Journal articles 2013
Wiedow, A., Konradt, U., Ellwart, T., & Steenfatt, C. (2013). Direct and indirect effects of team process improvement on team outcomes: A multiple mediation analysis.
Group Dynamics: Theory, Research, and Practice, 17, 232–251. doi:10.1108/02683941111139029 [*Equally Contributing Authors]
We examined direct and indirect (i.e., mediating) effects of team learning on team outcomes in a laboratory-based experimental study as well as a cross-sectional field study. Using task knowledge and trust as mediators, team outcomes were measured in terms of proximal (coordination quality) and distal outcomes (team performance). Both studies showed direct effects in the way that team learning leads to better coordination quality and team performance. This effect was mediated by both task knowledge and, except for the experimental study, by trust. Limitations, implications for team learning, and suggestions for future research are discussed.
Konradt, U., & Christophersen, T. (2013). Measuring psychological constructs by single-item scales - Answers to reviewers' comments and additional questions.
Behaviour & Information Technology, 25, 331–333. doi:10.1093/iwc/iwt004
This article is an answer to a commentary to Christophersen and Konradt’s (2011) study on a single-item measure of online store usability. The authors suggest that while their research has demonstrated the psychometric quality of their measure, greater efforts should be made to perform more rigorous tests of measures by applying main and supplemental psychometric quality criteria. In addition, it is suggested that future research should also (1) examine the type of construct by using formative and reflective measurement models; (2) put forward relevant cognitive processes during answering questions; and (3) make use of behavioral and physiological data to complement user’s self-reports.
Konradt, U., Warszta, T., & Ellwart, T. (2013). Fairness perceptions in web-based selection: Impact on applicants’ pursuit intentions, recommendation intentions, and intentions to reapply.
International Journal of Selection and Assessment, 21, 155–169. doi:10.1111/ijsa.12026
This study examines the Gilliland (1993) model of applicants’ reactions to selection procedures in a web-based context, revealing new theoretical and empirical insights. We extend existing research by further considering a reflective first-order formative second-order model consisting of three second-order justice factors of formal characteristics, explanation, and interpersonal treatment modeled by 11 formative indicators representing the procedural justice rules. Partial least squares path modeling analysis revealed that formal characteristics and interpersonal treatment are positively related to perceptions of process fairness in web-based selection. Most salient procedural justice rules revealed were treatment of the applicants, opportunity to perform, propriety of questions, and reconsideration opportunity. Furthermore, process fairness which was positively related to applicants’ reactions, fully mediated the relationship between justice factors and applicants’ reactions.