The Journal of applied psychology
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Multicenter Study
Employee customer orientation in context: how the environment moderates the influence of customer orientation on performance outcomes.
This empirical study evaluated the moderating effects of unit customer orientation (CO) climate and climate strength on the relationship between service workers' level of CO and their performance of customer-oriented behaviors (COBs). In addition, the study examined whether aggregate COB performance influences unit profitability. ⋯ In addition, the data reveal that unit COB performance influences unit profitability by enhancing revenues without a concomitant increase in costs. The study's results underscore the theoretical importance of considering cross-level influencers of employee-level relationships and suggest that managers should focus on creating a climate that is supportive of COBs if their units are to profit from the recruitment, hiring, and retention of customer-oriented employees.
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Randomized Controlled Trial
Do promises matter? An exploration of the role of promises in psychological contract breach.
Promises are positioned centrally in the study of psychological contract breach and are argued to distinguish psychological contracts from related constructs, such as employee expectations. However, because the effects of promises and delivered inducements are confounded in most research, the role of promises in perceptions of, and reactions to, breach remains unclear. If promises are not an important determinant of employee perceptions, emotions, and behavioral intentions, this would suggest that the psychological contract breach construct might lack utility. ⋯ In fact, breach perceptions can exist in the absence of promises. Further, promises play a negligible role in predicting feelings of violation and behavioral intentions. Contrary to the extant literature, the authors' findings suggest that promises may matter little; employees are concerned primarily with what the organization delivers.
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The antecedents and consequences of ethical leadership were examined in a study of 894 employees and their 222 immediate supervisors in a major financial institution in the United States. The leader personality traits of agreeableness and conscientiousness were positively related to direct reports' ratings of the leader's ethical leadership, whereas neuroticism was unrelated to these ratings. ⋯ This relationship was partially mediated by followers' perceptions of psychological safety. Implications for research on ethical leadership and means to enhance ethical behavior among leaders and nonleaders are discussed.
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Administrative social influence is a principal tool for motivating employee behavior. The authors argue that the compliance of professional employees (e.g., doctors) with administrative social influence will depend on the degree to which these employees identify with their profession and organization. Professional employees were found to be most receptive to administrator social influence to adopt new work behavior when they strongly identified with the organization and weakly identified with the profession. In contrast, administrator social influence was counterproductive when professional employees strongly identified with the profession and weakly identified with the organization.
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This experimental study investigated the mechanisms by which learner control influences learning in an e-learning environment. The authors hypothesized that learner control would enhance learning indirectly through its effect on trainee reactions and learner engagement (in particular, off-task attention), such that learners who were more satisfied with the training and devoted more cognitive resources toward the instructional content versus off-task thoughts would possess greater posttraining knowledge. The study also examined the role of individual differences (training motivation and goal orientation) in the prediction of these 2 mediating variables. ⋯ The individual difference variables had a differential impact on the mediating variables. In particular, performance orientation was linked to off-task attention, whereas mastery orientation was found to indirectly influence satisfaction via its direct effect on training motivation. Implications for the design and further study of e-learning are discussed.