Suchergebnisse

We adopted the perspectives of organizational support and self-regulation to examine how counseling and individual management, respectively, moderate career competencies to predict career success. Hierarchical linear modelling was conducted with 604 employees and 217 managers of 26
manufacturing companies in Taiwan. As we predicted, our results showed that career competencies were positively related to career success. Also, career counseling and individual career management were found to have a moderating effect on the relationship between career competencies and subjective
career success. Implications and limitations of the findings are discussed.

We reviewed team coordination and implicit coordination theories and developed an explicit and implicit team coordination scale. After item revision of a preliminary scale had been performed by 5 experts, there were 30 items in 6 dimensions classified as explicit accountability, explicit
predictability, explicit common understanding, implicit accountability, implicit predictability, and implicit common understanding. The reliability and validity of these items were determined with 323 participants, after which exploratory factor analysis resulted in 5 valid dimensions: explicit
accountability, implicit accountability, explicit predictability, implicit predictability, and common understanding, comprising 26 items in the multidimensional scale. Future researchers can further explore the applicability of the scale for measuring team coordination in team management practices.

The aim in this study was to determine if relationship conflict has a greater impact on learning performance than does process conflict. Inconsistent results in the relationship between dysfunctional conflict and learning performance have been found in past studies. The effects of dysfunctional
conflict on learning performance in a Chinese cultural context, were explored with cognitive style as a moderator. Results show that the relationship between process conflict and learning performance is quadratic. Importantly, it was found that relationship conflict has a greater effect on
learning performance than does process conflict. Cognitive style is a moderator in the relationship between process conflict and learning performance and under and analytical cognitive style, the relationship is U-shaped.