About

Kevin D. Carlson is a Professor of Management at Virginia Tech and serves as the Associate Dean for Research and Faculty Affairs in the Pamplin College of Business. His teaching interests include staffing, recruitment, training and development, turnover, productivity improvement, human capital metrics and analytics, and the effective use of technology in organizations. His research focuses on evaluating recruitment and staffing effectiveness, human resource metrics, workforce analytics, modeling determinants of individual performance outcomes, knowledge structures, and the development of competence. He also emphasizes the role of research methods in enabling research progress. Dr. Carlson has a background that includes working for Cargill, Incorporated, and in the Iowa Community College system as an administrator and instructor of business and microcomputer courses. His scholarly work has been published in prominent journals such as the Journal of Applied Psychology, Personnel Psychology, Journal of Management, IHRIM Journal, and Organizational Research Methods. He has contributed to the field through research on measurement and evaluation of individual, process, and organizational effectiveness, and has presented at major conferences including the Academy of Management, the Society for Industrial and Organizational Psychology, and the International Association for Human Resource Information Management. Currently, his research interests center on improving individual and organizational effectiveness, examining determinants of individual performance, and understanding how knowledge impacts organizational outcomes, with a particular focus on human capital metrics and the utilization of information systems capabilities to enhance organizational performance.

Research topics

• Computer Science
• Political Science
• Sociology
• Cognitive science
• Geography
• Engineering
• Public relations
• Geology
• Knowledge management
• Engineering ethics
• Psychology
• Pedagogy
• Management

Selected publications

• Exponentiable Virtual Double Categories and Representability of Exponentials

  ArXiv.org · 2026-05-20

  articleOpen access1st authorCorresponding

  Virtual double categories provide an effective framework for formal category theory. Recent work has investigated the question of higher morphisms between virtual double categories, following on from work on higher morphisms between double categories, and building up to Arkor's recent conjecture on exponentiable virtual double categories--those virtual double categories, morphisms out of which can themselves be enriched to a whole virtual double category. In this paper we resolve Arkor's conjecture by providing a number of equivalent characterizations of the exponentiable virtual double categories in terms of existence of decompositions of cells. We also show that virtual double categories of cospans are always exponentiable, as are the virtual double categories arising from pseudo double categories or from exponentiable multicategories, as studied by Pisani. We give conditions under which the virtual double category of virtual double functors admits composites, following work of Paré for the non-virtual case. We base our work on a general approach to exponentiability for categories of models of limit sketches, which we apply to give new treatments of exponentiability for semicategories, categories, multicategories, and their functors.

  PublisherOA PDF

• Exponentiable Virtual Double Categories and Representability of Exponentials

  arXiv (Cornell University) · 2026-05-20

  preprintOpen access1st authorCorresponding

  Virtual double categories provide an effective framework for formal category theory. Recent work has investigated the question of higher morphisms between virtual double categories, following on from work on higher morphisms between double categories, and building up to Arkor's recent conjecture on exponentiable virtual double categories--those virtual double categories, morphisms out of which can themselves be enriched to a whole virtual double category. In this paper we resolve Arkor's conjecture by providing a number of equivalent characterizations of the exponentiable virtual double categories in terms of existence of decompositions of cells. We also show that virtual double categories of cospans are always exponentiable, as are the virtual double categories arising from pseudo double categories or from exponentiable multicategories, as studied by Pisani. We give conditions under which the virtual double category of virtual double functors admits composites, following work of Paré for the non-virtual case. We base our work on a general approach to exponentiability for categories of models of limit sketches, which we apply to give new treatments of exponentiability for semicategories, categories, multicategories, and their functors.

  PublisherDOI

• Toward the Mass Individualization of Learning: Exploring Learning Idiosyncrasies

  Academy of Management Proceedings · 2024

  Senior authorCorresponding
  • Psychology
  • Cognitive science

  Advances in artificial intelligence (AI) will make mass customization (individualization) of learning increasingly cost effective for many learning settings. However, taking full advantage of AI will require that we bridge several critical gaps in how individuals learn. Much of what we know about effective learning has been developed through the lenses of course-level pedagogy, instructors’ perspectives, and aggregated learner outcomes (Snow, 1991). The idiosyncrasies of individual learners often fall in the error term of our scholarship. But it may be these idiosyncrasies that can unlock how best to leverage AI to mass customize learning. In this study we examine the behavior of individual learners as they face a new and unfamiliar, online game environment. We capture highly detailed records of individual behavior across game trials revealing the idiosyncratic behavioral paths of individual learners. Following an abductive approach, we examine these behaviors to identify patterns and idiosyncrasies against which the potential of AI might be leveraged.

  PublisherDOI

• Building Stronger Theory

  Academy of Management Proceedings · 2024 · 1 citations

  1st authorCorresponding
  • Computer Science
  • Geology
  • Computer Science
  PublisherDOI

• Creating connections for progress toward sustainability

  Edward Elgar Publishing eBooks · 2021

  1st authorCorresponding
  • Sociology
  • Political Science
  • Engineering ethics

  We describe the ways in which the personal sustainability interests and actions of two physically separated professors came together over a period of months to merge their individual sustainability activities into Virginia Tech’s Pamplin College of Business efforts to meet growing challenges of 21st century business education. The College’s focus emerged from an updating of its strategic plan during 2018-19 for the 2019-24 period and analyses of the notion of “improving the human condition” (IHC). A “spinning-top” model was developed to illustrate the independent actions of teachers and researchers and to connect various types of activities with particular Sustainability Development Goals (SDGs) from the United Nations. Both human and non-human experiences and actions, some involving systems designs, were incorporated. Such environmental sustainability foundations have provided the context for development of preliminary plans for a Living-Learning Community (LLC) to house students from multiple colleges across the university community. The aim of LLCs has been to broaden students’ educational experiences beyond the formal curricula and to help them become effective participants for IHC during their careers and beyond.

  PublisherDOI

• Learning Microdynamics: Explanation for Variability in Learning Behavior and Outcomes

  Academy of Management Proceedings · 2019-08-01

  articleSenior author

  This paper begins to offer an explanation for why individuals participating in the same learning event behave differently while learning. Many of the differences in learning patterns and outcomes are not easily explained by existing theory. Yet the differences may offer insight into avenues to enhance learning experience through targeted instruction and adjustments to learning contexts. Process theories in experiential learning, executive function and control systems are examined and a refined “microdynamic view

  PublisherDOI

• Exploring Commonalities and Idiosyncrasies While Learning From Experience

  Academy of Management Proceedings · 2018-07-09

  articleSenior author

  In this study we explore how individuals learn from experience by capturing the detailed actions of new leaners as they face a new and unfamiliar task. Subjects faced a common, though unfamiliar, online game environment. While the context required demonstration of a common set of learned behaviors, prior empirical research suggests individual learners might exhibit unique patterns of behavior while learning. A highly detailed record of individual behavior within game trials revealed highly idiosyncratic behavioral paths for individual learners while higher-level commonalities in techniques and tactics guiding game play and outcomes emerged. We examine outcomes in the context of attempting to understand factors that guide as well as help explain patterns of learning behavior and their influence on learning outcomes. (122 words)

  PublisherDOI

• Cognitive Ability, Load and Breaks while Learning from Experience

  Academy of Management Proceedings · 2018-07-09

  articleSenior author

  Cognitive load speaks to the demands placed on limited cognitive resources during learning (James, 1976). Limited resources may be overwhelmed by the sheer volume of data presented by sensory systems while learning something new. Higher cognitive ability has predicted improved learning outcomes with many tasks. However, ability alone may not be enough to assure positive outcomes in situations generating high cognitive loads. Research shows that taking time to reflect often benefits learners (Kang, 2016). We examine learning behavior in an online game environment designed to heighten cognitive load and explore the interaction of cognitive ability and the use of breaks in predicting learning outcomes. A counterintuitive result suggests that reflective breaks may not always lead to improvements in learning. (118 words)

  PublisherDOI

• Agreement on service performance ratings between frontline employees and their supervisor

  Journal of Service Theory and Practice · 2016-08-22 · 13 citations

  articleSenior author

  Purpose The purpose of this paper is to examine whether agreement between frontline employee self-ratings and supervisory ratings of service performance functions as an indicator of healthy supervisor-subordination relationships above and beyond what might be indicated simply by either supervisory ratings or self-ratings. Design/methodology/approach Research hypotheses were tested using a sample of 220 matched pairs of frontline service workers and their immediate supervisors from nine full service hotels in the USA. Findings The results show that higher levels of agreement in service performance ratings between employees and supervisors is associated with higher levels of leader-member exchange (LMX) and organizational commitment. Practical implications Senior managers can refer to the level of performance rating agreement between customer service employees and their supervisors in assessing supervisors’ competency to manage their work relationship with their subordinates. Originality/value This study examined rating agreement in a service performance context and found rating agreement between subordinates and their supervisor may have a unique effect on service worker effectiveness, producing a unique incremental effect on LMX and organizational commitment. This is important given that few attempts have been made to examine service performance from both subordinates’ and supervisors’ perspectives and the implication that rating agreement may have for improving employee service performance.

  PublisherDOI

• Statistical control in correlational studies: 10 essential recommendations for organizational researchers

  Journal of Organizational Behavior · 2015-09-25 · 908 citations

  article

  Summary Statistical control is widely used in correlational studies with the intent of providing more accurate estimates of relationships among variables, more conservative tests of hypotheses, or ruling out alternative explanations for empirical findings. However, the use of control variables can produce uninterpretable parameter estimates, erroneous inferences, irreplicable results, and other barriers to scientific progress. As a result, methodologists have provided a great deal of advice regarding the use of statistical control, to the point that researchers might have difficulties sifting through and prioritizing the available suggestions. We integrate and condense this literature into a set of 10 essential recommendations that are generally applicable and which, if followed, would substantially enhance the quality of published organizational research. We provide explanations, qualifications, and examples following each recommendation. Copyright © 2015 John Wiley & Sons, Ltd.

  PublisherDOI

Frequent coauthors

• Andrew O. Herdman

  11 shared

• Ross L. Mecham

  8 shared

• Mary L. Connerley

  University of Northern Iowa

  6 shared

• Jerome P. Flynn

  Rutgers Sexual and Reproductive Health and Rights

  5 shared

• Richard C. Watson

  3 shared

• Donald E. Hatfield

  Virginia Tech

  3 shared

• Danylle R. Kunkel

  2 shared

• Arlise P. McKinney

  Coastal Carolina University

  2 shared

Awards & honors

• Warren Lloyd Holtzman Faculty Research Award (2011)
• Outstanding Faculty in Doctoral Education, Pamplin College o…
• Outstanding Undergraduate Teaching Award, Department of Mana…