SOCIAL PERCEPTIONS AND BIASES
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MG699 – SLP2
SOCIAL PERCEPTIONS AND BIASES
In this Module 2 SLP, you will compare and contrast different perspectives on the role that emotions may play in decision making at the workplace. Additionally, you will be asked to think through different methodological effects and the results that are associated with them.
Please begin by reading the Baron and Kenny (1986), Seo and Barrett (2007), and Ashforth and Humphrey (1995) required articles on the background page, then:
- Analyze the conceptual differences between and meaning of mediation and moderation effects in the context of differing perspectives on the role that emotions play in decision making.
SLP Assignment Expectations
Regarding the Seo and Barrett (2007) article, please:
- Explain what their two contrasting perspectives are regarding the role of affective (emotional) experience in decision making.
- Explain how those two perspectives relate to Ashforth and Humphrey’s (1995) four institutionalized mechanisms (for regulating the experience and expression of emotion in the workplace).
- Explain whether hypothesis 3 (“the relationship between affective reactivity and decision-making performance is stronger for those individuals who are higher, rather than lower, in affective influence regulation”) reflects a mediation hypothesis, a moderation hypothesis, both, or none, and why.
- Describe the IV, the DV, and any mediator/s or/and moderator/s in hypothesis 3.
- Draw a graph that presents the effect that is presented in the hypothesis. Use the x-axis to represent the IV, and the Y-axis to represent the DV.
- Discuss the extent to which Seo and Barrett’s (2007) findings support hypothesis 3. Please provide a detailed response, and support your argument.
General Expectations
- Length: 3–4 pages of double-spaced, 12-point text, plus cover and reference pages.
- Structure: Q&A style.
- References: Follow Campion’s (1997) rules for references (see Background page).
- Style: APA format.
- Proofread your paper before uploading it.
- Upload your paper by the module due date.
Required Materials
SLP
The classic Baron and Kenny (1986) article provides you with all the very basic methodological knowledge you would need in order to complete the SLP assignment. It is suggested that you will read the Baron and Kenny (1986) article first, followed by the Seo and Barrett (2007) article, and then the Ashforth and Humphrey (1995) articles before completing the SLP assignment.
One of the most cited articles in the history of the organization and management literature is the famous Baron and Kenny (1986) article on the distinction between moderation and mediation effects. As of March 2012, it was cited 31,345 times!! Just to give you an idea, a paper that is cited around 200 times is considered as having a very high citation ranking. Given the nature of this article, one of the implications of this high citation rate is that many researchers have applied the Baron and Kenny (1986) approach to analyzing and reporting moderation and mediation effects in their studies. This article provides a very clear description of what mediation and moderation is and the conceptual as well as the strategic differences between them. After reading this article you should be able to identify those differences:
- Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality & Social Psychology, 51, 1173-1182.
Have you ever been told to restrain your emotions while at work? Or that intense emotions are nothing but harmful when experienced at the workplace? If you were, this article might interest you. Seo and Barrett (2007) researched the relationship between affective (emotional) experience and decision-making performance. They found that contrary to the popular belief that feelings are generally bad for decision making, individuals who experienced more intense feelings achieved higher decision-making performance, and that individuals who were better able to identify and distinguish among their current feelings achieved higher decision-making performance via their enhanced ability to control the possible biases induced by those feelings:
- Seo, M., & Barrett, L. F. (2007). Being emotional during decision making—Good or bad? An empirical investigation. Academy of Management Journal, 50, 923–940.
In an attempt to review the literature on emotion in the workplace, Ashforth and Humphrey (1995) argued that research had neglected and devaluated the positive impact that emotions may have on organizational life, and that emotionality had been often presented as the antithesis of rationality. They presented four mechanisms for regulating the experience and expression of emotion in the workplace that were led by this perspective: (1) neutralizing, (2) buffering, (3) prescribing, and (4) normalizing emotion. In contrast to this perspective, they contend that emotionality and rationality are interpenetrated; that emotions are an integral and inseparable part of organizational life, and that emotions are often functional for the organization. This argument is illustrated by applications to motivation, leadership, and group dynamics.
- Ashforth, B. E., & Humphrey, R. H. (1995). Emotion in the workplace: A reappraisal. Human Relations, 48, 97–125.
- Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226.
Abstract: In this article, the author describes a new theoretical perspective on positive emotions and situates this in perspective within the emerging field of positive psychology. The broaden-and-build theory posits that experience of positive emotions broaden people’s momentary thought–action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. Preliminary empirical evidence supporting the broaden-and-build theory is reviewed, and open empirical questions that remain to be tested are identified. The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.
- Gross, J. J., & John, O. P. 2003. Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348–362.
Abstract: Five studies tested two general hypotheses: Individuals differ in their use of emotion regulation strategies such as reappraisal and suppression, and these individual differences have implications for affect, well-being, and social relationships. Study 1 presents new measures of the habitual use of reappraisal and suppression. Study 2 examines convergent and discriminant validity. Study 3 shows that reappraisers experience and express greater positive emotion and lesser negative emotion, whereas suppressors experience and express lesser positive emotion, yet experience greater negative emotion. Study 4 indicates that using reappraisal is associated with better interpersonal functioning, whereas using suppression is associated with worse interpersonal functioning. Study 5 shows that using reappraisal is related positively to well-being, whereas using suppression is related negatively.
- Wood, R. E., Goodman, J. S., Beckmann, N., & Cook, A. (2008). Mediation testing in management research: A review and proposals. Organizational Research Methods, 11, 270–295. doi: 10.1177/1094428106297811
Abstract: The authors review and critique the conduct and reporting of mediation analyses in 409 studies published in five leading organization studies journals over the past 25 years. The aim of the study is to learn from past practice and to use that knowledge to signal to researchers the importance of correctly applying mediation tests as well as to facilitate the valid testing of mediation models and the reporting of mediation results in future studies. The authors content code their sample for a wide range of characteristics and find that the majority of inferences of full and partial mediation are based on testing procedures that deviate significantly from procedures recommended by statisticians. In addition, the reporting of results is often incomplete and inefficient. The authors discuss and evaluate the findings of the study and make recommendations for future testing and reporting of results for mediation models.
- Ravid, S., Rafaeli, A., & Grandey, A. A. (2010). Expressions of anger in Israeli workplaces: The special place of customer interactions. Human Resource Management Review, 20, 224-234. doi:org/10.1016/j.hrmr.2009.08.003
Abstract: We examine norms regarding displays of anger in interactions with different target persons in Israeli organizations. Israeli university students who had been employed in the last year were asked about displaying anger to managers, subordinates, coworkers, customers and customer service representatives. For comparison, data about displays of another negative emotion – fear – were also collected. Our predictions – that anger expression is influenced by the power of the target person – were supported. There was stronger agreement that anger should be suppressed with managers than with coworkers and subordinates. Agreement that anger should be suppressed was also stronger regarding displays toward customers than toward coworkers, subordinates and managers. Norms of suppressing anger were particularly strong for displays toward customers, and far stronger than the parallel of customers’ displays toward customer service representatives. These finding are suggested to imply the penetration of global customer service norms to the Israeli economy.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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