Observed incivility effects on performance and satisfaction of the employee

Mestrado Bolonha em Gestão de Recursos HumanosOne of the biggest concerns to the organizations is having employees who have the best performance possible contributing for the organizational success. Observed incivility is a factor that directly effects both the individual and organizational performance, being, therefore, an increased concern to the organization, impacting the job satisfaction as well. This study intends to analyse the impact of observed incivility on the job satisfaction and task performance, using two mediation variables, trust in the manager and perceptions of just to understand if those variables have an impact in that relation. To carry out this study an online questionnaire was applied to professionals from different areas all around the globe, which resulted in a sample of 211 participants. To obtain a deeper understanding of the topic in this study 15 interviews were conducted. The survey results showed that majority of the participants observe low incivility, and that they are overall satisfied with their job, present a good task performance, trust in their manager and have a positive view regarding the perceptions of justice. It is possible the data shows the masculine participants gender is more likely to observe incivility well as well participants with a high school degree. The results showed as well, that when observed incivility increases, task performance and job satisfaction decrease, and that relation is mediated by perceptions of justice and trust in the manager. The interviews revealed that not all organizations have an institutionalized mechanism to denounce incivility, and that the most common observed incivility behaviours are "hiding information from colleagues" and "aggressive talking to an employee". These behaviours can have a negative impact on the employee's will to leave the company and can be recurrent or one-time only. When an employee observes someone perpetuating incivility, it can have a negative impact on the task performance and job satisfaction, as well as the relationship between the observer and the incivility perpetuator.info:eu-repo/semantics/publishedVersio

Professional learning community, teachers’ self-efficacy towards teacher job satisfaction amongst teachers in physical education in Iraq

The job satisfaction theory makes proposition that job satisfaction is the result of a person's success in performing the job, while the self-efficacy theory asserts that the success of a person in performing his duties is due to the high level of efficacy, and to increase the level of self-efficacy, teachers need to attend in-service training such as professional learning community (PLC) programme. However, past studies in Iraq failed to show that PLC is affected teachers' self-efficacy and job satisfaction, as well as teachers' self-efficacy as mediators for the relationship between PLC and teachers' job satisfaction. Therefore, this study was conducted to determine the relationship between PLC, teachers' self-efficacy and job satisfaction, and self-efficacy as mediator for the relationship between PLC and job satisfaction. A survey and correlational design was utilized involving 265 physical education teachers from four Iraq provinces selected randomly as respondents in this study. Three standardized questionnaires namely, Professional Learning Communities Assessment-Revised (PLCA-R), Physical Education Teachers' Physical Activity Self-Efficacy Scale (PETPAS), and Teaching Satisfaction Scale (TSS) were used to measure PLC, teachers' self-efficacy, and job satisfaction. All questionnaires were translated into Arabic language using back-translation method. Pilot study showed that the translated version of questionnaires was highly reliable. Pearson correlation and multiple regressions were used to test the hypotheses of the study. Result revealed that PLC was positively related with self-efficacy and job satisfaction. The study also found that self-efficacy was a significant mediator for relationship between PLC and job satisfaction. This study has contributed to the development of job satisfaction, teachers' self-efficacy, and PLC theories in the context of education sector in Iraq. This study recommends that in order to increase teachers' job satisfaction, teachers' self-efficacy need to heighten, and to increase the level of teachers' self-efficacy, PLC need to be conducted consistently

A comparative critical discourse analysis of three preservice teacher education Access programs.

This paper analyzes and compares the discourse of three developing Access programs in teacher education. Discourse is described as ideology found within text such as websites, brochures and application packages. Critical discourse analysis reveals the difference between the suggested policy describing student services offered within the vision statement and the actual practices offering services within the brochures, website, and application packages. A variety of programs with a common vision of equity, have been implemented to promote diversity and more accurately represent the learning population within the diversity of the teaching population. The goals of these programs are commonly based on promoting social justice, enhancing equity of opportunity, and addressing policy and procedure barriers to maximize full participation (Hall, 1990; James, 1997; Solomon, 1996; Shapson, 1994). The findings of this study utilize a framework model that considers the discourse of each institution, beyond examining only the administrative policy itself. This further examination may promote the reflective evolution and future progression of Access programs unique to each Faculty of Education. Each Access program that develops according to its own discourse, towards a vision of equity, may help to maximize the academic potential of underrepresented students and strive to reflect the learning population. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2005 .G73. Source: Masters Abstracts International, Volume: 44-03, page: 1133. Thesis (M.Ed.)--University of Windsor (Canada), 2005

Managerial Reward Allocations: a Test of Freedman and Montanari\u27s Model.

A part of Freedman and Montanari\u27s (1980) managerial reward allocation model was examined in the present study. The hypotheses focused on two categories of antecedent variables, organizational and managerial, and on the dependent variable of choice of mode of reward allocation. They were tested utilizing questionnaire data collected from 155 managers in eleven financial institutions. The only hypothesis that was confirmed related managerial pay increase goals to the choice of reward allocation mode. In order to test the relative importance of different managerial and organizational variables in determining the mode of reward allocation mode, stepwise regression analyses were performed for each reward allocation mode. The results of the stepwise regressions suggested that: (a) organizational variables and managerial variables interact to influence the choice of reward allocation mode, and (b) there was no consistent relationship between any two sets of predictors for any one mode. Overall, the results indicated that the relationships between single variables and reward allocation modes were less strong than in previous laboratory studies. However, when managerial and organizational variables were considered simultaneously, a number of significant relationships were found. The results also pointed to a strong need for refinement of measurement of reward allocation modes so that continued examination of the reward allocation process using Freedman and Montanari\u27s (1980) model can be profitable

Interpersonal Consumer Decision Making

Consumption is not an isolated phenomenon, but often involves the (in)direct presence of others. People often consume or make consumption decisions together or in the favor of others. Consequently the people in our surroundings are likely to have an influence on our consumption decisions. They influence what consumption goods we buy and how we behave in consumption contexts. In this dissertation I explore various interpersonal consumption occasions and the influence of others on consumers’ decisions

Understanding Stakeholder Action: Equity and Expectancy Considerations

In this study, I address the general research question, "What are the conditions under which stakeholders will take action against an organization?" I respond to this question by acknowledging that a stakeholder is likely to act when it is motivated to do so: accordingly I adopt two of the most well-established motivation theories, equity theory and expectancy theory, based on which I develop a framework for understanding when a stakeholder is likely to take action against the focal organization (FO). I assert that stakeholders are likely to take action against the FO when they perceive underreward inequity in their relationship with the FO, and when they have high expectancies that they can successfully take action in order to remedy that inequity. To test hypotheses derived from this framework I develop an experiment wherein subjects peruse two vignettes, each concerning a specific stakeholder-FO relationship, and respond to various questions concerning the likelihood that they would engage in various actions. Results provide support for the idea that both stakeholder perceptions of the degree of equity (or inequity) in their relationship with the FO and their expectancies that they can successfully engage in action that will result in valued outcomes affect stakeholders' propensities to take action against the FO. Other results indicate that overrewarded stakeholders may be more likely than others to engage in behaviors that help the FO. Results concerning the impact of equity sensitivity on stakeholder propensities to engage in action either detrimental to or supportive of the FO were mixed