Imposter phenomenon (IP) has traditionally been linked to indicators of psychological well‐being with fewer studies examining the impact on work outcomes. Using conservation of resources (COR) theory, we examined how imposter phenomenon as a personal demand contributed to emotional exhaustion and job satisfaction among a sample of university faculty (N = 310). Our results suggest that individuals who experience high levels of IP deplete critical resources needed to avoid psychological strain in part because of their use of avoidant coping strategies, and in how their experience of emotional exhaustion contributes to low job satisfaction. That is, avoidant coping partially mediated the imposter–emotional exhaustion relationship, and the imposter–job satisfaction relationship is fully and serially mediated through avoidant coping and emotional exhaustion. To help combat imposter feelings and enhance job outcomes, we suggest the use of learning and development interventions as active coping approaches (e.g., training, coaching, and mentoring) geared at correcting how imposters attribute success and failures, increase social support, and normalize the imposter experience.

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Quiet ego is a relatively novel, increasingly studied, multi-dimensional concept characterized by a compassionate, interdependent worldview and an adaptive balance between self-interest and concern for others. Quiet ego has been associated with a range of characteristics that can promote relationship quality, responding effectively in the face of challenges, and greater well-being. However, it is currently unknown to what extent quiet ego translates across cultures and settings. The present research leverages cultural and organizational theories to evaluate the conceptual and structural validity of quiet ego for Latinx/Hispanic individuals in the U.S. and to examine relationships among quiet ego, work supervisor relationship quality, and goals in the workplace. Employed college student participants ( n = 831; nLatinx/Hispanic = 305) completed an online survey, and collected data were subjected to confirmatory factor analysis and path analysis. Findings confirmed the overall structural model of quiet ego with four primary dimensions (perspective taking, inclusive identity, detached awareness, and growth-mindedness) and indicated that this structure did not differ between Latinx/Hispanic and non-Latinx/Hispanic subsamples. Further, results cohered with the proposed model suggesting that quiet ego might facilitate relationship quality with a workplace supervisor, which, in turn could foster balanced, intrinsically motivating perceptions that one’s work goals benefit both oneself and others (mutual gain motivation). The study suggests that quiet ego may be a construct with meaning and utility in Latinx/Hispanic populations and in employment settings. However, further research is needed, and specific suggestions for future study are discussed.

Introduction Students in higher education courses need to practice vital groupwork skills that are increasingly relevant in today's collaborative workplace, which often occurs through small group coursework. Statement of the Problem The process of forming small groups with students who are committed to the topic and goals is frequently problematic. Literature Review We review the literature on the advantages and disadvantages of common group formation strategies, such as self-assembly and professor assignment. Teaching Implications We discuss the use of a unique method of forming small groups in a university setting through a fun, interactive activity based on the classic “speed-dating” exercise. Conclusion We recommend that educators consider the use of a speed-interviewing group formation strategy to allow groups to form based on similar topic interests and work styles.

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