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While the recent literature acknowledges the importance of performance appraisal fairness in high-performing organizations, one of the major challenges facing human resource management (HRM) is establishing both an effective and a fair performance appraisal system; yet little is known about the key organizational and psychological factors that affect employees’ perception of performance appraisal fairness, especially in public organizations. In regards to employees’ perception of performance appraisal fairness, most studies have focused on the structural factors rather than the cognitive or psychological perspectives. Particularly, one of the key overlooked factors driving employees’ perceived fairness of performance appraisal is psychological contract fulfillment, which describes the expectations between an employee and the employer and what each gives and expects in return from the other. This study examines whether psychological contract fulfillments are associated with employees’ perceived fairness of performance appraisals in U.S. federal agencies. Using the Federal Employee Viewpoint Survey, this study finds that psychological contract fulfillments have a positive impact on federal employees’ perceived fairness of performance appraisals.

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Ten years into the implementation of No Child Left Behind (NCLB), a growing body of research seeks to assess the law's impact on American public schools. Much of this work rightly focuses on effects on students, with evidence suggesting that NCLB has resulted in small but positive effects on student achievement, particularly in math (e.g., Ballou & Springer, 2011;Dee & Jacob, 2011). Although research into the mediating factors driving this achievement growth is nascent, it is unlikely that NCLB could affect student learning without affecting the learning environment, including instruction. The logic of accountability underlying the law suggests as much: Providing measures of student outcomes pegged to established standards and enacting consequences for poor performance should give schools incentives to find ways to improve, including changing teachers' approaches to teaching (Manna, 2011). Indeed, studies find that NCLB has led teachers to devote more classroom time to core subjects, spend more time searching for better instructional strategies, and, perhaps less productively, "teach to the test" (Dee, Jacob,

Innovation and internal communication are essential for any successful organization. Although communication within organizations has long been studied in the for-profit sector, we still know little about the impact of communication types on innovation in the public and nonprofit sectors. To examine this question, we leverage and construct a longitudinal dataset using 5 years of the Korean Workplace Panel Survey (KWPS) from 2005 to 2013. Employing media richness theory, this study finds that internal communication positively influences innovation in the for-profit sector, which is a finding consistent with prior studies. Similarly, in the nonprofit sector, we find that meeting with the executive director and the number of communication channels utilized in an organization has a positive impact on innovation. However, we do not find that these communications have any impact in the public sector.