1 This is the author s final, peer-reviewed manuscript as accepted for publication. The publisher-formatted version may be available through the publisher s web site or your institution s library. Performance appraisal satisfaction: the role of feedback and goal orientation Satoris S. Culbertson, Jaime B. Henning, Stephanie C. Payne How to cite this manuscript If you make reference to this version of the manuscript, use the following information: Culbertson, S. S., Henning, J. B., & Payne, S. C. (2013). Performance appraisal satisfaction: The role of feedback and goal orientation. Retrieved from Published Version Information Citation: Culbertson, S. S., Henning, J. B., & Payne, S. C. (2013). Performance appraisal satisfaction: The role of feedback and goal orientation. Journal of Personnel Psychology, 12(4), Copyright: 2013 Hogrefe Publishing Digital Object Identifier (DOI): doi: / /a Publisher s Link: This item was retrieved from the K-State Research Exchange (K-REx), the institutional repository of Kansas State University. K-REx is available at
2 Running head: PA SATISFACTION 1 Performance Appraisal Satisfaction: The Role of Feedback and Goal Orientation Satoris S. Culbertson Kansas State University Department of Management 101 Calvin Hall Manhattan, KS Ph: Fax: Jaime B. Henning Eastern Kentucky University Department of Psychology 127 Cammack Building 521 Lancaster Ave. Richmond, KY Ph: Fax: Stephanie C. Payne Texas A&M University Department of Psychology College Station, TX Ph: Fax: Authors Note. The authors wish to thank Margaret Horner and Kelleen Stine-Cheyne for their assistance with data collection. A previous version of this paper was presented at the 24th annual conference of the Society for Industrial and Organizational Psychology, New Orleans, LA, April 2009.
3 PA SATISFACTION 2 Abstract Employee satisfaction with performance appraisal (PA) plays a large role in the perceived effectiveness of PA. We examined the joint effects of feedback sign (positive or negative) and three goal orientation dimensions (learning, performance-prove, performance-avoid) on PA satisfaction. Results revealed the negative relationship between negative feedback and PA satisfaction was stronger for those higher in performance-prove (PPGO), performance-avoid, and learning goal orientation. Additionally, the relationship between positive feedback and PA satisfaction was stronger for individuals low on PPGO and weaker for individuals high on PPGO. Implications for enhancing PA reactions are discussed. Keywords: performance appraisal, goal orientation, feedback sign, satisfaction
4 PA SATISFACTION 3 Performance Appraisal Satisfaction: The Role of Feedback and Goal Orientation Employee reactions to performance appraisals (PAs) may be better indicators of longterm effectiveness and viability of appraisal systems than psychometric indices (Dipboye & de Pontbriand, 1981). Furthermore, employee acceptance of and satisfaction with PA systems is essential for their optimal effectiveness (Levy & Williams, 2004; Murphy & Cleveland, 1995). Thus, researchers have examined factors that influence PA reactions, including characteristics of the feedback (e.g., feedback type, Steele-Johnson, Perlow, & Pieper, 1993; feedback sign; Ilgen, Fisher, & Taylor, 1979) and the feedback recipient (e.g., negative affectivity, Lam, Yik, & Schaubroeck, 2002). Few researchers, however, have examined how feedback characteristics interact with individual differences to determine PA reactions. Thus, we examine the influence of feedback sign (positive vs. negative) and goal orientation (Dweck, 1986) on one particular reaction: PA satisfaction. PA satisfaction, or the extent to which the appraisal meets employee needs and expectations, is considered to be "one of the most consequential of the reactions to appraisal feedback" (Jawahar, 2006, p. 14). Furthermore, given its established relationship to increased motivation, commitment, and performance (Cook & Crossman, 2004; Jawahar, 2006; Pearce & Porter, 1986), understanding its antecedents is important for researchers and practitioners. Feedback Sign and PA Satisfaction In general, feedback can be viewed as positive or negative. Whether the same rating (e.g., a 4 on a 5-point scale) is perceived as positive or negative depends on the individual and is likely influenced by factors such as past performance and personal goals. Indeed, this subjectivity is an inevitability of performance evaluations and feedback.
5 PA SATISFACTION 4 Regarding the relationship between perceptions of feedback sign and PA satisfaction, it is intuitive that feedback perceived as negative should be related to lower PA satisfaction. Similarly, when viewed as positive, individuals generally find feedback more acceptable and accurate, likely resulting in greater PA satisfaction (Brett & Atwater, 2001). Thus, we hypothesize direct relationships between perceived feedback sign and PA satisfaction. Hypothesis 1: Feedback perceived as positive is positively related to PA satisfaction. Hypothesis 2: Feedback perceived as negative is negatively related to PA satisfaction. The Moderating role of Goal Orientation The relationship between feedback sign and PA satisfaction is likely altered by characteristics of the feedback recipient. Namely, we suggest the relationship is moderated by the type and level of one s predominant goal orientation, or the type of goals individuals adopt in achievement situations (Dweck, 1986). Individuals may be primarily learning or performance goal oriented (Dweck, 1986), although it is possible to be simultaneously high (or low) on both (VandeWalle, 1997). According to Dweck (1986), individuals with a predominant learning goal orientation (LGO) wish to develop their competence, viewing ability as malleable, developed through effort and experience. Furthermore, they tend to have adaptive response patterns, characterized by the pursuit of challenging material and tasks and persistence despite setbacks. Conversely, individuals with a predominant performance goal orientation view ability as fixed and are more likely to have maladaptive response patterns, characterized by less interest in difficult tasks and a tendency to withdraw from tasks when failure is imminent (Dweck, 1986). Bifurcated into prove and avoid dimensions (VandeWalle, 1997), individuals with a strong performance-prove goal orientation (PPGO) focus on demonstrating their competence and gaining favorable judgments,
6 PA SATISFACTION 5 whereas individuals with a strong performance-avoid goal orientation (PAGO) focus on avoiding negation of their competence and avoiding negative judgments. Regarding the moderating role of goal orientation on the negative feedback PA satisfaction relationship, we propose the relationship is weaker for high-lgo individuals, who are likely to value feedback, regardless of its sign, due to its perceived usefulness for competency development (VandeWalle, 2003). Because they view feedback as useful diagnostic information, high-lgo individuals are likely to be satisfied with PA feedback even when it is negative. Consistent with this, high-lgo individuals are more likely to seek feedback (Payne, Youngcourt, & Beaubien, 2007), as potential costs of receiving negative feedback are outweighed by opportunities for valuable information (VandeWalle, 2003). Hypothesis 3: The negative relationship between negative feedback and PA satisfaction is weaker for individuals with higher LGO. We further propose that PPGO and PAGO accentuate the negative feedback PA satisfaction relationship. Unlike high-lgo individuals, those high on PPGO and PAGO perceive feedback as an evaluative judgment of their ability. As such, given their tendency to view ability as relatively fixed, and therefore not likely to change based on feedback, they are less likely to value feedback in general. Negative feedback, however, is likely to be worse for high-ppgo and high-pago individuals, as such feedback is ego-destructive, with a high self-presentation cost and low impression management value (VandeWalle, 2003). That is, given high-ppgo individuals' desire to maintain their demonstration of competence and high-pago individuals' desire to avoid being viewed negatively, combined with their tendencies to view negative feedback as threatening (Cellar et al., 2011), they are likely to be particularly dissatisfied with negative feedback.
7 PA SATISFACTION 6 Hypothesis 4: The negative relationship between negative feedback and PA satisfaction is stronger for individuals with higher PPGO. Hypothesis 5: The negative relationship between negative feedback and PA satisfaction is stronger for individuals with higher PAGO. Finally, regarding the moderating role of goal orientation on the positive feedback PA satisfaction relationship, we propose that PPGO is key. Individuals high on PPGO are concerned with demonstrating their competence and having others judge them positively. Concerned with managing impressions (VandeWalle, 2003), they want to be recognized for their actions. Positive feedback, then, would serve both an ego-constructive purpose and a recognition purpose. Hypothesis 6: The positive relationship between positive feedback and PA satisfaction is stronger for individuals with higher PPGO. Method Participants and Procedure A total of 234 staff employees (35% response rate; 68% female) at a large southwestern U.S. university completed a survey approximately three months after annual merit-based PAs were completed. On average, respondents had worked in their current position for 6.31 years (SD = 5.90) and at the university for years (SD = 7.87). Due to some missing data (mostly for performance rating information), the final sample sizes were Measures Goal orientation was measured using VandeWalle s (1997) Goal Orientation Inventory. Five items measured LGO (e.g., "I enjoy challenging and difficult tasks at work where I ll learn new skills"), four items each measured PPGO (e.g., I try to figure out what it takes to prove my ability to others at work ) and PAGO (e.g., I prefer to avoid situations at work where I might
8 PA SATISFACTION 7 perform poorly ). Positive and negative feedback were assessed with one item each ( I received positive (negative) feedback from my supervisor ). PA satisfaction was measured with five items from Greller (1978; e.g., I am satisfied with the evaluation ). All measures used a 5-point response scale (1=strongly disagree; 5=strongly agree). Coefficients alpha are in Table 1. Because performance ratings could drive reactions (Pichler, 2012), we controlled for employee s self-reported actual PA rating, from 1 (does not meet expectations) to 4 (outstanding performance) for Hypotheses 3-6. Additionally, given its relationship with responses to evaluative feedback (Johnson & Helgeson, 2002), we controlled for sex in all analyses. Results Table 1 depicts descriptive statistics, correlations, and coefficients alpha for all variables. To test Hypotheses 3-6, predictor and moderator variables were centered and interaction terms created between the centered variables. Because moderated regressions yield a high Type II error rate (Aiken & West, 1991) and because of low power levels for tests of moderation in applied contexts (Stone-Romero & Anderson, 1994), an alpha level of.10 was used when testing interactions (see Stone, 1988). As shown in Table 1, In support of Hypotheses 1 and 2, positive feedback was positively related to PA satisfaction (r =.48, p =.00) whereas negative feedback was negatively related to PA satisfaction (r = -.21, p =.01). Regarding Hypothesis 3, although an interaction emerged between LGO and negative feedback for PA satisfaction (β = -.13, p =.09), the relationship was not as expected, being stronger for high-lgo individuals compared to low-lgo individuals, who exhibited no relationship (see Table 2 and Figure 1). As expected, negative feedback and PPGO interacted to predict PA satisfaction (β = -.14, p =.04), with negative feedback negatively related to PA satisfaction for high-ppgo individuals
9 PA SATISFACTION 8 but unrelated for low-ppgo individuals (see Table 3 and Figure 2). A similar interaction emerged between negative feedback and PAGO for PA satisfaction (β = -.18, p =.01); negative feedback was negatively related to PA satisfaction for high-pago individuals but unrelated for low-pago individuals (see Table 4 and Figure 3). Thus, Hypotheses 4 and 5 were supported. Finally, results revealed an interaction between positive feedback and PPGO for PA satisfaction (β = -.14, p =.03). However, contrary to Hypothesis 6, the relationship was stronger for low- (vs. high-) PPGO individuals (see Table 5 and Figure 4). Discussion Over 15 years have passed since Murphy and Cleveland (1995) referred to reaction criteria as neglected criteria (p. 310). Although researchers have begun to examine factors that lead to enhanced PA reactions, none have specifically examined the influence of goal orientation on the relationship between feedback sign and PA satisfaction. Our findings demonstrated that the relationship between negative feedback and PA satisfaction became stronger with higher LGO, PPGO, and PAGO. Although expected for PPGO and PAGO, this was unexpected for LGO. It seems, contrary to our expectations, that high-lgo individuals are not necessarily appreciative of all types of feedback. It may be that negative feedback paired with developmental information would be more favorably received. More research is needed to test this possibility. Additionally, the relationship between positive feedback and PA satisfaction was stronger for individuals low on PPGO and weaker for individuals high on PPGO, rather than vice versa. However, the highest levels of satisfaction were reported by those viewing feedback as the most positive for both high and low PPGO individuals and the difference between these two groups was negligible.
10 PA SATISFACTION 9 In addition, our results revealed that, whereas perceptions of positive and negative feedback were directly related to PA satisfaction, the relationships were not strong. An implication is that PA reactions are not entirely dependent on subjective evaluations of the feedback received. Thus, attempts to generate PA satisfaction by minimizing negative feedback and maximizing positive feedback may not work entirely as intended. More research is needed to examine what variables influence PA satisfaction beyond feedback. Worthy of note is our findings suggest that only between 4% and 10% of the variance in how much feedback is viewed as positive and negative can be accounted for by the (selfreported) actual overall performance rating received. This further validates that feedback is relative (e.g., to expectations, previous performance, etc.) and suggests that researchers should probe further to determine what are the various criteria that employees use when gauging ratings as positive or negative and what drives those criteria. It may be inappropriate to use a certain absolute cutoff score on evaluations as reflecting a positive or negative evaluation. Instead, it is important for researchers and practitioners to acknowledge that employee perceptions matter and should be accounted for in the management of performance. While previous researchers have examined the relationships between goal orientation and feedback-seeking (e.g., VandeWalle, 2003), this study examines reactions to feedback received. PA feedback is often provided whether sought or not, and an understanding of individual differences that may influence these reactions is important. Research has revealed that goal orientation can be induced (e.g., Stevens & Gist, 1997). Thus, managers providing feedback may be able to activate a certain goal orientation in their employees to facilitate PA satisfaction. Nevertheless, our focus was on trait goal orientation. More research is needed to determine the influence of manipulated goal orientation on PA satisfaction.
11 PA SATISFACTION 10 Strengths and Limitations This study examines reactions to a real performance appraisal that had meaningful consequences for employees. Using a relatively large sample allowed us to better detect moderating effects. Additionally, because of the wide array of jobs our sample held, results are likely to generalize to a variety of jobs and individuals. This study, however, is limited by our cross-sectional design, which does not permit causal inferences. Another potential limitation involves the single-source nature of our data. However, because our primary focus concerned interaction effects, common method variance is less concerning. Related to this, we were limited by the practical realities of gathering data from a field sample, including having to rely on self-reports of overall performance ratings rather than actual employment records. Future researchers should consider employing longitudinal designs and obtaining data from multiple sources.
12 PA SATISFACTION 11 References Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage. Brett, J. F., & Atwater, L. E. (2001). 360 o feedback: Accuracy, reactions, and perceptions of usefulness. Journal of Applied Psychology, 86, Cellar, D.F., Stuhlmacher, A. F., Young, S. K., Fisher, D. M., Adair, C. K., Haynes, S., Twichell, E., Arnold, K. A., Royer, K., Denning. B. L., & Riester, D. (2011). Trait goal orientation, self-regulation, and performance: A meta-analysis. Journal of Business and Psychology, 26, Cook, J., & Crossman, A. (2004). Satisfaction with performance appraisal: A study of role perceptions. Journal of Managerial Psychology, 19, Dipboye, R. L., & de Pontbriand, R. (1981). Correlates of employee reactions to performance appraisals and appraisal systems. Journal of Applied Psychology, 66, Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, Greller, M. M. (1978). The nature of subordinate participation in the appraisal interview. Academy of Management Journal, 21, Ilgen, D. R., Fisher, C. D., & Taylor, M. S. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64, Jawahar, I. M. (2006). An investigation of potential consequences of satisfaction with appraisal feedback. Journal of Leadership & Organizational Studies, 13, Johnson, M., & Helgeson, V. S. (2002). Sex differences in responses to evaluative feedback: A field study. Psychology of Women Quarterly, 26,
13 PA SATISFACTION 12 Lam, S. S. K., Yik, M. S., & Schaubroeck, J. (2002). Responses to formal performance appraisal feedback: The role of negative affectivity. Journal of Applied Psychology, 87, Levy, P. E., & Williams, J. R. (2004). The social context of performance appraisal: A review and framework for the future. Journal of Management, 30, Murphy, K. R., & Cleveland, J. N. (1995). Understanding performance appraisal: Social, organizational, and goal-based perspectives. Thousand Oaks, CA: Sage. Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, Pearce, J. L., & Porter, L. W. (1986). Employee responses to formal performance appraisal feedback. Journal of Applied Psychology, 71, Pichler, S. (2012). The social context of performance appraisal and appraisal reactions: A metaanalysis. Human Resource Management, 51, Steele-Johnson, D., Perlow, R., & Pieper, K. F. (1993). Differences in task performance as a function of type of feedback: Learning-oriented versus performance-oriented feedback. Journal of Applied Social Psychology, 23, Stevens, C. K., & Gist, M. E. (1997). Effects of self-efficacy and goal orientation on negotiation skill maintenance: What are the mechanisms? Personnel Psychology, 50, Stone, E. F. (1988). Moderator variables in research: A review and analysis of conceptual and methodological issues. In G. R. Ferris and K. M. Rowland (Eds.), Research in personnel and human resources management (vol. 6, pp ). Greenwich, CT: JAI Press. Stone-Romero, E. F., & Anderson, L. E. (1994). Relative power of moderated multiple regression and the comparison of subgroup correlation coefficients for detecting moderating effects. Journal of Applied Psychology, 79,
14 PA SATISFACTION 13 VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, VandeWalle, D. (2003). A goal orientation model of feedback-seeking behavior. Human Resource Management Review, 13,
15 PA SATISFACTION 14 Table 1 Descriptive Statistics, Reliabilities, and Correlations for the Variables Examined M SD Sex (1=male; 2=female) Overall Performance Rating ** Learning GO * (.88) 4. Performance-Prove GO **.28** (.80) 5. Performance-Avoid GO ** (.81) 6. Positive Feedback **.27** Negative Feedback * -.22** PA Satisfaction **.41**.17* ** -.21** (.88) Note. N = 167. Reliability coefficients (coefficients alpha) are along the diagonal. GO = Goal Orientation; PA = Performance Appraisal. All measures are self-report. * p <.05, ** p <.01.
16 PA SATISFACTION 15 Table 2 Interaction between Negative Feedback and Learning Goal Orientation on Satisfaction with the Performance Appraisal Variable B SE B R 2 ΔR 2 Step 1:.19.19** (Constant) 2.01** 0.28 Overall Performance Rating 0.41** Sex 0.28* Step 2: (Constant) 2.16** 0.30 Overall Performance Rating 0.37** Sex 0.26* Negative Feedback Learning Goal Orientation Step 3: (Constant) 2.11** 0.30 Overall Performance Rating 0.38** Sex 0.26* Negative Feedback Learning Goal Orientation Negative Feedback x Learning GO Notes. N = 169; GO = goal orientation; ** p <.01. * p < p <.10. All measures are selfreport.
17 PA SATISFACTION 16 Table 3 Interaction between Negative Feedback and Performance-Prove Goal Orientation on Satisfaction with the Performance Appraisal Variable B SE B R 2 ΔR 2 Step 1:.19.19** (Constant) 2.01** 0.28 Overall Performance Rating 0.41** Sex 0.28* Step 2: (Constant) 2.17** 0.30 Overall Performance Rating 0.37** Sex 0.26* Negative Feedback Performance-Prove Goal Orientation Step 3:.22.02* (Constant) 2.16** 0.30 Overall Performance Rating 0.38** Sex 0.24* Negative Feedback Performance-Prove Goal Orientation Negative Feedback x PPGO -0.09* Notes. N = 169; PPGO = performance-prove goal orientation; ** p <.01. * p <.05. All measures are self-report.
18 PA SATISFACTION 17 Table 4 Interaction between Negative Feedback and Performance-Avoid Goal Orientation on Satisfaction with the Performance Appraisal Variable B SE B R 2 ΔR 2 Step 1:.19.19** (Constant) 2.01** 0.29 Overall Performance Rating 0.41** Sex 0.28* Step 2: (Constant) 2.12** 0.30 Overall Performance Rating 0.39** Sex 0.25* Negative Feedback Performance-Avoid Goal Orientation Step 3:.23.03* (Constant) 2.18** 0.29 Overall Performance Rating 0.40** Sex Negative Feedback Performance-Avoid Goal Orientation Negative Feedback x PAGO -0.15* Notes. N = 169; PAGO = performance-avoid goal orientation; ** p <.01. * p < p <.10. All measures are self-report.
19 PA SATISFACTION 18 Table 5 Interaction between Positive Feedback and Performance-Prove Goal Orientation on Satisfaction with the Performance Appraisal Variable B SE B R 2 ΔR 2 Step 1:.19.19** (Constant) 1.99** 0.29 Overall Performance Rating 0.42** Sex 0.27* Step 2:.33.14** (Constant) 2.47** 0.27 Overall Performance Rating 0.26** Sex 0.27* Positive Feedback 0.35** Performance-Prove Goal Orientation Step 3:.35.02* (Constant) 2.49** 0.27 Overall Performance Rating 0.25** Sex 0.28** Positive Feedback 0.35** Performance-Prove Goal Orientation Positive Feedback x PPGO -0.13* Notes. N = 169; PPGO = performance-prove goal orientation; ** p <.01. * p < p <.10. All measures are self-report.
20 PA SATISFACTION 19 Figure 1 Interaction between Negative Feedback and Learning Goal Orientation on Satisfaction with the Performance Appraisal 5 Satisfaction with Performance Appraisal Low LGO (-1 SD) High LGO (+1 SD) 1 Low (-1SD) High (+1SD) Negative Feedback
21 PA SATISFACTION 20 Figure 2 Interaction between Negative Feedback and Performance-Prove Goal Orientation on Satisfaction with the Performance Appraisal 5 Satisfaction with Performance Appraisal Low PPGO (-1 SD) High PPGO (+1 SD) 1 Low (-1SD) High (+1SD) Negative Feedback
22 PA SATISFACTION 21 Figure 3 Interaction between Negative Feedback and Performance-Avoid Goal Orientation on Satisfaction with the Performance Appraisal 5 Satisfaction with Performance Appraisal Low PAGO (-1 SD) High PAGO (+1 SD) 1 Low (-1SD) High (+1SD) Negative Feedback
23 PA SATISFACTION 22 Figure 4 Interaction between Positive Feedback and Performance-Prove Goal Orientation on Satisfaction with the Performance Appraisal 5 Satisfaction with Performance Appraisal Low PPGO (-1 SD) High PPGO (+1 SD) 1 Low (-1SD) High (+1SD) Positive Feedback
Pakistan Journal of Social Sciences (PJSS) Vol. 33, No. 1 (2013), pp. 179-189 Performance Appraisal and Employee s Motivation: A Comparative Analysis of Telecom Industry of Pakistan Muhammad Shaukat Malik
Performance appraisal politics and employee turnover intention Rusli Ahmad Camelia Lemba Faculty of Cognitive Sciences and Human Development Universiti Malaysia Sarawak firstname.lastname@example.org Wan Khairuzzaman
: Implications for Best Practices Kenneth M. Nowack, Ph.D. Consulting Tools Inc. email@example.com 310-450-8397 Paper presented at the 20 th Annual Conference of the Society for Industrial and
3D Group Research Thank you for your interest in the research conducted by 3D Group consultants. This is a partial report. If you would like a complimentary copy of the full report, please call us at (510)
psyct.psychopen.eu 2193-7281 Research Articles Effect of Job Autonomy Upon Organizational Commitment of Employees at Different Hierarchical Level Shalini Sisodia* a, Ira Das a [a] Department of Psychology,
Capturing the Factors of Perverse Perception of Employees for Performance Appraisal System: A Case of Broadband Internet Service Providing Companies In Pakistan Wasim Abbas Awan Faculty of Management Sciences,
SU311 Why 360 Degree Feedback Doesn t Work and What to Do About It ASTD 2007 International Conference & Exposition Atlanta, Georgia Kenneth M. Nowack, Ph.D. Envisia Learning 3435 Ocean Park Blvd, Suite
Self-Other Agreement on a 360-Degree Leadership Evaluation Stefanie K. Halverson Rice University Scott Tonidandel Rice University Cassie Barlow United States Air Force Robert L. Dipboye Rice University
The International Journal of Indian Psychology ISSN 2348-5396 (e) ISSN: 2349-3429 (p) Volume 2, Issue 3, Paper ID: B00381V2I32015 http://www.ijip.in April to June 2015 ABSTRACT: Organizational Commitment
EXPECTATIONS AND ENTREPRENEURIAL PERSISTENCE Paper Presented at the Babson Entrepreneurship Research Conference Houston, 1993 Marieke A. Pieterman Kelly G. Shaver Department of Psychology College of William
277 CHAPTER VI COMPARISONS OF CUSTOMER LOYALTY: PUBLIC & PRIVATE INSURANCE COMPANIES. This chapter contains a full discussion of customer loyalty comparisons between private and public insurance companies
Undergraduates Who Have a Lower Perception of Controlling Time Fail To Adjust Time Estimation Even When Given Feedback Yoshihiro S. OKAZAKI , Tomoya IMURA , Masahiro TAKAMURA , Satoko TOKUNAGA
Trust, Job Satisfaction, Commitment, and the Volunteer s Psychological Contract Becky J. Starnes, Ph.D. Austin Peay State University Clarksville, Tennessee, USA firstname.lastname@example.org Abstract Studies indicate
Educate~ Vol.7, No.1, 2007, pp. 39-47 Research Paper The relationship between goals, metacognition, and academic success by Savia A. Coutinho (email@example.com) Northern Illinois University, United States
GMAC Exploring MBA Internship Effectiveness: Intern Goals and Outcomes Gerard Beenen GMAC Research Reports RR-08-01 February 7, 2008 Abstract MBA summer internships are brief, learning-oriented work experiences
Running head: IMAGE OF PSYCHOLOGY PROGRAMS The Image of Psychology Programs: The Value of the Instrumental Symbolic Framework Greet Van Hoye Filip Lievens Britt De Soete Nele Libbrecht Eveline Schollaert
Procrastination in Online Courses: Performance and Attitudinal Differences Greg C Elvers Donald J. Polzella Ken Graetz University of Dayton This study investigated the relation between dilatory behaviors
UNDERSTANDING EXPLORATORY USE OF ERP SYSTEMS 1 Rui D. Sousa Terry College of Business University of Georgia firstname.lastname@example.org Dale L. Goodhue Terry College of Business University of Georgia email@example.com
American Journal of Information Science and Computer Engineering Vol., No. 5, 205, pp. 324-33 http://www.aiscience.org/journal/ajisce Evaluating the Factors Affecting on Intension to Use of E-Recruitment
324 Journal of Occupational and Organizational Psychology (2013), 86, 324 330 2013 The British Psychological Society www.wileyonlinelibrary.com Author response Building a business case for developing supportive
Journal of Applied Psychology 2009 American Psychological Association 2009, Vol. 94, No. 6, 1581 1590 0021-9010/09/$12.00 DOI: 10.1037/a0017592 The Effects of Goal Orientation on Job Search and Reemployment:
LEARNING FAST: UNDERSTANDING MBA INTERNSHIP EFFECTIVENESS 1 GERARD BEENEN Carnegie Mellon University e-mail: firstname.lastname@example.org ABSTRACT In a longitudinal study of 122 MBA interns, task Role Clarity
Study of Employee Perception towards Performance Appraisal System with Special Reference to Education Sector in Pune City Sunanda Navale Founder Secretary, Sinhgad Technical Education Society, Ambegaon
Critical Elements of the Constructive Performance Feedback: An Integrated Model Nosheen Nawaz 1* Ayesha Jahanian 2 Syeda Wajiha Manzoor 2 1. The Islamia University of Bahawalpur, Department of Management
www.ncolr.org/jiol Volume 7, Number 3, Winter 2008 ISSN: 15414914 Assessment of Online Learning Environments: Using the OCLES(20) with Graduate Level Online Classes Thomas A. DeVaney Nan B. Adams Cynthia
Available online at www.sciencedirect.com Applied Nursing Research 21 (2008) 2 7 Original Articles The relationship between nurses' perceptions of empowerment and patient satisfaction Moreen O. Donahue,
The Relationship Between Epistemological Beliefs and Self-regulated Learning Skills in the Online Course Environment Lucy Barnard Baylor University School of Education Waco, Texas 76798 USA HLucy_Barnard@baylor.edu
UNIVERSITY STUDENTS PERSONALITY TRAITS AND ENTREPRENEURIAL INTENTION: USING ENTREPRENEURSHIP AND ENTREPRENEURIAL ATTITUDE AS MEDIATING VARIABLE Su-Chang Chen, Professor Email: email@example.com Ling-Ling
What Does a Personality Look Like? Arman Daniel Catterson University of California, Berkeley 4141 Tolman Hall, Berkeley, CA 94720 firstname.lastname@example.org ABSTRACT In this paper, I describe a visualization
International Journal of Business and Management Invention ISSN (Online): 2319 8028, ISSN (Print): 2319 801X Volume 2 Issue 5 ǁ May. 2013ǁ PP.60-66 A Study on Customer Orientation as Mediator between Emotional
International Journal of Humanities Social Sciences and Education (IJHSSE) BRIEF REPORT: Short Form of the VIA Inventory of Strengths: Construction and Initial Tests of Reliability and Validity Hadassah
PROPOSED DOCTORATE RESEARCH Socialization Tactics and Newcomer Adjustment: The Role of Organizational Culture, Team Dynamics, and Personality Dimensions PURPOSE Socialization Tactics and Newcomer Adjustment:
Linking Individual Performance Appraisals with Departmental Outcomes: Does the Type of Individual Performance Appraisal System Influence Departmental Performance? By SEAN J. GALLAGHER A paper submitted
The Journal of Social Psychology, 2008, 148(2), 253 255 Copyright 2008 Heldref Publications Current Problems and Resolutions Under this heading are brief reports of studies that increase our understanding
Journal of Applied Psychology 1984, Vol 69. No 3, 372-378 Copyright 1984 by the American Psychological Association, Inc Testing the "Side-Bet Theory" of Organizational Commitment: Some Methodological Considerations
Behavioral Interventions Based on the Theory of Planned Behavior Icek Ajzen Brief Description of the Theory of Planned Behavior According to the theory, human behavior is guided by three kinds of considerations:
2015, TextRoad Publication ISSN: 2090-4274 Journal of Applied Environmental and Biological Sciences www.textroad.com Evaluation of the Impact of Change Management Dimensions on Increasing Organizational
1 Calculating, Interpreting, and Reporting Estimates of Effect Size (Magnitude of an Effect or the Strength of a Relationship) I. Authors should report effect sizes in the manuscript and tables when reporting
Just tell us what you want! Using rubrics to help MBA students become better performance managers Dr. Kathleen Hanold Watland, Saint Xavier University Author s Contact Information Dr. Kathleen Hanold Watland
Consumer Perception of Mobile Phone Attributes Tao Zhang 1, Pei-Luen Patrick Rau 2, Jia Zhou 2 1 Department of Electrical Engineering and Computer Science Vanderbilt University, TN 37211, USA 2 Department
The Impact of Rewards Programs on Employee Engagement research Dow Scott, Ph.D., Loyola University Tom McMullen, Hay Group WorldatWork June 00 Media Contact: Marcia Rhodes 00 N. Northsight Blvd. Scottsdale,
BANK LOAN OFFICERS' PERCEPTIONS OF THE CHARACTERISTICS OF MEN, WOMEN, AND SUCCESSFUL ENTREPRENEURS By: E. HOLLY BUTTNER and BENSON ROSEN Buttner, E. H. and Rosen, B. (1988). "Bank Loan Officers' Perceptions
Assessing Employee Satisfaction at the Zimbabwe Open University Daniel Ndudzo Zimbabwe Open University, Harare, Zimbabwe ABSTRACT This study assesses employee satisfaction at the Zimbabwe Open University.
CYBERPSYCHOLOGY & BEHAVIOR Volume 10, Number 6, 2007 Mary Ann Liebert, Inc. DOI: 10.1089/cpb.2007.9941 Rapid Communication Who Visits Online Dating Sites? Exploring Some Characteristics of Online Daters
In Robert B. Kaiser (Chair), UNCONVENTIONAL THINKING ABOUT LEADERSHIP, symposium presented at the 23 rd annual conference of the Society for Industrial-Organizational Psychology, April, 2008. San Francisco,
Cornell University ILR School DigitalCommons@ILR Student Works ILR Collection Spring 2015 What Types of Predictive Analytics are Being Used in Talent Management Organizations? Maria Grillo Cornell University
An Empirical Study on the Influence of Perceived Credibility of Online Consumer Reviews GUO Guoqing 1, CHEN Kai 2, HE Fei 3 1. School of Business, Renmin University of China, 100872 2. School of Economics
Community College Journal of Research and Practice, 28: 423 434, 2004 Copyright # Taylor & Francis Inc. ISSN: 1066-8926 print/1521-0413 online DOI: 10.1080=10668920490444454 STUDENTS PERCEPTIONS OF TEACHER
African Journal of Business Management An Analysis of the Performance Appraisal System in the Jordanian Financial Sector: An International Perspective Dr. Abdelghafour Al-Zawahreh 1, Dr. Samer Khasawneh
Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale Florence Martin University of North Carolina, Willimgton Jeremy I. Tutty Boise State University email@example.com
Sales Checkpoint Performance Feedback System Technical Development Manual January, 2014 Profiles International, Inc. Profiles Office Park 5205 Lake Shore Drive Waco, Texas USA 76710 CONTENTS Chapter 1:
Organizational Research: Determining Appropriate Sample Size in Survey Research James E. Bartlett, II Joe W. Kotrlik Chadwick C. Higgins The determination of sample size is a common task for many organizational
ADVANCES IN EDUCATION VOL.1, NO.1 JANUARY 2012 4 Teachers Emotional Intelligence and Its Relationship with Job Satisfaction Soleiman Yahyazadeh-Jeloudar 1 Fatemeh Lotfi-Goodarzi 2 Abstract- The study was
Graduate School ETD Form 9 (Revised 12/07) PURDUE UNIVERSITY GRADUATE SCHOOL Thesis/Dissertation Acceptance This is to certify that the thesis/dissertation prepared By Paige E. Coulter-Kern Entitled EXAMINING
Examining the Relationship of Performance Appraisal System and Employee Satisfaction Abstract Rabia Karimi BBA - HRM Muhamad Imran Malik Lecturer Dr. Saddam Hussain Assistant Professor The current study
Journal of Applied Psychology Copyright 1996 by the American Psychological Association. Inc. 1996, Vol. 81, No. 6, 821-826 0021-9010/96/$3.00 Time Management and Achievement Striving Interact to Predict
Learner Self-efficacy Beliefs in a Computer-intensive Asynchronous College Algebra Course Charles B. Hodges Georgia Southern University Department of Leadership, Technology, & Human Development P.O. Box
Emotional Intelligence & Organizational Performance: (A Case Study of Banking Sector in Mumbai) Miss. Sherin Thomas PhD Scholar RASHTRASANT TUKADOJI MAHARAJ NAGPUR UNIVERSITY Mail: Thomas.firstname.lastname@example.org
VOLUME 15, NUMBER 1, 2011 Goal-Setting Theory of Motivation Fred C. Lunenburg Sam Houston State University ABSTRACT Locke and Latham provide a well-developed goal-setting theory of motivation. The theory
2015, TextRoad Publication ISSN: 2090-4274 Journal of Applied Environmental and Biological Sciences www.textroad.com SEM Analysis of the Impact of Knowledge Management, Total Quality Management and Innovation
Performance Appraisal and it s Effectiveness in Modern Business Scenarios Punam Singh* *Assistant Professor, Department of Social Work, Sardar Patel University, Vallabh Vidhyanagar, Anand, Gujarat, INDIA.
Personal Finance, Financial Planning, and Financial Counseling Publication s John E. Grable, Ph.D., CFP, RFC i Kansas State University One of the most dramatic trends occurring on America s college and
Executive and Employee Coaching: Research and Best Practices for Practitioners Alison E. Carr Shaker Consulting Group A White Paper prepared by the Visibility Committee of the Society for Industrial and
The current issue and full text archive of this journal is available at www.emeraldinsight.com/0268-3946.htm JMP 526 Received June 2008 Revised November 2008 Accepted November 2008 Journal of Managerial
, pp.40-44 http://dx.doi.org/10.14257/astl.2015.114.08 The Effect of Perceived Value on Customer Loyalty in a Low-Priced Cosmetic Brand of South Korea: The Moderating Effect of Gender Ki-Han Chung 1, Ji-Eun
1 Curriculum Vitae CODY B. COX Assistant Professor Department of Behavioral Science University of Texas at Brownsville/Texas Southmost College 80 Fort Brown Brownsville, TX 78526 956-882-7992 email@example.com
ANALYSIS OF USER ACCEPTANCE OF A NETWORK MONITORING SYSTEM WITH A FOCUS ON ICT TEACHERS Siti Rahayu Abdul Aziz 1, Mohamad Ibrahim 2, and Suhaimi Sauti 3 1 Universiti Teknologi MARA, Malaysia, firstname.lastname@example.org
Mobile Stock Trading (MST) and its Social Impact: A Case Study in Hong Kong K. M. Sam 1, C. R. Chatwin 2, I. C. Ma 3 1 Department of Accounting and Information Management, University of Macau, Macau, China
THE EFFECT OF ORGANIZATIONAL CHANGE ON TEAM CREATIVITY, JOB SATISFACTION, ORGANIZATIONAL COMMITMENT, AND WORK PERFORMANCE Angela Shin-yih Chen National Chung-Hsing University, Taiwan, ROC email@example.com
How Organizations Work: Improving Customer Service by Changing Culture Janet L. Szumal, Ph.D. Human Synergistics, Inc. The Challenge Similar to countries and the geographic regions within them, organizations
GMAC Executive Education: Predicting Student Success in 22 Executive MBA Programs Kara M. Owens GMAC Research Reports RR-07-02 February 1, 2007 Abstract This study examined common admission requirements
The Effect of Questionnaire Cover Design in Mail Surveys Philip Gendall It has been suggested that the response rate for a self administered questionnaire will be enhanced if the cover of the questionnaire
, pp.16-20 http://dx.doi.org/10.14257/astl.2013.34.05 The organization and individual characteristics of having an effect on the internet abuse action: The moderating variable research of the perceived
The Role of Community in Online Learning Success William A. Sadera Towson University Towson, MD 21252 USA firstname.lastname@example.org James Robertson University of Maryland University College Adelphia, MD USA Liyan
My Thinking Styles TM TECHNICAL REPORT by Judy Chartrand Copyright 2011 NCS Pearson, Inc. All rights reserved. Table of Contents Introduction...1 Purpose...1 Conceptual Origins...1 Scale Development...3
Who is Prize d in Cognitive and Developmental Psychology? Virginia Valian Hunter College & CUNY Grad Ctr Sabrica Barnett CUNY Grad Ctr Shaun Wiley CUNY Grad Ctr Acknowledgments NSF SBE 0123609 Judith Kroll
1 Brenau University Psychology Department Thesis Components Checklist Overview of Thesis Component Description/Purpose Comments/Feedback Abstract Summary of study in 150-200 words Chapter 1- Introduction
THE PREDICTION OF DOCTORATE ATTAINMENT IN PSYCHOLOGY, MATHEMATICS AND CHEMISTRY GRE Board Research Report GREB No. 69-6aR GRE Board Preliminary (August 1972) Report June 1974 This report presents the findings
Employee Health and Well being in the NHS: A Trust Level Analysis Anna Topakas Lul Admasachew Jeremy Dawson Aston Business School, Aston University Contents Executive Summary...2 1. Background...3 2. Methods...4
Relationship Quality as Predictor of B2B Customer Loyalty Shaimaa S. B. Ahmed Doma Faculty of Commerce, Business Administration Department, Alexandria University Email: Shaimaa_ahmed24@yahoo.com Abstract
Evaluating a fatigue management training program for coach drivers. M. Anthony Machin University of Southern Queensland Abstract A nonprescriptive fatigue management training program was developed that
Influence of Gender and Age in Aggressive Dream Content of Spanish Children and Adolescents Ursula Oberst, Cristian Charles, and Ander Chamarro Ramon Llull University This study investigated the aggressive
Your consent to our cookies if you continue to use this website.