Academy Of Management Review Research Articles

Effects of Cognition-based and Affect-based Trust Attitudes on Trust Intentions

Despite decades of research on trust in the workplace, researchers continue to struggle with fundamental questions regarding the conceptualization and measurement of organizational trust. To help clarify this construct, we revisit established trust definitions (Mayer et al. Academy of Management Review, 20(3), 709–734, Mayer et al., Academy of Management Review 20:709–734, 1995; Rousseau et al. Academy of Management Review, 23(3), 393–404, Rousseau et al., Academy of Management Review 23:393–404, 1998) and distinguish trust attitudes (i.e., positive expectations of others) from trust intentions (i.e., the willingness to be vulnerable). Using a three-study experimental design, we examined the causal effect of two distinct trust attitudes (i.e., cognition-based and affect-based) on two trust intentions (i.e., reliance and disclosure). We found that when cognition-based trust was high, participants were more willing to rely on a colleague (i.e., had higher reliance intentions). When affect-based trust was high, participants were more willing to share sensitive information with that colleague (i.e., higher disclosure intentions) and more willing to rely on a colleague (i.e., higher reliance intentions). We also examined the effect of mixed trust attitudes (i.e., feelings of low (vs. high) cognition-based trust paired with high (vs. low) affect-based trust). We found that, for reliance intentions, for the most part, high affect-based trust could be substituted with high cognition-based trust. Conversely, for disclosure intentions, high cognition-based trust could not substitute for high affect-based trust. The observed patterns indicate that affect-based and cognition-based attitudes are related yet distinct, with differential patterns of prediction with reliance and disclosure intentions. Our findings also underscore the importance of affect-based trust. By nurturing strong interpersonal bonds among employees, organizations can improve communication and collaboration, critical elements for organizational effectiveness.

The role of enterprise risk management in enabling organisational resilience: a case study of the Swedish mining industry

This study empirically examines the role of enterprise risk management (ERM) in developing and maintaining resilience resources and capabilities that are necessary for an organisation’s strategic transformation towards sustainability. Data was collected through 25 semi-structured interviews, one non-participant observation, and secondary sources in the context of a Swedish mining company undergoing a high-risk strategic transformation towards full decarbonisation. Following the temporal bracketing approach (Langley in Academy of Management Review 24:691–70, 1999) and employing thematic analysis (Gioia in Organizational Research Methods 16:15–31), the data was structured and analysed according to three phases from 2012 to 2023. The findings show: first, different ERM practices, such as risk governance frameworks, risk culture, risk artefacts, and risk awareness, influence resilience resources and capabilities. Second, the evolution of risk management practices from traditional risk management to ERM is an ongoing developmental process to ensure that risk management continues to be aligned with the company’s strategy. Third, in tandem with strategic changes, resilience in terms of resources and capabilities emerges over time and develops through a series of events, gradually enhancing the company’s ability to manage risks and uncertainties associated with multidimensional sustainability challenges. These results contribute to the ERM literature that follows the dynamic capability approach and also focuses on the relationship between ERM and strategy by adding more detailed empirical evidence from the risk management literature in relation to resilience resources and capabilities. Additionally, the results contribute to the resilience literature that follows a developmental perspective.

Corporate Social Responsibility Research: An Ongoing and Worthwhile Journey

We “tell the story” of corporate social responsibility (CSR) research by presenting a curated Collection of 19 articles published from 1973 through 2022 in all Academy of Management journals: Academy of Management Annals, Academy of Management Discoveries, Academy of Management Journal, Academy of Management Learning and Education, Academy of Management Perspectives, and Academy of Management Review. We describe our curation process and our criteria for evaluating CSR research. Next, we use the Collection to trace the history of CSR research decade by decade and synthesize the field’s current state. With the benefit of hindsight, we then offer a critical analysis of CSR research in terms of the following criteria: (a) construct definition (i.e., content domain) and operationalization (i.e., dimensionality, measurement, methodological rigor), (b) integration (i.e., levels of analysis, disciplinary perspectives, cross-national and comparative approaches and disciplines), and (c) impact (i.e., stakeholders considered; evaluation of initiatives in terms of intended beneficiaries; translation of results for practice, education, policy, and sustainable development). We conclude by providing recommendations for enhancing the impact of CSR research that is more transdisciplinary, participative, inclusive regarding stakeholders, methodologically rigorous, translational, and attentive to specific CSR initiative characteristics and intended beneficiaries.

Situating artificial intelligence in organization: A human-machine relationship perspective

The increasing advancements in artificial intelligence (AI) technology have resulted in greater adoption of intelligent devices, such as industrial and service robots. Such context substantially influences the routine processes of operations, thereby promoting the ongoing evolutionary development of human-machine interaction. Here, we analyze an interesting article published in the Academy of Management Review (AMR) by Ayenda Kemp, who proposes the concept of situated AI for discussing AI-driven competitive advantages. In our alternative framework of situating AI in the organization, we identify three aspects of the human-machine relationship—cohesion, autonomy, and equality—and associate them with three redefined situating activities—anchoring, bounding, and calibrating, to bring the full potential of AI to an organization. We believe this defined framework can further contribute to relevant literature in the field of digital economy.

Houston We Have a Problem: How Debriefing Method Impacts Open Communication and the Depth of Team Reflexivity

Team debriefings are structured interventions in which teams reflect on their past performance, adapt, and plan for future events. Results from meta-analyses indicate that team debriefings are effective in improving task performance (Keiser & Arthur, Journal of Applied Psychology, 106(7), 1007–1032, 2021, Journal of Business and Psychology, 37(5), 953–976, 2022; Tannenbaum & Cerasoli, Human Factors: The Journal of the Human Factors and Ergonomics Society, 55(1), 231–245, 2013). Although far less often studied, there is also some evidence to suggest that team debriefings (compared to no debriefings) can be used to develop norms for open communication (Jarrett et al., Human Performance, 29(5), 408-427, 2016; Villado & Arthur, Journal of Applied Psychology, 98(3), 514-528, 2013). However, there is currently a dearth of quantitative evidence to guide practitioners in selecting from the myriad methods available to achieve this purpose. Grounded in theory and research on episodic models of team performance (Marks et al., Academy of Management Review, 26(3), 356-376, 2001) and the Motivated Information Processing in Groups model (MIP-G) (De Dreu et al., Personality and Social Psychology Review, 12(1), 22–49, 2008), we conducted a quasi-experiment which compared two debriefing methods. The first, a chronological debriefing, emphasizes outcome accountability and makes competitive interdependence salient, whereas the second method, Team Dimensional Training (TDT), emphasizes process accountability and makes cooperative interdependence salient. Data from 76 flight controllers at Johnson Space Center indicated that the communication climate in TDT debriefings was perceived to be more open than was the climate in chronological debriefings. Analyses of coded transcripts from 69 debriefings revealed that teams engaged in deeper reflexivity when the TDT method was used than they did when the chronological method was used.

Applying a Lens of Temporality to Better Understand Voice About Unethical Behaviour

The relationship between time and voice about unethical behaviour has been highlighted as a key area for exploration within the voice and silence field (Morrison Annual Review of Organizational Psychology and Organizational Behavior 10:79–107, 2023). Previous studies have made only modest progress in this area, so we present a temporal lens which can act as a guide for others wishing to better understand the role of time and voice. Applying the concept of theory adaptation (Jaakkola AMS Review 10:18–26, 2020), a method which attempts to build on a given field through the application of a new theoretical lens, we begin by reviewing what is known in relation to voice about unethical behaviour specifically. Then we introduce two temporal frameworks, one suggested by Ancona, Okhuysen, and Perlow (Ancona et al. The Academy of Management Review 26:645–663, 2001a; Ancona et al. The Academy of Management Review 26:512–529, 2001b) as a useful way of analysing time in organisations, and a second one by Bansal, Anna, and Wood, (Bansal et al. Academy of Management Review 43:217–241, 2018) focusing on the way organisations include voice into their temporal rhythm. We then draw conclusions about the role of time in relation to voice about unethical behaviour and identify three insights; a) it takes time for voices to generate evidence for unethical behaviour, b) perceptions of unethical behaviour change over time, and c) it is most difficult to voice about unethical behaviour at the time it is most needed. Our recommendations for future avenues of research based on these insights recommend new research designs better suited to explore the relationship between voice and time and a focus on how the formality of voice mechanisms shapes the timing of voice.

Examining sharing economy operations: A process perspective

<scp>Examining sharing economy operations</scp>: A <scp>process perspective</scp>

A Framework for Developing and Assessing the Global Entrepreneurial Mindset

Assessment UpdateVolume 35, Issue 3 p. 1-15 Article A Framework for Developing and Assessing the Global Entrepreneurial Mindset James Berneking, James BernekingSearch for more papers by this authorSamantha Dewalt, Samantha DewaltSearch for more papers by this author James Berneking, James BernekingSearch for more papers by this authorSamantha Dewalt, Samantha DewaltSearch for more papers by this author First published: 29 May 2023 https://doi.org/10.1002/au.30344Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Baron, R. A. 2008. “The Role of Affect in the Entrepreneurial Process.” Academy of Management Review, 33(2), 328– 340. doi:10.5465/amr.2008.31193166 Bloom, B. S., M. D. Engelhart, E. J. Furst, W. H. Hill, and R. Krathwohl. 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals. London: Longmans, Green and Co Ltd. Retrieved from https://bit.ly/3FJk8QW. Dinh, A., Oberrauch L., and S. Dewalt. 2022. “What's in a Mindset? Exploring the Entrepreneurial Mindset.” Journal of Entrepreneurship Education, 25(4), 1– 24. Fayolle, A., and B. Gailly. 2008. “From Craft to Science: Teaching Models and Learning Processes in Entrepreneurship Education.” Journal of European Industrial Training, 32(7), 569– 593. doi:10.1108/03090590810899838 Gedeon, S. A. 2014. “Application of Best Practices in University Entrepreneurship Education: Designing a New MBA Program.” European Journal of Training and Development, 38(3), 231– 253. doi:10.1108/ejtd-05-2013-0058 Gedeon, S. A. 2017. “Measuring Student Transformation in Entrepreneurship Education Programs.” Education Research International, 2017, 1– 12. doi:10.1155/2017/8475460 Ilonen, S., and Heinonen, J. (2018). “Understanding affective learning outcomes in entrepreneurship education.” Industry and Higher Education, 32(6), 391– 404. doi:10.1177/0950422218805177 Kirkpatrick, D. L. 1959. “Techniques for Evaluation Training Programs.” Journal of the American Society of Training Directors, 13, 21– 26. Kirkpatrick, D. L. and J. D. Kirkpatrick. 2006. Evaluating Training Programs: The Four Levels: Vol. 3rd ed. San Francisco: Berrett-Koehler Publishers. Kuratko, D. F. 2005. “The Emergence of Entrepreneurship Education: Development, Trends, and Challenges.” Entrepreneurship: Theory and Practice, 29(5), 577– 598. doi:10.1111/j.1540-6520.2005.00099.x Nabi, G., Liñán F., Fayolle A., Krueger N., and A. Walmsley. 2017. “The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda.” Academy of Management Learning & Education, 16(2), 277– 299. doi:10.5465/amle.2015.0026 Rae, D., L.M. Martin, V. Antcliff, and P. D. Hannon. 2012. “Enterprise and Entrepreneurship in English Higher Education: 2010 and Beyond.” Journal of Small Business and Enterprise Development, 19(3), 380– 401. doi:10.1108/14626001211250090 Volume35, Issue3May/June 2023Pages 1-15 ReferencesRelatedInformation

Presenteeism Is Reloaded and Ready for Further Research – A Commentary on Priebe, J. and Hägerbäumer, M. (2023)

Presenteeism Is Reloaded and Ready for Further Research – A Commentary on Priebe, J. and Hägerbäumer, M. (2023)

Critique and change: The “what”, “why”, “how”, and “so what”

Critique and change: The “what”, “why”, “how”, and “so what”

Smoke, Mirrors, and Impact Factor: How Management Scholars Undermine a Managerial Metric

The authors analyze leading management journals of the Academy of Management (the Academy of Management Journal, the Academy of Management Review, the Academy of Management Learning and Education, and the Academy of Management Perspectives, as well as the Journal of Management), collecting and analyzing information on the managerial research assessment tool of impact factor (IF) during two time periods—from 1997 through 2005 and from 2006 through 2019. The authors capture the changing nature of journal strategies, examining the number of references, self-citations, and cross-citations. The study shows a general increase in the number of references used, as well as self-citations and cross-citations, resulting in a corresponding IF gain. The evidence suggests some limitations to adopting performance metrics in academia. Thus, academic managers, editors, and authors who focus on IF may be overestimating its impact, obscuring institutional attempts to measure academic research performance.

McBride and Wuebker's Socially Objective Opportunities: Do they move the field forward?

McBride and Wuebker's (2022) “Social Objectivity and Entrepreneurial Opportunities” – published in Academy of Management Review and hence potentially influential – provides an improved philosophical basis for ‘creation theory’ compared to earlier attempts in that direction, and it undoubtedly reflects a considerable amount of hard work and an honest intent to make a meaningful contribution. Regrettably, it is also characterized by questionable premises, claims, and conclusions. In this article I identify and discuss these issues and explain why McBride and Wuebker may mislead our field rather than guiding it toward more productive knowledge accumulation and dissemination. I argue that much more is known about new venture creation than their narrow lens allows us to see, and that going forward based on their suggestions would lead to lopsided entrepreneurship research and education.

In Search of Scholarly Impact

In Search of Scholarly Impact

Beyond targets and instigators: Examining workplace incivility in dyads and the moderating role of perceived incivility norms.

In the 2 decades since Andersson and Pearson (Academy of Management Review, 24, 452, 1999) suggested workplace incivility occurs in dyadic relationships between two employees, research has only studied incivility from the perspective of either the target or the instigator. In doing so, it implicitly treats experienced and instigated incivility as though they solely reflect (viz., dispositional and situational) characteristics of targets and instigators, ignoring that incivility is also attributable to the unique relationship between dyad members. The present study draws on the norm of reciprocity to examine workplace incivility in dyadic relationships and how it differs across individuals. Using dyads as the unit of analysis, we test our predictions among employees at a U.S. restaurant chain (Sample 1); a technology manufacturer in China (Sample 2); and across a range of industries, organizations, and jobs in the U.S. (Sample 3). We find that experienced and instigated incivility exhibit substantial variation at the dyad level, that the two are related within dyads after accounting for individuals' general tendencies to experience and instigate incivility, and that the within-dyad association between experienced and instigated incivility is moderated by perceived descriptive and injunctive norms regarding uncivil behavior. Implications and future research directions are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Entrepreneurship Through a Unified Sociological Neoinstitutional Lens

The institutional context, which includes the normative, regulative, and cognitive dimensions of social life within the various constitutive spheres of society, has a strong influence on entrepreneurial processes and outcomes. Institutions shape who becomes an entrepreneur, opportunity creation, identification, and evaluation, as well as how entrepreneurs attempt to start new firms. We introduce a novel framework that unifies the two dominant perspectives in sociological neoinstitutionalism, the institutional logics and the institutional pillars typologies, and apply this unified framework to examine the existing research at the nexus of entrepreneurship and institutional theory while outlining a set of entrepreneurial phenomena to which the framework can be applied. We analyzed the citation pattern of all 77 articles published since 1999 in top management journals (Academy of Management Journal, Academy of Management Review, Administrative Science Quarterly, Organization Science, and Strategic Management Journal) that used institutional theory to examine entrepreneurial phenomena, and we demonstrate how the unified framework effectively organizes past research while also pointing to new and important areas for development.

Sustainable practices of selected publiclylisted higher educational institutions in ensuring good health and well-being

Sustainable practices of selected publiclylisted higher educational institutions in ensuring good health and well-being

Changing the Conversation to Create Organizational Change

ABSTRACT Public sector effectiveness necessitates planned change; however, many initiatives fail. For planned change to be successful, employees’ mental models need to be amended to support new behaviours. One mechanism to achieve this is employee performance conversations, which can elicit behavioural change through introducing new ideas to an individual’s reality. However, many conversations fail to create shared understandings of the need for change. Ford and Ford's [The role of conversations in producing intentional change in organizations. Academy of Management Review, 20(3), 541–570] typology identifies different conversational forms to create the shared understandings required to enact change. This paper reflects on the learnings from a management development intervention based upon Ford and Ford’s typology where managers applied the conversational forms to initiate mental model amendment, thereby enabling planned change. Analysis of qualitative data collected during the intervention suggests that using different types of conversations in a structured manner enabled shared understandings regarding why change was required and what success looked like. Managers recognized that slowing down the conversational process led to more effective mental model amendment, facilitating behavioural change. The paper demonstrates how different conversational forms enable leaders to discuss a planned change from an individual and organizational perspective and elicit mental model amendment to realize change. MAD statement This paper explores a new approach to undertaking employee performance management to enable organizational change. The paper applies Ford and Ford’s (1995) conversational typology as a practice model for developing the conversational competencies of managers and leaders. The paper highlights the importance of taking account of employees’ and managers’ different mental models in order to enable planned change. It argues that it is not more conversations that is needed, but instead the capacity to recognize and utilize different conversational forms to realize mental model amendment to elicit behavioural change and thus achieve change. The paper outlines an intervention that applies this new approach to employee performance management training.

Mediating Effects of Accounting Conservatism on The Relationship Between Corporate Governance and Cost of Capital

Mediating Effects of Accounting Conservatism on The Relationship Between Corporate Governance and Cost of Capital

The Effect of Big Five Personality Traits on Leader Member Exchange and Organization Citizenship Behavior in Khyber Pakhtunkhwa Universities

The Effect of Big Five Personality Traits on Leader Member Exchange and Organization Citizenship Behavior in Khyber Pakhtunkhwa Universities

Mapping Innovation Research in Organizations: A Bibliometric Analysis.

This essay conducts a bibliometric study on innovation research in organizations within the three levels (i.e., individual, work team, and organizational) by using CiteSpace software to analyze 6,354 academic articles from the year 2000 to 2020 in four aspects: temporal distribution of published papers, scientific community (countries/regions/cited authors), intellectual structure (cited journals/cited references), and research hotspots. The research findings show that the total number and the growth rate of publications at the organizational level are far higher than the other two levels (individual and work team). The top three countries with the number of publications are United States, China, and United Kingdom. The top five highly cited authors are identified and listed from individual, work team, and organizational levels. Academy of Management Journal and Academy of Management Review are the top two highly cited journals at all three levels (i.e., individual, work team, and organizational levels). The most highly cited articles at the three levels are about topics of linking empowering leadership and employee creativity, team-level predictors of innovation at work, and organizational ambidexterity. The top three research hotspots are identified and listed from individual, work team, and organizational levels. These findings provide snapshots and comparisons of innovation research in management within the three levels (i.e., individual, work team, and organizational levels), which might be beneficial for researchers and scholars to understand and explore innovative behavior in organizations from a multilevel perspective.