Faculty
Satoris Howes
Toomey Faculty Fellow and Professor of Management
Management

Satoris Howes

541-706-2276

satoris.howes@osucascades.edu

Faculty
Satoris Howes
Overview
Overview
Background
Publications

Overview

Biography

Research areas: Human Resource Management; Organizational Behavior.

Research interests: Work-family dynamics; employment interviews; judgment and decision making at work; meta-analysis.

Dr. Howes's research spans several areas, including occupational health, employment selection, performance management, and judgment and decision making. Her work has appeared in such journals as the Journal of Applied Psychology, Journal of Management, Organizational Behavior and Human Decision Processes, Human Relations, and Journal of Vocational Behavior. In addition, Dr. Howes is the coauthor (with Paul M. Muchinsky) of the best-selling I-O psychology textbook, Psychology Applied to Work. She has received several institutional teaching and research awards, and is the 2016 recipient of the Society of Industrial and Organizational Psychology’s prestigious Distinguished Teaching Contributions Award. She is a fellow of the American Psychological Association and the Society for Industrial Organizational Psychology. She is the incoming Editor for Industrial and Organizational Psychology: Perspectives on Science and Practice. 

In her spare time, she enjoys running, golfing, playing board games and traveling with her family, and learning new things, which currently include picking locks and crocheting. Along with her husband, John, she moonlights as a chauffeur, maid, personal chef, life coach, tutor, and counselor to their four kids, as a caretaker to their two dogs, and as a servant to their cat.  

Career Interests

Satoris S. Howes is a Toomey Faculty Fell and Professor of Management at Oregon State University. Prior to joining OSU, Dr. Howes earned her bachelor's degree in Psychology and Public Relations from the University of Central Missouri, her master's degree in Industrial and Organizational (I-O) Psychology from Missouri State University, and her Ph.D. in I-O psychology from Texas A&M University. At the end of her graduate studies, she worked as a consultant in a Chicago branch of a global leadership solutions consulting firm. She then transitioned back into academia, working for a year at the University of Wisconsin-River Falls before joining the faculty in the Department of Psychological Sciences at Kansas State University, where she was awarded the College of Arts and Sciences William L. Stamey Teaching Award in 2012. She later moved to the Department of Management in the College of Business Administration at Kansas State University, where she was awarded the Ralph E. Reitz Outstanding Teaching Award in 2015 and the Outstanding Contributions in Research Award in 2015.

Dr. Howes is a regular contributor in the fields of management and I-O psychology. On the human resources/industrial psychology side, she has engaged in a great deal of work around performance management and feedback as well as with employment selection (with an emphasis on employment interviews). On the organizational behavior/organizational psychology side, her interests have included occupational health (with a concentration on work-life conflict and facilitation and workplace stress and well-being) and motivation (to include more specifically engagement, goal orientation, and flow). Recently, she has ventured into the area of judgment and decision making. Within these areas, she has authored and, along with undergraduate and graduate students, coauthored numerous journal articles and chapters in edited volumes. Her work has appeared in such journals as the Journal of Applied Psychology, Organizational Behavior and Human Decision Processes, Human Relations, and Journal of Vocational Behavior. In addition, Dr. Howes is the coauthor (with Paul M. Muchinsky) of the best-selling I-O psychology textbook, Psychology Applied to Work.

Dr. Howes is an active member of the Society for Industrial and Organizational Psychology, the Academy of Management, the American Psychological Association, and the Society for the Teaching of Psychology. She was the 2016 recipient of the Society of Industrial and Organizational Psychology’s prestigious Distinguished Teaching Contributions Award. 

Background

Education

Ph.D. – Industrial and Organizational Psychology, Texas A&M University

M.S. – Industrial and Organizational Psychology, Missouri State University

B.S. – Psychology/Public Relations, University of Central Missouri

Honors & Awards

  • Society for Industrial and Organizational Psychology Distinguished Contributions in Teaching Award (2016)
  • Outstanding Contributions in Research Award, College of Business Administration, Kansas State University (2015)
  • Ralph Reitz Outstanding Teaching Award, College of Business Administration, Kansas State University (2015)
  • University of Central Missouri Department of Psychological Science Outstanding Alumnus Award (2013)
  • William L. Stamey Teaching Award, College of Arts & Sciences, Kansas State University (2012)
  • Outstanding Reviewer Award, Academy of Management (2008, 2009)

Publications

Academic Journal
Management

“Does feedback increase decision aid use among hiring professionals?”

We examined the influence of formative and outcome feedback on people’s reliance on decision aids. Decision aids are tools that managers can use to increase the accuracy of their hiring decisions. In our study, participants were asked to make 20 different hiring decisions and make predictions of a candidate’s performance on the job, with the option of using a decision aid formula. We manipulated whether participants received feedback on the accuracy of their predictions, the accuracy of the decision aid’s predictions, or both. The results demonstrated that feedback failed to have a significant impact on decision aid use for both hiring choice and performance predictions. Our findings suggest that the relationship between feedback and decision aid is weak, and that feedback does not meaningfully affect the use of decision aids.
Details

Article 4 pages 2020 A Thiele A Jackson S Stremic Satoris Howes View on: Google Scholar

Academic Journal
Management

“When and why narcissists exhibit greater hindsight bias and less perceived learning”

The present research sought to examine the impact of narcissism, prediction accuracy, and should counterfactual thinking—which includes thoughts such as “I should have done something different”—on hindsight bias (the tendency to exaggerate in hindsight what one knew in foresight) and perceived learning. To test these effects, we conducted four studies (total n = 727). First, in Study 1 we examined a moderated mediation model, in which should counterfactual thinking mediates the relation between narcissism and hindsight bias, and this mediation is moderated by prediction accuracy such that the relationship is negative when predictions are accurate and positive when predictions are inaccurate after accurate predictions. Second, in Study 2 we examined a moderated sequential mediation model, in which the relation between narcissism and perceived learning is sequentially mediated through should counterfactual thinking and hindsight bias, and importantly, this sequential mediation is moderated by prediction accuracy. In Study 3 we ruled out could counterfactual thinking as an alternative explanation for the relationship between narcissism and hindsight bias. Finally, by manipulating should counterfactual thinking in Study 4, our findings suggest that this type of thinking has a causal effect on hindsight bias. We discuss why exhibiting some hindsight bias can be positive after failure. We also discuss implications for eliciting should counterfactual thinking. Our results help explain why narcissists may fail to learn from their experiences.
Details

2020 Satoris Howes Edgar Kausel A Jackson J Reb View on: Google Scholar

Academic Journal
Management

“Sharing experiences and stressors at work and at home: A model of work-linked couples.”

Work-linked couples are couples who are connected in some way by their work. We focus on understanding work-life experiences of one type of work-linked couple – dual-military couples, or those couples in which both spouses are enlisted or commissioned by the military. Our goal was to develop a model that not only explains and predicts dual-military couples’ experiences, but also extends beyond this specific group and provides a conceptual model for work-linked couples in all occupational settings. Data from 82 soldiers whose spouses were also in the military were collected during 19 focus groups. We conducted an inductive analysis on transcripts of the focus groups to guide the discovery of themes. Second, a deductive process was used to apply components of the dual-military model to themes that emerged during inductive coding. We identified a set of 11 specific themes, organized into the two main areas of Time and Planning and Boundary Separation and Integration. Implications for theory and practice are discussed.
Details

157-180 pages 2018 Springer International A Huffman N Dunbar Z Klinefelter Satoris Howes View on: Google Scholar

Academic Journal
Management

“Managing the self-esteem, employment gaps, and employment quality process: The role of facilitation- and understanding-based emotional intelligence”

The job search literature addresses characteristics that facilitate reemployment but does not address the management of employment gaps. Building upon prior job search research, we suggest that facilitation-based emotional intelligence reduces employment gaps through self-esteem. Further, understanding-based emotional intelligence moderates the negative relationship between employment gaps and subsequent employment fit. We test these hypotheses employing a multi-wave data collection of 157 workers. At Time 1, undergraduate students completed a measure of self-esteem and a test of facilitation- and understanding-based emotional intelligence using the MSCEIT© V2.0. Ten years later (Time 2), the same individuals reported their employment gaps, person-organization fit, and person-job fit. Findings suggest that facilitation-based emotional intelligence is associated with higher self-esteem, which in turn leads to reduced employment gaps. Additionally, understanding-based emotional intelligence moderates the relationship between employment gaps and person-job fit such that low understanding-based emotional intelligence enhances the negative relationship and high understanding-based emotional intelligence neutralizes the relationship. This study contributes to the emotional intelligence, career management, and job search literatures by illustrating that emotional intelligence plays a role in preventing employment gaps and managing the difficulties associated with subsequent reemployment.
Details

680-693 pages 2018 John Wiley & Sons Ltd Scott Dust Joseph Rode Marne Arthaud-Day Satoris Howes Aarti Ramaswami View on: Google Scholar