1,720,984 research outputs found
Effect of Inclusion and Modern Diversity Management on the Relationship of Diversity and OCB
No full textRegardless of the industry, for a company that operates in the 21st Century, globalization and workforce diversity are unquestionably significant factors shaping organizational operations. Research in recent years has asserted diversity as an important influence on organizational performance, though empirical evidence is inconsistent. Scholars are in search of moderators of this relationship. Therefore, we investigate how diversity affects organizational citizenship behavior, as well as how inclusion, diversity practices and their interactions, as moderators, affect diversity on OCB. Hierarchical Linear Regression Analyses were used to examine the links between diversity, inclusion, diversity practices, and OCB. Results showed that diversity did not significantly predict OCB whereas Inclusion and the interaction of it as well as the interaction between diversity and the communication of a diversity policy did. Diversity and a diversity policy did not affect OCB significantly. Low reliability of the communication of diversity policy/practice illustrates a gap to discover precisely what kind of perceived communication of diversity might be most efficient in supporting a diverse workforce in retaining its organizational value and personal experience at the organization. It is advised to improve inclusion as it had the greatest effect on OCB to allow a diverse workforce to be able to bring their unique values to organizations. The complex relationship between diversity and performance warrants careful assessment of various organizational areas and to create specific action plans focused on inclusion.
Keywords: organizational citizenship behavior, diversity, inclusion, human resource management, workforce diversity, diversity polic
Prompting Employees at the Municipality of Eindhoven to Save Energy by Turning off the Lights
No full textIn the Netherlands, companies waste unnecessary energy by leaving lights on, leading to carbon
dioxide emissions that perpetuate global warming and negative consequences for all life.
Organisations must change their energy consumption behaviour to reduce these emissions. The
present research aimed to encourage employees at the Municipality of Eindhoven to switch off
lights when leaving meeting rooms to save energy. First, a pre-intervention survey (N =179)
investigated important socio-psychological factors influencing employees’ light switching
behaviour. Results indicated that this behaviour is mainly influenced by injunctive norms, habits,
perceived ease of saving energy, attitudes and organisational support toward energy conservation.
The second part of the study involved designing a visual prompt intervention to target the factors
identified in the survey in order to influence employees to switch off lights when leaving meeting
rooms. To test the effectiveness of the intervention, data was collected in two ways: observations of
employees’ behaviour when leaving meeting rooms (N = 114) and self-reported behaviour from
employees via a post-intervention survey (N = 23). This survey also investigated if the factors
targeted by the intervention were impacted. Results indicated that the visual prompt intervention
successfully increased the frequency of lights switched off. Employees’ did not report switching off
more lights compared to before the intervention, but they did indicate increased perceptions of
organisational support. The findings are considered with regard to several notable limitations of the
study, and suggestions are made for future research in the area. Finally, theoretical and practical
implications are discussed.
Keywords: energy-saving, injunctive norms, habits, perceived ease of saving energy,
organisational support, visual promp
“It was just a joke!” – Raising Awareness to Reduce Moral Disengagement in the Workplace
No full textMoral disengagement (Bandura, 1986) has been used to explain unethical behaviour in the workplace.
Present study aimed to investigate contextual antecedents of moral disengagement (preliminary study)
and to design an intervention to reduce moral disengagement in the workplace (intervention study).
Preliminary study used an online questionnaire (N = 30). Regression analyses found that moral
disengagement predicted unethical behaviour. It was in turn predicted by the fear of negative evaluation,
level of organisational identification, awareness of moral disengagement, and social norms regarding
moral disengagement. Based on that result, an intervention was designed to reduce moral disengagement
by increasing employees’ awareness of moral disengagement. The intervention was done through a pre existing e-learning platform in an organisation in The Netherlands. Participants were divided into two
groups, intervention and control group. The intervention group received brief information about moral
disengagement while the control group did not. Both groups got the same four items to measure their
knowledge to identify moral disengagement and its risks, intention to use moral disengagement, and
confidence to recognise moral disengagement. Results found that the brief information about moral
disengagement increased participants’ knowledge about moral disengagement but did not increase
participants’ confidence to recognise moral disengagement. There was evidence that the intervention
reduced the intention to morally disengage but the result should be treated with caution. Present study
suggests that e-learning is suitable to increase knowledge but more thorough and interactive activities
were needed to reduce moral disengagement and increase confidence to recognise moral disengagement.
Keywords: workplace unethical behaviour, moral disengagement, awareness
To Stigmatize or not to Stigmatize: An Academic Engagement Study Can positively reframed stigmas increase behavioural intention of students towards academic engagement?
No full textAcademic student engagement has shown a decline during the COVID-19 online education phase,
which has not reset to the pre-COVID default yet. The aim of this study was to determine what
factors play a role behind student engagement, and whether students’ intention towards
engagement can be increased by targeting the most influential factors. The study adhered to using
Self-Determination Theory, Cognitive Evaluation Theory, and Classic Attribution Theory to gain
insight into the processes behind engagement. Then, in order to test whether the manipulation of
reframed stigmas lead to a difference in engagement intentions by targeting self-efficacy, intrinsic
motivation, autonomy, and relatedness (towards peers and teachers), a one-time online
intervention was designed. The intervention consisted of 128 university students participating in a
between-subject study with an experimental and control condition. Hypothesis 1 predicted a
significantly greater level of self-efficacy in the experimental group, compared to the control group.
Hypothesis 2 expected a greater level of intrinsic motivation from the experimental condition.
Hypothesis 3 expected to see an increased intention towards engagement in the experimental
group, compared to the control condition. The conditions did not differ on their final outcomes for
self-efficacy, intrinsic motivation and intention however, the predictive values of self-efficacy,
intrinsic motivation, autonomy, and relatedness towards teachers are confirmed. Further
associations between predictive factors and engagement are discussed, and the paper provides
practical recommendations for future research approaches as well as recommendations for
teachers, dealing with disengagement.
Keywords: Self-Determination Theory, positive attribution, student engagement, stigma
The Role of Trust and Connectedness on the Relationship Between Transformational Leadership, Effectiveness and Commitment, During Covid- 19
No full textThis study investigated the relationships between Transformational Leadership (TLS),
effectiveness and commitment, trust and connectedness when working from home during a
pandemic. It was predicted that there is a mediation effect of trust and connectedness on the
relationships between TLS and commitment, as well as effectiveness. 86 employees of the
personnel consulting firm CareeerTeam filled out a questionnaire. Two parallel mediation
analysis in SPSS were conducted. The results indicate no mediation effect. There was no
relationship found between TLS and commitment, and neither between TLS and
effectiveness. This relationship was not mediated by trust or connectedness. An effect was
found of TLS on connectedness, as well as an effect of connectedness on commitment and
effectiveness. Limitations and recommendations for future research are discussed.
Keywords: Transformational Leadership, Commitment, Effectiveness, Trust, Connectedness,
Working From Home, Corona Crisi
What Does It Take to Be a Self-Directed Learner? Factors And Toolkit Intervention for University Students
No full textExisting research shows the importance of self-directed learning (SDL) skills for
academic success in university. Existing mechanisms of SDL focus primarily on the process
and individual attributes in traditional face-to-face classrooms. With the vast amount of
technological advancement, present-day university education is continuously shifting its
teaching and learning methods. This means that any effort attempting to instill SDL among
university students needs an updated theoretical framework that fits the current learning
practices. This paper is divided into two parts. In the first part, the theories related to SDL are
revisited to introduce a research-based framework for understanding SDL in the present-day
university learning context. The model is validated using pre-existing data consisting of a large
sample of students from a university in The Netherlands. Subsequently, in the second part, an
intervention is developed based on this framework where a single variable, competence, is
targeted. We tested the effectiveness of this intervention on students from the same university.
Implications for future studies are discussed at the end of the paper
Work Support, Job Stress and Job Strain: What Role does Employment Duration Play?
No full textExcessive job stress is a widespread and well-known problem with a range of negative physical, psychological and organisational consequences. Therefore, this study set out to find out factors that can help with job stress, focusing on work support, and if certain groups of employees are at higher risk, such as recently hired employees. Based on existing research this study hypothesised employment duration to predict levels of job stress and different job strains (sleep problems, job satisfaction, fatigue) and these effects to be mediated by work support. To this end 31 employees of the company “Wickey” filled in an online survey that revealed there to be no significant effect of employment duration on either job stress or any of the three job strains measured, and also no mediation effect of work support. However, work support itself was found to strongly predict job stress and all three job strains. Alternative explanations for the findings, limitations, and recommendations for organisations are discussed.
Keywords: Job Stress, Job Strain, Work Support, Employment Duratio
Learning English Down the Video Streaming Rabbit Hole: Encouraging Students to Use English Subtitles When Watching Videos Online
No full textIn Latin American countries such as Ecuador, English language learners (ELLs) do not
frequently use English subtitles and exposure to the English language remains limited. To
encourage more ELLs to use English subtitles when watching videos online, this paper aims to
understand the psychological factors that influence English subtitle use. A questionnaire was
completed by 281 ELLs in Ecuador. Results indicated that intention to use English subtitles and
attitudes towards subtitles were the most significant predictors of actual subtitle use. Based on
the findings of this preliminary study, a second study, comparing two types of interventions, was
conducted. A boosting approach was predicted to be a more effective intervention than an
informative approach at encouraging ELLs to use English subtitles as oftentimes informative
approaches are ineffective at driving behaviour change. The boosting intervention in this study
focused on teaching the students the competency, mental contrasting with implementation
intentions (MCIIs) alongside information about subtitles to turn their intentions into actual
behaviours. 116 students took part, 58 in both conditions, and completed a questionnaire pre- and
post-intervention. The results indicated that both interventions were successful at encouraging
students to enable English subtitles, although no control group was used to confirm this.
However, the boosting approach was not significantly more effective than the informative
approach. Although the main hypothesis of the study was not proven, this study is a concrete
starting point for future researchers to try to use boosting to encourage subtitle usage or other
self-regulated learning behaviours for ELLs.
Keywords: Subtitle use, boosting, language exposur
Collective- Creative-Efficacy to Improve New-Product-Development Team Effectiveness in Virtual Collaboration during COVID-19
No full textThe COVID-19 pandemic has detrimental effects on a variety of work-related outcomes,
particularly on team effectiveness. However, it still remains unclear which psychological
processes are responsible for these effects. By means of a newly developed psychological
process model, two separate studies were used to identify critical constructs as well as testing
an intervention to counteract reduced effectiveness. Using multiple linear regression analysis
of questionnaire results of 32 participants, study 1 revealed collective creative efficacy to be
the single relevant constant. Contrary to previous research, the other constructs in the model
appeared to be non-significant. Study 2 subsequently conducted an online intervention in 79
participants who were recently involved in teamwork. The intervention stimulated one
antecedent of collective creative efficacy: perceived cognitive proximity. All participants
were instructed to recall a recent teamwork experience, after which they were randomly
assigned into either a control or an intervention condition. In the latter one, memories were
activated about homogeneity and cognitive diversity in team members, which was
hypothesized to increase feelings of proximity. Results of study 2 were non-significant,
however, an overall high level of team functioning could be observed. Results and
implications are discussed and advice for further research is given.
Keywords: COVID-19, new product development team, effectiveness, collective
creative efficac
1 What did you expect? The mediating effect of met expectation on the relationship of previous work experience on job satisfaction, moderated via social support
No full textDecreasing turnover is a major goal for many companies, as it reduces the costs of training
and recruitment of new employees. High turnover can stem from expectations that were not
met for the employee, which leads to a decrease in job satisfaction (Taris, Feij, & Van
Vianen, 2005). The current study investigated the moderation of social support on the
influence of previous work experience on job satisfaction, via the moderator met
expectation. An online survey was constructed using the software Qualtrics, and sent to all
employees of Young Capital, a German recruitment company (n = 57). The data was
analyzed with the PROCESS macro (model 14). Results showed that work experience was
not significantly associated with job satisfaction. The mediation of met expectation on the
relationship of work experience on job satisfaction was significant. In addition, the
moderation of social support on the relationship between work experience and met
expectation was also significant. The findings highlight the importance of expectations
regarding work being fulfilled, increasing performance, job satisfaction and reducing
turnover. Additionally, social support has the ability to buffer the negative impact of un-met
expectations. Companies should focus on social support, and expectations of candidates, via
specific trainings and clear communication. Lastly, further investigating the contrasting
findings regarding the role of work experience should be targeted by future research.
Key words: met expectations, previous work experience, job satisfaction, social support,
work outcome
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