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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Goal Orientation; Personality Traits; Personality; Stress Variables; Work Environment; Correlation; Self Evaluation (Individuals); Job Performance; Intervention; Human Resources
Abstract:
This study investigates the dispositional factors related to work stress. Specifically, previous research has demonstrated a relationship between core self-evaluation (CSE) and general life stress. This article extends past research by examining the relationship between CSE and work stress, and includes goal orientation as a potential mediator of this relationship. Learning goal orientation and performance goal orientation are two variables that are salient to HRD scholarship interests. The study results supported the hypothesis that CSE is negatively related to work stress, and that performance-prove goal orientation partially mediates this relationship. Given Russ-Eft's (2001) call for additional research exploring work stress and learning, and a recent meta-analysis exploring the relationship between another core personality trait (psychological capital) and work stress (Avey, Reichard, Luthans, & Mhatre, 2011), the results of this study make an important contribution to our understanding of the relationship between core personality traits and work stress research. Furthermore, managers and executive coaches can use the results of this study to develop interventions designed to address the stress-related problems of individuals and organizations. (Contains 1 table, 2 figures, and 1 footnote.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Job Performance; Intervention; Persistence; Goal Orientation; Context Effect; Performance Factors; Productivity; Keyboarding (Data Entry); Time
Abstract:
The authors of this study sought to quantify the beneficial effect of goal setting on work performance, and to characterize the persistence or deterioration of goal-directed behavior over time. Twenty-six participants completed a computer-based data entry task. Performance was measured during an initial baseline, a goal setting intervention that consisted of either a high, unattainable goal (high goal condition) or a low, attainable goal (low goal condition), followed by a return to baseline, and a second goal setting intervention (the alternate goal to the first goal). In the fifth condition, each participant was given the choice to work in either the high or low goal condition. Greater performance increases were reliably observed during the high goal condition than during the low goal condition, but patterns of persistence or deterioration varied across participants. The implications of the findings for the development and understanding of goal setting interventions in the workplace are explored. (Contains 5 tables and 6 figures.)
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Information Analyses; Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Employees; Workplace Learning; Job Satisfaction; Labor Force Development; Employee Attitudes; Work Attitudes; Job Performance
Abstract:
While research is emerging around the employee engagement construct, evolution is in early stages of development. Presently, some questions remain about how employee engagement differs from other well-researched and documented constructs such as job satisfaction, job involvement, and job commitment. Although such inquiry is seemingly academic in nature, the use of engagement in practice is gaining momentum, and debate remains healthy as to the utility and statistical validity of the engagement construct. To respond, developing clear lines of interpretation and coordination across varied disciplines seems prudent, but an essential first step is a context-specific, conceptual exploration of the construct of employee engagement in relation to other well-researched job attitude and organizational constructs in the literature. This article explores literature on employee engagement, job satisfaction, commitment, and involvement. Implications for organizational learning and workplace performance are examined in a human resource development (HRD) specific context. (Contains 4 figures.)
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Employees; Self Determination; Theories; Motivation; Personal Autonomy; Multivariate Analysis; Job Performance; Work Environment; Need Gratification
Abstract:
Self-determination theory (SDT) posits the existence of distinct types of motivation (i.e., external, introjected, identified, integrated, and intrinsic). Research on these different types of motivation has typically adopted a variable-centered approach that seeks to understand how each motivation in isolation relates to employee outcomes. We extend this work by adopting cluster analysis in a person-centered approach to understanding how different combinations or patterns of motivations relate to organizational factors. Results revealed five distinct clusters of motivation (i.e., low introjection, moderately motivated, low autonomy, self-determined, and motivated) and that these clusters were differentially related to need satisfaction, job performance, and work environment perceptions. Specifically, the self-determined (i.e., high autonomous motivation, low external motivation) and motivated (i.e., high on all types of motivation) clusters had the most favorable levels of correlates; whereas the low autonomy (i.e., least self-determined) cluster had the least favorable levels of these variables. (Contains 1 figure and 5 tables.)
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Talent Development; Careers; Labor Force Development; Professional Personnel; Surveys; Job Satisfaction; Employee Attitudes; Career Planning; Job Performance
Abstract:
The talent management literature declares talent management a prime concern for HRM professionals while the careers literature calls talent management archaic. Three sets of assumptions identified through comparative review of both streams of the literature were tested in a large-scale survey (n = 941). We found more support for the assumptions advocated in the talent management literature. Those who organizations consider their "best" people are more often found in traditional-organizational careers--both in terms of employer inducements and employee attitudes. Traditional-organizational careers yield more career satisfaction than careers displaying more boundaryless features. Individuals' career types are mostly determined by supervisor-rated performance, much more so than by personal career orientation. (Contains 1 figure and 4 tables.)
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
College Faculty; Faculty Evaluation; Research Universities; Standards; Job Performance; Motivation Techniques; Teacher Motivation; Evaluation Criteria; Evaluation Methods; Organizational Climate; Organizational Culture; Factor Analysis; Faculty Promotion; Tenure; Position Papers; Content Analysis; Benchmarking
Abstract:
Expectations and how they are communicated influence employees' motivation, effort, goals, efficacy and performance. This study examined faculty performance evaluation standards and processes of 60 academic departments in research universities for motivationally relevant elements. Characteristics were systematically analysed to understand their content and motivational implications. They were examined for features influential on employee engagement, effort, persistence, innovation and organizational commitment, in an iterative, qualitative process. The researchers distilled eight key features of performance standards with influential, research-based motivational implications and analysed how they are demonstrated in the standards. These eight motivationally positive components were evident, but not consistent across these standards. Findings suggest that higher education institutions re-examine their faculty performance standards, consider their motivational messages and implications. Further research on faculty performance standards is also indicated. (Contains 10 tables and 3 notes.)
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Adolescents; Autism; Video Technology; Job Satisfaction; Job Skills; Employment Opportunities; Mental Retardation; Prompting; Pervasive Developmental Disorders; Retailing; Job Performance
Abstract:
We evaluated audio cuing to facilitate community employment of individuals with autism and intellectual disability. The job required promoting products in retail stores by wearing an air-inflated WalkAround[R] costume of a popular commercial character. Three adolescents, ages 16-18, were initially trained with video modeling. Audio cuing was then used by an attendant who delivered prompts regarding when to perform job skills. The two interventions were evaluated in an interrupted time series withdrawal design during training and then again in an actual job setting. Results show video modeling was not effective. However, the audio cuing produced job performances well above the designated criteria during training and when on the job. These changes were replicated with each participant, demonstrating clear experimental control. The changes proved statistically significant as well. Participants and parents reported high job satisfaction. The challenges of competitive employment for individuals with autism and intellectual disabilities are discussed. (Contains 1 table and 1 figure.)
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Labor Turnover; Industrial Psychology; Human Resources; Job Performance; Performance Factors; Organizations (Groups)
Abstract:
In this article, we reply to Bergman, Payne, and Boswell (2012) and Maertz (2012), who commented on our reconceptualization of the employee turnover criterion and proximal withdrawal states (Hom, Mitchell, Lee, & Griffeth, 2012). We agree with some points (e.g., anticipated destinations) but take issue with others (e.g., turnover intentions as "the" criterion). Nonetheless, our aim is to clarify our integrative formulation about mindsets for organizational participation and withdrawal. In our view, the current process of "article-commentaries-reply" advances our collective understanding of staying and leaving, which is of longstanding interest to scholars in industrial and organizational psychology, organizational behavior, and human resource management.
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