Popularity Procurement and Pay Off: Antecedents and Consequences of Popularity in the Workplace
- 142 Downloads
This study examines agreeableness and work knowledge as predictors of employees’ popularity above and beyond core self-evaluation (CSE), and the moderating role of these constructs on the CSE–popularity relationship. We also investigate popularity’s effects on supervisor-rated task performance and promotion potential, and the conditional indirect effects of CSE on these outcomes via popularity.
Multi-source data were collected from 213 employees, their coworkers, and direct supervisors in a Chinese mine trading company.
Agreeableness predicted popularity above and beyond CSE and moderated the CSE–popularity relationship, although the direct and moderating effects of work knowledge were nonsignificant. Popularity positively influenced performance ratings but not promotion potential. Results also supported conditional indirect effects of CSE on performance ratings via popularity.
The current findings underscore the importance of examining workplace popularity. Discovering agreeableness as an additional predictor of popularity and its moderation effects on the CSE–popularity link suggests that communal qualities are important for employees’ attainment of popularity. The discussion also focuses on expanding the scope of workplace popularity to include performance-related outcomes. Lastly, this study considers how employee characteristics connect to performance ratings through popularity.
Workplace popularity is relatively unexplored but has tremendous organizational implications. This research advances the understanding of how to attain workplace popularity and the boundary conditions for the relationship between CSE and popularity. It also extends consequences associated with workplace popularity beyond interpersonal outcomes and assesses the role of popularity, a construct rooted in collective perception, in explaining links between employee characteristics and performance-related outcomes.
KeywordsPopularity Core self-evaluation Agreeableness Work knowledge Task performance ratings Promotability
This research was supported in part by National Natural Science Foundation of China, Grant No. 31671121.
- Brislin, R. W. (1981). Cross-cultural encounters: Face-to-face interaction (Vol. 94). New York: Pergamon Press.Google Scholar
- Chen, Y. R., Brockner, J., & Greenberg, J. (2003). When is it “a pleasure to do business with you?” The effects of relative status, outcome favorability, and procedural fairness. Organizational Behavior and Human Decision Processes, 92, 1–21. doi: 10.1016/S0749-5978(03)00062-1.CrossRefGoogle Scholar
- De Bruin, E. N. M., & Van Lange, P. A. M. (1999). Impression formation and cooperative behavior. European Journal of Social Psychology, 29, 305–328. doi: 10.1002/(SICI)1099-0992(199903/05)29:2/3<305::AID-EJSP929>3.0.CO;2-R.CrossRefGoogle Scholar
- Fiske, S. T., Cuddy, A. J., Glick, P., & Xu, J. (2002). A model of (often mixed) stereotype content: Competence and warmth respectively follow from the perceived status and competition. Journal of Personality and Social Psychology, 82, 878–902. doi: 10.1037//0022-35184.108.40.2068.CrossRefPubMedGoogle Scholar
- Hollander, E. P. (2006). Influence processes in leadership-followership: Inclusion and the idiosyncrasy credit model. In D. A. Hantula (Ed.), Advances in social & organizational psychology: A tribute to Ralph Rosnow (pp. 293–312). Mahwah: Lawrence Erlbaum Associates, Inc..Google Scholar
- 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, 80–92. doi: 10.1037/0021-9010.86.1.80.CrossRefPubMedGoogle Scholar
- Judge, T. A., Locke, E. A., & Durham, C. C. (1997). The dispositional causes of job satisfaction: A core-evaluations approach. In L. L. Cummings & B. M. Staw (Eds.), Research in organizational behavior (Vol. 19, pp. 151–188). Greenwich: JAI Press.Google Scholar
- Landy, F. J., & Conte, J. M. (2013). Work in the 21 st century, binder ready version: An introduction to industrial and organizational psychology. Hoboken, NJ: John Wiley & Sons.Google Scholar
- van der Linden, D., Scholte, R. H. J., Cillessen, A. H. N., Nijenhuis, J. T., & Segers, E. (2010). Classroom ratings of likeability and popularity are related to the big five and the general factor of personality. Journal of Research in Personality, 44, 669–672. doi: 10.1016/j.jrp.2010.08.007.CrossRefGoogle Scholar
- Riggio, R. (2013). The “hard” science of studying and developing “soft” leader skills. New York, NY: Routledge.Google Scholar
- Selig, J. P., & Preacher, K. J. (2008). Monte Carlo method for assessing mediation: An interactive tool for creating confidence intervals for indirect effects [Computer software]. Available from http://quantpsy.org/.
- Sternberg, R. J., Wagner, R. K., & Okagaki, L. (1993). Practical intelligence: The nature and role of tacit knowledge in work and at school. In J.M. Puckett, H.W. Reese (Eds.), Mechanisms of everyday cognition (pp. 205–227). Hillsdale: Lawrence Erlbaum Associates, Inc.Google Scholar
- Wojciszke, B., & Szymków, A. (2003). Emotions related to others’ competence and morality. Polish Psychological Bulletin, 34, 135–142.Google Scholar