Wisconsin School of Business

Alex Stajkovic

Associate Professor - Management & Human Resources
M. Keith Weikel Distinguished Chair in Leadership

Alex is M. Keith Weikel Distinguished Chair in Leadership at the University of Wisconsin-Madison. In 2007-2008, he was a visiting scholar at Stanford University (psychology). Alex received a Gaumnitz Distinguished Research Award in 2007 (WSB, UW-Madison), Mabel Chipman Excellence in Teaching Award in 2005 (WSB, UW-Madison) and Excellence in Teaching Award in 1998 (GSM, UC-Irvine).

Alex's research focuses on Leadership and Organizational Behavior (OB) and has been published in premier psychology and OB journals such as Psychological Bulletin, Journal of Applied Psychology, Academy of Management Journal, OBHDP, Personnel Psychology. This research generated over 9,000 citations.

Alex has served on the Editorial Boards of Journal of Applied Psychology (contributing editor), Academy of Management Journal, Organizational Behavior and Human Decision Processes, South African Journal of Human Resource Management, Organizational Dynamics, and is also a member of the Advisory Council of Harvard Business Review.

Alex received his PhD (OB) and MA (Management) degrees from University of Nebraska-Lincoln. He has conducted executive education seminars globally (e.g., Australia, Chile, China, Germany, Korea, Singapore, South Africa), and has given over 80 presentations at professional conferences.
 

Selected Accepted Journal Articles


Stajkovic, A. & Bandura, A. & Locke, E. & Lee, D. & Nordgren, K. (2017). Test of Three Conceptual Models of Influence of the Big Five Personality Traits and Self-Efficacy on Academic Performance: A Meta-Analytic Path-Analysis. Personality and Individual Differences

Selected Published Journal Articles


Lee, D. & Stajkovic, A. & Sergent, K. (2016). A field examination of the moderating role of group trust in group efficacy formation. Journal of Occupational and Organizational Psychology (89), 856-876.
Stajkovic, A. & Lee, D. & Greenwald, J. & Raffiee, J. (2015). The role of trait core confidence higher-order construct in self-regulation of performance and attitudes: Evidence from four studies. Organizational Behavior and Human Decision Processes (128), 29-48.
Latham, G. & Stajkovic, A. & Locke, E. (2010). Relevance and viability of subconscious goals in the workplace. Journal of Management (36), 234-255. doi: 10.1177/0149206309350777.
Stajkovic, A. & Lee, D. & Nyberg, A. (2009). Collective efficacy, group potency, and group performance: Meta-analyses of their relationships, and test of a mediation model. Journal of Applied Psychology (94), 814-828. doi: 10.1037/a0015659.
Stajkovic, A. (2006). Development of a core confidence higher-order construct. Journal of Applied Psychology (91), 1208-1224. doi: 10.1037/0021-9010.91.6.1208.
Stajkovic, A. & Locke, E. & Blair, E. (2006). A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance. Journal of Applied Psychology (91), 1172-1180. doi: 10.1037/0021-9010.91.5.1172.
Stajkovic, A. & Luthans, F. (2003). Behavioral management and task performance in organizations: Conceptual background, meta-analysis, and test of alternative models. Personnel Psychology (56), 155-194. doi: 10.1111/j.1744-6570.2003.tb00147.x.
Stajkovic, A. & Luthans, F. (2001). Differential effects of incentive motivators on work performance. Academy of Management Journal (44), 580-590. doi: 10.2307/3069372.
Stajkovic, A. (1999). Fitting parametric fixed effect categorical models to effect sizes: A neglected meta-analytic approach in organizational studies. Organizational Research Methods (2), 90-104. doi: 10.1177/109442819921006.
Stajkovic, A. & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin (124), 240-261. doi: 10.1037/0033-2909.124.2.240.
Stajkovic, A. & Luthans, F. (1997). A meta-analysis of the effects of organizational behavior modification on task performance, 1975-95. Academy of Management Journal (40), 1122-1149. doi: 10.2307/256929.

Presentations


American Psychological Association ( 2017 ) Effects of Primed and Perceived Self-efficacy on Goal-directed Behavior

Academy of Management ( 2016 ) Latest developments in priming research in Organizational Behavior


Undergraduate Courses


Leadership
Course DescriptionThis is a research-based course, covering some of the empirically well-supported theories of leadership. Academic disciplines of I/O psychology and OB are the knowledge base of this class. The class starts with posing a key question: What is leadership? Frequently, and ambiguously, leadership is used as an ephemeral word for whatever pleases one to use it for. Ask several people to define leadership - you will be surprised how many different responses you may get. This may be ok in life but not in science. We need definitions to be able to frame questions right. We proceed with the next critical workplace dilemma: How to achieve extraordinary results with ordinary people? Hire the stars or lead and motivate the people you have more effectively? Several motivation approaches empirically shown to be effective in predicting work performance are covered such as reinforcement (positive, negative, extinction), goal-setting, and self-efficacy. Does it matter who does all this? If not, then studying leadership is of little consequence. If it does, then the question is where to look for empirically supported answers from organizations. This part covers research on contingency model of leadership effectiveness, transactional and transformational leadership paradigm, and research on leadership emergence and creativity. The course focuses on learning by principles and includes psychometric leadership assessments (you can hardly lead others effectively if you do not know your own leadership style). We start building leadership skills by discussing the application of principles covered, completing goal-setting theory career project, and conducting transactional vs. transformational leadership personal style analysis.
(MHR 365 Section 2), Spring 2012.

Leadership
Course DescriptionThis is a research-based course, covering some of the empirically well-supported theories of leadership. Academic disciplines of I/O psychology and OB are the knowledge base of this class. The class starts with posing a key question: What is leadership? Frequently, and ambiguously, leadership is used as an ephemeral word for whatever pleases one to use it for. Ask several people to define leadership - you will be surprised how many different responses you may get. This may be ok in life but not in science. We need definitions to be able to frame questions right. We proceed with the next critical workplace dilemma: How to achieve extraordinary results with ordinary people? Hire the stars or lead and motivate the people you have more effectively? Several motivation approaches empirically shown to be effective in predicting work performance are covered such as reinforcement (positive, negative, extinction), goal-setting, and self-efficacy. Does it matter who does all this? If not, then studying leadership is of little consequence. If it does, then the question is where to look for empirically supported answers from organizations. This part covers research on contingency model of leadership effectiveness, transactional and transformational leadership paradigm, and research on leadership emergence and creativity. The course focuses on learning by principles and includes psychometric leadership assessments (you can hardly lead others effectively if you do not know your own leadership style). We start building leadership skills by discussing the application of principles covered, completing goal-setting theory career project, and conducting transactional vs. transformational leadership personal style analysis.
(MHR 365 Section 2), Spring 2013.

Leadership
Course DescriptionThis is a research-based course, covering some of the empirically well-supported theories of leadership. Academic disciplines of I/O psychology and OB are the knowledge base of this class. The class starts with posing a key question: What is leadership? Frequently, and ambiguously, leadership is used as an ephemeral word for whatever pleases one to use it for. Ask several people to define leadership - you will be surprised how many different responses you may get. This may be ok in life but not in science. We need definitions to be able to frame questions right. We proceed with the next critical workplace dilemma: How to achieve extraordinary results with ordinary people? Hire the stars or lead and motivate the people you have more effectively? Several motivation approaches empirically shown to be effective in predicting work performance are covered such as reinforcement (positive, negative, extinction), goal-setting, and self-efficacy. Does it matter who does all this? If not, then studying leadership is of little consequence. If it does, then the question is where to look for empirically supported answers from organizations. This part covers research on contingency model of leadership effectiveness, transactional and transformational leadership paradigm, and research on leadership emergence and creativity. The course focuses on learning by principles and includes psychometric leadership assessments (you can hardly lead others effectively if you do not know your own leadership style). We start building leadership skills by discussing the application of principles covered, completing goal-setting theory career project, and conducting transactional vs. transformational leadership personal style analysis.
(MHR 365 Section 001), Spring 2014.



Graduate Courses


Seminar in Organizational Behavior
Course DescriptionAnalysis and discussion of selected topics in organizational behavior and design.
(MHR 872 Section 1), Fall 2012.

Seminar in Organizational Behavior
Course DescriptionAnalysis and discussion of selected topics in organizational behavior and design.
(MHR 872 Section 1), Fall 2013.

Leadership (Corporate/Kohl's EMBA) (MHR 765 Section 032), Spring 2014.

Managing Behavior in Organizations (EvMBA) (MHR 704 Section 30), Spring 2012.

Managing Behavior in Organizations (EvMBA) (MHR 704 Section 30), Spring 2013.

Managing Behavior in Organizations (EMBA) (MHR 704 Section 31), Fall 2013.

Managing Behavior in Organizations (EvMBA) (MHR 704 Section 30), Spring 2014.

Managing Behavior in Organizat (MHR 704 Section 31), Fall 2014.

Managing Behavior in Organizat (MHR 704 Section 30), Fall 2014.

Organizational Behavior (EMBA)
Course DescriptionEmployee work attitudes and behaviors in organizations. Analysis of how individual, group and organizational characteristics influence employee attitudes, such as satisfaction and alienation, and employee behaviors, such as participation and performance.
(MHR 700 Section 31), Fall 2012.



Editorial and Reviewing Activities


Journal of Applied Psychology (Contributing editor) - Since January 2014
Editorial Board Member

Harvard Business Review - Since January 2009
Advisory Council Member

Journal of Applied Psychology (Contributing editor) - January 2008 - December 2014
Editorial Board Member

Organizational Behavior and Human Decision Processes - January 2007 - December 2011
Editorial Board Member

South African Journal of Human Resource Management - Since January 2003
Editorial Board Member

Academy of Management Journal - January 2001 - December 2004
Editorial Board Member

Academy of Management Journal - January 2000 - December 2001
Editorial Board Member

Organizational Dynamics - Since January 1999
Editorial Board Member


Photograph of Alex Stajkovic

Alex Stajkovic

 
Associate Professor | Management & Human Resources
M. Keith Weikel Distinguished Chair in Leadership
(608) 265-2947
4102 Grainger Hall