Trust climate, perceived insider status and employee' in-role performance: A mediated moderator model

Purpose The purpose of this paper is to understand in-depth how consumers create value in their lives using WhatsApp, the leading mobile instant messaging (MIM) application. Design/methodology/approach The study adopts the perspective of customer-dominant logic (CDL) and uses a qualitative multimethod design involving 3 focus groups and 25 subsequent in-depth interviews. The research setting was Ecuador, a Latin American country. Findings Analysis and interpretation of the participants’ stories made it possible to identify and understand the creation of four types of value: maintaining and strengthening relationships; improving role performance; emotional support; and entertainment and fun. In addition, the present study proposes a conceptual model of consumer value creation as it applies to MIM. Practical implications Understanding the way consumers create value in their lives using MIM is important not only for organizations that offer MIM applications, but also for those companies that develop other applications for mobile phones or for those who wish to use MIM as an electronic word-of-mouth vehicle. Originality/value The current study is one of the first to address the topic of consumer behavior in the use of technologies from the perspective of CDL; this perspective enables an integrated qualitative vision of value creation in which the consumer is the protagonist.

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On the Measurement of Interfirm Power in Channels of Distribution

Journal of Marketing Research ◽

10.1177/002224378302000206 ◽

1983 ◽

Vol 20 (2) ◽

pp. 158-166 ◽

Cited By ~ 110

Author(s):

Gary L. Frazier

Keyword(s):

Construct Validity ◽

Marketing Channels ◽

The Other ◽

Role Performance ◽

Channel System ◽

Empirical Results ◽

Channels Of Distribution ◽

Channel Relationship ◽

Primary Channel

Based in part on previous research reported in the marketing channels literature, an approach for measuring interfirm power is developed which centers on power's hypothesized sources. Within a dyadic channel relationship, the role performance of a firm in its primary channel responsibilities is seen to drive the level of the other firm's dependence in their relationship. This dependence, in turn, determines the former firm's level of power over the latter firm. Empirical results from a study in a franchise channel system are used to evaluate the reliability and construct validity of the proposed measures.

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Ethical leadership and group in-role performance: The mediating roles of group conscientiousness and group voice

The Leadership Quarterly ◽

10.1016/j.leaqua.2012.06.004 ◽

2012 ◽

Vol 23 (5) ◽

pp. 953-964 ◽

Cited By ~ 91

Author(s):

Fred O. Walumbwa ◽

Elizabeth W. Morrison ◽

Amanda L. Christensen

Keyword(s):

Ethical Leadership ◽

Role Performance

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How do Employees Adapt to Organizational Change? The Role of Meaning-making and Work Engagement

The Spanish Journal of Psychology ◽

10.1017/sjp.2020.55 ◽

2020 ◽

Vol 23 ◽

Author(s):

Machteld van den Heuvel ◽

Evangelia Demerouti ◽

Arnold B. Bakker ◽

Jørn Hetland ◽

Wilmar B. Schaufeli

Keyword(s):

Organizational Change ◽

Work Engagement ◽

Meaning Making ◽

Radical Change ◽

Conservation Of Resources ◽

Adaptive Performance ◽

Role Performance ◽

Short Term ◽

Office Design

Abstract This multi-wave, multi-source study focuses on the benefits of work engagement for employee adaptation to organizational change. The change entailed the implementation of a flexible office design in an engineering firm, which caused radical change for employees. Building on conservation of resources (COR) theory and change transition models, we predict that work engagement trajectories during change are crucial for successful adaptation. The hypothesized process was that initial employee meaning-making will facilitate work engagement, which, in turn, predicts supervisor-rated adaptive performance (i.e. adaptive work-role performance and extra-role performance) via attitude-to-change. Attitude-to-change was modeled as reciprocally related to work engagement at different points in time. Weekly questionnaires were completed by 71 employees during the first five weeks of the change (296 observations). Latent growth trajectories using weekly engagement measures showed no overall growth, but did show significant variance around the slope of work engagement. Meaning-making and attitude-to-change at the onset were positively related to initial levels, but not to growth of work engagement. Meaning-making was indirectly related to short-term attitude-to-change via work engagement. Short-term attitude-to-change was predictive of supervisor-rated adaptive performance and long-term attitude-to-change. Finally, work engagement (slope) predicted long-term attitude-to-change and supervisor-rated extra-role performance via short-term attitude-to-change. Taken together, the study contributes to knowledge about micro-level transition processes of employee adaptation and the benefits of work engagement during change.

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A New Perspective for Understanding School Managers’ Roles: The Impact of Principals’ Boundary Activities on the Effectiveness of School Management Teams

Teachers College Record ◽

10.1177/016146811812000301 ◽

2018 ◽

Vol 120 (3) ◽

pp. 1-40

Author(s):

Pascale Benoliel ◽

Anit Somech

Keyword(s):

Public Schools ◽

School Leadership ◽

Structural Equation ◽

Equation Model ◽

Management Teams ◽

Role Performance ◽

New Perspective ◽

Mean Differences ◽

The Impact

Background/Context Increasingly, educational leadership research has stressed that leadership is not solely embedded in formal roles but often emerges from relationships between individuals. Senior management teams (SMTs) are an important expression of a formal management structure based on the principle of distributed leadership. Such structures may require a reconceptualization of school leadership and the role of the principal in such a way as to better meet new challenges and enable principals to manage SMTs more effectively. Accordingly, it is proposed that to improve effectiveness, principals engage in boundary activities, the principals’ internal activities directed toward the SMT aimed at dealing with internal team matters and the principals’ external activities directed toward external agents in the team's focal environment to acquire resources and protect the team. Purpose/Objective The present study attempts to advance a theoretical model of principals’ internal and external activities toward their SMTs. This study's purpose is twofold: First, the study tries to determine which of the internal and external activities principals engage in more frequently and less frequently and to what extent. Second, the study attempts to determine how these activities are related to the SMT effectiveness outcomes: in-role performance and innovation. Taking on a distributive perspective to school leadership, our goal is to extend our knowledge about the activities that might facilitate SMT effectiveness, by highlighting the principal boundary activities as fundamental. Research Design Quantitative study. Data Collection and Analysis Data were collected from two sources to minimize problems associated with same source bias: 92 SMTs and their principals from 92 public schools in Israel. Principals evaluated the SMTs’ effectiveness through validated surveys of team in-role performance and team innovation, and SMT members evaluated the internal and external activities of the principal. Findings/Results ANOVA analyses indicate significant mean differences between the principal's internal and external activities. Results from Structural Equation Model indicate that internal activities were related to SMT performance, whereas external activities were related to SMT innovation. Conclusions/Recommendations Principals who manage both the internal SMT dynamic by promoting SMT identity and building team trust, while also promoting a common mission, serve the role of coordinator between SMT members and constituencies external to the SMT, enhancing SMT effectiveness. It may be, then, that studying new models of school leadership and management, including the relationship of the principal and the SMT, may deepen our understanding of the increasingly complex role of principals today.

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The relationship between perceptions of learning climate and employee innovative behavior and proficiency

Personnel Review ◽

10.1108/pr-08-2016-0202 ◽

2017 ◽

Vol 46 (8) ◽

pp. 1454-1474 ◽

Cited By ~ 5

Author(s):

Liat Eldor

Keyword(s):

Public Sector ◽

Working Environment ◽

Mediation Effect ◽

Learning Climate ◽

Mediation Process ◽

Job Engagement ◽

Innovative Behavior ◽

Role Performance ◽

Content Type ◽

The Relationship

Purpose The purpose of this paper is to examine the relationship between perceptions of learning climate and employee innovative behavior and proficiency. Design/methodology/approach Using robust analysis techniques on data from a sample of 419 employees and their supervisors from four different business and public sector organizations, the author tested the proposed relationships, as mediated by job engagement. Moreover, this mediation effect was examined in the light of sector of employment differences (business vs public). Findings The results were generally consistent with the hypothesized conceptual scheme, in that the indirect relationship between perceptions of learning climate and employees’ innovative behavior and proficiency was mediated by job engagement. However, with regard to sector employment differences, this mediation process was demonstrated among business sector employees only to the relationship between perceptions of learning climate and innovative behavior. When proficiency was included in the mediation model, this mediation effect was evident among public sector employees. Originality/value The research on perceptions of learning climate lacks empirical evidence on its implications for employees’ innovative behavior and proficiency. Although scholars contend that employees’ perceptions of learning climate should enhance their in-role and extra-role performance behaviors, these arguments are mainly non-empirical. Understanding whether perceptions of learning have an impact on employee intra- and extra-role performance behaviors is important, considering that the majority of workplace learning occurs through daily ongoing means that are part of the working environment and previous research results show that structured learning and formal training are less effective in improving employees’ performance at work.

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