The purpose of this study was to test a moderated mediation model of the dimensionality of political skill on influence tactic choice and performance ratings. Design/Mythology/Approach Dyadic data were analyzed using a mixed-method approach to account for any leaderlevel effects, as well as bootstrapping methods to account for the modest sample size (n = 116). Findings Social astuteness best predicted positive impression management (IM) over negative IM. Apparent sincerity interacted with positive impression management tactics to predict higher performance ratings, whereas interpersonal influence did not. Implications The findings support that socially astute individuals use more positive influence tactics in the workplace. This could impact the broader work environment, making it more pleasant than one with individuals using negative influence tactics. Thus, it might be the interest of organizations to train individuals to enhance their social astuteness. However, confirming prior research, performance evaluations made by managers are impacted by more than objective performance (e.g., political skill). Thus, organizations need to ensure the proper training of managers to lessen these types of biases. Originality/Value This research empirically validates components of the metatheoretical framework of political skill (Ferris et al. Journal of Management 33:290-320, 2007) by examining the impact that dimensions of political skill have on interpersonal processes and outcomes in the workplace.

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Abstract

Purpose This study aims to examine how the fear of appearing incompetent (FAI) and competency pressure relates to negotiation tactics and subjective perceptions in a negotiation. Design/methodology/approach Using a dyadic buyer/seller negotiation simulation and pre- and post-negotiation questionnaires, we assessed FAI, competency pressure, tactics and subjective perceptions of the negotiation. Mediation models were tested using path analysis adapted from Hayes (2013) PROCESS procedures. MPlus “complex” multi-level function was used to account for non-independence of observations. Findings Results indicated that those with a higher FAI perceive more competency pressure, which is associated with greater use of competitive tactics (e.g. misrepresenting own interest, holding back information, making unreasonable offers) and lesser use of cooperative tactics (e.g. sharing helpful information, making reasonable offers, compromising). Tactics used in the negotiation mediated the relationship between competency pressure and subjective perception of the negotiation, such that competitive tactics were negatively related, and cooperative tactics were significantly positively related to subjective perception of the negotiation. Research limitations/implications Reliability on the cooperative tactics measure was only minimally acceptable and all measures were self-report and collected during a single lab simulation session. Practical implications The findings suggest that relieving competency pressure in negotiation settings could open avenues for cooperation. Gaining expertise through formal negotiation training may be one way to accomplish this. Originality/value This is the first known study to investigate FAI and competency pressure in a negotiation setting. We draw on an emotion–cognition–behavior framework to show that FAI is associated with competency pressure thoughts, which predict negotiation behaviors. Further, this research lends support to the notion that competitive tactics are fundamental to the mental model of a negotiation.

In post-secondary management education, students receive course grades that often include points for extra credit assignments (ECAs). Although ECAs abound on college campuses we found that the literature lacks specific guidelines for faculty on how to use ECAs effectively to facilitate students' learning. To address this gap, the study examines the relationship between students' effort needed to complete an assignment and the number of extra credit and points student expect to get in return. Based on data collected from a sample of 102 college students, we calculated acceptable point ranges for faculty to use for four commonly found ECA types in management education. We employed a technique used in research pricing referred to as Van Westendorp's price sensitivity analysis and modified it to the extra credit setting. Further, our results indicate that there is a non-linear relationship between effort and expected credit points, and this effect is varied by difficulty of course. We conclude with key observations and suggestions for management education and future research.