This article reviews major developments from 2000 to early 2007 in the psychological analysis of cognition in organizations. Our review, the first in this series to survey cognitive theory and research spanning the entire field of industrial and organizational psychology, considers theoretical, empirical, and methodological advances across 10 substantive domains of application. Two major traditions, the human factors and organizational traditions, have dominated cognitively oriented research in this field. Our central message is that the technological and human systems underpinning contemporary organizational forms are evolving in ways that demand greater cooperation among researchers across both traditions. Such cooperation is necessary in order to gain theoretical insights of sufficient depth and complexity to refine the explanation and prediction of behavior in organizations and derive psychologically sound solutions to the unprecedented information-processing burdens confronting the twenty-first century workforce.

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Cognition in Organizations

The authors developed and tested a longitudinal multilevel model of collective efficacy formation In 50 self-managing student teams, they investigated the effects of individual-level and team-level factors on observed behaviors and the subsequent development of collective efficacy for mastering a complex team task Self-efficacy for teamwork, task-relevant knowledge, and collective efficacy predicted individual teamwork behaviors (rated by peers) Aggregated measures of teamwork behavior were related to subsequent collective efficacy, which was significantly related to final team performance

The development of collective efficacy in teams: a multilevel and longitudinal perspective.

Since the turn of the century, the area of leadership has seen notable growth in the amount of research conducted. As such, it now seems appropriate to evaluate how most leadership research is conducted, considering in particular the assumptions that are made when conducting the typical leadership study. Specifically, we explored the assumptions made with regard to (a) subordinates, (b) leaders, (c) context, and (d) the processes involved in leadership. Consideration of these assumptions reveals a number of problems ranging from simple methodological issues to more substantive theory-based concerns. Potential remedies are presented, along with a consideration of the long-term impact associated with the typical leadership study approach.

The typical leadership study: Assumptions, implications, and potential remedies.

After reviewing key findings regarding leadership categorization theory, we develop new perspectives regarding the design of behavioral measures of leadership and the implications of shared leadership and complex adaptive leadership conceptualizations of leadership. In particular, by applying recent developments in cognitive science, we explain how an understanding of symbolic, connectionist, and embodied representations of knowledge can benefit behavioral measures of leadership. Additionally, we address some practical issues associated with the measurement of leadership and argue that ratings which tap episodic memory at the event level may be more meaningful than ratings based on semantic memory. Finally, we discuss how notions of shared leadership and of leaders as catalysts for complexity can create unique complications for leadership perceptions, coordinated behavior within a group, and the measurement of leadership.

Developments in implicit leadership theory and cognitive science: Applications to improving measurement and understanding alternatives to hierarchical leadership

We offer a comprehensive review of the theoretical underpinnings and existing empirical evidence in the implicit leadership and implicit followership theories domain. After briefly touching on the ...

Implicit leadership theories, implicit followership theories, and dynamic processing of leadership information.

The authors developed a source-monitoring procedure to reduce the biasing effects of rater expectations on behavioral measurement. Study participants (N = 224) were given positive or negative information regarding the performance of a group and, after observing the group, were assigned to a source-monitoring or control condition. Raters in the source-monitoring condition were instructed to report only behaviors that evoked detailed memories (remember judgments) and to avoid reporting behaviors based on feelings of familiarity (know judgments). Results revealed that controlling raters' response strategy reduced (and often eliminated) the biasing effects of performance expectations. These findings advance our understanding of the performance-cue bias and offer a potentially useful technique for decreasing rater bias.

Source-monitoring training: toward reducing rater expectancy effects in behavioral measurement.

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Source-monitoring training: toward reducing rater expectancy effects in behavioral measurement.