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Job crafting is the behavior that employees engage in to create personally better fitting work environments, for example, by increasing challenging job demands. To better understand the driving forces behind employees' engagement in job crafting, we investigated implicit and explicit power motives. While implicit motives tend to operate at the unconscious, explicit motives operate at the unconscious level. We focused on power motives, as power is an agentic motive characterized by the need to influence your environment. Although power is relevant to job crafting in its entirety, in this study, we link it to increasing challenging job demands due to its relevance to job control, which falls under the umbrella of power. Using a cross-sectional design, we collected survey data from a sample of Lebanese nurses (N = 360) working in 18 different hospitals across the country. In both implicit and explicit power motive measures, we focused on integrative power that enable people to stay calm and integrate opposition. The results showed that explicit power predicted job crafting (H1) and that implicit power amplified this effect (H2). Furthermore, job crafting mediated the relationship between congruently high power motives and positive work-related outcomes (H3) that were interrelated (H4). Our findings unravel the driving forces behind one of the most important dimensions of job crafting and extend the benefits of motive congruence to work-related outcomes. [ABSTRACT FROM AUTHOR]

Evidence‐based management (EBMgt), which refers to using the best‐quality evidence from different sources in decision‐making, is becoming an imperative for managers in both profit and non‐profit sectors. Yet, the competencies underlying EBMgt have not yet received much attention. Therefore, the aim of this study is to identify the foundational and functional competencies of evidence‐driven managers working in hospital settings and develop an empirically based competency model for evidence‐driven managers. We collected qualitative data using semi‐structured interviews and the critical incident technique from 36 executive managers from 11 hospitals in Lebanon about the competencies of managers who use EBMgt when approaching problems and making decisions. Using inductive coding, we identified 13 competencies that we grouped into four dimensions: technical, cognitive, interpersonal and intrapersonal. We further classified the specific competencies underlying each of the dimensions into foundational and functional, and highlighted those that are critical for the practice of EBMgt in hospital settings, including open mindedness, research knowledge and skills, ethicality in research, resourcefulness and relationship management. [ABSTRACT FROM AUTHOR]

Objective: The debate of whether personality traits are universal or culture-specific has been informed by psycholexical (or lexical) studies conducted in tens of languages and cultures. We contribute to this debate through a series of studies in which we investigated personality descriptors in Modern Standard Arabic, the variety of Arabic that is presumably common to about 26 countries and native to more than 200 million people.Method: We identified an appropriate source of personality descriptors, extracted them, and systematically reduced them to 167 personality traits that are common, are not redundant with each other, and are familiar and commonly understood in Lebanon, Syria, Jordan, and the West Bank (Palestinian territories).Results: We then analyzed self- and peer ratings (N = 806) and identified a six-factor solution comprising Morality (I), Conscientiousness (II), Positive Emotionality (III), Dominance (IV), Agreeableness/Righteousness (V), and Emotional Stability (VI) without replicating an Openness factor.Conclusions: The factors were narrower or broader variants of factors found in the Big Five and HEXACO models. Conceptual and methodological considerations may have impacted the factor structure. [ABSTRACT FROM AUTHOR]

Background:There is a mismatch between the requirements of the multifaceted role of academic physicians and their education. Medical institutions use faculty development initiatives to support their junior academic physicians, however, these rarely revolve around academic physician competencies. The aim of this study was to identify these academic physician competencies and develop a competency framework customized to an organizational context. Methods:The authors conducted semi-structured interviews and Critical Incident Technique with 25 academic physicians at a teaching medical center in the Middle East region inquiring about the behaviors of academic physicians in teaching, clinical, research, and administrative roles. Results:Using content analysis, the authors identified 16 competencies: five “Supporting Competencies”, common to all four roles of academic physicians, and 11 “Function-Specific Competencies”, specific to the role being fulfilled. The developed framework shared similarities with frameworks reported in the literature but also had some distinctions. Conclusions:The framework developed represents a step towards closing the gap between the skills medical students are taught and the skills required of academic physicians. The model was customized to the context of the current organization and included a future orientation and addressed the literature calling for increasing focus on the administrative skills of academic physicians. [ABSTRACT FROM PUBLISHER]

We discuss the use of cognitive interviewing with bilinguals as an integral part of cross-cultural adaptation of personality questionnaires. The aim is to maximize semantic equivalence to increase the likelihood of items maintaining the intended structure and meaning in the target language. We refer to this part of adaptation assemantic enhancement, and integrate cognitive interviewing within it as a tool for scrutinizing translations, the connotative meaning, and the psychological impact of items across languages. During the adaptation of a work-based personality questionnaire from English to Arabic, Chinese (Mandarin), and Spanish, we cognitively interviewed 12 bilingual participants about 136 items in different languages (17% of all items), of which 67 were changed. A content analysis categorizing the reasons for amending items elicited 11 errors that affect 2 identified forms of semantic equivalence. We provide the resultant coding scheme as a framework for designing cognitive interviewing protocols and propose a procedure for implementing them. We discuss implications for theory and practice. [ABSTRACT FROM AUTHOR]