Rewards for Team Members: Expectancy Theory Predictions of Work Outcomes

2008 ◽  
Author(s):  
Beverly A. Buckta ◽  
Tara J. L'Heureux-Barrett
Keyword(s):  
Expectancy Theory ◽  
Work Outcomes ◽  
Team Members

scholarly journals Some antecedents and outcomes of informal learning behavior in a virtual team

2020 ◽  
Vol 3 (SI) ◽  
pp. SI14-SI23
Author(s):  
Huynh Thi Minh Chau ◽  
Nguyen Manh Tuan ◽  
Truong Thi Lan Anh
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Informal Learning ◽  
Relationship Quality ◽  
Virtual Teams ◽  
Psychological Empowerment ◽  
Virtual Team ◽  
Work Outcomes ◽  
Learning Behavior ◽  
Team Members

Virtual teams are commonly used in businesses to meet employees’ needs for teleworking. Meanwhile, informal learning is a social phenomenon that influences work outcomes in learning organizations. Understanding informal learning behavior with its important antecedents and outcomes is necessary, especially in the context of teleworking via electronic communication media as virtual teams. This paper proposes and examines a structured model that describes the relationships among employee-coworker relationship quality, psychological empowerment, informal learning behavior, job performance, and job satisfaction of virtual team members. The results show a positive relationship between ((i) job performance and job satisfaction, (ii) informal learning behavior and job performance, (iii) psychological empowerment and informal learning behavior, (iv) employee-coworker relationship quality and psychological empowerment. The employee-coworker relationship quality, psychological empowerment, and informal learning behavior can explain 30.3% of the variance of job performance, indicating the role of informal learning behavior and its antecedents on the work outcomes of virtual team members.

Job Security and Work Outcomes in China: Perceived Organizational Support As Mediator

2014 ◽  
Vol 42 (7) ◽  
pp. 1069-1076 ◽  
Author(s):  
Hongchun Wang ◽  
Bing Ma ◽  
Xue Liu ◽  
Shanshi Liu
Keyword(s):  
Organizational Support ◽  
Turnover Intention ◽  
Perceived Organizational Support ◽  
Management Practice ◽  
Job Security ◽  
Work Outcomes ◽  
Team Members ◽  
Mediating Role ◽  
The Relationship

We explored the mediating role of perceived organizational support (POS) on the relationship between job security and 2 dimensions important in employee work outcomes: extrarole behavior and turnover intention. Participants were 212 subordinate team members and their supervisors, who were employed by an air transportation group in China, and we found that POS partially mediated the relationship between job security and extrarole behavior and fully mediated the relationship between job security and turnover intention. Implications for management practice and limitations in this study are discussed.

Work Outcomes of Job Crafting Among the Different Ranks of Project Teams

2020 ◽  
pp. 875697282095881
Author(s):  
Rafał Haffer ◽  
Joanna Haffer ◽  
Donna Lynne Morrow
Keyword(s):  
Work Engagement ◽  
Job Design ◽  
Project Managers ◽  
Project Team ◽  
Project Teams ◽  
Job Crafting ◽  
Work Outcomes ◽  
Team Members ◽  
Work Meaningfulness ◽  
The Relationship

This study examined the effects of job crafting on the work meaningfulness and work engagement of project participants of different ranks. Although previous research has shown that job crafting affects employees’ work outcomes, this topic is under-researched in project management settings. Our findings indicate that work meaningfulness partially mediates the relationship between job crafting and work engagement in the case of project team members and fully mediates it in the case of project managers. They suggest the necessity to apply different means to influence productive project behaviors of the two groups studied. These may include, in particular, changing the approach to job design of project team members and focusing on team job crafting work to build more opportunities to job craft.

A Causal-Correlational Analysis of Expectancy Theory Hypotheses

1975 ◽  
Vol 37 (2) ◽  
pp. 427-431 ◽  
Author(s):  
Neal Schmitt
Keyword(s):  
Work Motivation ◽  
Expectancy Theory ◽  
Correlational Analysis ◽  
Introductory Psychology ◽  
Performance Level ◽  
Work Outcomes ◽  
Psychology Course

Expectancy theory proposes that job effort is a function of the values individuals place on work outcomes and the expectations they have concerning the likelihood of attaining these outcomes. Another hypothesis is that effort or work motivation produces changes in performance level. Utilizing cross-lagged correlations to evaluate the expectancy-effort and effort-performance relationships, it was found that grades in an introductory psychology course may have affected effort. Some support was also indicated for the contention that performance causes attitudes toward both performance (good grades in psychology) and work (studying psychology).

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

The Need for Nurse Training to Promote Improved Patient-Provider Communication for Patients With Complex Communication Needs

2013 ◽  
Vol 22 (2) ◽  
pp. 112-119 ◽  
Author(s):  
Debora Downey ◽  
Mary Beth Happ
Keyword(s):  
Health Care Providers ◽  
Communication Disorders ◽  
Provider Communication ◽  
Nurse Training ◽  
Care Providers ◽  
Speech Language Pathologists ◽  
Complex Communication Needs ◽  
Team Members ◽  
Patient Provider Communication ◽  
Communication Needs

Abstract Hospitalized patients across the age continuum often present with complex communication needs (CCN) due to motor, sensory, cognitive, and linguistic barriers they may experience during their admission. Although hospitals recognize the need to enhance communication to improve quality and safety for all patients, the emphasis has been primarily on improving ”care coordination” amongst the health care providers the patient encounters across all points of admission. Most hospitals have yet to focus on improving the patient-provider communication experience, especially for patients with CCN. However, this population no longer can be ignored, as new standards mandate efforts to improve communication for patients with CCN. Nurses, as the team members responsible for continuous care during hospital stays, and speech-language pathologists, as communication disorders specialists, are positioned distinctively to facilitate patient communication and prevent miscommunications between patients and care providers. This article highlights the need to enhance the patient-provider communication experience for patients with CCN. We review the state of nurse training for patients with CCN, discuss the role speech-language pathologists can play in developing and implementing nurse training protocols, and outline basic elements nurse training modules should include.

Food for Thought

2012 ◽  
Vol 21 (2) ◽  
pp. 68-72 ◽  
Author(s):  
Caryn Easterling
Keyword(s):  
Multidisciplinary Team ◽  
Clinical History ◽  
Team Members ◽  
Speech Language Pathologist ◽  
Expected Outcome

Our professional American Speech-Language-Hearing Association (ASHA) guidelines state, if a speech-language pathologist suspects on the basis of the clinical history that there may be an esophageal disorder contributing to the patient's dysphagia, then “An esophageal screening can be incorporated into most [videofluoroscopic swallowing studies, or] VFSS” (ASHA, 2004). However, the esophageal screen has not been defined by ASHA or by the American College of Radiology. This “Food for Thought” column suggests deglutologists work together to determine the procedure and expected outcome for the esophageal screen so that there is acceptance and consensus among the multidisciplinary team members who evaluate patients with dysphagia.

Development of a German-Language Questionnaire to Measure Collective Orientation as an Individual Attitude

2017 ◽  
Vol 76 (3) ◽  
pp. 91-105 ◽  
Author(s):  
Vera Hagemann
Keyword(s):  
Team Performance ◽  
Reliability And Validity ◽  
Future Research ◽  
German Language ◽  
Team Members ◽  
Collective Orientation ◽  
Team Research ◽  
German Speaking ◽  
Individual Variables ◽  
The Individual

Abstract. The individual attitudes of every single team member are important for team performance. Studies show that each team member’s collective orientation – that is, propensity to work in a collective manner in team settings – enhances the team’s interdependent teamwork. In the German-speaking countries, there was previously no instrument to measure collective orientation. So, I developed and validated a German-language instrument to measure collective orientation. In three studies (N = 1028), I tested the validity of the instrument in terms of its internal structure and relationships with other variables. The results confirm the reliability and validity of the instrument. The instrument also predicts team performance in terms of interdependent teamwork. I discuss differences in established individual variables in team research and the role of collective orientation in teams. In future research, the instrument can be applied to diagnose teamwork deficiencies and evaluate interventions for developing team members’ collective orientation.

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