Brown S.D., Lent R. (Editors). Career development and counseling: putting theory and research to work

Подождите немного. Документ загружается.

496 C

AREER

NTERVENTIONS ACROSS THE

IFE

PAN

self-manage their own careers will have a new set of needs and values around con-

tinuous learning to which organizations must respond to remain competitive. Lon-

don and Mone (1999) outlined the resources and support that promote continuous

learning, such as supervisor support, human resource policies, programs, and re-

wards for development. Assessment of the environment, therefore, needs to include

a measure of the organization’s values and norms for knowledge sharing, quality

improvement, innovation, and competitiveness.

Other environmental factors that affect the adaptability of employees include

task complexity and management support. Ford et al. (1992) suggested that workers

are more likely to feel comfortable performing new behaviors in the presence of

highly supportive managers. This view was endorsed by their finding that trainee

airmen assigned to supportive supervisors and workgroups performed more

complex and different tasks than their colleagues assigned to less supportive

teams. Managers with a positive attitude toward change have also been found to

impact the degree of employee innovation (Oldham & Cummings, 1996).

Task complexity implies the presence of multifaceted challenging task de-

mands that have higher requirements for information processing. Smith, Ford,

and Kozlowski (1997) contended that experience in complex and challenging en-

vironments builds complex metacognitive skills that enhance performance. An

alternative explanation is that complexity has a more immediate motivating in-

fluence on employees because people rise to challenge and complexity but be-

come bored and unproductive when tasks are simple and routine.

COACHING AND COUNSELING FOR

WORK ADJUSTMENT

One of the pitfalls for counselors working in organizational contexts relates to the

tendency to attribute problems to individuals and, hence, to seek a solution at an

individual level. This bias is understandable because most counselor training

places an emphasis on the individual and may not include organizational theory

and interventions. In a climate of change, there is obviously much that can be done

at an individual level to give clients the skills to adjust to and cope with change.

However, the role of the organization in creating a climate and support is just as

important. A similar point can be made in relation to the role of selection in achiev-

ing P-E fit. Selection cannot be approached in isolation without taking into account

the role of training and development on the job, which requires management sup-

port and a learning climate in an organization. These issues underline the impor-

tance of interventions that are addressed at the organizational leadership and

management level as well as those where the focus is on change and adjustment on

the part of the individual. In the following sections we therefore examine how to

counsel for proactive, reactive, and tolerant behaviors by both the individual and

the organization.

Historically, vocational counseling has come under the auspices of career or

vocational counselors and psychologists. Over the past decade, businesses have

shown an increasing interest in coaching, especially for managers and senior

leaders, often conducted by human relations professionals or clinical and organi-

zational psychologists. Traditional counseling approaches fit well with coaching,

and we suggest that counselors consult Grant and Greene (2001). Although there

is currently little empirical data on the efficacy of such coaching, we include

c20.qxd 8/5/04 9:15 AM Page 496

Counseling for Work Adjustment 497

coaching here because of its pervasive use throughout organizations and its focus

on coping with change. Kampa-Kokesch and Anderson (2001) argued that the

popularity of coaching is due to the pressure to improve performance, the need

for continued development, and the lack of training opportunities for executives.

ROMOTING

ROACTIVE

EHAVIORS BY THE

NDIVIDUAL

Although some theorists regard proactivity as an individual characteristic (e.g.,

Bateman & Crant, 1993) and, therefore, less amenable to change, others (e.g., those

researching proactive socialization) have found very few individual difference

fects. Nevertheless, there has been little investigation into the effectiveness of

training and other interventions in increasing proactive behaviors. Here we out-

line the types of proactive behaviors that have been associated with positive work

adjustment, with the aim of providing coaches and counselors with information to

assist clients in broadening their behavioral repertoire.

As to the Pulakos et al. (2000, 2002) taxonomy, dealing with crises and solving

novel or complex problems come under the category of proactive behavior. The

process of problem recognition and the generation of novel or adapted ideas and

solutions is part of a process of innovation. Kanter (1988) defined innovation as the

production, adoption, and implementation of useful ideas, including adapting

products or processes from outside the organization. Innovation, together with

socialization, feedback seeking, issue selling (calling attention to and influencing

senior management’s understanding of an issue), and career management are the

context-specific proactive behaviors identified by Crant (2000) in his review of

the proactivity literature.

The proactive components of newcomer socialization include seeking out infor-

mation, building social networks, and negotiating job changes. According to Ashford

and Black (1996), these behaviors are associated with work adjustment outcomes

such as satisfaction, performance, role clarity, and social integration. Networking

and negotiation skills not only assist in initial work adjustment but also have an

ongoing effect on career advancement. Proactive feedback seeking occurs when

clients ask directly for information on their performance or infer it by monitoring

their environment (Crant, 2000). While Ashford and Northcraft (1992) found that

supervisors are impressed with high-performing individuals who seek feedback,

soliciting feedback may diminish other’s perceptions of an individual’s managerial

effectiveness (Ashford & Tsui, 1991). Therefore, clients need to be made aware of

situational cues that indicate the appropriateness of feedback-seeking behaviors.

Likewise, issue selling can have both positive and negative outcomes. It is generally

thought to be a management-level behavior, and learning to assess the favorability

of the context is important for success (Dutton, Ashford, O’Neill, Hayes, & Wierba,

1997). Appropriate conditions include senior management’s willingness to listen,

competitive pressures, ongoing change, supportive culture, and knowing when or-

ganizational norms will not be violated.

As previously mentioned, changes in traditional work have created a situation

where employees need to take a proactive approach to their own career development

rather than passively rely on their employer to take responsibility. Hesketh and Con-

sidine (1998, p. 406) suggested employing a “Me Incorporated” metaphor, where

“people think about themselves as a mini company.” Investment in self-directed

learning and skill development, consultation for advice and help from experts, and

c20.qxd 8/5/04 9:15 AM Page 497

498 C

AREER

NTERVENTIONS ACROSS THE

IFE

PAN

career planning must be carried out to maintain flexibility and employability. Accu-

mulating social capital through networking and the development of a diverse array

of social contacts is also an important feature (Langford, 1997). “Me Inc.” clients can

be assisted in analyzing the factors within their current environment (required

knowledge, skills, and abilities; work environment reinforcers) and the external fac-

tors (e.g., market trends, opportunities) to assess any change necessary to maintain

their future marketability. Information obtained is then used to develop an effective

set of immediate and longer term actions to achieve their goals.

ROMOTING

ROACTIVE

EHAVIORS BY THE

RGANIZATION

Organizations can act proactively by developing a learning culture, which involves

a management culture that allows individuals to be responsive to their environ-

ment, recognizes the value of investment in staff and their flexible skill set for the

future, and develops feed-forward and feed-back systems to permit hypothesis

testing. This is no simple task and would draw on the approaches used in organi-

zational development and change. Senge (1992) highlighted key features of a

learning organization such as the importance of personal mastery, shared mental

models, vision, and team learning for members of the organization. Organiza-

tions that are able to provide development opportunities and a climate that fos-

ters learning have an advantage in both attracting staff and in ensuring that new

staff are able to adjust to their new roles and adapt to the workplace. A key fea-

ture of such organizations is the acceptance that staff may need to have opportu-

nities to learn from errors (Ivancic & Hesketh, 1995).

ROMOTING

EACTIVE

EHAVIORS BY THE

NDIVIDUAL

The Pulakos et al. (2000) dimensions identified reactive behavior as including

adapting to the requirement for new skills and use of technology and interper-

sonal and cross-cultural adaptability.

Training employees to update their knowledge and skill base is a well-

researched option for encouraging reactive behavior in the individual. Here the

organization takes the initiative to provide training, rather than the individual

proactively seeking to update skills (as described earlier). Historically, transfer of

knowledge and skills—the outcome of interest in training theory and research—

has been defined as the ability to reproduce and maintain skills across environ-

ments. More recently, this perspective has shifted to include generalization, which

is the ability to adapt trained knowledge and skills to new and more complex sit-

uations (Kozlowski et al., 2001). A dilemma exists, however, because traditional

training designs, while useful when trainees are required to reproduce exact be-

haviors, are often counterproductive in the face of changing task demands and

the need for adaptive expertise (Smith et al., 1997). Much of the current research

is, therefore, aimed at discovering and examining strategies that build adaptive

expertise such as guided discovery, error-based training, metacognitive instruction,

and mastery-oriented learning. Students are referred to Hesketh and Ivancic (2002)

for a detailed discussion of training methods.

Interpersonal adaptability and cross-cultural adaptability have been identified

as specific reactive behaviors required by employees in modern, change-oriented

c20.qxd 8/5/04 9:15 AM Page 498

Counseling for Work Adjustment 499

organizations. This is particularly so for individuals who are required to work in

international settings. Parker and Axtell (2000) recognized the relevance of per-

spective taking in enhancing an individual’s ability to interact with others who

have different worldviews and ways of seeing things. They suggested that perspec-

tive taking includes empathy toward and positive attribution about the other per-

son and that being given opportunity for interaction is one important intervention

that increases the likelihood of an employee’s taking the perspective of a coworker,

customer, or supplier. Likewise, frequency of interaction with host nationals, to-

gether with family support and training programs, was found to be a significant

predictor of adjustment to cross-cultural assignment in a recent meta-analysis of

the expatriate adjustment literature (Hechanova, Beehr, & Christiansen, 2003).

ROMOTING

EACTIVE

EHAVIORS BY THE

RGANIZATION

Perhaps the best way to help individuals adjust to and cope with change is to de-

sign work environments in a manner that supports such coping. Work design refers

to the way an organization structures its physical, mental, and interpersonal job

tasks and the way those tasks are grouped together and supervised (Parker &

Turner, 2002). As indicated throughout this chapter, redesigning work has an

impact on employee adjustment. Two of the major ways that organizations can

redesign work is by job enlargement (i.e., increasing job variety by including addi-

tional tasks) and by increasing workers’ autonomy (i.e., the extent to which em-

ployees are free to behave independently). Provision of supportive management is a

third way that companies can improve the character of their work environment.

ROMOTING

OLERANT

EHAVIORS BY THE

NDIVIDUAL

The Pulakos et al. (2000, 2002) taxonomy identifies coping with stress and coping

with ambiguity as dimensions of adaptive performance. We have categorized

these as tolerant behaviors.

Stress management refers to interventions designed to reduce stress symptoms

such as anxiety, depression, and exhaustion through the enhancement of the per-

son’s coping ability. Volumes have been written on different techniques that come

under the rubric of stress management training (e.g., Everly & Lating, 2002), and

space does not permit an adequate review of these. Briefly, emotion-focused

methods a

ttempt to help people handle their negative feelings, whereas problem-

focused methods aim to teach the individual how to change unpleasant work con-

ditions and how to communicate with difficult people. Gist and Mitchell (1992)

also recommend the use of vicarious training or modeling, which involves obser-

vation of others using self-control techniques, coping with anxiety, and persisting

despite difficulty. Research suggests that individual training is more effective

than group training.

ROMOTING

OLERANT

EHAVIORS BY THE

RGANIZATION

Specific needs of an aging workforce and working parents create situations in

which organizations are required to be tolerant to retain their best talent. Ex-

amples include the need to provide flexible hours of work, part-time and casual

c20.qxd 8/5/04 9:15 AM Page 499

500 C

AREER

NTERVENTIONS ACROSS THE

IFE

PAN

sitions, parental leave, caregiver leave (e.g., time off work to care for ailing rel-

atives), and telecommuting. The implications of tolerant behavior on the part of

employers have not been well researched (Murphy, 1999), and this is an area that

does require more attention.

NHANCING

ELF

-E

FFICACY

According to social cognitive theory, self-efficacy is a malleable construct (Ban-

dura, 1986). In light of its significant effect on work adjustment outcomes, facilita-

tion of an increased sense of efficacy, therefore, represents a potentially influential

intervention at the disposal of counselors. Bandura (1997) suggested that self-

efficacy can be enhanced by means of four different information cues: enactive

mastery, modeling, verbal persuasion, and judgment of affective and physiological

states (see Lent, Chapter 5, this volume, for a discussion of approaches to enhanc-

ing self-efficacy).

The most influential information comes from active mastery, or repeated per-

formance success, which Gist (1987, p. 473) described as being facilitated “when

gradual accomplishments build the skills, coping abilities, and exposure needed

for task performance.” However, care should be exercised in counseling clients to

engage in adaptive behaviors where there is insufficient support because failure to

perform successfully can decrease self-efficacy, and some individuals will avoid

performance opportunities because of a fear of failure. In situations where it is in-

appropriate for a client to perform a challenging task, vicarious experience (mod-

eling) through observing another person perform the task is beneficial (Bandura,

1997). This method of enhancing self-efficacy is most effective when the model is

similar to the client in terms of personal characteristics such as age and ability

(Bandura, 1997) and when success comes after perceived effort (Gist, 1987).

Persuading or convincing clients about their capability to adjust to changing

conditions is also thought to influence efficacy perceptions, although the empirical

support for this form of intervention (e.g., training and feedback seeking) comes

from studies that examine self-efficacy for a specific task. Conversely, Parker (1998)

showed that training was not effective for increasing role breadth self-efficacy, that

is, efficacy for a range of tasks. It is also important that characteristics of the per-

suader, such as expertise, credibility, trustworthiness, and prestige, will affect out-

come (Bandura, 1997).

Finally, information from internal cues, such as positive and negative arousal

states and beliefs about the malleability of an individual’s skills and abilities, is

used to establish self-efficacy levels. For example, clients who interpret arousal as

acute fear of the task ahead will be more likely to feel vulnerable to failure (Gist,

1987). Counselors, therefore, need to attend to factors, such as personality (e.g.,

neuroticism, trait anxiety) and current mood or state anxiety, that affect psycho-

logical arousal, remembering that nonwork issues related to factors such as fam-

ily and health will affect mood and anxiety.

SUMMARY

We have approached the subject of work adjustment from the perspective of

P-E fit theories, with a particular emphasis on the Minnesota Theory of Work

c20.qxd 8/5/04 9:15 AM Page 500

Counseling for Work Adjustment 501

Adjust

ment (Dawis & Lofquist, 1984). We showed that pervasive and significant

changes have created a modern workplace that demands constant adjustment and

adaptability by its workers. To better understand the implications of these adjust-

ment requirements, we updated the traditional work adjustment variables to

include adaptive performance, satisfaction with change, and well-being in the

midst of change. We also suggested a new conceptualization of the individual and

environmental variables that affect those adaptive outcomes. We argued that

counsel

ing for work adjustment in today’s changing, fluid environment effec-

tively means

assisting clients to cope with, adjust to, and enjoy change. Therefore,

intervention ideas based on this type of counseling were then presented under

the categories of promoting proactive, reactive, and tolerant behaviors in both the

individual and the organization.

REFERENCES

Alderfer, C. P. (1972). Existence, relatedness, and growth: Human needs in organizational set-

tings. New York: Free Press.

Allworth, E. (1997, June). Cognitive ability, biodata and personality: Incremental and differen-

tial validity in a training context. Paper presented at the 2nd Australian Industrial and

Organizational Psychology Conference, Melbourne.

Allworth, E., & Hesketh, B. (1999). Construct-oriented biodata: Capturing change-related

and contextually relevant future performance. International Journal of Selection and Assess-

ent, 7(2), 97–111.

Arvey, R. (1986). General ability in employment. Journal of Vocational Behavior, 29, 415–420.

Ashford, S. J. (1986). Feedback-seeking in individual adaptation: A resource perspective.

Academy of Management Journal, 29(3), 465–487.

Ashford, S. J., & Black, J. S. (1996). Proactivity during organizational entry: The role of

sire for control. Journal of Applied Psychology, 81, 199–214.

Ashford, S. J., & Northcraft, G. B. (1992). Conveying more (or less) than we realize: The role

of impression management in feedback-seeking. Organizational Behavior and Human D

eci-

sion Processes, 53, 310–334.

Ashford, S. J., & Taylor, M. S. (1990). Adaptation to work transitions: An integrative ap-

proach. In G. R. Ferris & K. M. Rowland (Eds.), Research in personnel and human resource

management (Vol. 8, pp. 1–39). Greenwich, CT: JAI Press.

Ashford, S. J., & Tsui, A. S. (1991). Self-regulation for managerial effectiveness: The role

of active feedback seeking. Academy of Management Journal, 34(2), 251–280.

Bandura, A. (1986). Social foundations of thought and action: A social-cognitive view. Englewood

Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A., Adams, N. E., & Beyer, J. (1977). Cognitive processes mediating behavioral

change. Journal of Personality and Social Psychology, 35(3), 125–139.

Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the be-

ginning of the new millennium: What do we know and where do we go next? Interna-

tional Journal of Selection and Assessment, 9(1/2), 9–30.

Bateman, T. S., & Crant, J. M. (1993). The proactive component of organizational behavior:

A measure and correlates. Journal of Organizational Behavior, 14, 103–118.

Bonino, S., & Cattelino, E. (1999). The relationship between cognitive abilities and social

abilities in childhood: A research on flexibility in thinking and co-operation with

peers. International Journal of Behavioural Development, 23(1), 19–36.

Borman, W. C., & Motowidlo, S. J. (1993). Expanding the criterion domain to include ele-

ments of contextual performance. In N. Schmitt, W. C. Borman, & Associates (Eds.),

Personnel selection in organizations. San Francisco: Jossey-Bass.

Borman, W. C., & Motowidlo, S. J. (1997). Task performance and contextual performance:

The meaning for personnel selection research. Human Performance, 10(2), 99–109.

c20.qxd 8/5/04 9:15 AM Page 501

502 C

AREER

NTERVENTIONS ACROSS THE

IFE

PAN

Cable, D. M., & Scott De Rue, D. (2002). The convergent and discriminant validity of sub-

jective fit perceptions. Journal of Applied Psychology, 87, 875–884.

Caligiuri, P. M., Jacobs, R. R., & Farr, J. L. (2000). The Attitudinal and Behavioral Open-

ness Scale: Scale development and construct validation. International Journal of Intercul-

tural Relations, 24, 27–46.

Campbell, J. P. (1990). Modeling performance prediction problem in industrial and orga-

nizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial

and organizational psychology (2nd ed., pp. 687–732). Palo Alto, CA: Consulting Psychol-

ogists Press.

Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (1993). A theory of perfor-

mance. In N. Schmitt & W. C. Borman (Eds.), Personnel selection in organisations

(pp. 35–70). San Francisco: Jossey-Bass.

Caplan, R. D., Vinokur, A. D., Price, R. H., & van Ryn, M. (1989). Job seeking, reemploy-

ment, and mental health: A randomized field experiment in coping with job loss. Jour-

nal of Applied Psychology, 74, 759–769.

Chan, D. (2000). Understanding adaptation to changes in the work environment: Inte-

grating individual difference and learning perspectives. Research in Personnel and

Human Resources Management, 18, 1–42.

Chan, D. (2001). Practical intelligence and job performance. Paper presented at the 16th annual

conference of the Society for Industrial and Organizational Psychology, San Diego, CA.

Chan, D., & Schmitt, N. (2000). Interindividual differences in intraindividual changes in

proactivity during organizational entry: A latent growth modeling approach to under-

standing newcomer adaptation. Journal of Applied Psychology, 85(2), 190–210.

Chown, S. M. (1959). Rigidity—a flexible concept. Psychological Bulletin, 56, 196–223.

Chown, S. M. (1972). The effect of flexibility-rigidity and age on adaptability in job per-

formance. Industrial Gerontology, 13, 105–121.

Clark, J. M. (1996). Contributions of inhibitory mechanisms to unified psychological the-

ory in neuroscience and psychology. Brain and Cognition, 30, 127–152.

Conway, J. (1999). Distinguishing contextual performance from task performance for

managerial jobs. Journal of Applied Psychology, 84(1), 3–13.

Crant, J. M. (2000). Proactive behavior in organizations. Journal of Management, 26(3), 435–462.

Dawis, R. V., & Lofquist, L. H. (1984). A psychological theory of work adjustment. Minneapo-

lis: University of Minnesota Press.

De Leeuw, A., & Volberda, H. (1996). On the concept of flexibility: A dual control per-

spective. International Journal of Management Science, 24(2), 121–139.

Dutton, J. E., Ashford, S. J., O’Neill, R. M., Hayes, E., & Wierba, R. R. (1997). Reading the

wind: How middle managers assess the context for selling issues to top managers.

Strategic Management Journal, 18, 407–425.

Everly, G. S., & Lating, J. M. (2002). A clinical guide to the treatment of the human stress re-

sponse (2nd ed.). New York: Kluwer Academic/Plenum Press.

Fay, D., & Frese, M. (2001). The concept of personal initiative: An overview of validity

studies. Human Performance, 14(1), 97–124.

Ferguson, E., & Patterson, F. (1998). The five factor model of personality: Openness a dis-

tinct but related construct. Personality and Individual Differences, 24(6), 789–796.

Ford, J. K., Quinones, M. A., Sego, D. J., & Sorra, J. (1992). Factors affecting the opportu-

nity to perform trained tasks on the job. Personnel Psychology, 45, 511–527.

Frye, C. M. (1996). New evidence for the Job Characteristics Model: A meta-analysis of the job

characteristics-job satisfaction relationship using composite correlations. Paper presented at

the 11th annual meeting of the Society for Industrial and Organizational Psychology,

San Diego, CA.

Gist, M. E. (1987). Self-efficacy: Implications for organizational behavior and human re-

source management. Academy of Management Review, 12(3), 472–485.

Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determi-

nants and malleability. Academy of Management Review, 17(2), 183–212.

Grant, A. M., & Greene, J. (2001). Coach yourself: Make real change in your life. London:

Momentum Press.

Griffin, B. (2003). A construct-oriented model of adaptability for use in selection contexts.

published doctoral thesis, the University of Sydney, Sydney, Australia.

c20.qxd 8/5/04 9:15 AM Page 502

Counseling for Work Adjustment 503

Griffin, B., & Hesketh, B. (2001). Some questions about the relationship between conscientious-

ness and performance. Paper presented at the 16th annual conference of the Society of

Industrial and Organizational Psychology, San Diego, CA.

Griffin, B., & Hesketh, B. (2003). Adaptable behaviours for successful work and career ad-

justment. Australian Journal of Psychology, 55(2).

Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a

theory. Organizational Behavior and Human Performance, 16, 250–279.

Hanisch, K. A., & Hulin, C. L. (1991). General attitudes and organizational withdrawal:

An evaluation of a causal model. Journal of Vocational Behavior, 39, 110–128.

Hannigan, T. P. (1990). Traits, attitudes, and skills that are related to intercultural effec-

tiveness and their implications for cross-cultural training: A review of the literature.

International Journal of Intercultural Relations, 14, 89–111.

Hechanova, R., Beehr, T. A., & Christiansen, N. D. (2003). Antecedents and consequences

of employees’ adjustment to overseas assignment: A meta-analytic review. Applied Psy-

chology, 52(2), 213–236.

Herr, E. L. (1993). Contexts and influences on the need for personal flexibility for the 21st

century. Canadian Journal of Counselling, 27(3), 148–164.

Hesketh, B., & Allworth, E. (1997). Adaptive performance: Updating the criterion to cope with

change. Paper presented at the 2nd Australian Industrial and Organizational Psychol-

ogy Conference, Melbourne, Australia.

Hesketh, B., & Considine, G. (1998). Integrating individual and organizational perspec-

tives for career development and change. European Journal of Work and Organizational Psy-

chology, 7(3), 405–481.

Hesketh, B., & Griffin, B. (in press). Work adjustment. In W. B. Walsh & M. L. Savickas

(Eds.), Handbook of vocational psychology (Vol. 3). Hillsdale, NJ: Erlbaum.

Hesketh, B., & Ivancic, K. (2002). Enhancing performance through training. In S. Son-

nentag (Ed.), The psychological management of individual performance in organisation. Lon-

don: Sage.

Hesketh, B., & Myors, B. (1997). How should we measure fit in organisational psychology:

Or should we? Australian Psychologist, 32, 71–76.

Hill, T., Smith, N. D., & Mann, M. F. (1987). Role of efficacy expectations in predicting the

decision to use advanced technologies. Journal of Applied Psychology, 72, 307–314.

Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work

environments. Englewood Cliffs, NJ: Prentice-Hall.

Hulin, C. L. (1991). Adaptation, persistence, and commitment in organizations. In M. D.

Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology

(Vol. 2, pp. 445–505). Palo Alto, CA: Consulting Psychologists Press.

Hulin, C. L., & Judge, T. A. (2003). Job attitudes. In W. C. Borman, D. R. Ilgen, & R. Klimoski

(Eds.), Handbook of psychology: Industrial and organizational psychology (Vol. 12,

pp. 255–276).

New York: Wiley.

Hunter, J. E. (1986). Cognitive ability, cognitive aptitudes, job knowledge and job perfor-

mance. Journal of Vocational Behavior, 29, 340–362.

Ivancic, K., & Hesketh, B. (1995). Making the best of errors during training. Training Re-

search Journal: The Science and Practice of Training, 1, 103–126.

Jausovec, N. (1994). Flexible thinking: An explanation for individual differences in ability.

Cresskill, NJ: Hampton Press.

Judge, T. A., & Barrick, M. R. (2001). Personality and work. Paper presented at the 16th

nual conference of the Society for Industrial and Organizational Psychology, San

Diego, CA.

Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-

esteem, generalized self-efficacy, locus of control, and emotional stability—with job

satisfaction and job performance: A meta-analysis. Journal of Applied Psychology,

86(1), 80–92.

Judge, T. A., Thoresen, C. J., Pucik, V., & Welbourne, T. M. (1999). Managerial coping with

organizational change: A dispositional perspective. Journal of Applied Psychology, 84(1),

107–122.

Kampa-Kokesch, S., & Anderson, M. Z. (2001). Executive coaching: A comprehensive re-

view. Consulting Psychology Journal: Practice and Research, 53(4), 205–228.

c20.qxd 8/5/04 9:15 AM Page 503

504 C

AREER

NTERVENTIONS ACROSS THE

IFE

PAN

Kanter, R. (1988). When a thousand flowers bloom: Structural, collective, and social con-

ditions for innovation in organizations. In B. M. Staw & L. L. Cummings (Eds.), Re-

search in organizational behavior (Vol. 10, pp. 169–211). Greenwich, CT: JAI Press.

Kirton, M. J. (1985). Adapters, innovators, and paradigm consistency. Psychological Reports,

57, 487–490.

Kozlowski, S. W. J., Gully, S. M., Brown, K. G., Salas, E., Smith, E. M., & Nason, E. R.

(2001). Effects of training goals and goal orientation traits on multidimensional train-

ing outcomes and performance adaptability. Organizational Behavior and Human Deci-

sion Processes, 85(1), 1–31.

Krausz, M., Koslowsky, M. Y., & Eiser, A. (1998). Distal and proximal influences on

turnover intentions and satisfaction: Support for a withdrawal progression theory.

Journal of Vocational Behavior, 52, 59–71.

Lance, C. E., Vandenberg, R. J., & Self, R. M. (2000). Latent growth models of individual

change: The case of newcomer adjustment. Organizational Behavior and Human Decision

Processes, 83(1), 107–140.

Landis, R. S., Fogli, L., & Goldberg, E. (1998). Future-oriented job analysis: A description

of the process and its organizational implications. International Journal of Selection and

Assessment, 6(3), 192–197.

Langford, P. (1997). The role of networking, referent power, and social support in career success.

Paper presented at the 2nd Australian Industrial and Organizational Psychology con-

ference, Melbourne, Australia.

Lauver, K. J., & Kristof-Brown, A. (2001). Distinguishing between employees’ perceptions

of person-job and person-organization fit. Journal of Vocational Behavior, 59, 454–470.

LePine, J. A., Colquitt, J. A., & Erez, A. (2000). Adaptability to changing task contexts:

Effects of general cognitive ability, conscientiousness, and openness to experience.

Per

sonnel Psychology, 53(3), 563–593.

London, M., & Mone, E. M. (1999). Continuous learning. In D. R. Ilgen & E. D. Pulakos

(Eds.), The changing nature of performance. San Francisco: Jossey-Bass.

Major, D. A., & Kozlowski, S. W. J. (1997). Newcomer information seeking: Individual and

contextual influences. International Journal of Selection and Assessment, 5(1), 16–28.

Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological

Reports, 76(2), 623–626.

McCrae, R. R., & Costa, P. T. (1997). Conceptions and correlates of openness to experi-

ence. In R. Hogan, R. Johnson, & S. Briggs (Eds.), Handbook of personality psychology

(pp. 825–847). San Diego, CA: Academic Press.

Murphy, K. R. (1989). Is the relationship between cognitive ability and job performance

stable over time? Human Performance, 2, 183–200.

Murphy, K. R. (1999). The challenge of staffing a postindustrial workplace. In D. R. Ilgen

& E. D. Pulakos (Eds.), The changing nature of performance. San Francisco: Jossey-Bass.

Oldham, G., & Cummings, A. (1996). Employee creativity: Personal and contextual fac-

tors at work. Academy of Management Journal, 39(3), 607–625.

Parker, S. K. (1998). Enhancing role breadth self-efficacy: The roles of job enrichment and

other organizational interventions. Journal of Applied Psychology, 83(6), 835–852.

Parker, S. K. (2000). From passive to proactive motivation: The importance of Flexible

Role Orientations and Role Breadth Self-Efficacy. Applied Psychology: An International

Review, 49(3), 447–469.

Parker, S. K., & Axtell, C. M. (2000). Seeing another view point: Antecedents and out-

comes of employee perspective taking activity. Academy of Management Journal, 44(6),

1085–1100.

Parker, S. K., & Turner, N. (2002). Work design and individual performance: Research

findings and an agenda for future inquiry. In S. Sonnentag (Ed.), Psychological manage-

ment of individual performance (pp. 69–93). Chichester, England: Wiley.

Parker, S. K., Wall, T. D., & Jackson, P. R. (1997). “That’s not my job”: Developing flexible

employee work orientations. Academy of Management Journal, 40(4), 899–929.

Pratzner, F. C., & Ashley, W. L. (1985). Adults and the changing workplace. 1985 Yearbook

of the American Vocational Association, 13–22.

Pulakos, E. D., Arad, S., Donovan, M. S., & Plamondon, K. E. (2000). Adaptability in the

workplace: Development of a taxonomy of adaptive performance. Journal of Applied Psy-

chology, 85, 612–624.

c20.qxd 8/5/04 9:15 AM Page 504

Counseling for Work Adjustment 505

Pulakos, E. D., Schmitt, N., Dorsey, D. W., Arad, S., Hedge, J. W., & Borman, W. C. (2002).

Predicting adaptive performance: Further tests of a model of adaptability. Human Per-

formance, 15(4), 299–323.

Quinones, M. A., Ford, J. K., & Teachout, M. S. (1995). The relationship between work ex-

perience and job performance: A conceptual and meta-analytic review. Personnel Psy-

chology, 48(4), 887–910.

Reder, L. M., & Schunn, C. D. (1999). Bringing together the psychometric and strategy

worlds: Predicting adaptivity in a dynamic task. In D. Gopher & A. Koriat (Eds.), Atten-

tion and performance XVII: Cognitive regulation of performance. Interaction of theory and ap-

plication (pp. 315–342). Cambridge, MA: MIT Press.

Rende, B. (2000). Cognitive flexibility: Theory, assessment, and treatment. Seminars in

Speech and Language, 21(2), 121–133.

Runco, M. A., & Okuda, S. M. (1991). The instructional enhancement of the flexibility

and originality scores of divergent thinking tests. Applied Cognitive Psychology, 5(5),

435–441.

Saks, A. M. (1995). Longitudinal field investigation of the moderating and mediating ef-

fects of self-efficacy on the relationship between training and newcomer adjustment.

Journal of Applied Psychology, 80(2), 211–225.

Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in per-

sonnel psychology: Practical and theoretical implications of 85 years of research find-

ings. Psychological Bulletin, 124(2), 262–274.

Schneider, B. (1997). People make the place. Personnel Psychology, 40, 437–454.

Schunn, C. D., & Reder, L. M. (2001). Another source of individual differences: Strategy

adaptivity to changing rates of success. Journal of Experimental Psychology: General.

Scratchley, L. S., & Hakstian, A. R. (2001). The measurement and prediction of managerial

creativity. Creativity Research Journal, 13(3/4), 367–384.

Senge, P. (1992). The Fifth Discipline: The art and practice of the learning organization. Sydney:

Random House Australia.

Smith, E. M., Ford, J. K., & Kozlowski, S. W. J. (1997). Building adaptive expertise: Impli-

cations for training design strategy. In M. A. Quinones & A. Ehrenstein (Eds.), Training

for a rapidly changing workplace (pp. 89–118). Washington, DC: American Psychological

Association.

Sonnentag, S., & Frese, M. (2002). Performance concepts and performance theory. In

S. Sonnentag (Ed.), Psychological management of individual performance (pp. 3–25).

Chi

chester, West Sussex, England: Wiley.

Stankov, L. (1988). Aging, attention, and intelligence. Psychology and Aging, 3(1), 59–74.

Sternberg, R. J. (1997). The concept of intelligence and its role in lifelong learning and

success. American Psychologist, 52, 1030–1045.

Tziner, A., & Meir, E. I. (1997). Work adjustment: Extension of the theoretical framework.

In C. I. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational

psychology (Vol 12). Chichester, England: Wiley.

Va n Scotter, J. R., Motowidlo, S. J., & Cross, T. C. (2000). Effects of task performance

and contextual performance on systemic rewards. Journal of Applied Psychology, 85(4),

526–535.

Wanberg, C. R., & Banas, J. T. (2000). Predictors and outcomes of openness to changes in

a reorganized workplace. Journal of Applied Psychology, 85(1), 132–142.

Wanberg, C. R., & Kammeyer-Mueller, J. D. (2000). Predictors and outcomes of proactiv-

ity in the socialization process. Journal of Applied Psychology, 85(3), 373–385.

Warr, P. B. (1990). The measurement of well-being and other aspects of mental health.

Journal of Occupational Psychology, 63(3), 193–210.

Warr, P. B. (1991). Mental health, well-being and job satisfaction. In B. Hesketh & A. Adams

(Eds.), Psychological perspectives on occupational health and rehabilitation (pp. 143–165). Syd-

ney, Australia: Harcourt Brace Jovanovich.

c20.qxd 8/5/04 9:15 AM Page 505