Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-29T11:06:03.141Z Has data issue: false hasContentIssue false
  • English
  • Français

Everyone Is Equal, but Some Are More Equal Than Others

Published online by Cambridge University Press:  07 January 2015

Paul R. Yost  and
Glenna Chang
Paul R. Yost*
Affiliation:
Seattle Pacific University
Glenna Chang
Affiliation:
Seattle Pacific University
*
E-mail: yostp@spu.edu, Address: Department of Industrial/Organizational Psychology, Seattle Pacific University, 3307 Third Avenue W, Suite 107, Seattle, WA 98119
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 2 , Issue 4 , December 2009 , pp. 442 - 445
Copyright
Copyright © Society for Industrial and Organizational Psychology 2009 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

Department of Industrial/Organizational Psychology, Seattle Pacific University

References

Arthur, M. B., & Rousseau, D. M. (Eds.). (1996). The boundaryless career: A new employment principle for a new organizational era. Oxford: Oxford University Press.Google Scholar
Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93, 296–316.Google Scholar
Boudreau, J. W., & Ramstad, P. M. (2005). Talentship, talent segmentation, and sustainability: A new HR decision science paradigm for a new strategy definition. Human Resource Management, 44, 129–136.Google Scholar
Buckingham, M., & Clifton, D. O. (2001). Now, discover your strengths. New York: The Free Press.Google Scholar
Cable, D. M., & Edwards, J. R. (2004). Complementary and supplementary fit: A theoretical and empirical integration. Journal of Applied Psychology, 89, 822–834.Google Scholar
Christensen, C. M., & Raynor, M. E. (2003). The innovator's solution: Creating and sustaining successful growth. Boston: Harvard Business School Press.Google Scholar
DeLong, T. J., & Vijayaraghavan, V. (2003). Let's hear it for B players. Harvard Business Review, 81, 96–102.Google Scholar
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.Google Scholar
Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83, 218–233.Google Scholar
Hall, D. T. (2002). Careers in and out of organizations. Thousand Oaks, CA: Sage.Google Scholar
Heifitz, R. A. (1994). Leadership without easy answers. Cambridge, MA: Harvard University Press.Google Scholar
Hogan, J., & Holland, B. (2003). Theory to evaluate personality and job-performance relations: A socioanalytic perspective. Journal of Applied Psychology, 88, 100–112.Google Scholar
Kanfer, R., & Ackerman, P. L. (2004). Aging, adult development, and work motivation. Academy of Management Review, 29, 440–458.Google Scholar
Molden, D. C., & Dweck, C. S. (2006). Finding “meaning” in psychology: Lay theories approach to self-regulation, social perception and social development. American Psychologist, 61, 192–203.Google Scholar
Morrow, D., Leirer, V., Altieri, P., & Fitzsimmons, C. (1994). When expertise reduces age differences in performance. Psychology and Aging, 9, 134–148.Google Scholar
Orwell, G. (1949). 1984. Cutchogue, NY: Buccaneer Books.Google Scholar
Plomin, R., & Spinath, F. M. (2004). Intelligence: Genetics, genes, and geonomics. Journal of Personality and Social Psychology, 86, 112–129.Google Scholar
Roberts, B. W., & DelVecchio, W. F. (2000). The rank-order consistency of personality traits from childhood to old age: A quantitative review of longitudinal studies. Psychological Bulletin, 126, 3–25.Google Scholar
Schneider, B. (1987). The people make the place. Personnel Psychology, 40, 437–453.Google Scholar
Schuerger, J. M., & Witt, A. C. (1989). Temporal stability of individually tested intelligence. Journal of Clinical Psychology, 45, 294–302.Google Scholar
Silzer, R., & Church, A. H. (2009). The pearls and perils of identifying potential. Industrial and Organizational Psychology: Perspectives on Science and Practice, 2, 377–412.Google Scholar
Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. Leadership Quarterly, 18, 298–318.Google Scholar
Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sensemaking. Organization Science, 16, 409–421.Google Scholar
Yost, P. R., & Plunkett, M. M. (2009). Real time leadership development. Oxford: Wiley-Blackwell.Google Scholar
Yost, P. R., & Plunkett, M. M. (in press). Developing leadership talent through experiences. In Silzer, R. F. & Dowell, B. E. (Eds.), Strategy-driven talent management: A leadership imperative. San Francisco: Jossey Bass.Google Scholar