Suchergebnisse

A model was developed to describe the roles of organizational obstacles (social and technical) in relation to three types of performance outcomes (customer satisfaction, financial performance, and employee job satisfaction), as well as to various moderators associated with different job types (e.g., customer contact, organizational commitment). In a test of this model, employee perceptions of organizational obstacles were measured in a retail banking environment. For employees in highest contact with customers (i.e., tellers), reports of co-worker obstacles, work environment obstacles, and workbreak scheduling obstacles were associated with lower levels of customer satisfaction. However, there was very little relationship between tellers' perceptions of obstacles and tellers' job satisfaction. For employees in positions associated with more experience and commitment (i.e., account representatives), information timeliness obstacles were linked with higher customer satisfaction, while materials, workspace sharing, and work environment obstacles were linked with lower customer satisfaction. Also for account representatives, the majority of obstacle types negatively affected their job satisfaction. These results are interpreted and discussed and managerial implications are examined.

This article describes a classroom exercise that is designed to demonstrate the applicability of attribu tion theories to performance diagnosis. Specifically, it shows how three information cues (consistency, con sensus, and distinctiveness) may be used by a super visor in determining the cause of a performance prob lem. These three cues provide comparisons across time, people, and tasks and are presented graphically in the exercise. Courses for which the exercise may apply include organizational behavior, personnel, managerial decision-making, and operations management.

ABSTRACTThis study examines the effect of training to reduce biases and heuristics on the consequence of judgments. We demonstrate that untrained subjects' judgments may systematically yield better consequences than judgments of subjects trained to reduce biases and heuristics. This result implies that educators should use caution when interpreting the findings of biases and heuristics research. In establishing the existence of situations in which biases and heuristics produce better consequences than an unbiased, or normative procedure, we open the larger question of the need for an elaboration of the prescriptive uses of the normative procedures.

As a result of recent preventable corporate failures (e.g., Enron, WorldCom, Lehman Brothers, Fannie Mae), there is a growing desire to understand what might motivate employees to courageously detect and deflect organizational problems before they harm the entire organization. Based on 94 interviews we conducted with a wide variety of employees who witnessed or undertook courageous actions, we inductively developed a model using employees' accounts of the unfolding sequence of events. We learned that employees report engaging in courageous workplace actions when they feel responsible for dealing with a challenging situation such as a workplace error, an abuse of power, an ambiguous situation, or someone in need. We interpreted the stories of courage as suggesting that workplace courage may be a two-stage process, where actors first determine their level of personal responsibility to respond to the challenging situation and then determine the potential social costs of acting. Our model of the courageous workplace action appears to challenge the conventional wisdom of courage as being attributed to a person's disposition, may enrich theories of intrinsic motivation, and may help clarify the role of cognition in courageous action. Our findings may also help to resolve some of the contradictory evidence regarding the antecedents of the many organizational constructs related to courage including whistle-blowing, voice, speaking up, taking charge, positive deviance, and organizational dissent.