AOM Placement Service and Job Materials Overview
Explore the comprehensive AOM placement service experience encompassing job materials like CV, cover letter, recommendation letter, statement of research interests, and teaching philosophy. Dive into the details of required materials and deadlines for academic positions.
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Research & AOM Placement Experience Tsai, Chou-Yu College of Business and Economics California State University, Los Angeles @ National ChengChi University, Department of Business Administration 12/4/2015 1
Today Focus AOM placement service Job materials & application Conference meeting Skype meeting Onsite campus visiting Suggested readings 2
Part 1: AOM Placement Service 3
AOM Placement Service Detail information of the position School Position & field Job detail Required materials Deadline ASAP 4
Part 2: Job Materials 5
Material_1: CV Contact information Education Professional experience Research interests Technical skills Journal articles Work under review Conference Honor & Awards Research grants/supports Teaching experience Professional service 6
Materials_2: Cover Letter 2-page content how to contribute to the target school Personal background Mentor and dissertation committee Prior experience Brief research interests and pubs General attitude toward teaching 7
Materials_3: Recommendation Letter Dissertation Chair and committee Template 8
Materials_4: Statement of Research Interests 2-page content Bigger picture Past, now, and future Strategies Conference & honors Pub and future research Contribution to the target school 9
Materials_5: Statement of Teaching Philosophy 2-page content Prior experience & classroom system building Personal passion Strategies 10
Materials_6: Teaching Evaluations 1-page summary and others as appendix 2 important questions Ratings on the instructor Ratings on the course 11
Materials_7: Statement of Service 1-page content Department level Student long-term development Recommendation letter School level Student group committee School representative Research group level Session chair Ad hoc reviewer 12
Materials_8: Writing Samples Your pub or dissertation 13
Materials_9: References 3-4 references Dissertation Chair Dissertation committee Outside reference 14
A Quick Summary Job hunting materials CV Cover letter Recommendation letter Statement of research interests Statement of teaching philosophy Teaching evaluations Statement of service Writing samples References 15
Part 3: AOM Conference Meeting (30/200) 16
University of North Carolina at Greensboro: Bryan School of Business & Economics Chou-Yu (Joey) Tsai 1 2 Research Teaching Micro & Macro OB integration Connections with CLS & Asia Research & Practices Center for Creative Leadership Multilevel Leadership Business Consulting Training Research Methods Cross-cultural Management 3 Culture Strong research & teaching Diverse faculty discipline Good reputation (AACSB) 17
Dissertation: Effects of Behavioral Scripts on Leadership Process: A Cognitive and Multilevel Perspective Chou-Yu (Joey) Tsai Level of Analysis Framework Essay_1: PL Effectiveness (Target: JOM) Part B: Individual Level Part A: Theoretical Road Map Paternalistic Leadership Cognitive Science & Leadership Studies Role of Behavioral Scripts Implicit Leadership Theory Essay_2: Relational Schema Congruence (Target: JAP) Part C: Dyadic Level Leader-member Exchange Essay_3 Goal Orientation Congruence (Target: AMJ) 18
Research Interests & Strategy: Leadership, Cognitive Process, & Research Method Chou-Yu (Joey) Tsai Cognitive Processes Behavioral Scripts Stereotype Attribution Cultural Intelligence Research Methods Leadership Polynomial Regression Model Self-other Agreement Model Agent-based Simulation Additive Model Implicit Leadership Paternalistic Leadership Leader-Member Exchange 19
Teaching Interests: Leadership, OB , HRM, and RM Chou-Yu (Joey) Tsai LEAD 352 Team Leadership Current Teaching Interests Leadership Organizational Behavior Research Methods Future Teaching Interests Average evaluation score for instructor (5.0 out of 5) Average evaluation score for course (4.9 out of 5) Human Resource Management Cross-Cultural Management 20
Thank You Note Dear XXXX, It was a great meeting to talk with you yesterday morning. I truly appreciate your time letting me know more information about the school. I was really impressed how XXX college supports junior faculty by course flexibility and travel fund. Also, I am happy to know about the climate and culture inside the school. I know you are busy with interview now and I just want to say thank you and bring my warmest regards. I am looking forward to hearing from you in the upcoming future. Best regard, 21
Part 4: Skype/Phone Interview (10/30) 22
Skype/Phone Interview (A) 30-45 mins Search committee, Department Chair, Dean Interview Content Introduction to the school/location/students Assess your personality Answer your questions Prepare some questions for you Why us? How can you contribute to the school? How will you initiate a class? 23
Skype/Phone Interview (B) You should prepare Self introduction Contributions to the school Questions regarding to the school Teaching support center or resources Tenure requirements Mentor-prot g program Culture issues 24
Part 4: Onsite Campus Visiting (3/10) 25
JOB TALK 27
Cognitive Psychology & Neuroscience Leadership & Research Methods IO Psychology & Consulting 28
Getting followers requires more than leaders talent and charisma. Michael Maccoby 29
Implicit Leadership Theories 1. 2. 3. 4. A leader should A leader should A leader should A leader should Matching & Recognizing Process Ideal leader prototype Subordinate Leader Lord & Maher, 1991 30
Behavioral Scripts Behavioral scripts A social guide to display appropriate behaviors Make sense of others behaviors Categorical Knowledge Structure Behavioral Scripts 31
Behavioral Scripts & Behaviors Prime Before Math Task Asian-related Schema Activated + Asian American Female Math Task Performance Female-related Schema Activated Shih et al., 2010
Dissertation Agenda Level of Analysis Framework Part B: Individual Level Part A: Theoretical Review Paternalistic Leadership Implicit Leadership Theory Cognitive Science Role of Behavioral Scripts Part C: Dyadic Level Leader- member Exchange 33
Todays Focus Effects of Goal Orientation Congruence on Leader-Member Exchange and Work Outcomes 34
Leader-Member Exchange (LMX) In-group Out-group 35
Development of LMX Out-group In-group Low LMX High LMX Stranger Acquaintance Maturity Graen & Uhl-bien, 1995 36
Goal Orientation Goal orientation A mental framework for an individual to perceive, interpret, and approach the task assignment 37
Goal Orientation & LMX Goal orientation & LMX quality Subordinate Behavioral scripts toward achievement situations Leader Determinate leader s evaluation on subordinate performance 38
Types of Goal Orientation Learning goal orientation mastering and developing one s competence procedure > outcome Performance goal orientation demonstrating personal ability procedure < outcome 39
Research Questions Research Question: Congruent effect of learning goal orientation on LMX Incongruent effect: Leader s or follower s role on LMX 40
Research Design Incongruent Congruent High High-Low (L-F) High-High (L-F) Leaders Learning Goal Orientation Congruent Incongruent Low Low-Low (L-F) Low-High (L-F) Low High Followers Learning Goal Orientation 41
Sample Taiwanese Business Organizations 212 supervisor-subordinate dyads Supervisor Learning Goal orientation LMX Subordinate job performance & creativity performance Subordinate Learning Goal orientation LMX 42
Research Method LMX = b0 + b1L + b2F + b3L2 + b4LF + b5F2 + e Edwards & Parry, 1997 43
Research Question 1: Congruent Effects of Learning Goal Orientation on LMX 44
Response Surface: Congruent Combination Comparison (I) LMX = b0 + b1L + b2F + b3L2 + b4LF + b5F2 + e = b0 + b1L + b2L + b3L2 + b4L2 + b5L2 + e = b0 + ( b1 + b2 ) L +( b3 + b4 + b5 )L2 + e LMX LMX Congruent line L = F Congruent line L = F F L low-low high-high
Response Surface: Congruent Combination Comparison (II) Slope ( b1 + b2 ) > 0 Slope ( b1 + b2 ) = 0 Slope ( b1 + b2 ) < 0 Negative Congruent Effect Positive Congruent Effect No Congruent Effect LMX LMX LMX low-low high-high low-low high-high low-low high-high 46
Effects of Learning Goal Orientation Congruence on LMX Hypothesis 1: Leader-follower learning goal orientation congruence: LMX (under high-high) > LMX (under low-low) A follower substantial efforts more persistent A leader evaluate subordinate performance via a developmental perspective LGO LGO 47
Result: Support Hypothesis 1 LMX LMX Slope = .36 ** low-low high-high 48
Research Question 2: Incongruent Effects of Learning Goal Orientation on LMX 49
Research Design Incongruent Congruent High High-Low (L-F) High-High (L-F) Leaders Learning Goal Orientation Congruent Incongruent Low Low-Low (L-F) Low-High (L-F) Low High Followers Learning Goal Orientation 50
