Academic Job Involvement and Performance: Another Look

1985 ◽  
Vol 57 (3) ◽  
pp. 1007-1012 ◽  
Author(s):  
Samuel Rabinowitz
Keyword(s):  
Business Students ◽  
Job Involvement ◽  
Performance Ratings ◽  
Final Grade ◽  
Upper Level ◽  
And Performance ◽  
The Relationship

The relationship between academic job involvement and performance was explored in a sample of 80 upper-level business students. Data relating to academic job involvement (a modification of a job-involvement measure), final grade, GPA, performance ratings for self and peers, number of absences, and effort were collected. Significant correlations were .24 between academic job involvement and final grade, -.26 number of absences, and .34 effort. These results are discussed in light of prior research and implications for further exploration are identified.

Effect of Perceptions of Pay Equity on Employees' Motivation, Involvement, Satisfaction, and Performance

1987 ◽  
Vol 65 (2) ◽  
pp. 601-602
Author(s):  
Christopher Orpen ◽  
Josef Bonnici
Keyword(s):  
Work Satisfaction ◽  
Job Demands ◽  
Job Involvement ◽  
Work Outcomes ◽  
Pay Equity ◽  
Internal Motivation ◽  
University Teachers ◽  
And Performance ◽  
The Relationship ◽  
Positive Work

The relationship between perceptions of pay level, internal pay equity, external pay equity, personal input, and job demands and a number of work outcomes was examined in a sample of 101 university teachers. Only two of the 20 correlations between those perceptions and the outcomes of work satisfaction, job involvement, internal motivation and self-rated performance were significant, suggesting that in this sample perceptions of different aspects of pay equity are unrelated to positive work outcomes.

Study of Team Management and Performance with Linear Regression: A Empirical Study Based on 12 Step Method

2017 ◽  
Vol 14 (1) ◽  
pp. 168-176
Author(s):  
Jian Yu ◽  
Weichu Xu ◽  
M Rogers
Keyword(s):  
Team Performance ◽  
Business Students ◽  
University Student ◽  
Team Management ◽  
Step Method ◽  
Team Members ◽  
Student Teams ◽  
Teamwork Skills ◽  
And Performance ◽  
The Relationship

Teamwork skills have becoming an important asset that employees can bring into an organization. How to make employees work with other team members and make team effective is an important issue in business education. In order to make sense which factors in team management will help improve team performance, we try to design a test among students. In this paper, we focus on using 12-step method to help business students acquire their teamwork skills and improve their team performance in class, and propose and examine several hypotheses on the relationship between 12-step and their impact on team performance with a dataset collecting from university student teams. The results show that initial sharing, continuous sharing and feedbacks are positively associated with team performance, but expectation, equity and celebration are negatively associated with team performance. The findings provide some insights about how to apply different steps in different environments, and show that some measures and steps should be paid more attention in training in a firm or other organizations.

Effect of Reciprocal Leniency on the Relation between Consideration Scores from the Leader Behavior Description Questionnaire and Performance Ratings

1987 ◽  
Vol 60 (2) ◽  
pp. 479-487 ◽  
Author(s):  
H. John Bernardin
Keyword(s):  
Leader Behavior ◽  
Response Style ◽  
Performance Ratings ◽  
Questionnaire Form ◽  
Behavior Description ◽  
And Performance ◽  
The Relationship

This study tested the hypothesis that “reciprocal leniency” moderated the relationship between Consideration scores on the Leader Behavior Description Questionnaire—Form XII and performance ratings. Reciprocal leniency was defined as a response style in which scores on the questionnaire are affected by harsh, lenient, or fair ratings made by the supervisor. Results partially supported the hypothesis.

Perceived Goal-Difficulty, Locus of Control, and Performance Ratings

1988 ◽  
Vol 63 (2) ◽  
pp. 475-482 ◽  
Author(s):  
William J. Bigoness ◽  
Kimberlee M. Keef ◽  
Philip B. Du Bose
Keyword(s):  
Locus Of Control ◽  
Performance Ratings ◽  
Inverse Relation ◽  
Significant Relation ◽  
Entire Sample ◽  
Control Scale ◽  
Goal Difficulty ◽  
Nurses Perceptions ◽  
And Performance ◽  
The Relationship

This study examined the moderating effect of locus of control upon the relationship between perceived goal-difficulty and performance ratings. Across the entire sample of 108 registered nurses, perceived goal difficulty was not significantly related to performance, whether assessed by self-ratings or supervisors' ratings. Locus of control, however, significantly moderated the relation between perceived goal-difficulty and self-ratings of performance. Among nurses who scored lower on the locus of control scale, indicating an internal orientation, there was a positive and statistically significant relation between perceived goal-difficulty and self-ratings of performance. On the other hand, among nurses scoring higher on the locus of control scale, indicating an external orientation, there was an inverse relation between perceived goal difficulty and self-ratings of performance. In addition, locus of control was weakly associated with supervisors' evaluations, self-evaluations, and nurses' perceptions of goal-difficulty. Magnitudes of rs ranged from −.19 to .15.

The Ethics of Maximizing or Satisficing

2020 ◽  
Vol 39 (1) ◽  
pp. 77-96
Author(s):  
Brandon William Soltwisch ◽  
Daniel C. Brannon ◽  
Vish Iyer ◽  
Keyword(s):  
Decision Making ◽  
Moral Reasoning ◽  
Ethical Dilemmas ◽  
Business Students ◽  
Ethical Ideology ◽  
Mediating Role ◽  
Ethical Ideologies ◽  
Decision Making Styles ◽  
Upper Level ◽  
The Relationship

This study explores the relationship between decision-making styles and moral judgements to understand how maximizers and satisficers differ in their analysis of ethical dilemmas. It also explores the linkage between decision-making styles and the moral reasoning perspectives of absolutism and relativism, investigating if ethical ideologies play a mediating role in how maximizers and satisficers evaluate ethical situations. In order to test these relationships, data is collected from a sample of 187 upper level business students. Results indicate that maximizers are significantly more likely than satisficers to judge ethically ambiguous actions as immoral. Underlying this effect, maximizers (vs. satisficers) have a more idealistic ethical ideology.

A Meta-Analysis of the Relationship Between Rater Liking and Performance Ratings

2013 ◽  
Vol 26 (5) ◽  
pp. 409-429 ◽  
Author(s):  
Ashley W. Sutton ◽  
Sean P. Baldwin ◽  
Lauren Wood ◽  
Brian J. Hoffman
Keyword(s):  
Meta Analysis ◽  
Performance Ratings ◽  
And Performance ◽  
The Relationship

Conflict, individual satisfaction with team, and training motivation

2016 ◽  
Vol 22 (3/4) ◽  
pp. 223-239 ◽  
Author(s):  
Michele N. Medina
Keyword(s):  
Structural Equation ◽  
Business Students ◽  
Cognitive Conflict ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Content Type ◽  
Training Motivation ◽  
Upper Level ◽  
The Relationship ◽  
And Training

Purpose This paper aims to investigate the mediating effect of an individual’s satisfaction with the team between conflict and training motivation. This study provides understanding regarding how the type of conflict within a team can influence an individual’s team experience which can, in turn, influence that individual’s training motivation and impact future teams. Design/methodology/approach Data were collected from 498 upper-level business students engaged in a team project. Structural equation modeling examined the serial mediation relationship between perceived diversity, conflict (affective and cognitive), individual satisfaction with the team and training motivation (learning and transfer). Findings Individual satisfaction with the team partially mediates the relationship between affective conflict and both training motivation dimensions, and fully mediates the relationship between cognitive conflict and both training motivation dimensions. Practical implications To encourage future participation in teams, managers should explore ways to increase an individual’s satisfaction, such as increasing the cognitive conflict by incorporating diversity within teams and reducing the affective conflict within teams. Likewise, by increasing an individual’s satisfaction with the team, managers can increase both the motivation to learn and transfer new knowledge. Originality/value This paper illuminates the role that an individual’s satisfaction with the team has between conflict and training motivation. Moreover, this paper demonstrates that more research on an individual’s satisfaction with the team is needed.

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