Performance management systems: a global perspective.

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Ontwerp en implementatie van een prestatiesturingssysteem : participatie en productiviteitsverbetering

In het kader van promotie-onderzoek naar het ontwerp van prestatiesturingssystemen is op participatieve wijze een prestatiesturingssysteem ontworpen in eon complexe, weerbarstige situatie. Hierbij werd gebruik gemaakt van de door Pritchard (Texas A&M University) ontwikkelde ProMES methode. Implementatie van het systeem leidde tot aanzienlijke produktiviteitsstijgingen, nadat in een herontwerpslag oplossingen waren ontwikkeld en geïmplementeerd voor een aantal kritieke situatiekenmerken. Na een korte beschrijving van het onderzoek (achtergrond, onderzoeksmodel, onderzoekssetting, vraagstelling en onderzoeksopzet), wordt uitgebreid ingegaan op de beantwoording van de eerste onderzoeksvraag naar het ontwerpen van oplossingen voor een aantal kritieke situatiekenmerken

Subconscious performance goals: investigating the moderating effect of negative goal-discrepancy feedback

Building on theories of conscious goals and feedback, we investigated the moderating effect of negative feedback on the relation between subconscious goals and performance. In two lab experiments, we manipulated subconscious performance goals and negative feedback about personal performance as well as social comparison information. In Study 1 (n = 80), subconscious goals positively influenced performance in an attention and concentration task when participants had received no feedback and negatively when participants had been confronted with negative performance feedback. In Study 2 (n = 90), additional comparison feedback indicating a higher performance of others led to higher performance of participants with versus without subconscious performance goals. The moderating effect of feedback was visible in self-efficacy, and we found partial support for its mediating role

Goals, strategies, and group performance : some limits of goal setting in groups

Based on Mitchell and Silver’s (1990) tower-building paradigm, the authors performed two experiments on multilevel quantity goals, strategies, and performance in task-interdependent groups. The study compared four goal types: IG (individual goal), GG (group goal), IG + GG (individual + group goal), and NSG (nonspecific goal). IG yielded low cooperation and performance, whereas, unexpectedly, NSG yielded high cooperation and performance. To explain this finding, we discerned two goal-setting components: Goal referent (performance-level targeted; individual/group) and goal specificity. Mediation analyses suggest that referent triggers a cooperation/competition mechanism, explaining the lower IG performance, whereas specificity triggers a speed/ accuracy mechanism, explaining the higher NSG performance. We conclude that individual goals can interfere with cooperative processes and group performance, and, for time-constrained interdependent tasks requiring speed and accuracy, specific difficult quantity goals may promote risk taking, thereby obstructing goal attainment

Coaching towards performance enhancement

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ProMES : een methode voor prestatiesturing en produktiviteitsstijging

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Core self-evaluations as a personal resource at work for motivation and health

\u3cp\u3eWe investigated the role of core self-evaluations (CSE) as a positive, personal resource in the motivational and health impairment processes outlined in the Job-Demands-Resources (JDR) model. In two samples of German and Dutch employees we investigated how this higher-order personality construct integrating self-esteem, generalized self-efficacy, locus of control, and emotional stability, contributes to the prediction of two outcomes pertaining to strain and well-being. In Study 1 (N = 135) we found CSE to be positively related to work engagement, directly, and indirectly via job crafting behavior aiming to enhance structural resources at work. In Study 2 (N = 330), we found a negative relationship of CSE with burnout, directly, and an indirect relationship via psychological detachment with regard to exhaustion. Against our expectations, we did not find support for a moderating effect of CSE in either study, neither on the relationship of job crafting behavior and work engagement, nor on the relationship of psychological detachment with exhaustion and disengagement. Nonetheless, our results support the role of CSE as a positive individual resource, sustaining the building of psychological and job resources. Therefore, our findings bear important practical implications for enhancing motivation and health of employees in today's organizations.\u3c/p\u3

Aberrant personality tendencies and academic success throughout engineering education

Objective: In a longitudinal field study, we investigated the predictive associations between six aberrant personality tendencies (schizotypal, avoidant, borderline, antisocial, narcissistic, obsessive‐compulsive) and academic success of science, technology, engineering, and mathematics students.\u3cbr/\u3eMethod: Bachelor students of Industrial Engineering at a Dutch technical university (N = 432, Mage = 18.45; 87.3% male) filled out the NEO‐PI‐R and aberrant tendencies were operationalized by the five‐factor model (FFM) compound technique. Indicators of academic achievement (grades) and persistence (credit points earned per year, re‐enrollment, study duration) were made available by the academic office.\u3cbr/\u3eResults: Validities across the 3 years of the study program consistently support the role of two aberrant tendencies: Individuals with high antisocial tendency reached lower academic achievement, took longer to finish their study, and had a higher risk of dropout. The obsessive‐compulsive tendency was associated with higher grade‐point average, faster study progress, and higher retention rates and effects were still visible while controlling for known predictors (high school grades, Conscientiousness). Contrary to our expectations, we found no evidence for inverted U‐shaped relationships.\u3cbr/\u3eConclusions: We used the compound technique for aberrant tendencies based on the FFM in the academic context and our findings support the importance of personality‐based psychopathological tendencies for academic success