Voorlopig Programma WAOP-conferentie - Universiteit van Amsterdam
Voorlopig Programma WAOP-conferentie - Universiteit van Amsterdam
Voorlopig Programma WAOP-conferentie - Universiteit van Amsterdam
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<strong>Voorlopig</strong><br />
<strong>Programma</strong> <strong>WAOP</strong>‐<strong>conferentie</strong><br />
donderdag 5 november 2009<br />
09:30‐10:00 Inschrijven & welkom<br />
10:00‐10:10 Opening <strong>conferentie</strong> Prof.dr. Carsten de Dreu<br />
10:10‐11:00 Key note Prof. dr. John R. Hollenbeck<br />
11:00‐11:30 Koffiepauze<br />
11:30‐12:50 Parallelsessie 1<br />
12:50‐14:00 Lunch<br />
A. Leaders & affect<br />
B. Human Resource Management<br />
C. Engagement<br />
14:00‐15:20 Parallelsessie 2<br />
A. Job Demands & Resources<br />
B. Goals & self‐control<br />
C. Creativity<br />
15:20‐15:50 Koffiepauze<br />
15:50‐16:50 Parallelsessie 3<br />
A. High Intensity & Project Work<br />
B. Careers<br />
C. Diversity<br />
16:50‐18:00 Borrel + Uitreiking Best Paper Award<br />
18:00 Diner<br />
<strong>Universiteit</strong> <strong>van</strong> <strong>Amsterdam</strong>
Parallelsessie 1 11:30‐12:50<br />
A. Leaders & affect<br />
Detrimental Consequences of Conflict among Colleagues: What<br />
Role does the Leader Play?<br />
The Role of Sharing Positive and Negative Affect in Explaining the<br />
Conflict‐Performance Link: Harvesting Benefits and Harnessing<br />
Detriments of Intragroup Conflict<br />
Know Your Boss ‐The Increased Influence of Trait Emotionality on<br />
Affective and Cognitive Feedback Reactions in High Power<br />
Individuals<br />
Why Leaders Behave as they do: A Self‐regulation Approach to<br />
Leadership Styles<br />
B. Human Resource Management<br />
HRM, Employee Well‐Being and Organizational Performance: A<br />
Systematic Review of the Literature<br />
Age‐related HR bundles: how their impact changes with aging over<br />
time<br />
Antecedents of Applicants' Justice Expectations: The Relative<br />
Importance of Direct Experiences and General Beliefs<br />
Transfer bij vaardigheidstrainingen: Cruciale factoren in het proces<br />
<strong>van</strong> transfer<br />
C. Engagement<br />
The meaning of employee engagement: Towards an integrative<br />
typology for HR research<br />
The effect of teachers’ work engagement on organizational<br />
citizenship behaviour<br />
Job Insecurity, Burnout, and Work Engagement: Need satisfaction<br />
as an Explanatory Mechanism<br />
<strong>Universiteit</strong> <strong>van</strong> <strong>Amsterdam</strong><br />
Moritz Römer, Katholieke<br />
<strong>Universiteit</strong> Leuven/<br />
Schouten & Nelissen<br />
Annefloor Klep, Vrije<br />
<strong>Universiteit</strong> <strong>Amsterdam</strong><br />
Jana Niemann,<br />
Rijksuniversiteit Groningen<br />
Melvyn Hamstra,<br />
Rijksuniversiteit Groningen<br />
Karina Van De Voorde,<br />
<strong>Universiteit</strong> <strong>van</strong> Tilburg<br />
Dorien Kooij, Vrije<br />
<strong>Universiteit</strong> <strong>Amsterdam</strong><br />
Brigitte Geenen, Open<br />
<strong>Universiteit</strong> Nederland<br />
Martijn <strong>van</strong> der Locht,<br />
<strong>Universiteit</strong> <strong>van</strong> Tilburg<br />
Susanne Beijer, <strong>Universiteit</strong><br />
<strong>van</strong> Tilburg<br />
Judith Konermann,<br />
<strong>Universiteit</strong> Twente/KPC<br />
Groep<br />
Tinne Vander Elst,<br />
Katholieke <strong>Universiteit</strong><br />
Leuven
Parallelsessie 2 14:00‐15:20<br />
A. Job demands & resources<br />
The Development of the Job Crafting Scale<br />
The impact of matching job characteristics on employees' well‐<br />
being in the technology sector<br />
Fresh and Healthy? Well‐being, Health and Performance of Young<br />
Employees with Intermediate Education<br />
Thinking of the Change in Terms of “Gains” or “Losses”: Promotion<br />
and Prevention Individual Focus as Moderators in the Job<br />
Demands‐Resources Model<br />
B. Goals & self‐control<br />
The elusive link between mastery‐approach goals and<br />
performance attainment: How goal difficulty and perceived<br />
competence can make the difference<br />
The Effect of Goal‐Setting on Group Performance: A Meta‐Analytic<br />
Examination of Main Effects and Moderators<br />
Trait Self‐control at Work: Relating two types of self‐control to<br />
contextual performance<br />
Spillover <strong>van</strong> werk naar de partnerrelatie: een kwestie <strong>van</strong><br />
zelfregulatie?<br />
C. Creativity<br />
Creatief omdat het functioneel is<br />
How Need for Structure and Type of Evaluation Affect Motivation<br />
and Creativity<br />
Achievement Goals and Leaders’ Reactions to Employees’ Creative<br />
Input<br />
When does power create creativity? The role of stability of the<br />
power hierarchy and functionality of creative efforts<br />
<strong>Universiteit</strong> <strong>van</strong> <strong>Amsterdam</strong><br />
Maria Tims, Erasmus<br />
<strong>Universiteit</strong> Rotterdam<br />
Bart Van de Ven, <strong>Universiteit</strong><br />
Gent<br />
Jos Akkermans, <strong>Universiteit</strong><br />
Utrecht<br />
Paraskevas Petrou,<br />
<strong>Universiteit</strong> Utrecht<br />
Monica Blaga,<br />
Rijksuniversiteit Groningen<br />
Ad Kleingeld, Technische<br />
<strong>Universiteit</strong> Eindhoven<br />
Benjamin de Boer, Erasmus<br />
<strong>Universiteit</strong> Rotterdam<br />
Gerdientje Danner‐Vlaardingerbroek,<br />
<strong>Universiteit</strong> Utrecht<br />
Marieke Roskes, <strong>Universiteit</strong><br />
<strong>van</strong> <strong>Amsterdam</strong><br />
Marjette Slijkhuis,<br />
Rijksuniversiteit Groningen<br />
Roy Sijbom, Rijksuniversiteit<br />
Groningen<br />
Daniel Sligte, <strong>Universiteit</strong> <strong>van</strong><br />
<strong>Amsterdam</strong>
Parallelsessie 3 15:50‐16:50<br />
A. High‐intensity & Project Work<br />
High‐intensity Stress Impairs Working Memory in Special Forces<br />
Candidates: The Case of Stress and Learning in High Reliability<br />
Professions<br />
The effectiveness of Team Resource Management training in an<br />
Intensive Care Unit – results of a single center study.<br />
Leadership in project based work contexts<br />
B. Careers<br />
What makes career choices difficult: Attractiveness versus<br />
distinctiveness<br />
Development of behavioral criteria for effective reemployment<br />
counselors: A Critical Incident study<br />
The Five‐Factor Model and RIASEC Types as Predictors of Job<br />
Mobility<br />
C. Diversity<br />
Are there differences in resume characteristics of ethnically<br />
diverse applicants? Testing the human capital hypothesis<br />
The family‐study interface: Differences and similarities between<br />
ethnic minority and ethnic majority students<br />
The Leadership Pathways in Indonesian Higher Education: Where<br />
Do Female Academics Reside?<br />
<strong>Universiteit</strong> <strong>van</strong> <strong>Amsterdam</strong><br />
John Taverniers, Open<br />
<strong>Universiteit</strong> Nederland<br />
Peter Kemper, Vrije<br />
<strong>Universiteit</strong> <strong>Amsterdam</strong><br />
Liselore Havermans,<br />
<strong>Universiteit</strong> <strong>van</strong> <strong>Amsterdam</strong><br />
Bram Duyx, <strong>Universiteit</strong> <strong>van</strong><br />
<strong>Amsterdam</strong><br />
Gera Noordzij, Erasmus<br />
<strong>Universiteit</strong> Rotterdam<br />
Bart Wille, <strong>Universiteit</strong> Gent<br />
Annemarie Hiemstra,<br />
Erasmus <strong>Universiteit</strong><br />
Rotterdam/GITP<br />
Marieke Meeuwisse,<br />
Erasmus <strong>Universiteit</strong><br />
Rotterdam<br />
Nur Kholis, Vrije <strong>Universiteit</strong><br />
<strong>Amsterdam</strong>
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