Faculty
Jay Hardy
Stirek Associate Professor and Associate Dean for Research
Management

Jay Hardy

541-737-3016

jay.hardy@oregonstate.edu

Faculty
Jay Hardy
Overview
Overview
Publications

Overview

Credentials

B.S. in Psychology with a minor in Business from Colorado State University ('09)

Career Interests

Dr. Jay Hardy is the Associate Dean for Research for the College of Business at Oregon State University. In this role, Dr. Hardy oversees research initiatives within the College of Business at Oregon State University, striving to enhance the research environment for both faculty and students. Dr. Hardy represents the college in the research mission of the college in university committees and works closely with various stakeholders to align the college's research objectives with broader university goals. The commitment to fostering a rich, interdisciplinary research landscape enables the College of Business to contribute meaningfully to the advancement of knowledge within various Business Disciplines and Design.

Research areas: Human Resources Management and Organizational Behavior

Research interests: Training and Development, Employee Selection, Systemic Bias, Simulations and Computational Modeling

Dr. Hardy's research is in the field of human resource management (HR). His recent work has focused on (a) understanding how self-regulated learning processes can be leveraged for improving dynamic training and development interventions, (b) exploring the implications of the job applicant experience for shaping applicant behavior, and (c) applying simulation and computational modeling methodologies to understanding practical HR phenomena, such as learning and systematic bias in the workplace. His research has been published in the Journal of Applied Psychology, Personnel Psychology, Journal of Management, Journal of Experimental Social Psychology, Organizational Behavior and Human Decision Processes, and Human Resource Management Review, among others.

Publications

Academic Journal
Management

“Exploration-Exploitation tradeoffs and information-knowledge gaps in self-regulated learning: Implications for training and development”

Learning in modern organizations often involves managing a tradeoff between exploration (i.e., knowledge expansion) and exploitation (i.e., knowledge refinement). In this paper, we consider the implications of this tradeoff in the context of learner-controlled training and development. We then propose a model that integrates research on control theory, curiosity, and skill acquisition to explain how information knowledge gaps (i.e., gaps between what learners believe they know and what they desire to know) guide resource allocation decisions throughout the learning process. Using this model, we present testable propositions regarding (a) the different approaches learners take when resolving exploration-exploitation tradeoffs, (b) how systematic changes in learner perceptions translate into changes in systematic learner behavior, and (c) how common biases in key learner perceptions can undermine the functioning of self-regulated learning in training and development contexts. We finish with a discussion of the model's implications for the science and practice of training and development.
Details

196-217 pages 2019 Jay Hardy Eric Day Winfred Arthur Jr View on: Google Scholar

Academic Journal
Management

“Expectation-based interventions for expatriates”

Expatriate assignments are one of the primary tools used by organizations to extend their influence on an international level. While potentially of great value if they succeed, there are significant costs to both the organization and individual if they do not. Because of the high risk nature of expatriate assignments, there has been significant interest in interventions to increase the likelihood of their success. One under-explored area in the expatriate literature relates to expatriate expectations and acculturation experiences. We first review the literature regarding the major expectation-based interventions, including realistic job previews (RJPs), realistic living condition previews (RLCPs), and expectation lowering procedures (ELPs), and then develop a theoretical model of these interventions in the context of expatriates. Building upon this model, we suggest several important theoretical and practical questions that deserve future attention.
Details

332-342 pages 2015 International Journal of Intercultural Relations C. Gibson Jay Hardy J. Baur D. Frink M. Buckley View on: Google Scholar