A Comprehensive, Integrative Model of Employee Engagement

Discussion of the integrative model of high-performance work systems experienced by employees (experienced HPWS) and the perceived organizational support simultaneously test for positive and negative effects on perceived workload (PW). A recent study shows the situation that occurs in the company where employees feel burdened by the workload they have and do not get additional compensation for the excess work they do. As a company, Bayer Indonesia regularly conducts surveys to assess several aspects, including employee engagement. Based on the 2020’s employee survey result, employees perceive their current workload to be relatively high, which is evaluates as a result of processes, policies, and systems that occur in the company. This research is using Job Demands (JD) and Psychological Empowerment (PE) as a mediating. This research is an empirical study using quantitative data using a one-time data collection from survey to 200 employees. Data analysis using Structural Equation Model (SEM) -AMOS 22 software. The research has expected to provide insights to the respective company to evaluate existing policies and consider making programs that improve engagement and performance. In addition to these objectives, this study's results can add references for other researchers who want to do similar research or its modifications.

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Epilogue – service innovation actor engagement: an integrative model

Journal of Services Marketing ◽

10.1108/jsm-11-2017-0390 ◽

2018 ◽

Vol 32 (1) ◽

pp. 95-100 ◽

Cited By ~ 21

Author(s):

Linda D. Hollebeek ◽

Tor W. Andreassen ◽

Dale L.G. Smith ◽

Daniel Grönquist ◽

Amela Karahasanovic ◽

...

Keyword(s):

Conceptual Model ◽

Employee Engagement ◽

Service Innovation ◽

Structuration Theory ◽

Integrative Model ◽

Customer Engagement ◽

Content Type ◽

Theoretical Entity ◽

Structure And Agency ◽

Cell Matrix

Purpose While (customer) engagement has been proposed as a volitional concept, our structuration theory/S-D logic-informed analyses of actors’ (e.g. employees’) engagement in service innovation reveal engagement as a boundedly volitional theoretical entity, which arises from actors’ structural and agency-based characteristics and constraints. In line with this observation, the purpose of this paper is to develop a conceptual model of actor (i.e. customer, firm, employee) engagement with service innovation. Design/methodology/approach Based on the observed gap, the authors propose an integrative S-D logic/structuration theoretical model that outlines three particular service innovation actors’ (i.e. customers’, the firm’s and employees’) engagement, which comprises institution-driven (i.e. fixed) and agency-driven (i.e. variable) engagement facets. In addition, the authors integrate the key expected characteristics of positively (vs negatively) valenced service innovation engagement for each of these actor groups in the analyses. Findings The authors develop a 12-cell matrix (conceptual model) that outlines particular service innovation actors’ institution-driven and agency-driven engagement facets and outline their expected impact on actors’ ensuing positively and negatively valenced engagement. Research limitations/implications The authors discuss key theoretical implications arising from the analyses. Originality/value Outlining service innovation actors’ structure- and agency-driven engagement facets, the authors’ model can be used to explain or predict customers’, the firm’s or employees’ service innovation engagement-based activities.

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School Success and School Engagement of Immigrant Children and Adolescents

European Psychologist ◽

10.1027/1016-9040/a000139 ◽

2013 ◽

Vol 18 (2) ◽

pp. 126-135 ◽

Cited By ~ 42

Author(s):

Frosso Motti-Stefanidi ◽

Ann S. Masten

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Children And Adolescents ◽

School Engagement ◽

School Success ◽

Immigrant Children ◽

Integrative Model ◽

High Stakes ◽

The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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