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Error management training has been praised as an effective strategy for facilitating adaptive transfer. However, potential variations have not yet been examined to determine if an alternative format may be equally or more effective. As standard practice, error-related instructions in error management training encourage learners to make errors and to view these errors as learning opportunities. Also, an overwhelming majority of research on this topic has focused learner development of procedural computer software skills. The empirical literature provides little guidance in terms of the boundaries within which error management training is an effective training approach. The purpose of this research was to examine the relative effectiveness of a modified error management training approach for influencing adaptive transfer in contrast to both standard error management training and error avoidant training. The modified error management approach encouraged learners to do their best to avoid errors, but maintained traditional instructions to learn from errors. The effectiveness of these three training conditions for promoting adaptive transfer was examined in two studies. The first study applied the error strategies to a complex decision-making task, and the second study compared the strategies relative effectiveness for a fine motor skills task. Study 1 results indicated that both error management training approaches were associated with higher adaptive learning compared to an error avoidant training approach. Error management and the modified error management did not significantly differ. In Study 2, error management training and error avoidant training both demonstrated greater adaptive transfer than did the modified approach. The mediating roles of metacognition and emotion regulation were examined, but unsupported, in both studies. Implications for future research and organizational practice are discussed.

Workplace mistreatment, such as discrimination, bullying, and incivility, affect thousands of individuals annually and cost U.S. organizations up into the billions of dollars each year in settlement costs, lost employee productivity, and poor employee health. Given the pervasive cost and prevalence of workplace mistreatment, research on this subject remains important. The purpose of the current research is to provide academics, practitioners, and policy makers with a comprehensive understanding of the nature of perceived workplace mistreatment by determining if subgroups (e.g. men versus women) within individual difference groups (sex, race, age, and organizational tenure) differ in magnitude of perceived workplace mistreatment. Meta-analytic methods were used to determine if and to what degree subgroups differences in perceived workplace mistreatment exist. Mistreatment type (e.g. bullying, harassment, incivility), source of mistreatment, and measurement item type and response scale were examined as potential moderators of these differences. The results suggest that there are minimal differences between subgroups of individual difference groups in the perception of workplace mistreatment, regardless of mistreatment type, mistreatment source, or mistreatment measure. Theoretical and practical implications of this research are discussed in addition to limitations and suggestions for future research.

The present study compared the effectiveness of different mentoring programs at reducing feelings of stereotype threat experienced by women in science, technology, engineering, and math (STEM) fields. Stereotype threat refers to the extra pressure a person feels to disprove a negative stereotype that applies to him or her. Because stereotype threat has been found to undermine performance and interest in stereotyped domains, it may be a key factor contributing to female underrepresentation in STEM fields. Mentors and proteges were placed in either a stereotype threat reduction condition in which mentors and proteges were encouraged to participate in discussions designed to reduce stereotype threat, an academic condition in which mentors and proteges were encouraged to discuss academic goals and challenges, or a non-academic condition in which mentors and proteges were encouraged to discuss the challenges of balancing non-school commitments. It was hypothesized that mentoring that focused specifically on stereotype threat reduction would be the most effective in reducing stereotype threat and increasing intentions to remain in STEM fields. In addition, it was hypothesized that stereotype threat reduction mentoring would be the most effective at increasing beliefs in an incremental theory of intelligence (i.e., the belief that intelligence can be developed through hard work) and decreasing beliefs in an entity theory of intelligence (i.e., the belief that intelligence is innate and is unalterable). Mentors were 36 male and 74 female upper-level STEM college students and proteges were 137 female lower-level STEM college students. Participants met online for 30 minutes, once per week, for 3 weeks. Results indicated that both mentors and proteges in the stereotype threat reduction mentoring condition reported feeling less stereotype threat in their STEM classes than mentors and proteges in the other mentoring conditions. Additionally, the frequency in which self-theories were discussed in the mentoring sessions partially mediated the effects of the stereotype threat reduction condition on proteges' feelings of stereotype threat in their STEM classes. Mentors and proteges in the stereotype threat reduction mentoring condition also reported endorsing incremental theories of intelligence more and endorsing entity theories of intelligence less than mentors and proteges in the other conditions. In summary, the present study's findings suggest that in order maximum stereotype threat reduction to occur in a mentoring relationship, mentors and proteges engage in activities and discussions designed to reduce stereotype threat. Given that prior research has found that decreased stereotype threat, decreased entity theories of intelligence, and increased incremental theories of intelligence are associated with greater interest and performance in STEM domains, the utilization of a stereotype threat reduction mentoring program can help address the underrepresentation of women in science, technology, engineering, and math related fields.

The present study sought to determine the direction and degree to which occupations representative of all major occupational categories are viewed as age-typed (i.e., more appropriate for older or younger workers). The 60 occupations examined were the 12 most common and familiar occupations in each of five occupational categories used by the U.S. Census Bureau. I randomly assigned 365 participants to one of three survey conditions. Participants rated the feature centrality, proportional representation, normative age, and optimal performance age of 20 of the 60 occupations and the age-type of 20 different occupations. Results showed that participants reliably rated the occupations on a continuum from highly young-typed to highly old-typed. Occupations viewed as most appropriate for older workers included psychologists (clinical), bus drivers, and librarians, whereas those viewed as most appropriate for younger workers included recreation and fitness workers, bartenders, and hosts/hostesses. Interestingly, despite commonly held stereotypes that older workers are less competent than younger workers (Kite, Stockdale, Whitley, & Johnson, 2005), old-typed occupations were viewed as requiring higher competence than those viewed as young-typed. Additionally, roughly three times as many workers are needed to fill the most young-typed jobs compared to the most old-typed jobs (U.S. Census Bureau, 2000). Both of these findings suggest problems for an increasingly aging workforce (Administration of Aging, 2010). I also found that perceived proportional representation accounted for 79% of the variance in predicting the age-type of occupations. This suggests that people rely on general impressions of current worker ages, which supports career timetables theory‘s approach to the formation of occupational agetype. Implications for theory and research are discussed.

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As of 1980, the total population of persons of Spanish origin in the United States was 14,609,000, or 6.4%, with over 2,000,000 of them Puerto Rican (U.S. Bureau of the Census, 1983). Thousands of Hispanics are coming into the U.S. every year, both legally and illegally. They are the second largest minority in the U.S., and if growth continues at the current rate, they may outnumber Blacks by the year 2020 (Davis, Haub, & Willette, 1983).

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This review is an extension of a study by Shoenfelt and Pedigo (2005). The purpose of this review is to help form an understanding of how the courts handle cases where an organization has used a cognitive ability test to select employees and consequently faced charges. Cognitive ability testing is the best known predictor of job performance for a wide range of jobs. However, cognitive ability testing also is known to lead organizations to select fewer members of protected groups, such as African Americans, Hispanics, and women. The cases that were reviewed were identified in the LexisNexis database. In order to review the cases, pertinent information was coded by four Industrial-Organizational Psychology graduate students then used the information as categorical data to make comparisons based on the outcome of each case and the conditions that may have led to the outcome. Findings were similar to the Shoenfelt and Pedigo (2005), which is likely due to the low number of new cases that were added to the review. Cases in which the defendant had used a validated test often ruled in favor of the defendant. However, in the six new cases that were discovered, issues such as arbitrary cutoff scores and the presentation of equally valid alternatives played a role in rulings in favor of the plaintiff even in cases with a validated test. The case claims were all race based and all involved tests that were professionally developed.

This meta-analysis focuses on the willingness to work aspect of the RAW model of employability of Hogan et al. (2009), in relationship to career success. Willingness to work (W) can be defined as favorably disposed to work hard and take initiative at one’s job. The variables I used to structure the W are proactive personality, conscientiousness, work ethic, job involvement, adaptability, and ambition. I used the Hunter and Schmidt method to analyze the data applying a random effects model. All calculations were conducted in Excel. The overall sample consisted of 100 effect sizes (r) derived from 41 studies. The total sample size was 45,652. The individuals in these samples were from a wide range of backgrounds that included diverse samples of age, culture, and occupations. The results indicated a small to medium effect size for all variables. This outcome supports my hypotheses, concluding that willingness to work correlates with both objective and subjective career success. Because of small sample sizes (i.e., relatively few studies with usable moderator data), a moderator analysis was not conducted. Once sufficient studies have been published in this domain, future researchers could look into the possibility of moderators.