Joseph A. Allen, PhD
- Assistant Professor
- Arts & Sciences Hall 347 M
- Tel: 402.554.2581
- Email: firstname.lastname@example.org
- Website: http://www.unomaha.edu/college-of-arts-and-sciences/psychology/about-us/directory/joseph-allen.php
Dr. Joseph A. Allen is an Assistant Professor in Industrial and Organizational (I/O) Psychology at the University of Nebraska at Omaha. Before he completed his doctorate (Ph. D.) in Organizational Science at the University of North Carolina at Charlotte (UNCC) in 2010, he received his Master of Arts degree in I/O Psychology at the UNCC in 2008 and his Bachelor of Science degree in Psychology from the Brigham Young University in 2005. Dr. Allen's main areas of research include the study of workplace meetings, emotion management, and volunteer management. He more than 45 publications in academic outlets, another 10 under review, and many works in progress for a number of journals. He has presented over 75 papers/posters at regional and national conferences and given more than 20 invited presentations on his research. He serves as a reviewer for various journals including Motivation and Emotion, Organizational Behavior and Human Decision Processes, Journal of Applied Psychology, and Academy of Management Journal. He is an Editorial Board Member for the Journal of Business and Psychology and is currently the managing editor for a Handbook on Meeting Science for Cambridge University Press.
Dr. Allen's research has been featured in the Journal of Applied Psychology, Human Resource Management Journal, Non-Profit Management and Leadership Journal, Group Processes and Intergroup Relations, Group and Organization Management Journal, Journal of Occupational and Organizational Psychology, and so on. He has consulted for more than 200 non-profit/for-profit organizations, many of which reside in the Omaha area. As Director of the Volunteer Program Assessment at UNO, Director of the Center for Applied Psychological Services, and a Fellow in the Center for Collaboration Science, Dr. Allen enjoys bringing together students, faculty, and community leaders in reaching out, serving, and collaborating.
Being a teacher in an academic setting is truly a privilege and an honor. I truly believe that a teacher is an adviser, an advocate and a mentor. A teacher not only imparts knowledge, promotes learning, and shapes the expectations and ambitions of their pupils, but he/she also influences their attitudes toward their future and themselves. I recall teachers from grade school, high school, undergraduate, and graduate school that continue to influence the decisions I make both in the classroom and in my home life. What makes these teachers so influential is their devotion to their students, their demanding curriculum that encourages excellence, their focus on continuous improvement in the classroom, and their acceptance of intellectual diversity through an emphasis on integrity and ethical behavior. In my efforts to be like these exemplary individuals, I strive to remember that class time is the student's time as well as mine, that the practical importance of the class inspires students, and that integrity, honesty, and ethics are a part of every class.
PSYC 4640/8466 Personnel Psychology: This course provides an overview of I/O Psychology with a focus on the major topics within personnel (industrial) psychology. Topics include methodology, employee selection, performance appraisal, organizational attitudes and behavior, motivation, and leadership.
PSYC 9660 Job Analysis and Performance Appraisal: An in-depth examination of the fundamentals of personnel psychology including job analysis, criterion development and performance measurement and appraisal in organizations. Practical experience in the application of techniques and procedures is emphasized through group and individual projects in organizational settings.
PSYC 3450 Social Psychology: Social interaction is studied in situations of (1) social influences on individuals, (2) dyads or face-to-face groups, and (3) larger social systems. The concepts, theories, data, research methods and applications of varied substantive topics are examined.
Research Labs and Publications
Center for Meeting Effectiveness
The Center for Meeting Effectiveness (CME) lab is a research lab devoted to the study of workplace meetings and how they impact employees for better or worse. Specifically, we strive to understand how to improve meetings in organizations so as to maximize outcomes for meeting leaders and participants/attendees. Meetings are a "taken-for-granted" aspect of most jobs and research suggests they can be a source of satisfaction and/or misery. In meetings, employees solve problems, discuss strategic plans, develop programs, coordinate work activities, distribute resources, recognize hard work of others, and so on. Given these many functions, there are a host of interesting research and practical questions that can be answered by the scientific study of meetings. To this end, the CME Lab studies various aspects of meetings in organizations (e.g., meeting lateness, design characteristics, leader traits) and how they impact employee attitudes (e.g., employee engagement), behavior (e.g., performance and organizational citizenship behaviors), and well-being (e.g., burnout).
Publications (* indicates student author)
*Yoerger, M. A., *Crowe, J., & Allen, J. A. (in press). Participate Or Else!: The Effect of Participation in Decision-Making in Meetings on Employee Engagement. Consulting Psychology Journal
Reiter-Palmon, R., *Kennel, V., Allen, J. A., Jones, K., & Skinner, A. (in press). Naturalistic decision making in after-action review meetings: The implementation of and learning from post-fall huddles. Journal of Occupational and Organizational Psychology.
Allen, J. A., *Landowski, N., Lehmann-Willenbrock, N. (2014). Linking Pre-meeting Communication to Meeting Effectiveness. Journal of Managerial Psychology, 29(8), 1064-1081. DOI 10.1108/JMP-09-2012-0265
Lehmann-Willenbrock, N. & Allen, J. A. (2014). How fun are your meetings? How and when humor patterns emerge and impact team performance. Journal of Applied Psychology, 99(6), 1278-1287.
Allen, J. A., Beck, T., Scott, C., & Rogelberg, S. G. (2014). Understanding workplace meetings: A qualitative taxonomy of meeting purposes. Management Research Review, 37(9), 791-814. DOI: 10.1108/MRR-03-2013-0067.
Community Engagement Research Center (CERC)
The Community Engagement Research Center (CERC) is a research lab devoted to the study of community outreach and engagement, including volunteerism, service learning, collective impact, and community involvement. The purpose of the research is to investigate organizations and employees' roles in solving social issues. Through experiments and surveys, we hope to impact communities by identifying root causes of problems and developing practical solutions to stimulate change. Students in this lab will be focused on developing research ideas, conducting studies, data collection, data analysis, writing papers for publication, and submitting research to local, regional, and national conferences. Students involved in this lab must have a drive to produce quality outcomes, have the ability to collaborate and communicate effectively in a team setting, and be passionate about learning and developing as a student.
Publications (* indicates student author)
Allen, J. A. & *Mueller, S. (2013). The revolving door: A closer look at major factors in volunteers’ intention to quit. Journal of Community Psychology, 41(2), 139-155. DOI: 10.1002/jcop.21519
*Backer, A., Allen, J. A., & Bonilla, D. (2012). Identifying and learning from exemplary volunteer resource managers: A look at best practices in managing volunteer resources. International Journal of Volunteer Administration, 24(2), 65-72.
Rogelberg, S. G., Allen, J. A., Conway, J., Goh, A., *Currie, L., & McFarland, B. (2010). Employee experiences with volunteers: Assessment, description, antecedents, and outcomes. Non-Profit Management and Leadership Journal, 20(4), 423-444. DOI: 10.1002/nml.20003
Allen, J. A., Goh, A., Rogelberg, S. G., & *Currie, A. (2010). Volunteer web site effectiveness: Attracting volunteers via the web. International Journal of Volunteer Administration, 27(1), 1-11.
Emotion Management Research Center
The Emotion Management Research Center is a research lab devoted to the study of emotions and emotional labor in organizations. Students in this lab examine how employees manage the demands placed on them for certain emotional displays necessary for organizational success and individual performance. In other words, employees are often required to display certain emotions that they may or may not be feeling (customer service with a smile). There are mechanisms employees use to manage their emotions in response to the organization’s expectations, some of which lead to detrimental outcomes such as burnout and distress. Therefore, this lab is devoted to researching how employees can more effectively cope with emotional labor, resulting in increased productivity and well-being. Further, the lab investigates emotional labor in a variety of contexts (e.g. schools, nonprofit organizations), among a variety of occupations (e.g. teachers, service workers, volunteers), and even in difference cultures and countries (e.g. China and the United States).
Publications (*indicates student author)
Allen, J. A., Scott, C., Tracy, S., & *Crowe, J. (2014). The Signal Provision of Emotion: Using Emotions to Enhance Reliability via Sensemaking. International Journal of Work, Organisation, and Emotion, 6(3), 240-260. DOI: 10.1504/IJWOE.2014.065758.
Allen, J. A., Diefendorff, J., & *Ma, Y. (2014). Differences in emotional labor across cultures: A comparison of Chinese and U.S. service workers. Journal of Business and Psychology, 29(1), 21-35. DOI 10.1007/s10869-013-9288-7
Rhoades Shanock, L., Allen, J. A., *Dunn, A. M., Baran, B., Scott, C. W., & Rogelberg, S. G. (2013). Less acting, more doing: How surface acting relates to perceived meeting effectiveness and other employee outcomes. Journal of Occupational and Organizational Psychology, 86(4), 457-476. DOI: 10.1111/joop.12037
Baran, B. E., Rogelberg, S. G., *Lopina, E. C., Allen, J. A., Spitzmüller, C., & Bergman, M. E. (2012). Shouldering a silent burden: The toll of dirty tasks. Human Relations, 65: 597-626. Doi: 10.1177/0018726712438063
Allen, J. A., Pugh, S. D., Grandey, A. A., & Groth, M. (2010). Following display rules in good or bad faith?: Customer orientation as a moderator of the display rule-emotional labor relationship. Human Performance, 23(2), 101-115. Doi: 10.1080/08959281003621695
Consulting and Service Activities
Center for Applied Psychological Services
CAPS provides high quality research-based, legally defensible, and scientifically sound consulting services to local, public, and private organizations needing help in a variety of areas related to Industrial/Organizational Psychology, Social Psychology, School Psychology, and Developmental Psychology. CAPS responds to requests for job analyses, personnel selection (development and validation of tests and other procedures), promotional exams, needs analysis and training, employee surveys, development of performance appraisal systems, and a variety of other specialized projects related to the capabilities and interests of our Industrial/Organizational Psychology faculty. Developmental, School and Social Psychology faculty also provide consulting activity for their students under the CAPS umbrella. View the CAPS page for more information.
If you would like to become a member of the CME, VERC, or EMRC please follow the application directions below.
1. Complete this application.
2. Send it and your résumé in an email to the lab coordinator, Michael Yoerger (email@example.com).
1. Complete this online application: https://unopsychology.az1.
2. Send your résumé and a writing sample in an email to the lab coordinator, Kelly Prange (firstname.lastname@example.org).
1. Complete this application.
2. Send it and your résumé in an email to Dr. Joseph A. Allen (email@example.com).
Our Campus. Otherwise Known as Omaha.
The University of Nebraska does not discriminate based on race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation in its programs, activities, or employment. Learn more about Equity, Access and Diversity.