The Effect of Work Values on Absence Disciplinary Decisions: The Role of Fairness Orientation and Supervisor Attributions

The present study investigated the role of the work value of fairness and attributions regarding the causes of absence in supervisor disciplinary decisions. It was hypothesized that supervisors who valued fairness, and those who made internal attributions regarding the cause of a particular absence incident, render more severe disciplinary decisions than supervisors who value fairness less, and who make external attributions about the cause of a particular absence incident. Furthermore, it was hypothesized that the degree to which supervisors valued fairness moderates the relationship between external attributions and the severity of disciplinary decisions. Using a policy capturing approach, results were consistent with predictions. Implications of the results for research and practice are discussed

Dispositional Influences on Attributions Concerning Absenteeism

Because the degree to which absenteeism is within or beyond an employee\u27s control is a significant yet unresolved issue in the absence literature, it is important to understand the factors which influence employees\u27 attributions about the causes of absence events. As a result of recent research suggesting that personality variables are important influences on work attitudes and behaviors, the present study took a dispositional approach in investigating the predictors of employee absence attributions. Using data collected from three sources, between-subjects analyses suggested a number of dispositional influences on absence attributions. Within-subjects analyses suggested that the factors leading to external attributions vary widely across individuals

When We Don\u27t See Eye to Eye: Discrepancies Between Supervisors and Subordinates in Absence Disciplinary Decisions

This study provided a within-subjects assessment of the factors associated with absence disciplinary decisions for both supervisors and subordinates. In addition, this study examined discrepancies in disciplinary decisions between a supervisor and his or her subordinates based on differences in psychological and demographic attributes. A sample of non-academic employees from 19 intact triads (one supervisor; two subordinates) at a large Midwest university responded to hypothetical scenarios describing factors that might contribute to absence disciplinary decisions. The results demonstrated that both supervisors and subordinates consider the same set of factors as relevant to disciplinary decisions. Furthermore, with few exceptions, psychological and demographic differences between supervisors and subordinates related positively to discrepancies in disciplinary decisions. The implications of these findings for managing disciplinary programs in organizations are discussed

A Policy Capturing Approach to Individuals\u27 Decisions to be Absent

This study provided a within-subjects assessment of the factors associated with an individual\u27s decision to be absent, and examined whether there were differences between individuals in their decisions. A sample of maintenance and clerical employees at a large Midwest university responded to scenarios describing factors that might contribute to their decisions to be absent on a particular day. Illness explained more variance than any other factor in individuals\u27 absence decisions. Several other within-subject and between-subject influences were identified. The relative importance of the antecedents of absence decisions varied widely by individual, lending support to Johns and Nicholson\u27s (1982) argument that absence decisions are phenomenologically unique

The Dark Side of Visionary Leadership in Strategy Implementation:Strategic Alignment, Strategic Consensus, and Commitment

Drawing from visionary leadership and strategy process research, we theorize and test the mechanism through which middle and lower-level managers’ visionary leadership affects their teams’ strategic commitment. The management literature extols the virtues of visionary leadership. In contrast to this positive stance, we reveal a dark side to visionary leadership. Our theoretical framework suggests that team manager visionary leadership harms team strategic consensus when the manager is not strategically aligned with the CEO, which in turn diminishes team commitment to the strategy. In contrast, when a team manager is strategically aligned with the CEO, team manager visionary leadership is positively related to team strategic consensus and subsequently to team strategic commitment. Data from 136 teams from two organizations support our moderated mediation model. A supplemental analysis of the content of strategic consensus and additional qualitative interviews with managers and employees in one of these organizations provide additional insights concerning the meaning of the theorized relations in practice

Work-Unit Absenteeism: Effects of Satisfaction, Commitment, Labor Market Conditions, and Time

Prior research is limited in explaining absenteeism at the unit level and over time. We developed and tested a model of unit-level absenteeism using five waves of data collected over six years from 115 work units in a large state agency. Unit-level job satisfaction, organizational commitment, and local unemployment were modeled as time-varying predictors of absenteeism. Shared satisfaction and commitment interacted in predicting absenteeism but were not related to the rate of change in absenteeism over time. Unit-level satisfaction and commitment were more strongly related to absenteeism when units were located in areas with plentiful job alternatives

What factors influence training opportunities for older workers? Three factorial surveys exploring the attitudes of HR professionals

The core research questions addressed in this paper are: what factors influence HR professionals in deciding whether to approve training proposals for older workers? What kind of training are they more likely to recommend for older employees and in which organizational contexts? We administered three factorial surveys to 66 HR professionals in Italy. Participants made specific training decisions based on profiles of hypothetical older workers. Multilevel analyses indicated that access to training decreases strongly with age, while highly-skilled older employees with low absenteeism rates are more likely to enjoy training opportunities. In addition, older workers displaying positive performance are more likely to receive training than older workers who perform poorly, suggesting that training late in working life may serve as a reward for good performance rather than as a means of enhancing productivity. The older the HR professional evaluating training proposals, the higher the probability that older workers will be recommended for training. keywords: training; older workers; HR professionals; factorial survey; multilevel model

Lump-Sum Bonus Satisfaction: Testing the Construct Validity of a New Pay Satisfaction Dimension

There are both practical and theoretical reasons to measure lump-sum bonus satisfaction. The practical need for such a measure stems from its increased use as a component in modern compensation practices. Based on the means of administering and allocating lump-sum bonuses, a theoretical case can be built suggesting that lump-sum bonus satisfaction constitutes a separate component of pay satisfaction fitting into the Pay Satisfaction Questionaire\u27s (PSQ) theoretical framework. We develop 4 questions that complement the PSQ, and use a series of techniques to test the convergent and discriminant validity of the measure. Empirical evidence shows that bonus-related items are more related to the lump-sum bonus satisfaction measure than other PSQ dimensions. We also demonstrate that the dimension of lump-sum bonus satisfaction has a substantive relationship with attitudinal variables beyond that provided by pay level variables and the PSQ. The development of this measure should foster greater accuracy when assessing pay satisfaction levels and the effects of lump-sum bonus pay policies

Understanding the rise of faculty-student coaching: an academic capitalism perspective

We examine the rise of coaching within management education to support student learning. We question the assumption that faculty-student coaching (FSC) is beneficial and propose that there may be some limitations in the use of FSC that have yet to be adequately acknowledged and discussed in the literature. In particular, we propose that there is currently insufficient evidence to conclude that coaching can produce knowledge acquisition and therefore ask why we persist in the use of FSC when we have limited evidence of its efficacy in delivering a core education outcome. We suggest that the theory of academic capitalism provides a useful, critical lens through which to view the growing trend in FSC, identifying that FSC may be utilized as a method of increasing student satisfaction, perceptions of value for money and as a useful marketing tool for business schools competing for students. However, academic capitalism may also explain the use of coaching via its ability to enhance the skills and attitudes of students, providing outcomes that are valued by students, employers and governments. We conclude our essay by providing recommendations to mitigate these proposed dangers and consequently maximise the effectiveness of coaching as a development tool in management education

Digital game elements, user experience and learning

The primary aim of this paper is to identify and theoretically validate the relationships between core game design elements and mechanics, user motivation and engagement and consequently learning. Additionally, it tries to highlight the moderating role of player personality traits on learning outcomes and acceptance and suggest ways to incorporate them in the game design process. To that end, it outlines the role of narrative, aesthetics and core game mechanics in facilitating higher learning outcomes through intrinsic motivation and engagement. At the same time, it discusses how player goal orientation, openness to experience, conscientiousness, sensation seeking and need for cognition influence the translation of the gameplay experience into valuable learning outcomes and user acceptance of the technology