Stephen E. Humphrey
Professor, Alvin H. Clemens Professor of Management
Stephen E. Humphrey is currently Professor of Management in the Smeal College of Business at Pennsylvania State University. He received his Ph.D. in Organizational Behavior and Human Resources Management (with a minor in Industrial/Organizational Psychology) from Michigan State University and his B.S. in Psychology from James Madison University. Dr. Humphrey's research focuses on the structure of work, with a primary focus on teamwork and the drivers of team success. Dr. Humphrey's research has been published in outlets such as the Academy of Management Journal, Journal of Applied Psychology, Journal of Personality, and Organizational Behavior and Human Decision Processes. In addition, he has co-authored several book chapters, presented many papers at professional meetings, and is a member of the Academy of Management and INGroup.
My research has focused primarily on answering two questions:
How do you make a great team?
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How do you make a team great?
These two questions capture the essence of what I am passionate about in Organizational Behavior. Considering the two research interests, my first question gets at issues of the “bottom-up” formative design of work teams. That is, if one wants to build a successful team from scratch, what are the issues that are most important? It is through this lens that I have addressed topics such as the “seeding” of teams, putting the best members into the most strategically core roles, investigating the impact of dyadic relationships in teams, configuring the reward or leadership structure, structuring the team to capitalize on different beliefs and opinions, and designing work to improve motivational and social processes.
The second question deals with the “top-down” management of existing teams. That is, if we look at existing teams embedded in time, how does this temporal context affect a team's functioning? This question deals with such issues as member and role changes, changes in rewards and leadership structure, and the progression towards an endpoint.
Across both questions, a critical focus has been to break apart the nested levels within teams, such that I am interested in something more than just the climate of a team. Instead, I have tried to focus my research on the “organizing” of teams, exploring the fundamental components of a team (such as job characteristics, roles, dyads, and sub-groups) to see how individuals within these situations combine together to create “teams”. In pursuing my research, I have endeavored to test my questions in field, lab, and archival populations, primarily with a quantitative focus.
Ph D, Organizational Behavior/Human Resource Management, Michigan State University, 2004
BS, Psychology, James Madison University, 1999
MGMT 591 – Ord (3)
Experience in designing research for organizational science, to maximize the validity of eventual conclusions; methodological choices, constraints, and compromises (tradoffs).
MGMT 601 – Ph.D Dis Full-Time
BA 802 – Team Proc and Perf (1)
Development of managerial skills and techniques for diagnosing, intervening and leading effective teams. B A 502 B A 502 Competencies for Converging Economies: Teams, Negotiations, and Ethical Leadership (2)B A 502 provides students with some basic knowledge about predictable team dynamics and how to constructively deal with issues that arise in the first year MBA teams. The course focuses on observation, diagnosis, and intervention skills for developing effective teams. Topics include diagnosing group dynamics, giving and receiving feedback to teammates, cross-cultural communication and conflict management techniques. The course provides a real-time practicum for diagnosing team issues and addressing team problems and conflicts. Students apply team process concepts and techniques as they work to complete team projects in their other core MBA classes. Students leave the course with an understanding of how to successfully lead a team and how to diagnose and correct dysfunctional team behaviors.
BA 805 – Nego Theory Skills (Variable)
Development of managerial skills for distributive and integrative negotiations at the two-party and team levels. UB A 505 B A 505 Negotiation Theory and Skills (1) The ability to effectively negotiate is an essential skill for managers. Negotiations not only occur with customers or clients, but also between bosses and subordinates, among teammates and across departments. Being able to craft a successful deal, especially in difficult circumstances, requires knowledge of yourself, as well as the substantive material that you are negotiating. Effective negotiators know their own limitations as well as their strengths. They also listen well and have good analytical skills. And, they can craft agreements that garner gains for themselves as well as for other if such gains are possible. Successful negotiating is also closely allied with successful teamwork since both processes require listening, persuasion and influence skills and creativity.This course will introduce students to the difference between traditional (distributive) bargaining and interest-based (or integrative) negotiations. Students will learn the rudiments of interest-based negotiating and practice it in several negotiation simulations. They will learn how to identify their own and others' interests, to create and claim value and to craft constructive agreements for all parties. The course will concentrate on two person and small group negotiations as well as to deal with difficult opponents.
BA 597 – Special Topics (1)
Formal courses given on a topical or special interest subject which may be offered infrequently.
MGMT 420 – Neg Conflict Mgmt (3)
An exploration of the sources of interpersonal conflict and strategies of resolution in the managerial context.
MGMT 521 – COMPLEX NEGOT (2)
The purpose of this course is to understand the theory and practice of negotiation in a variety of settings, with specific emphasis on multiparty contexts. A basic premise of the course is that while a manager needs analytical skills to discover optimal solutions to problems, a broad array of negotiation skills and an understanding of multiparty dynamics are needed in order for these solutions to be accepted and implemented. The course will allow students to develop these skills experientially and to understand negotiation in useful analytical frameworks. This course will give students an overview of the unique challenges and intricacies associated with multiparty negotiation, providing an opportunity to understand and develop applied skills regarding (a) the formulation of strategy and tactics before, during, and after a negotiation, and (b) third-party intervention in multiparty negotiation. Students will learn the structural and social characteristics of multiparty negotiation and develop techniques for managing its complexity.
B A 505 – Negotiation Theory and Skills (2)
Development of managerial skills for distributive and integrative negotiationsat the two-party and team levels.
MGMT 528 – Seminar in Organizational Behavior (3)
Current theoretical and research issues applicable to the study of individual and group behavior within organizational settings.
MGMT 596 – Individual Studies (Variable)
Creative projects, including nonthesis research, which are supervised on an individual basis and which fall outside the scope of formal courses.
MGMT 597A – Topics in Managing (4)
This course covers selected topics in Management. Students will explore topics such as leadership, negotiation strategies, work-life balance, leading teams, power and influence, and managaing a business network. The topics may change from year to year. Th
MGMT 590 – Colloquium (1.5)
Continuing seminars which consist of a series of individual lectures by faculty, students, or outside speakers.