Although the topic of job attitudes and other workplace psychological constructs such as perceptions, identity, bonds, and motivational states is important, there are no books addressing the topic as a whole. Essentials of Job Attitudes and Other Workplace Psychological Constructs seeks to fill that void in a comprehensive edited volume that compiles chapters by experts on each construct. Essentials of Job Attitudes and Other Workplace Psychological Constructs begins with a review of the concept of job attitudes and other workplace psychological constructs, then devotes a single chapter to each construct. These chapters focus on organizational justice, perceived organizational support, organizational identification, job involvement, workplace commitments, job embeddedness, job satisfaction, employee engagement, and team-related work attitudes. Each of these chapters addresses parallel content including definitions, history, theory, a critique of the field to date with future research recommendations, and how the given construct can be used in practice. There are two additional features that make this book unique: first, each chapter provides a nomological network figure of the workplace psychological construct addressed; and second, each chapter provides one or more of the current measures used to assess the construct of interest. Essentials of Job Attitudes and Other Workplace Psychological Constructs is an ideal text for students and professionals in industrial-organizational psychology, organizational behavior, and human resource management.

College Student Leadership Development introduces the idea that we all play a part in producing leadership and that learning how to participate in the process of leadership is something that all college students need to learn as part of their college academic experience. Rather than approaching leadership from the traditional model emphasizing specific skill sets, this book acquaints students with how to learn leadership using the ReAChS model of leadership development (Reflection, Assessment, Challenge, Support). It then encourages students to directly engage their own experiences to hone their leader identity and understanding of leadership as well as improve their leadership knowledge and skills. Step-by-step exercises lead students in reflecting on their experiences, assessing themselves, choosing challenges, creating support networks, and finally capturing and communicating to others what they have learned. Throughout, examples of student leaders' experiences provide readers with powerful examples of others' successes and struggles in leadership alongside the latest psychological research on learning and development.

There is already considerable literature on learning at the individual level and a growing body of literature on group and organizational learning. But to date, there has been little attempt to bring these literatures together and link learning at all three levels. "Continuous Learning in Organizations" targets learning at each of the three levels and demonstrates how processes at one level impacts learning at other levels. At the heart of the work is the idea that individuals, groups, and organizations are living systems with internal learning mechanisms that can be activated and supported or stymied and thwarted. Once activated, systems can learn adaptively by reacting to a change in the environment; they can learn by generating new knowledge and conditions; and/or they can transform by creating and applying frame-breaking ideas and bringing about radically new conditions. Individuals, groups, and organizations are nested within each other forming an increasingly complex hierarchy of intertwined systems. From this point of view, the book describes the interactions between the levels and how developmental processes at one level affect learning at other levels.

The text appeals to both the scientist and professionals alike in the fields of human resource development, training, management and executive education, coaching, and organization change and development. It is also for executives who establish directions for learning and need to convince others that continuous learning is the key to on-going success of their enterprise.

Although the topic of job attitudes and other workplace psychological constructs such as perceptions, identity, bonds, and motivational states is important, there are no books addressing the topic as a whole. Essentials of Job Attitudes and Other Workplace Psychological Constructs seeks to fill that void in a comprehensive edited volume that compiles chapters by experts on each construct. Essentials of Job Attitudes and Other Workplace Psychological Constructs begins with a review of the concept of job attitudes and other workplace psychological constructs, then devotes a single chapter to each construct. These chapters focus on organizational justice, perceived organizational support, organizational identification, job involvement, workplace commitments, job embeddedness, job satisfaction, employee engagement, and team-related work attitudes. Each of these chapters addresses parallel content including definitions, history, theory, a critique of the field to date with future research recommendations, and how the given construct can be used in practice. There are two additional features that make this book unique: first, each chapter provides a nomological network figure of the workplace psychological construct addressed; and second, each chapter provides one or more of the current measures used to assess the construct of interest. Essentials of Job Attitudes and Other Workplace Psychological Constructs is an ideal text for students and professionals in industrial-organizational psychology, organizational behavior, and human resource management.

College Student Leadership Development introduces the idea that we all play a part in producing leadership and that learning how to participate in the process of leadership is something that all college students need to learn as part of their college academic experience. Rather than approaching leadership from the traditional model emphasizing specific skill sets, this book acquaints students with how to learn leadership using the ReAChS model of leadership development (Reflection, Assessment, Challenge, Support). It then encourages students to directly engage their own experiences to hone their leader identity and understanding of leadership as well as improve their leadership knowledge and skills. Step-by-step exercises lead students in reflecting on their experiences, assessing themselves, choosing challenges, creating support networks, and finally capturing and communicating to others what they have learned. Throughout, examples of student leaders' experiences provide readers with powerful examples of others' successes and struggles in leadership alongside the latest psychological research on learning and development.

Failure rate for senior executives is high; consider the frequent stories in the press about yet another CEO who has been fired or has resigned prematurely. Hypothesizing that the selection process is inadequate, CCL researchers used the Peak Selection Simulation to ask 621 decision-makers specific questions about how they use interviews, HR information, and search firm reports to select top-level candidates. This report, containing thirty figures and tables and a comprehensive reference list, documents this research and provides useful insights that can lead to better selection outcomes.

Geographically dispersed teams are work groups with members separated by time and distance. Essential to the success of organizations in a global marketplace, these teams create unique challenges to effective task performance. This report summarizes what the important literature on GDTs has to say about how they should be formed, developed, and led. It is primarily for individuals charged with creating or leading GDTs, for designers who provide the technology for these teams, for trainers who are expected to help these teams develop and operate, and for organizational consultants called in to assist.

There is already considerable literature on learning at the individual level and a growing body of literature on group and organizational learning. But to date, there has been little attempt to bring these literatures together and link learning at all three levels. "Continuous Learning in Organizations" targets learning at each of the three levels and demonstrates how processes at one level impacts learning at other levels. At the heart of the work is the idea that individuals, groups, and organizations are living systems with internal learning mechanisms that can be activated and supported or stymied and thwarted. Once activated, systems can learn adaptively by reacting to a change in the environment; they can learn by generating new knowledge and conditions; and/or they can transform by creating and applying frame-breaking ideas and bringing about radically new conditions. Individuals, groups, and organizations are nested within each other forming an increasingly complex hierarchy of intertwined systems. From this point of view, the book describes the interactions between the levels and how developmental processes at one level affect learning at other levels.

The text appeals to both the scientist and professionals alike in the fields of human resource development, training, management and executive education, coaching, and organization change and development. It is also for executives who establish directions for learning and need to convince others that continuous learning is the key to on-going success of their enterprise.