Stephen Erik Humphrey
Professor of Management and Organization, Alvin H. Clemens Professor of Management
Office Address 439 Business Building
Phone Number 814-863-0597
Email Address email@example.com
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 over 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?- and -How do you make a team great? These two questions capture the essence of what I am passionate about in Organizational Behavior. The first question gets at issues of the "bottom-up" formative design of 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 (Humphrey, Hollenbeck, Meyer, & Ilgen, 2007), putting the best members into the most strategically core roles (Humphrey, Morgeson, & Mannor, 2009), configuring the reward structure in a team (Aime, Meyer, & Humphrey, 2010; Beersma, Hollenbeck, Humphrey, Moon, Conlon, & Ilgen, 2003), structuring the team to capitalize on different beliefs and opinions (Homan et al., 2008; Moon, Conlon, Humphrey, Quiqley, Devers, & Nowakowski, 2003), and designing work to improve motivational and social processes (Harrison & Humphrey, in press; Humphrey, Nahrgang, & Morgeson, 2007; Morgeson & Humphrey, 2006).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 change (Moon, Hollenbeck, Humphrey, Ilgen, West, Ellis, & Porter, 2004), changes in rewards (Johnson, Hollenbeck, Humphrey, Ilgen, Jundt, & Meyer, 2006), and the progression towards an endpoint (Humphrey, Moon, Conlon, & Hoffman, 2004).Across both questions, a focus on the importance of roles in teams has become fundamental to my research; although roles have been central to sociological theories and have been an instrumental part in forming several individual- and team-level theories in Organizational Behavior, current theoretical models rarely address how roles influence individual action. Thus, my research increasingly incorporates a role-oriented view. Moreover, I have endeavored to test my research questions in field, lab, and archival populations, using a variety of statistical methods including Hierarchical Linear Modeling and meta-analytic techniques.
Ph D, Organizational Behavior/Human Resource Management, Michigan State University, 2004
BS, Psychology, James Madison University, 1999
BA 805 – Nego Theory Skills (2)
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, influence skills, and creativity. This course will give students an overview of 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.
MGMT 601 – PH.D. DISSERTATION FULL-TIME
B A 505 – Negotiation Theory and Skills (Variable)
Development of managerial skills for distributive and integrative negotiationsat the two-party and team levels.
MGMT 521 – Complex Negotiations (2)
Develop concepts and strategies for analyzing and conducting multiparty negotiations.
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 420 – Negotiation and Conflict Management (3)
An exploration of the sources of interpersonal conflict and strategies of resolution in the managerial context.
MGMT 590 – Colloquium (1.5)
Continuing seminars which consist of a series of individual lectures by faculty, students, or outside speakers.
MGMT 597A – Performance Consulting (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 managing a business network. The topics may change from year to year. The
MGMT 596 – Individual Studies (3)
Creative projects, including nonthesis research, which are supervised on an individual basis and which fall outside the scope of formal courses.