Psychological contracts in self-directed work teams

2017 ◽  
Vol 23 (3) ◽  
pp. 136-155 ◽  
Author(s):  
Frits Schreuder ◽  
Rene Schalk ◽  
Jeroen de Jong
Keyword(s):  
Psychological Contract ◽  
Psychological Contracts ◽  
First Year ◽  
Content Type ◽  
Team Members ◽  
First Year College ◽  
Team Commitment ◽  
Student Teams ◽  
First Year College Students ◽  
And Performance

Purpose This study aims to examine reciprocal exchange in teams using a psychological contract (PC) framework. Adopting Rousseau’s conceptualization of the contract, the authors explore the extent to which the team members reciprocate perceived team obligations and fulfilment by adjusting their own obligations and fulfilment. A new scale for the measurement of obligations and fulfilment was developed. Team commitment was hypothesized as a mediating variable. Design/methodology/approach The new PC scale was tested in a longitudinal study design. A survey of a representative sample of 230 Dutch first-year college students nested in 73 teams was conducted. Findings The authors found that in student teams, perceived team obligations at Time 1 are positively associated with perceived member obligations at Time 2. Furthermore, they found higher commitment to the team as the team fulfilled the obligations as perceived by its members. Contrary to the exchange theory, in student teams, perceived fulfilment of obligations at Time 1 is not reciprocated by more obligations of its members at Time 2. No significant mediating effects are found of team commitment. Originality/value To date, this study provides the first measurement of contract fulfilment in non-hierarchical team relationships. The instrument can act as a tool to assess future team effectiveness and performance and adjust team composition accordingly.

Examining team performance: the role of psychological contracts and engagement among co-workers

2020 ◽  
Vol 8 (3) ◽  
pp. 327-343
Author(s):  
Frits Schreuder ◽  
René Schalk ◽  
Sasa Batistič
Keyword(s):  
Team Performance ◽  
Psychological Contract ◽  
Work Teams ◽  
Psychological Contracts ◽  
Working Environment ◽  
Work Team ◽  
Role Performance ◽  
Content Type ◽  
Team Members

PurposeThe aim of this study was to investigate the role of shared psychological contract beliefs between colleagues in a work team, in team in-role performance and extra-role behaviours.Design/methodology/approachEmployees and team managers of 113 work teams answered questions about their working environment and relationships with experiences and perceptions. The data were used in CFA and structural modelling.FindingsThe results indicated that evaluations of co-worker psychological contracts in work teams are significantly associated with team in-role performance and extra-role behaviours through work engagement.Practical implicationsEmployees with perceived contract fulfilment not only contribute more to their team but also change their expectations of what a team should offer. Managers should be informed that these new and enhanced expectations have repercussions for existing HRM practices.Originality/valueLaulié and Tekleab (2016) have suggested that perceptions of psychological contract fulfilment shared by team members may act as a motivational driver for team performance, team attitudes and behaviours. This study is one of the first applications of this proposition in a mediation model and empirically tested for non-hierarchical co-worker relationships.

Assisting students to identify sources: an investigation

2014 ◽  
Vol 63 (8/9) ◽  
pp. 624-636 ◽  
Author(s):  
Allison Faix
Keyword(s):  
Evaluation Process ◽  
First Year ◽  
First Year Students ◽  
Content Type ◽  
First Year College ◽  
Different Types ◽  
Literacy Course ◽  
First Year College Students ◽  
Types Of Information ◽  
Writing Instructors

Purpose – This study aims to look at three classes of first-year students enrolled in an Information Literacy course and examines the difficulties these students encountered when attempting to identify different types of information. Design/methodology/approach – In this study, 41 annotated bibliography assignments, in which students were required to state which type of source they had chosen and why were examined and trends in the misidentification of sources were analysed. Findings – Students in the study misidentified half of the sources they used, and struggled equally when identifying sources they located through library databases and the Internet. Trends in the misidentification of these sources were analysed, leading to recommendations for assisting students with learning how to identify sources. Research limitations and implications – Although the sample size of this study was small, further research into how students identify different types of information would help librarians develop further strategies for teaching source identification as a first step in the source evaluation process. Originality/value – Librarians and writing instructors often collaborate to help first-year college students learn how to evaluate the sources they use in research projects, but often overlook making sure these students can first correctly identify the different types of information they are evaluating.

Meaning making of mentorship for the tuition-free student

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ceceilia Parnther ◽  
Daniel Collier
Keyword(s):  
Student Success ◽  
Meaning Making ◽  
First Year ◽  
Structured Interviews ◽  
Content Type ◽  
Building Relationships ◽  
First Year College ◽  
Mentoring Practices ◽  
Orders Of Consciousness ◽  
First Year College Students

PurposeThe study aimed to explore how student recipients of a full-tuition scholarship envision, define and experience mentorship and the types of relationships they have and expect from mentors. The study adds to the growing body of literature on mentorship as supplemental support for college student success.Design/methodology/approachSemi-structured interviews of 20 first-year college students in the Mid-West United States were collected as a part of a more extensive mixed-methods study. The authors used a four-phase process to refine, derive meaning and develop themes. Kegan's orders of consciousness explain how students make meaning of mentorship.FindingsStudents described mentoring as a service that could provide specific transactional features. Ten participants were unable to acknowledge a mentoring relationship at all, despite describing mentoring experiences and opportunities. Students often align with Kegan's second order, which focuses on self and valuing transactional, short-term relationships. Adjusting approaches to explaining mentorship and the value of building relationships appear to be an opportunity for research and practice.Originality/valueThis study illustrates an apparent disconnect between the intent of mentorship and the experiences of mentees. The students' experiences add a valuable perspective that supports the need to further refine mentoring practices in meaningful ways to impact student success, persistence and retention.

Perceptions of HPWS and performance: cross-level effects of team psychological contracts

2020 ◽  
Vol 26 (7/8) ◽  
pp. 429-450
Author(s):  
Frits Schreuder ◽  
René Schalk ◽  
Sasa Batistič
Keyword(s):  
Psychological Contract ◽  
High Performance ◽  
Work Teams ◽  
Psychological Contracts ◽  
Employee Attitudes ◽  
Supervisory Support ◽  
Mediation Effects ◽  
Content Type ◽  
And Performance

Purpose This present study aims to examine how experiences of high-performance work systems (HPWS) in work teams affect employee’s work attitudes and performance. At the team level, the study explored the role of supervisory support in the relationship experienced HPWS -team performance. In explaining employee attitudes and behaviours at the individual level, such as organisational citizenship behaviour (OCB), the study adopted a psychological contract approach. Design/methodology/approach The moderating role of supervisory support was investigated at the team level while exploring mediation effects of psychological contract beliefs in work teams in cross-level relationships with individual attitudes and behaviours. Findings Results indicate partial mediation of fulfilment of psychological contracts in work teams in the experienced HPWS-OCB relationship. At the team level, supervisory support perceptions moderate the effects of shared experiences of HPWS on product and service innovation in work teams. Originality/value The focus on the employee perspective of HPWS, the factor-analytic approach of measuring HPWS experiences and the role of team psychological contracts in employee attitudes and behaviours represent the main contributions of this study to HR research.

But they promised! How psychological contracts influence the impact of felt violations on job-related anxiety and performance

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dirk De Clercq ◽  
Muhammad Umer Azeem ◽  
Inam Ul Haq
Keyword(s):  
Job Performance ◽  
Psychological Contract ◽  
Psychological Contracts ◽  
Content Type ◽  
Daily Work ◽  
Mediating Role ◽  
And Performance ◽  
Psychological Contract Violations ◽  
The Impact

PurposeThis study unpacks the relationship between violations of organizational promises, as perceived by employees and their job performance, considering the mediating effects of job-related anxiety and moderating effects of psychological contract type.Design/methodology/approachMulti-source, multi-wave data were collected from employees and their supervisors in Pakistan.FindingsFeelings of organizational betrayal may reduce job performance due to the higher anxiety that employees experience in their daily work. This mediating role of enhanced job-related anxiety in turn is stronger to the extent that employees believe that their psychological contract contains relational obligations but weaker when it contains transactional obligations.Practical implicationsThe study gives organizational decision makers pertinent insights into how they can mitigate the risk that employees who are angry about broken organizational promises stay away from performance-enhancing work activities, namely, by managing the expectations that come along with psychological contracts. In so doing, they can avoid imposing dual harms on employees, from both a sense that they have been betrayed and the risk of lower performance ratings.Originality/valueThis study offers expanded insights into the process that underpins the translation of psychological contract violations into diminished job performance, by pinpointing the simultaneous roles of experienced job-related anxiety and beliefs about employer obligations.

Academic technology confidence levels vs ability in first-year traditional and non-traditional undergraduates

2016 ◽  
Vol 34 (3) ◽  
pp. 468-479 ◽  
Author(s):  
Michelle Eichelberger ◽  
Bonnie Imler
Keyword(s):  
Test Performance ◽  
Traditional Students ◽  
First Year ◽  
Technology Skills ◽  
Test Results ◽  
Test Environment ◽  
Content Type ◽  
First Year College ◽  
Post Test ◽  
First Year College Students

Purpose The purpose of this paper is to examine the technology confidence, skills, and post-skills-test emotions in traditional (younger than 24 years old) and non-traditional (24 and older) first-year college students at three undergraduate campuses in the Northeastern USA. Design/methodology/approach Totally, 39 college freshmen from three college campuses were recruited for the study. An online test environment and screen recording software were used to measure student proficiency in using PDFs, Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Gmail, and Windows. Data were collected in September 2013. Findings The majority of the students struggled with at least one facet of academic software. Traditional students were more confident than non-traditional students in their technology skills, but they did not score any higher on the skills test. Students who placed at the high end and low end of the test results curve most accurately assessed their technology skills, and their post-test feelings were the most appropriate in light of their test results. A large percentage of the traditional aged students were overconfident about their skills and self-identified as “happy” or “wonderful” even after performing poorly on the test. Originality/value Having concrete data about student technology skills, rather than anecdotal data from Reference Desk interactions, can help librarians design improved instruction and tutorials that target areas of student technology weakness. In addition, there have been no studies that examine student immediate emotional response to test performance in this type of testing environment.

The Effect of Attributional Retraining on Mastery and Performance Motivation Among First-Year College Students

2008 ◽  
Vol 30 (3) ◽  
pp. 198-207 ◽  
Author(s):  
Tara L. Haynes ◽  
Lia M. Daniels ◽  
Robert H. Stupnisky ◽  
Raymond P. Perry ◽  
Steve Hladkyj
Keyword(s):  
College Students ◽  
First Year ◽  
Attributional Retraining ◽  
First Year College ◽  
First Year College Students ◽  
And Performance

Suicide Risk Among College Student

Crisis ◽  
2015 ◽  
Vol 36 (6) ◽  
pp. 416-423 ◽  
Author(s):  
Richard Shadick ◽  
Faedra Backus Dagirmanjian ◽  
Baptiste Barbot
Keyword(s):  
Sexual Minority ◽  
Students Of Color ◽  
Structural Equation ◽  
Suicide Risk ◽  
Equation Modeling ◽  
First Year ◽  
Chi Square ◽  
First Year College ◽  
Marginalized Groups ◽  
First Year College Students

Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

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