Salesforce Performance and Satisfaction as a Function of Individual Difference, Interpersonal, and Situational Factors

1978 ◽  
Vol 15 (4) ◽  
pp. 517-531 ◽  
Author(s):  
Richard P. Bagozzi
Keyword(s):  
Job Satisfaction ◽  
Social Learning ◽  
Individual Difference ◽  
Behavioral Outcomes ◽  
Significant Others ◽  
Situational Factors ◽  
Learning Theories

The author presents a model designed to explain the performance, job satisfaction, and other behavioral outcomes experienced by salespeople. By building on the model of man proposed by Lewin and modern interactionist and social learning theories of personality, the behavior of salespeople is shown to be a function of the person, the interactions the person has with significant others in his or her role set, and forces in the situation. Hypotheses are tested on data gathered on industrial salespeople.

Experiencing Instigations and Trait Aggression Contribute to Harsh Parenting Behaviors

2016 ◽  
Author(s):  
Randy J. McCarthy
Keyword(s):  
Individual Difference ◽  
Parenting Behaviors ◽  
Situational Factors ◽  
Harsh Parenting ◽  
Total N ◽  
Individual Difference Variables ◽  
Trait Aggression ◽  
Reported Study

Three studies (total N = 1,777 parents) examined whether harsh parenting behaviors would increase when parents experienced an instigation and whether this increase would be especially pronounced for parents who were high in trait aggression. These predictions were tested both when parents’ experience of an instigation was manipulated (Studies 1 and 2) and when parents’ perceptions of their child’s instigating behavior was reported (Study 3). Further, these predictions were tested across a variety of measures of parents’ harsh behaviors: (1) Asking parents to report their likelihood of behaving harshly (Study 1); (2) using proxy tasks for parents’ inclinations to behave harshly (Study 2); and (3) having parents report their past child-directed behaviors, some of which were harsh (Study 3). Both child instigations and parents’ trait aggression were consistently associated with parents’ child-directed harsh behaviors. However, parents’ trait aggression only moderated the extent to which the instigation was associated with their harsh parenting for self-reported physical harsh behaviors (Study 1). The results of the current studies demonstrate that both situational factors, such as experiencing an instigation, and individual difference variables, such as trait aggression, affect parents’ likelihood to exhibit harsh behaviors, but found little evidence these factors interact.

scholarly journals ROLE STRESS AND ITS OUTCOMES: EVIDENCE FROM HOTEL INDUSTRY OF PAKISTAN

2018 ◽  
Vol 2 (2) ◽  
pp. 49-60 ◽  
Author(s):  
Asif Nawaz ◽  
Kamran Yousaf Sandhu
Keyword(s):  
Job Satisfaction ◽  
Turnover Intention ◽  
Behavioral Outcomes ◽  
Sampling Technique ◽  
Role Stress ◽  
Partial Least Square ◽  
Least Square ◽  
Equation Modeling ◽  
Front Line ◽  
Hospitality Sector

Keeping in view the importance of services industries especially the hospitality sector, the study analyzed behavioral outcomes of role stress in front line employees of three, four and five star hotels in Lahore for the first time in the Pakistani context. Stratified random sampling technique was used to collect data from 262 front line employee of six job positions. By using smart PLS 3.0 software that utilizes Partial Least Square Structure Equation Modeling (PLSSEM) technique, the study found role stress negatively affecting job satisfaction and positively affecting both burnout and turnover intention of employees. All relationships were significant at 99% confidence level. The result showed eroding effect of stress on job satisfaction and accumulating tendency towards burnout and turnover intention. The results of this study, not only confirmed to previous results, both in direction and strength of the relationship. Rather, provided new insight to understand the phenomenon in the hospitality sector of Pakistan.

scholarly journals GAME: General Aggression Model in Education

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Tanu Tandon
Keyword(s):  
Grounded Theory ◽  
Social Learning ◽  
Social Cognitive ◽  
Developmental Model ◽  
Learning Theories ◽  
General Aggression Model ◽  
New Model ◽  
Grounded Theory Methodology ◽  
Women In India

Women in India have been victim of violence and discrimination since ages but this aggression has also led to empowerment of women in some cases. This study deals with study of such aggressive women who transformed their aggression to empowerment. Grounded theory methodology has been used to explore and understand the process and role of education in transformation. This study focuses on route aggression takes and role of education in channelizing the aggressive energy so as to lead to empowerment. General Aggression Model (GAM) given by Anderson and Bushman (2002) is a dynamic, social, cognitive developmental model which draws heavily on social-cognitive and social learning theories. Aggression depends on how an individual perceives and interprets his/her environment and people there in, this model has been revised and a new model has been devised namely General Aggression Model in Education or GAME, which shows path towards empowerment from aggression.

The Effects of Leaders' Behavior on Job Satisfaction, Organizational Citizenship Behavior, Deviant Behavior, and Job Performance of Employees

2020 ◽  
pp. 100-113
Author(s):  
Pooja Agrawal ◽  
Omvir Gautam
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Deviant Behavior ◽  
Behavioral Outcomes ◽  
Citizenship Behavior ◽  
Work Behaviors ◽  
Organization Citizenship Behavior ◽  
Organizational Attention

The chapter investigates the impact of leaders' behavior on the employees' job satisfaction and how job satisfaction mediates three work behaviors: organization citizenship behavior, employees' deviant behavior, and job performance. A sum of 304 employees from higher learning institutes answered an adopted questionnaire. This chapter reflects a clear picture with respect to leaders' behavior the advanced era. Employees' deviance behavior emerged as organizational attention. This chapter is an attempt to identify the effects of superior' behavior on employees' job satisfaction. Further, the behavioral outcomes of job satisfaction in the form of job performance, organizational citizenship behavior, and workplace deviant behavior.

Experiencing Instigations and Trait Aggression Contribute to Harsh Parenting Behaviors

2017 ◽  
Vol 120 (6) ◽  
pp. 1078-1095
Author(s):  
Randy J. McCarthy
Keyword(s):  
Individual Difference ◽  
Parenting Behaviors ◽  
Situational Factors ◽  
Harsh Parenting ◽  
Total N ◽  
Individual Difference Variables ◽  
Trait Aggression ◽  
Reported Study

Three studies (total N = 1777 parents) examined whether harsh parenting behaviors would increase when parents experienced an instigation and whether this increase would be especially pronounced for parents who were high in trait aggression. These predictions were tested both when parents’ experience of an instigation was manipulated (Studies 1 and 2) and when parents’ perceptions of their child’s instigating behavior was reported (Study 3). Further, these predictions were tested across a variety of measures of parents’ harsh behaviors: (1) asking parents to report their likelihood of behaving harshly (Study 1), (2) using proxy tasks for parents’ inclinations to behave harshly (Study 2), and (3) having parents report their past child-directed behaviors, some of which were harsh (Study 3). Both child instigations and parents’ trait aggression were consistently associated with parents’ child-directed harsh behaviors. However, parents’ trait aggression only moderated the extent to which the instigation was associated with their harsh parenting for self-reported physical harsh behaviors (Study 1). The results of the current studies demonstrate that both situational factors, such as experiencing an instigation, and individual difference variables, such as trait aggression, affect parents’ likelihood to exhibit harsh behaviors, but found little evidence these factors interact.

Learning in Social Networks

2016 ◽  
pp. 503-542 ◽  
Author(s):  
Benjamin Golub ◽  
Evan Sadler
Keyword(s):  
Social Networks ◽  
Social Learning ◽  
Learning Theories ◽  
Social Connections ◽  
Network Centrality ◽  
Learning Models ◽  
Network Learning ◽  
Aggregation Of Information

This survey covers models of how agents update behaviors and beliefs using information conveyed through social connections. The chapter begins with sequential social learning models, in which each agent makes a decision once and for all after observing a subset of prior decisions; the discussion is organized around the concepts of diffusion and aggregation of information. Next, the chapter presents the DeGroot framework of average-based repeated updating, whose long- and medium-run dynamics can be completely characterized in terms of measures of network centrality and segregation. Finally, the chapter turns to various models of repeated updating that feature richer optimizing behavior, and concludes by urging the development of network learning theories that can deal adequately with the observed phenomenon of persistent disagreement.

scholarly journals Impact of Situational and Dispositional Factors on Work-Family Conflict and Job Satisfaction: A Proposed Framework

2018 ◽  
Vol 56 ◽  
pp. 03001
Author(s):  
Rohani Salleh ◽  
Zurina Abu Bakar ◽  
Mumtaz Ali Memon
Keyword(s):  
Job Satisfaction ◽  
Role Conflict ◽  
Family Conflict ◽  
Situational Factors ◽  
Role Overload ◽  
Future Research ◽  
Work Family Conflict ◽  
Work Family ◽  
Dispositional Factors ◽  
Core Self

Job satisfaction has become an empirical attention as subject of inquiry in many fields. Past studies have revealed that employees with higher level of job satisfaction mostly enjoyed their job, had higher productivity and eventually contributed to generate profit for their organization. Despite its popularity, there is still lacking in determining what exactly drives employee satisfaction from the perspective of situational and dispositional factors. Moreover, the role of mediator in is also rather limited. The present paper proposes a conceptual model from the perspective of situational factors (role overload and role conflict) and dispositional factor (core self-evaluations) to understand the concept of job satisfaction. Specifically, it is suggested that when an employee experiences either role overload, role conflict or perceive with negative core self-evaluation, one of the consequence was increased level of work-family conflict. Ultimately, individuals who perceive higher level work-family conflict will experience less job satisfaction. Recommendations for future research are also discussed.

scholarly journals Dispositional and situational factors at work

2019 ◽  
Vol 33 (1) ◽  
pp. 49-70 ◽  
Author(s):  
Lucas Pujol-Cols ◽  
Guillermo E. Dabos
Keyword(s):  
Job Satisfaction ◽  
Latin America ◽  
Organizational Behavior ◽  
Psychometric Properties ◽  
Situational Factors ◽  
Spanish Version ◽  
Future Research ◽  
Content Type ◽  
Dispositional Factors ◽  
Core Self

Purpose The purpose of this paper is to examine the psychometric properties of the Spanish version of the Core Self-Evaluations Scale (CSES) and the Brief Index of Affective Job Satisfaction (BIAJS) in terms of internal consistency and factor structure and to, subsequently, analyze the influence of a set of dispositional factors (namely, core self-evaluations, CSEs) and situational factors (namely, psychosocial factors) on job satisfaction. Design/methodology/approach In total, 209 academics from an Argentinian university completed online surveys at two stages, separated in time, to reduce the common method bias. Findings The Spanish version of the CSES and the BIAJS showed acceptable psychometric properties, which were similar to those previously reported in North-American, European and Asian settings. Hierarchical regression analyses revealed that both situational and dispositional factors are significant predictors of job satisfaction. Research limitations/implications The CSES and the BIAJS seem to be valid and reliable instruments for assessing CSEs and job satisfaction, respectively, in Latin America. The adoption of an interactionist approach that includes both situational and dispositional factors is crucial in future research examining job satisfaction. Practical implications Managers should carefully evaluate the personality traits of candidates during personnel selection, as well as the working conditions they offer to their employees, since both factors seem to affect job satisfaction. Originality/value This paper contributes to the validation of two scales that may promote future organizational behavior/psychology research in Latin America. In addition, it provides empirical evidence on the relative influence of a set of situational and dispositional factors on job satisfaction, thus contributing to the resolution of the person-situation debate.

A Model for Teaching Research Methods Based on Cognitive-Behavioral and Social Learning Theories

2002 ◽  
Vol 8 (1) ◽  
pp. 133-144 ◽  
Author(s):  
Humberto E. Fabelo-Alcover
Keyword(s):  
Social Work ◽  
Social Learning ◽  
Social Work Students ◽  
Research Process ◽  
Progressive Relaxation ◽  
Cognitive Behavioral ◽  
Learning Theories ◽  
Relaxation Techniques ◽  
Hands On ◽  
Teaching Research

This article presents a teaching model addressing two important issues related to teaching research to social work students: the unnecessary fear some social work students have related to research coursework, and development of a hands-on learning environment in which the instructor models the role of researcher. The proposed model incorporates aspects of social learning and cognitive-behavioral theories as a way to address both concerns. The author designed and implemented an intervention to assess cognitions about research and to teach students how to clarify distortions and practice progressive relaxation techniques. This classroom-based intervention also served as the primary vehicle for hands-on exercises to illustrate the research process. The results of three different applications of this model suggest that students felt more confident and less fearful about their ability to conduct research. The author discusses teaching implications and further study of this model using comparison and control groups.

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