Outstanding Paper
Nominations
Denoted with * in Program |
| Conceptual |
| Hao Ma (Bryant College), "Types
of Competition, Competitive Advantage, and Theories of Strategy: A Multilevel
Theoretical Synthesis." |
|
This article identifies three major gaps in the literature
on competitive advantage and strategy. They are the relative lack of
attention to: the gaining of competitive advantage through competition;
temporal competitive advantage; and the situational nature of strategizing.
It then attempts a multi-level theoretical synthesis of literature on
competition, competitive advantage, and theories of strategy. At the
general level, it juxtaposes the Porterian, Williamsonian, Chamberlinian,
and Schumpeterian competitive, and integrates the IO structural approach
efficiency based view, the resource based view, and the Schumperterian
view, suggesting the adoption of multi-perspective strategizing. At
the practical application level, it offers a situational theory of strategy,
advocating matching strategizing with specific types of competitive
environments. A typology of strategizing is then developed that includes:
to win without fight; to win by redefining the game; to win by competitive
maneuvering and economizing; and to win a war through a series of maneuvering.
At the operational level, it presents an action based working model
of strategizing that includes entrepreneurial vision, action, capability,
and opportunity as its building blocks. |
| Alison M. Konrad (Temple U.) and Gerald
Ross (Temple U.), "Organizational Justice and Inter-Group
Inequality." |
|
Using social identity theory, we develop a conceptual framework
for applying organizational justice concepts to the problem of inter-group
inequality. The organizational justice literature extends research on
inter-group inequality by adding a focus on procedural justice. The
inter-group inequality literature extends organizational justice concepts
by calling attention to group interests. Thirteen propositions are developed
to guide future research. Members of different identity groups might
respond differently to organizational justice factors. Perceptions that
one's group has been treated unjustly might affect attitudes and behavior
toward the organization. |
| Empirical |
| Hitoshi Mitsuhashi (Cornell U.), Hyeon
Jeong Park (Cornell U.), Patrick M. Wright (Cornell U.),
"Line and HR Executives’ Perceptions of HR Effectiveness
in Firms in the People’s Republic of China." |
|
This paper examines the differences in perceptions of the importance and
effectiveness of HR practices in firms operating in the People’s Republic of China.
The major finding is that while line and HR executives equally value HR practices, line
executives perceive HR effectiveness to be significantly lower than do HR executives. The
implications of these findings are discussed. |
| Pamela Brandes (Southern Connecticut
State U.), Ravi Dharwadkar (Syracuse U.), and James W. Dean
(U. of North Carolina, Chapel Hill), "Does Organizational
Cynicism Matter?: Employee and Supervisor Perspectives on Work Outcomes." |
|
Recent conceptual work in management has highlighted the importance of
cynicism in the workplace but few studies have explored the relationships of cynicism with
important work outcomes such as organizational commitment, in and extra-role behaviors,
and employee involvement activities. Data from 129 supervisor-subordinate dyads was used
to explore these relationships. Results suggest that employees and supervisors discern the
influence of cynicism differently. Cynical employees report less commitment to their
organizations and reduced participation in employee involvement programs. Supervisors
suggest that cynical employees’ in-role behaviors are curtailed. As these findings
have important organizational implications, we make recommendations for studying cynicism
in the future. |
| Gary Blau (Temple U.), "Testing
the Longitudinal Impact of Work Variables and Performance Appraisal
Satisfaction on Subsequent Overall Job Satisfaction." |
|
Using a longitudinal sample of medical technologists (MTs) this study
found, after controlling for prior overall job satisfactions, individual difference and
organization-level variables, that task responsibilities and employee performance
appraisal satisfaction significantly affected subsequent overall MT job satisfaction.
Overall job satisfaction significantly declined for repeat-respondents over the four-year
period. Data also suggested that the impact of task responsibilities on overall job
satisfaction can dissipate over time, and that the supervisor’s role in affecting
employee job satisfaction is important. Results and limitations are discussed. |
| Management Education and Development |
| Ned S. Schwartz (Western New England College),
"DNA Management: A Natural Paradigm for the Strategic Management
Course." |
|
This paper presents a prospectus for an original complementary
paradigm for teaching the Business Policy and Strategic Management course,
using the scientific metaphor of DNA as the basic building blocks of
life, including genetic mapping, analysis and re-engineering. The DNA
management teaching model is proposed for those interested in an organic
model and seek additional pedagogical support for their Strategic Management
course. The metaphor assumes every living organization possesses unique
DNA characteristics, much like every living organism. These genetic
characteristics are considered organizational DNA. Although competing
organizations may have similar genetic attributes, no two organizations
have identical DNA therefore, DNA Management provides the opportunity
for customized strategic assessment, analysis, planning and management.
The DNA Management teaching model utilizes dynamic computerized templates
and is designed for case studies. |
| Cheryl C. McLean (U. of Massachusetts
- Amherst), "A Performance Appraisal Exercise with Punch!:
A Two Part Exercise on Creating and Using Evaluations." |
|
This exercise allows students to understand the issues and obstacles
associated with developing usable performance appraisals and give students the opportunity
to experience the 360 degree performance evaluation process. Since student’s grades
are directly affected by the outcomes of the appraisals, this exercise has a powerful
impact. |
| Raquel Benbunan-Fich (Seton Hall U.),
"Leveraging Management Education with Information Technology." |
|
New Information Technologies (IT) can be incorporated into management
education to enhance the quality of the learning experience. This paper reviews the
theoretical and empirical research on computer-supported learning and examines the
implications for management education. This paper also discusses IT applications in and
out of the classroom and pays special attention to how IT can contribute to the use of the
case study method of teaching. The contribution of this paper is the integration of
different IT applications in educational settings in a tri-dimensional framework defined
by the pedagogical assumptions of the course, the time dimension of the communications
between students and professors, and the geographical dispersion of the participants. |
Thursday
Unleashing Human Energy 