This paper proposes a metatheory of work motivation incorporating theories of self-concept that have been proposed in the sociological and psychological literatures. Traditional theories of work motivation are reviewed, and the selfconcept-based sources of motivation are presented. How the self-concept influences behavior in organizations is explained and used to develop a metatheory of motivational sources. Both research and managerial implications of the model are presented.

Bullying in organizations has become one the prime social phenomena which can have a direct as well as indirect impact on the productivity of employees and managers. While bullying is a part of the fabric of society, the rate of occurrence as well as the severity of bullying acts in the workplace is alarming. This paper puts forth a model that illustrates the triangular relationship and interaction between the three components in the bullying event: 1) the organizational environment and its impact on the occurrence of bullying activities; 2) the characteristics of those that bully; and 3) the characteristics of those being bullied (e.g., victims of bullying). These three interrelated issues form the triangle of bullying that is examined in this paper. This paper posits that a major source of many of the personnel relational problems faced in the workplace between coworker and coworker or manager and employees comes from bullies, just like the ones experienced on the childhood playground. Research shows that child bullies and those bullied as children have the potential to become adult bullies. Combine that with the complex, diverse, global business arena that creates high levels of stress, it is easy to understand why there is the possibility of boardroom/workplace bullies. "Bullying at work is claimed to be more crippling and devastating problem for employees than all other work related stress put together... " (Einarsen, 1999).

The authors propose a multidimensional model of tacit knowledge and develop a measure of tacit knowledge in academia. They discuss the theory and extant literature on tacit knowledge and propose a 6-factor model. Experiment 1 is a replication of a recent study of academic tacit knowledge using the scale developed and administered at an Israeli university (A. Somech & R. Bogler, 1999). The results of the replication differed from those found in the original study. For Experiment 2, the authors developed a domain-specific measure of academic tacit knowledge, the Academic Tacit Knowledge Scale (ATKS), and used this measure to explore the multidimensionality of tacit knowledge proposed in the model. The results of an exploratory factor analysis (n=142) followed by a confirmatory factor analysis (n=286) are reported. The sample for both experiments was 428 undergraduate students enrolled at a large public university in the eastern United States. Results indicated that a 5-factor model of academic tacit knowledge provided a strong fit for the data.

SummaryInformation processing style, often termed cognitive style, has gained prominence in the organizational behavior literature as researchers use it as a basis for studying decision making behavior, con¯ict, strategy development, and group processes. However, the many operational de®nitions and measures of cognitive style have produced inconsistent and confusing results. This study tested the interrelationship among four measures of this construct: the Myers±Briggs Type Indicator, the Group Embedded Figures Test, the Learning Styles Inventory, and the Decision Style Inventory. Measures that appeared to be conceptually linked through their underlying theories were compared. Results indicate that the various measures are not strongly interrelated and appear to be measuring dierent aspects of information processing and decision making.

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