via Zoom.
Students who are in emotional/mental distress should refer to Mental Health@Western
http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also wish to contact Student Accessibility Services (formerly known as Services for Students with Disabilities) at 519-661-2147.
3.0 TEXTBOOK
For required course readings, see Class Schedule; readings will be made available through the course website on OWL.
4.0 COURSE OBJECTIVES
This course will introduce students to classic and modern psychological theories pertaining to work motivation and leadership in organizations. Students will also be introduced to the research strategies used to evaluate theories and will learn to critically evaluate both theory and research. Throughout the course, emphasis will also be placed on the practical applications of theory and research, including their implications for work design, compensation systems, and manager training and development. Attention will also be given to the changing nature of work, workers, and working as we consider motivation and leadership in the modern workplace.4.1 STUDENT LEARNING OUTCOMES
|
Learning Outcome
|
Learning Activity |
Assessment |
|
Depth and Breadth of Knowledge.
Be aware of and understand key psychological principles as they apply to work motivation and leadership. Understand how these principles were established empirically and can be applied in the workplace. |
In-class lectures and discussion, case studies, exercises, and videos |
Essay and short written-answer tests. Participation in in-class activities. Term paper. |
|
Knowledge of Methodologies. Have a basic understanding of the research methods used by I/O psychologists in the investigation of motivation and leadership in the workplace. |
In-class lectures and research translation assignments |
Short written translations of published research |
|
Application of Knowledge. Understand and be able to explain how theory and evidence-based psychological principles can be applied to guide human resource management practices in organizations, including the design of compensations systems, work design, and leadership development. |
In-class lectures and discussion, case studies, exercises, and videos |
Essay and short written-answer tests. Participation in in-class activities. Term paper. |
|
Communication Skills. Learn to communicate the results of psychological research to a lay audience.
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Translations of primary research findings. |
Short written translations of published research |
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Awareness of Limits of Knowledge. Identify and think critically about limitations of I/O psychological research methods and findings |
In-class lectures and discussion; research translation exercise |
Essay and short written-answer tests. Short written translations of published research.
|
5.0 EVALUATION
Attendance and Participation (10% of final mark): Students are required to attend on-line classes and participate in the general discussion of issues as well as in-class exercises.
Note: Students who are unable to attend a class because of time zone, internet connection, or other technical difficulties can gain credit for participation in each class by providing a 200-word commentary on an issue of their choosing as it pertains to the reading for the week. Ideally this commentary should be provided before the class but can be submitted any time prior to the next class.
Research Translations (10% of final mark). Students will be required to submit a 1000-word research translation involving a primary study pertaining to work motivation or leadership. The translation will be worth 10% of the final grade. Primary studies pertaining to work motivation and leadership will be identified on designated weeks during the term. Students can choose the week and article for which they want to submit their translation. The translations must be submitted prior to the start of class for the week it has been assigned.
More information about the format of the translation is provided in Appendix A.
Term Paper (20% of final mark). Students will be required to submit a 2000-word term paper by 11:55 pm on Thursday, April 8, 2021. Details concerning the nature of the papers will be presented in class. Late papers will be penalized at a rate of 10% per day. For information about how to submit term papers, see Appendix B. Students must submit a 100-word summary of the topic they will cover in their term paper by 11:55 pm on Thursday, March 11. Failure to do so will result in a 5% penalty on the final term paper grade.
Midterm Test (30% of final mark). The midterm test will cover reading and lecture materials for January 14 to February 25 and will consist of short answer and short essay questions. The test will be open book and will held on March 4. The test will be made available through OWL at 12:00am and must be submitted through OWL by 11:55pm.
Final Test (30% of final mark): The final test will cover reading and lecture materials for March 11 to April 8 and will consist of short answer and short essay questions. The test will be open book and will be held on the date to be set by the Registrar’s office. The test will be made available through OWL at 12:00am and must be submitted through OWL by 11:55pm.
PLEASE NOTE: Because this is an essay course, as per Senate Regulations, you must pass the essay component to pass the course. That is, the average mark for your written assignments (research translation and term paper) must be at least 50%.
This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty.
Final grades will be determined by summing the component grades and will not be rounded.
Although the Psychology Department does not require instructors to adjust their course grades to conform to specific targets, the expectation is that course marks will be distributed around the following averages:
70% 1000-level and 2000-level courses
72% 2190-2990 level courses
75% 3000-level courses
80% 4000-level courses
The Psychology Department follows Western's grading guidelines, which are as follows (see http://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf):
A+ 90-100 One could scarcely expect better from a student at this level
A 80-89 Superior work that is clearly above average
B 70-79 Good work, meeting all requirements, and eminently satisfactory
C 60-69 Competent work, meeting requirements
D 50-59 Fair work, minimally acceptable
F below 50 Fail
6.0 ASSESSMENT/EVALUATION SCHEDULE
Mid-term Test: Thursday, March 4 (text & lecture material from January 14 to February 25); The test will be made available on OWL at 12:00am and must be submitted by 11:55pm. Dates for any make-up tests will be determined on a case-by-case basis.
Final Test: TBA (Final exam period) (text & lecture material from March 11 to April 8. The test will be made available on OWL at 12:00am and must be submitted by 11:55pm. Dates for any make-up tests will be determined on a case-by-case basis.
Research Translations: Translations are due prior to class on the date for which they are assigned (see Appendix B).
Term Paper Topic Summary: Due March 11 at 11:55 pm
Term Paper: Due April 8 at 11:55 pm
7.0 CLASS SCHEDULE
TOPICS AND READINGS
Note: Readings will be made available on the course website in OWL.
INTRODUCTION
Jan. 14. Introduction to Evidence- and Principle-based Approaches
Briner, R.B., Denyer, D., & Rousseau, D.M. (2009). Evidence-based management: Concept cleanup time? Academy of Management Perspectives, 23(4), 19-32.
Meyer, J.P. (2013). The science-practice gap and employee engagement: It’s a matter of principle. Canadian Psychology, 54, 235-245.
PART 1: Work Motivation
Jan. 21. The Principles of Reinforcement & Expectancy
Stajkovic, A.D., & Luthans, F. A meta-analysis of the effects of organizational behavior modification on task performance, 1975-95. Academy of Management Journal, 40(5), 122-149. (focus on pp. 1122 – 1124, 1128 -1135 and 1139 -1143; i.e., skip details regarding analysis)
Lunenburg, F.C. (2011). Expectancy theory of motivation: Motivating by altering expectations. International Journal of Management, Business, and Administration, 15(1), 1-6.
Jan. 28. Principles of Justice and Goal Striving
Ambrose, M.L. (2002). Contemporary justice research: A new look at familiar questions. Organizational Behavior and Human Decision Processes, 89, 803-812.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705-717.
Page Break
Feb. 4. Principles of Self-regulation and Need Satisfaction
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184.
Gagné, M. & Deci, E.L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362. Focus on pp. 331-340 and skim rest.
Feb. 11. Converting Principle to Practice: Compensation
Gagné, M., & Forest, J. (2008). The study of compensation systems through the lens of self-determination theory: Reconciling 35 years of debate. Canadian Psychology, 49, 225-232.
Gerhart, B., & Fang, M. (2014). Pay for (individual) performance: Issues, claims, evidence and the role of sorting effects. Human Resource Management Review, 24, 41-52.
February 15-19 Reading Week
Feb. 25. Converting Principle to Practice: Work Design and Employee Engagement
Bakker, A. (2017). Strategic and proactive approaches to work engagement. Organizational Dynamics, 46, 67-75.
Humphrey, S.E., Nahrgang, J.D., & Morgeson, F.P. (2007). Integrating motivational, social, and contextual work design feature: A meta-analytic summary and theoretical extension of the work design literature. Journal of Applied Psychology, 92, 1332-1356. Focus on pp. 1332-1338 and 1339-1348 and skim rest.
Mar 4. Mid-term Test
PART 2: Leadership
Mar. 11. The Contingency Principle
Zaccaro, S.J. (2007). Trait-based perspectives of leadership. American Psychologist, 62(1), 6-16.
Vroom, V.H., & Jago, A.G. (2007). The role of the situation in leadership. American Psychologist, 62(1), 17-24.
Yukl, G. (2012). Effective leadership behavior: What we know and what questions need more attention. Academy of Management Perspectives, 26, 67-84.
Mar. 18. Principles of Moral and Ethical Leadership
Hoch, J. E., Bommer, W. H., Dulebohn, J. H., & Wu, D. (2018). Do ethical, authentic, and servant leadership explain variance above and beyond transformational leadership? A meta-analysis. Journal of Management, 44(2), 501–529. Focus on pp. 501-509 and 520-526 and skim rest.
Hannah, S.T., Sumanth, J.J., Lester, P., & Cavarretta, F. (2014). Debunking the false dichotomy of leadership idealism and pragmatism: Critical evaluation and support of the newer genre leadership theories. Journal of Organizational Behavior, 35, 598-621.
Mumford, M.D. & Fried, Y. (2014). Give them what they want or give them what they need? Ideology in the study of leadership. Journal of Organizational Behavior, 35, 622-634.
Mar. 25. Gender, Culture and Leadership
Eagly, A.H., & Carli, L.L. The female leadership advantage: An evaluation of the evidence. Leadership Quarterly, 14, 807-834.
Hanges, P.J., Aiken, J.R., Park, J., & Su, J. (2016). Cross-cultural leadership: Leading around the world. Current Opinions in Psychology, 8, 64-69.
Apr. 1. Converting Principle to Practice: Leader and Leadership Development
Day, D.V. (2001). Leadership development: A review in context. Leadership Quarterly, 11, 581-613.
McCall, M.W. (2010). Recasting leadership development. Industrial and Organizational Psychology: Perspectives on Science and Practice, 3, 3-19
Apr. 8. Review and Future Directions
Students will be asked to briefly describe an issue arising from their term-paper research.
8.0 STATEMENT ON ACADEMIC OFFENCES
Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offences. Plagiarism and cheating are considered very serious offences because they undermine the integrity of research and education. Actions constituting a scholastic offence are described at the following link: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf
As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offences. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com (http://www.turnitin.com).
Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.
In classes that involve the use of a personal response system (PRS), data collected using the PRS will only be used in a manner consistent to that described in this outline. It is the instructor’s responsibility to make every effort to ensure that data remain confidential. However, students should be aware that as with all forms of electronic communication, privacy is not guaranteed. Your PRS login credentials are for your sole use only. Students attempting to use another student’s credentials to submit data through the PRS may be subject to academic misconduct proceedings.
Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.
9.0 POLICY ON ACCOMMODATION FOR ILLNESS OR OTHER ABSENCES
Western’s policy on Accommodation for Medical Illness can be found at:
http://www.westerncalendar.uwo.ca/PolicyPages.cfm?PolicyCategoryID=1&Command=showCategory&SelectedCalendar=Live&ArchiveID=#Page_12
The full policy for consideration for absences can be accessed at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/Academic_Consideration_for_absences.pdf
If you experience an extenuating circumstance (e.g., illness, injury) sufficiently significant to temporarily make you unable to meet academic requirements, you may request accommodation through the following routes:
- Submitting a Self-Reported Absence form (for circumstances that are expected to resolve within 48 hours);
- For medical absences, submitting a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner in order to be eligible for Academic Consideration;
- For non-medical absences, submitting appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in their Faculty of registration in order to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation. The self-reported absence form must be submitted before the exam/coursework deadline in order to be valid. It may NOT be used for absences longer than 48 hours; coursework/tests/exams/etc., worth more than 30% of the final grade; or exams scheduled in the December or April final-exam periods: http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html
Students seeking academic consideration:
- are advised to consider carefully the implications of postponing tests or midterm exams or delaying handing in work;
- are encouraged to make appropriate decisions based on their specific circumstances, recognizing that minor ailments (upset stomach) or upsets (argument with a friend) are not normally an appropriate basis for a self-reported absence;
- must communicate with their instructors no later than 24 hoursafter the end of the period covered by either the self-reported absence or SMC, or immediately upon their return following a documented absence
10.0 Contingency Plan for Return to Lockdown
In the event of a COVID-19 resurgence during the course that necessitates the course delivery moving away from face-to-face interaction, all remaining course content will be delivered entirely online, either synchronously (i.e., at the times indicated in the timetable) or asynchronously (e.g., posted on OWL for students to view at their convenience). The grading scheme will not change. Any remaining assessments will also be conducted online as determined by the course instructor.
11.0 STATEMENTS CONCERNING ONLINE ETIQUETTE
In courses involving online interactions, the Psychology Department expects students to honour the following rules of etiquette:
- please “arrive” to class on time
- please use your computer and/or laptop if possible (as opposed to a cell phone or tablet)
- please ensure that you are in a private location to protect the confidentiality of discussions in the event that a class discussion deals with sensitive or personal material
- to minimize background noise, kindly mute your microphone for the entire class until you are invited to speak, unless directed otherwise
- In classes larger than 30 participants please turn off your video camera for the entire class unless you are invited to speak
- In classes of 30 students or fewer, where video chat procedures are being used, please be prepared to turn your video camera off at the instructor’s request if the internet connection becomes unstable
- Unless invited by your instructor, do not share your screen in the meeting
The course instructor will act as moderator for the class and will deal with any questions from participants. To participate please consider the following:
- If you wish to speak, use the “raise hand” function and wait for the instructor to acknowledge you before beginning your comment or question.
- Please remember to unmute your microphone and turn on your video camera before speaking.
- Self-identify when speaking.
- Please remember to mute your mic and turn off your video camera after speaking (unless directed otherwise).
General considerations of “netiquette”:
- Keep in mind the different cultural and linguistic backgrounds of the students in the course.
- Be courteous toward the instructor, your colleagues, and authors whose work you are discussing.
- Be respectful of the diversity of viewpoints that you will encounter in the class and in your readings. The exchange of diverse ideas and opinions is part of the scholarly environment. “Flaming” is never appropriate.
- Be professional and scholarly in all online postings. Use proper grammar and spelling. Cite the ideas of others appropriately.
Note that disruptive behaviour of any type during online classes, including inappropriate use of the chat function, is unacceptable. Students found guilty of Zoom-bombing a class or of other serious online offenses may be subject to disciplinary measures under the Code of Student Conduct.
12.0 OTHER INFORMATION
Office of the Registrar: http://registrar.uwo.ca
Student Development Services: www.sdc.uwo.ca
Please see the Psychology Undergraduate web site for information on the following:
http://psychology.uwo.ca/undergraduate/student_responsibilities/index.html
- Policy on Cheating and Academic Misconduct
- Procedures for Appealing Academic Evaluations
- Policy on Attendance
- Policy Regarding Makeup Exams and Extensions of Deadlines
- Policy for Assignments
- Short Absences
- Extended Absences
- Documentation
- Academic Concerns
- 2020-2021 Calendar References
Copyright Statement: Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent.
Appendix A
Instructions for Term Papers
Objective
The purpose of the term paper is to have students consider issues of work motivation and leadership in the future world of work. That is, how will changes in work, workers, and working impact the nature, determinants, and/or outcomes of workers’ motivation, or the nature and effectiveness of leadership in the workplace? Below is a list of potential topics, but students are free to propose other topics of relevance to the stated objective. A 100-word summary of the topic is due by 11:55 pm on Thursday, March 11, 2020 (see below).
Potential Topics
What have we learned about work motivation or management from the COVID-19 experience?
Motivating/leading ‘gig’ workers
Effects of ‘precarious work’ on motivation
Leading/motivating innovation
Leading/motivating social responsibility
Leadership/motivation in virtual teams
Leading/motivating millennials
Leadership/motivation in an increasingly diverse workforce
Robots as leaders, co-workers, or assistants
Effects of technology on motivation and/or work/life balance
Applications of artificial intelligence in the workplace and their implications for humans
Submission Procedures and Deadlines
Summary: To submit your term paper summary please log on to OWL, go to the 3690G site, and click the Assignments tab on the left. You will see the "3690G Term Paper Summary" assignment there. Please upload a single Word document. The due date for the summary is 11:55 pm on Thursday, March 11, 2021. Note that submitting summaries after the due date will result in a 5% penalty on the final term paper grade.
Final Paper: To submit your final term paper please log on to OWL, go to the 3690G site, and click the Assignments tab on the left. You will see the "3690G Final Term Paper" assignment there. Please upload a single Word document. The due date is 11:55 pm on Thursday, April 8, 2021. Note that there is a late penalty of 10% per day.
Once you submit your paper, you will be able to see your originality report right away. It is more important to go through your entire paper and make sure that there aren't any whole sentences, or the majority of a sentence plagiarized etc. If you would like to make changes to your paper, you can delete your original submission and submit a new one. You can resubmit as many times as you would like to. Papers will not be accepted after Monday, April 12th, 2021 at 11:55 pm.
If you have any questions or issues with submitting your paper, please email the instructor at meyer@uwo.ca.
Page Break
Appendix B
Instructions for Research Translations
Objective
The purpose of research translation is to prepare students to read original journal articles reporting primary studies and to communicate the findings to a layperson audience. The translations should be no longer than 1000 words and must be written in the student’s own words. The summaries should include the following information written in a language that will be accessible to a lay audience:
- The objectives of the research (what did the researcher(s) want to know?)
- Why answering the question is important (for basic understanding or application)
- A brief summary of the methodology (e.g., participants, research design, key variables, analytic techniques)
- A summary of the key findings as they pertain to the research question(s).
- Key implications of the findings for knowledge and/or application.
- Important limitations that qualify the implications.
Note: Translations must be submitted before class on the specified due date.
Submission Procedures and Deadlines
To submit your research translation please log on to OWL, go to the 3690G site, and click the Assignments tab on the left. You will see the "3690G Research Translation" assignment there. Please upload a single Word document. The due date for the summary is at the start of class on the date for which the article is assigned. Late papers will not be accepted.
|
Due Date/Topic |
Journal Article
|
|
Jan. 28 Goal setting & justice |
Ludwig, T.D., & Geller, E.S. (1997). Assigned versus participatory goal setting and response generalization: Managing injury control among professional pizza deliverers. Journal of Applied Psychology, 82 (2), 253-261.
Greenberg, J. (1990). Employee theft as a reaction to underpayment inequity: The hidden costs of pay cuts. Journal of Applied Psychology, 75(5), 561-568. |
|
Feb. 4 Self-regulation & need satisfaction |
Baard, P.P., Deci, E.L., & Ryan, R.M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34(10), 2045-2068.
Frayne, C.A. & Geringer, J.M. (2000). Self-management training for improving performance: A field experiment involving salespeople. Journal of Applied Psychology, 85, 361-375. |
|
Feb. 11 Compensation |
Peterson, S. J., & Luthans, F. (2006). The impact of financial and nonfinancial incentives on business-unit outcomes over time. Journal of Applied Psychology, 91(1), 156–165.
Kuvaas, B., Buch, R., Gagné, M., Dysvik, A., & Forest, J. (2016). Do you get what you pay for? Sales incentives and implications for motivation and changes in turnover intention and work effort. Motivation and Performance, 40, 667-680. |
|
Feb. 25 Work design & engagement |
Grant, A. M. (2008). The significance of task significance: Job performance effects, relational mechanisms, and boundary conditions. Journal of Applied Psychology, 93, 108-124.
Hakanen, J.J., Schaufeli, W.B., & Ahola, K. (2008). The job-demands resources model: A three-year cross-lagged study of burnout. Work & Stress, 27(3), 224-241. |
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Mar. 11 Leader traits, behaviours, and contingencies |
Rosete, D. & Ciarrochi, J. (2005). Emotional intelligence and its relationship to workplace performance outcomes of leadership effectiveness. Leadership & Organization Development Journal, 26 (5/6), 388-399.
Lambert, L.S., Tepper, B.J., Carr, J.C., Holt, D.T., & Barelka, A.J. (2012). Forgotten but not gone: An examination of fit between leader consideration and initiating structure needed and received. Journal of Applied Psychology, 97(5), 913-930. |
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Mar. 18 Moral leadership |
Barling, J., Weber, T., & Kelloway, E.K. (1996). Effects of transformational leadership training on attitudinal and financial outcomes: A field experiment. Journal of Applied Psychology, 81(6), 827-832.
Tims, M., Bakker, A.B., & Xanthopoulou, D. (2011). Do transformational leaders enhance their followers’ daily work engagement? Leadership Quarterly, 22, 121-131. |
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Mar. 25 Gender, culture & leadership |
Schein, V.E., Mueller, R., Lituchy, T., & Liu, J. (1996). Think manager – think male: A global phenomenon? Journal of Organizational Behavior, 17, 33-41.
Gentry W.A., & Sparks. T.E. (2012). A convergence/divergence perspective of leadership competencies managers believe are most important for success in organizations: a crosscultural multilevel analysis of 40 countries. Journal of Business and Psychology, 2012, 27, 15-30. |
|
Apr. 1 Leader development |
Brutus, S., Ruderman, M.N., Ohlott, P.J., & McCauley, C.D. (2000). Developing from job experiences: The role of organization-based self-esteem. Human Resource Management Quarterly, 11(4), 367-380.
DeRue, D. S., & Wellman, N. (2009). Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability. Journal of Applied Psychology, 94, 859 – 875. |
