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Upward feedback and its contribution to employees' feeling of self-determination
Abstract
Purpose
The paper seeks to show that self‐determination is a widely regarded motivational variable in educational research that relates to intrinsically motivated, self‐directed learning at work. This study aimed to find out whether the possibility to provide upward feedback to supervisors contributes to employees' feelings of self‐determination. This should only be the case if the subordinates perceive the possibility to provide feedback as a serious possibility of influence and improvement.
Design/methodology/approach
The paper finds that in a cross‐sectional case study, 76 employees from a high‐tech industry enterprise were surveyed for their perception of upward feedback and their feeling of self‐determination by questionnaire. Self‐determination was measured by the support of the intrinsic needs of autonomy, competence and social relatedness at the workplace.
Findings
The paper finds that, as expected, the perceived quality of the upward feedback is related positively to self‐determination. Employees who perceive the upward feedback as a chance for improving their working conditions also perceive more support of autonomy, competence and social relatedness at their workplace.
Research limitations/implications
In the paper the correlative design allows no conclusions about the direction of causality between the perceived quality of the upward feedback and self‐determination. Further, due to the design the results are limited to the specific field.
Originality/value
The paper delivers a new aspect of the role of feedback for learning in organisations by casting light on beneficial effects for the provider of the feedback, not the receiver. It emphasises the role of empowerment and participation for establishing an organisational climate that fosters motivation and learning, and shows the possible contribution of upward feedback in this process.
... In the educational context, SDT has been widely utilized to study, for example, motivation in online learning settings (Chen & Jang, 2010), learning through reflection (Hetzner et al., 2012), and improving learning outcomes in higher education through learning communities (Beachboard et al., 2011). Most of these studies are quantitative (e.g., Bauer & Mulder, 2006;Beachboard et al., 2011;Chen & Jang, 2010), and scholars have called for empirical qualitative research on SDT (Ryan & Deci, 2020). However, while selfdetermination has been widely explored in conventional learning settings (Hsu et al., 2019) and educational training contexts (Chambers et al., 2007), more research is needed on the different learning environments (Hsu et al., 2019), especially in different organizations and work contexts (Gagné & Deci, 2005). ...
... SDT is an appropriate approach to studying learning (Willems & Lewalter, 2012), as it simultaneously considers an individual's need for autonomy, competence, and relatedness (Ryan & Deci, 2000). These needs can be seen as key to supporting the intrinsic motivation needed for learning and successful performance in the work context (Baard et al., 2004;Bauer & Mulder, 2006;Ryan & Deci, 2000). The more employees feel the fulfillment of these needs, the more they take the initiative, which in turn leads to better learning outcomes (Hetzner et al., 2012). ...
... Exploring the socialcontextual conditions that either facilitate or hinder people's self-motivation, performance, and development is essential (Ryan & Deci, 2000). The fulfillment of these three needs leads to higher job satisfaction and more positive well-being at work (Gomez-Baya & Lucia-Casademunt, 2018) and supports learning in the context of work (Bauer & Mulder, 2006). Basic psychological needs are necessary for optimal human growth (Rigby & Ryan, 2018). ...
... Measures and methods of data analysis. Autonomy support was measured by the three items from Bauer and Mulder (2006). Example items are "I can try out new things in my job" and "I can participate in decisions concerning my resources for work". ...
... Factor analysis produced a single factor. Social support was measured by the five items from Bauer and Mulder (2006). Example items are "If I experience difficulties at work, I receive support from my colleagues" and "We stick together in our department". ...
... Factor analysis produced a single factor. Competence support was measured by the three items from Bauer and Mulder (2006). Example items are "I have the possibility to gain new knowledge and skills in my work" and "I can actually use my competences in my work". ...
There is a considerable absence of research literature that evaluates ways in which people management practices such as workforce flexibility operate in different contexts. The purpose of the study is to investigate four workforce flexibility strategies used in export‐based firms. These four strategies are external flexibility, internal flexibility, functional flexibility and numerical flexibility. To fulfil the objectives of the study, the paper presents results of four surveys conducted to investigate each of the flexibility strategies in Sri Lanka. Two of these surveys were conducted in the service sector of offshore IT outsourcing, while the other two were conducted in the export‐based manufacturing sectors of coir product manufacture and apparel manufacture. In another dimension, two studies were on employees at executive level and above, while the other two were on shop‐floor employees. The findings present the employees' interpretation of their experience of each flexibility strategy, and discuss theoretical and practical implications.
... Importance of feedback is well emphasised in the literature (Bauer and Mulder, 2006). The literature identifies that receiving and providing feedback is important for both employees and supervisors, and constructive feedback leads to create learning oriented organisational climate. ...
... The literature identifies that receiving and providing feedback is important for both employees and supervisors, and constructive feedback leads to create learning oriented organisational climate. The majority of research studies investigated the importance of providing constructive feedback to employees by their supervisors (Bauer and Mulder, 2006). However, it is equally important to consider situations where employees could provide constructive feedback to their supervisors and the effects of such feedback on employees themselves (Bauer and Mulder, 2006). ...
... The majority of research studies investigated the importance of providing constructive feedback to employees by their supervisors (Bauer and Mulder, 2006). However, it is equally important to consider situations where employees could provide constructive feedback to their supervisors and the effects of such feedback on employees themselves (Bauer and Mulder, 2006). The feedback provided by employees to their supervisors is known as "upward feedback", which is the focus of this paper. ...
... Upward feedback has positive effects on both shop-floor employees and their supervisors. From the side of supervisors, upward feedback provides opportunities for learning while from the side of shop-floor employees, upward feedback provides them with a feeling of co-determination at the workplace (Bauer and Mulder, 2006). When considering the benefits for shop-floor employees in detail, upward feedback creates positive feelings in shop-floor employees since they perceive upward feedback as a possibility of influence and improvement (Bauer and Mulder, 2006). ...
... From the side of supervisors, upward feedback provides opportunities for learning while from the side of shop-floor employees, upward feedback provides them with a feeling of co-determination at the workplace (Bauer and Mulder, 2006). When considering the benefits for shop-floor employees in detail, upward feedback creates positive feelings in shop-floor employees since they perceive upward feedback as a possibility of influence and improvement (Bauer and Mulder, 2006). For instance, Bauer and Mulder (2006) found that employees who perceive upward feedback as a chance of improving their working conditions also perceive more autonomy, competence and social relatedness at their workplaces. ...
... When considering the benefits for shop-floor employees in detail, upward feedback creates positive feelings in shop-floor employees since they perceive upward feedback as a possibility of influence and improvement (Bauer and Mulder, 2006). For instance, Bauer and Mulder (2006) found that employees who perceive upward feedback as a chance of improving their working conditions also perceive more autonomy, competence and social relatedness at their workplaces. Further, upward feedback identifies subordinates as equal communication partners and gives them opportunities to influence the existing practices, which ultimately increase their job satisfaction and work motivation. ...
... Increased competencies can craft ownership thought, thus thinning the power or politics that are usually sensed in traditional organisations. Bauer and Mulder (2006) critic that akin to the 'co-manufacturing' idea in services sector, 'co-determination' can be brought into being in lean organisations as they spur a series of positive feelings ranging from job satisfaction, motivation, work enthusiasm and higher productivity. In the process of minimisation of waste, shop-floor employees play a key role since they interact with the direct operational environment (Losonci et al., 2011). ...
... Therefore, employees are more knowledgeable of what is happening in the shop-floor and LM system has a considerable effect on their day-to-day task accomplishment (Losonci et al., 2011) and provides them with a sense of achievement in lean efforts (Lucey et al., 2004). The literature identifies that the provision of feedback is important for both supervisors and subordinates (Bauer and Mulder, 2006). Further, constructive feedback leads to create learning-oriented organisational climate. ...
... Further, constructive feedback leads to create learning-oriented organisational climate. The focus of the current study is on feedback provided by employees to their supervisors, which is known as 'upward feedback' (Bauer and Mulder, 2006). Upward feedback/appraisal can create positive feelings in employees by providing subordinates with feeling of co-determination at the work place (Bauer and Mulder, 2006) and giving them opportunities to influence the existing practices, which ultimately increase subordinates' job satisfaction and work motivation. ...
The present study examines the impact of lean manufacturing system (Toyotism) on two employment outcomes viz., upward feedback and on-the-job performance in garment manufacturing units in Andhra Pradesh and Jharkhand States in India. The review of literature reveals that shop-floor employees play a key role in the process of minimisation of waste in the lean manufacturing context since they interact with the direct operational environment. They have more ownership of the manufacturing process and have the capacity to make better improvement suggestions. Garment units that have introduced lean manufacturing system a year ago and integrated their core processes have been chosen for the study. The study reveals that there is positive relationship between upward feedback and job performance in such a way that the longer the lean manufacturing system is in operation, the higher will be its positive effect on the relationship between upward feedback and job performance.
... Self-determination includes choices of true senses and free feelings to do what is determined to be done (Guay, Vallerand, and Blanchard, 2000). According to the theory of self-determination, human behavior is supported by distinct types of motivations (Deci and Ryan, 2000): intrinsic motivation, identified regulation, interjected motivation, external motivation, and amotivation (Nie et al., 2015), where intrinsic motivation is related to job persistency, efficiency in performance, positive attitudes to organizational commitment (Bauer and Mulder 2006), and amotivation indicates the lack of motivation and absence of intelligence to develop self-excellence (Gagne and Deci, 2005). ...
... The theory of self-determination indicates that individuals endeavor to develop the basic needs for competence, achievement, relativeness, and determine the quality of involvement in a predetermined domain (Deci and Ryan, 2000). On the other hand, previous researchers have also discussed the deviation factors which are detrimental for efficient SDWM; such as political resonances in the work environment (Cho and Yang, 2018) or employee negative determination towards the supervisor characters (supervisors' instruction) (Bauer and Mulder 2006); that can cause high work life stress, low intensity achievement and satisfaction needs, weak organizational commitment, adverse corporate citizenship behavior, and as a consequence, organizational low productivity. ...
Employees' orientation of corporate social responsibility (CSR) plays a key role in constructing efficient and consistent employer-employee relationships. Economic CSR perception ensures the understanding of employees towards organizational growth profit margins and quality applicable successes. Legal CSR is the practice of rules and regulations, responsibilities, and obeying laws and orders through upholding respect for the organization. Employees' ethical CSR perception aims at securing morality, ethics of conduct and ways of principled communications. Also, Philanthropic CSR aims at efficient utilization of organizational resources. Knowledge of CSR helps employees to understand the importance of quality work environment involvement and simultaneous importance of work determination. Therefore, this study has investigated the effect of employee CSR perceptions on self-determined work motivation with the mediating role of quality of work life (QWL). This study elicited the opinions of 316 employees of the Social Security Insurance organization in Iran. The structural equation modeling with partial least squares (PLS) method has been used to investigate the effects of variables on each other. The results show that all the relationships between the study model paths are significant. In fact, having a good QWL among employees has an effective role in the impact of employees' CSR perceptions on self-determined work motivation.
JEL Classification: M14, M12, D23, J53, J5
... When these three psychological needs are fulfilled, an individual will feel intrinsically and lastingly motivated (Rigby & Ryan, 2018; see also Bauer & Mulder, 2006;Gagné & Deci, 2005). For gamification, aimed at keeping individuals intrinsically motivated, the fulfillment of these three basic needs is also crucial (Garris et al., 2002). ...
... The theoretical reasoning underlying this contribution to the scholarly work in this domain was that gamification in work settings could benefit from the insights of SDT on motivation and self-regulation (Bauer & Mulder, 2006;Gagné & Deci, 2005). In general, a gamification situation wherein psychological needs are fulfilled is more likely to induce internalization processes, resulting in enduring motivation. ...
An in-depth case study approach was followed and data were collected by means of nine semi-structured interviews with experts from six case organizations. Our findings indicate that gamification of work can be a promising path for working organizations and can be beneficial to both employers and employees. The success of gamification at the workplace is dependent on whether its implementation is able to fulfill employees’ psychological needs for competence, autonomy, and relatedness. To make the most out of gamification at the workplace, employers, supervisors, and employees themselves should pay ample attention to its conditions (i.e., personal preferences of the employees, their demographic characteristics, their need for psychological safety, and the purposefulness of the game). In addition, seven psychological mechanisms underlying successful performance were found in our empirical work (i.e., competition, intrinsic incentives, extrinsic incentives, choice, social interaction, feedback, and ownership). The properties of gamification schemes that also have to be dealt with by the parties involved comprise their duration and intensity, the inclusion of a facilitator, the type of equipment, and scale referring to the size of the gamification scheme. Finally, our study has provided more insight into the possible effects of gamification schemes (i.e., increased insight in the workflow and, through this, a better understanding of both the employees’ own contributions and of their employers’ contributions to the work processes, the transfer of game elements into work processes, team building enhancement, learning effects, and negative emotions).
... Most importantly, the results support that autonomy, competence and relatedness interact positively and the combined effect of autonomy, competence and relatedness account for a higher level of variance in need fulfilment (Table II). Therefore, the findings support the theoretical reasoning and empirical evidence (such as Bauer and Mulder, 2006;Deci and Ryan, 2000;Gagné and Deci, 2005) that suggest autonomy, competence and relatedness are vital for a higher level of need fulfilment. The results also suggest that although shop-floor employees least experience autonomy compared to relatedness and competence (based on mean values), the contribution of autonomy in the need fulfilment is the highest, as shown in Table II. ...
... However, it should be noted that previous empirical research on autonomy, competence and relatedness and, in turn, on need fulfilment were conducted in education, parenting, sports, healthcare, religion and psychotherapy domains (Gagné and Deci, 2005), and very few studies described organizational work contexts. However, these few studies were in non-manufacturing settings such as a bank in the USA (Baard et al., 2004), a municipal council in Norway (Kuvaas, 2009), a logistic company in Germany (Bauer and Mulder, 2006) a mixture of state-owned companies in Bulgaria (Deci et al., 2001), Portuguese military (Chambel et al., 2015), a UK-based public corporation (Hewett and Conway, 2016) and school teachers in China (Li et al., 2015;Nie et al., 2015). One exception is the study of Battistelli et al. (2017), which collected a part of their data from employees engaged in technical/manual jobs in leather industry in Italy. ...
Purpose
The purpose of this study is to investigate conditions that facilitate shop-floor operators to fulfil their needs to carry out job roles and whether the need fulfilment affects their job performance in lean-implemented textile and apparel firms in Sri Lanka.
Design/methodology/approach
The data were collected from 922 shop-floor employees and their immediate supervisors. Statistical methods were used for the data analysis.
Findings
The results of the analysis imply the importance of managerial autonomy support and need fulfilment for enhanced job performance; the duration of lean production in operation moderates job performance in such a way that the longer the duration, the higher will be job performance.
Originality/value
It could be expected that academics and practitioners alike are motivated by a desire to clearly apprehend work systems in lean-implemented textile and apparel firms.
... While traditionally feedback was considered a downward process, studies emerged which referred to bottom-up feedback (Bauer, Mulder, 2006;Van Dierendonck et al., 2007). In fact, upward feedback was deemed not only to be a vertical flow of critical information only, but a horizontal distribution of knowledge within an organization (Bauer, Mulder, 2006). ...
... While traditionally feedback was considered a downward process, studies emerged which referred to bottom-up feedback (Bauer, Mulder, 2006;Van Dierendonck et al., 2007). In fact, upward feedback was deemed not only to be a vertical flow of critical information only, but a horizontal distribution of knowledge within an organization (Bauer, Mulder, 2006). It may have a positive impact on subordinates, who pass a message to superiors, as well as for superiors who receive feedback. ...
The paper examines the relationships between two different approaches to planning processes (participa-
tive and non-participative) and information flows within management control in companies. It augments the existing theoretical and empirical research by coupling management control and management infor-
mation with participative planning, not only in operational but also in the strategic perspective. The re-
sults presented in the paper stem from two consecutive studies, conducted between November 2010 and January 2012 and between November 2013 and January 2014. The studies comprised 397 and 179 Polish companies respectively. The authors formulated two hypotheses linking participative planning with upward and downward management information flows. The paper employed a quantitative approach, using the Spearman rank correlation analysis and hierarchical clustering using the Ward method, which enabled comparative analyses both in reference to various groups of companies included in particular research samples and over time. The results obtained showed the positive influence of participative plan-
ning both on upward and downward information flows in enterprises. In particular, participative planning reduced information imbalances between top (the management) and lower (employees of functional
departments) tiers in organisation structures.
... First, to enhance MHPs' self-determination on the job, organizations should focus on building and developing a work environment in which MHPs are encouraged to give full play to their initiative and ability to coordinate and arrange work processes autonomously. As upward feedbacks from supervisor are supportive to the enhancement of subordinate's self-determination in work (e.g., Bauer & Mulder, 2006), the MHPs' supervisors should also be trained and encouraged to provide prompt and constructive feedback. Second, since work addiction has been consistently regarded as a critical precipitating factor for burnout (e.g., Andreassen et al., 2018;Cheung et al., 2018;Jenaabadi et al., 2017), not only workplace-based platforms for facilitating social activities and emotional support among colleagues (Caesens et al., 2014) but also mindfulness-based interventions (e.g., meditation awareness training; Van Gordon et al., 2017), which can ameliorate work addiction, should be considered for MHPs. ...
As job burnout is a world-wide phenomenon that threatens employees’ wellbeing in various occupations, researchers and managers are exploring potential protective factors against burnout, such as psychological empowerment. However, the complex interplay between psychological empowerment components (i.e., self-determination and impact) and work addiction, which is also associated with burnout, remained unknown, especially among mental health professionals (MHPs) who are vulnerable to burnout. This study hence aims to (1) investigate the associations between psychological empowerment components and MHPs’ burnout and (2) examine the mediating role of work addiction in such associations. A total of 199 fulltime MHPs recruited in Macao, China completed an online questionnaire survey. Results of the path analysis showed that the hypothesized mediation effects of work addiction on the associations between psychological empowerment components (i.e., self-determination and impact) and burnout were statistically significant. In the path model, work addiction was positively associated with burnout. Self-determination was negatively linked to both work addiction and burnout. Impact was positively associated with work addiction while its direct effect on burnout was nonsignificant. Under the theoretical framework of job demands-resources model, our findings revealed not only the risk-enhancing direct and mediation role of work addiction in burnout development, but also different mechanisms of specific psychological empowerment components involved in such mediation. Both the management and workers should collaboratively develop work environments that allow MHPs a high degree of autonomy, which increases self-determination, and implement workplace-based interventions that can protect MHPs from work addiction and burnout.
... In a highly technologyoriented work environments feedback from one's colleagues is of no less importance, or even more important than constructive feedback from one's superiors. The latter concept is described in a cross-sectional case study conducted in a high-tech industry which revealed a direct link between high quality upward feedback and the self-determination of employees who were more likely to positively relate to the company, and they demonstrated higher competence and autonomy (Bauer and Mulder, 2006). ...
The purpose of the paper is to investigate what are the non-formal and informal learning conditions as these are experienced on a daily basis by technical staff and perceived by HR managers in the aviation sector in Lithuania. Qualitative empirical research using in-depth, semistructured interviews with two HR managers and eight technical employees of the two largest Lithuanian aviation companies was conducted. The research results have revealed that, despite the fact that the learning conditions were rather favorable in the analyzed companies, there were certain gaps between the perceptions of the HR managers and the experiences of technical staff, especially as concerns the areas of high degree of exposure to changes and managerial responsibilities. © 2017, University of Split - Faculty of Economics. All rights reserved.
... A behavior is autonomous, when an individual, by feeling a sense of determination and having the opportunity to choose, starts or continues the behavior ( Gagne & Deci, 2005). Perception of competence means an individual's perception of his or her ability to perform a behavior ( Bauer & Mulder, 2006), and the perception of communication means an individual's perceived communication with others in the community or group in which he or she participated ( Deci & Ryan, 2000). From the perspective of self-determination theory, motivation for the persistence of an activity will be retained, when an individual's psychological needs are satisfied. ...
... W ramach informacji o charakterze kontrolnym, płynących z dolnych szczebli organizacyjnych, powinny się również znaleźć takie obszary jak: efektywność pracowników, informacje o przestrzeganiu wymogów formalno-prawnych w działalności jednostki, dane produkcyjne lub o świadczonych usługach czy informacje o jakości. Ponadto, choć tradycyjnie kontrolny mechanizm sprzężenia zwrotnego odnosi się do przepływu informacji z góry do dołu, to pojawiają się opinie, że powinno rozważać się również odwrotny strumień informacji (Bauer, Mulder 2006;Van Dierendonck i in. 2007). ...
Cel – Niniejszy artykuł ma na celu zbadanie, w jaki sposób metody ustalania i przekazywania
celów organizacyjnych wpływają na skuteczność komunikacji między menedżerami a pracownikami polskich
przedsiębiorstw. Ważną kwestią w tym kontekście staje się świadomość strategiczna i partycypacyjne
ustalanie celów (Westley 1990; Purser, Cabana 1997; Fiegener 2005; Elbanna 2008). W szczególności istotny
jest stymulujący charakter przepływów informacyjnych typu „góra–dół” (Flanagin, Bator 2011).
Metodologia badania – Rezultaty prezentowane w opracowaniu bazują na badaniu obejmującym 397 polskich
przedsiębiorstw. Autorzy sformułowali dwie hipotezy, które wiążą sformalizowane, partycypacyjne
planowanie z przepływani informacyjnymi typu „dół–góra” i „góra–dół”. Systemy planowania zostały
scharakteryzowane poprzez: świadomość strategiczną i sposób formułowania celów, natomiast przepływ
informacji opisano, biorąc pod uwagę: raportowanie wyników, zakres działań kontrolnych, raportowanie
pokontrolne i omawianie wyników wspólnie z kadrą kierowniczą.
Wynik – Stworzone dwa modele regresji wskazały statystycznie istotne i pozytywne związki między planowaniem
angażującym pracowników a jakością komunikacji wewnętrznej w organizacji. W przypadku
związku metod planowania i przepływów informacji pokontrolnych współczynnik dopasowania R2 wyniósł
24.2%.
Oryginalność/wartość – Artykuł prezentuje oryginalną metodykę badawczą, analizuje omawiana tematykę
z perspektywy pracowników, a nie – jak to zazwyczaj bywa – menedżerów.
... Many researchers emphasize how personal qualities factor into the way people make use of learning opportunities. These include, but are not limited to, motivation, willingness, energy, and personal commitment to learn (Antonacopoulou, 1999;Trevithick, 2008;Wilson, McCormack, & Ives, 2006), self-determination (Bauer & Mulder, 2006), commitment and passion for work (Boverie & Kroth, 2001;Daley, 2002;McCloy & Wise, 2002;Naquin & Holton, 2002), professional integrity (Banks, 2006(Banks, , 2008, selfefficacy (Bandura, 1995(Bandura, , 2001, assertiveness (Cheetham & Chivers, 1996;Gouthro, 2005), flexibility (Fuller & Unwin, 2005), learning style (Kolb et al., 1999), cognitive abilities (Bandura, 1989), emotionality (Dirkx, 2001, Eraut, 2004, self-authorship (Kegan, 1994), social competence (Goleman, 1995(Goleman, , 2001(Goleman, , 2004Kram & Isabella, 1985;Wilson et al., 2006), charisma (Bourdieu, 1984;Monkman, 2009;Raelin, 2006), spirituality (Canda, 2002;Nash & Stewart, 2005), creativity (Csikszentmihalyi, 1996;England, 1986;Lindeman, 1961Lindeman, /1989), a passion for learning (Solomon, 2003), and, quite simply, personal preference (Healy, 2005;Kelly, 2008). ...
... Work performance was measured by the three items from Bauer and Mulder (2006). Items were measured using a five-point Likert response scale ranging from 1 (strongly disagree) to 5 (strongly agree). ...
The objective of the study is to investigate the effect of performance-based financial incentives on work performance. The study hypothesized that the design features of performance-based financial incentive schemes themselves may influence individuals' work performance. For the study, survey methodology was used and 93 technical-level employees who were subjected to a performance-based incentive scheme for at least 2 years in their firms responded. Regression analysis was used for data analysis. It was found that the design features of performance-based financial incentives schemes explain 51% of the variance in work performance. Six of the incentive scheme factors, including the goals of incentive scheme, employee participation in setting goals, incentive scheme type, and payout frequency, have significant positive impact on work performance. Overall, the findings suggest that well-designed and carefully implemented incentive schemes have significant positive impact on work performance.
... Employees' reactions to the feedback might differ depending on whether the feedback comes from their supervisor or from a co-worker. The role of sender power is an under-researched topic (Fedor et al., 2001) except in research on 360-degree feedback (Bauer and Mulder, 2006) Although 360-degree feedback is common practice in some enterprises, this type of feedback is not investigated in this article. Given the legitimate EJTD 37,1 power that goes along with the formal status of a supervisor, the employee might more easily respond or comply with the feedback by a supervisor than by a co-worker. ...
Purpose
– Theoretical explanations for the diverse reactive feedback from secretarial employees in different career phases are relatively unexplored. However, research examining age differences in the impact of feedback suggests that the effects of performance feedback may differ for employees in the early career phase and employees in the late career phase. This paper aims to address this issue.
Design/methodology/approach
– This contribution reports an experimental study on feedback perceptions and attribution by 173 secretarial employees of 12 Dutch organizations. Each participant responded to one of eight scenarios, which varied in terms of feedback content, sender status, and sender performance appraisal. Feedback perceptions were measured in terms of perceived fairness, acceptance, usefulness, willingness to improve and affect. An additional scale measured attribution.
Findings
– The results reveal that elaborated specific feedback is perceived as more adequate, irrespective of feedback sender status and appraisal. Complex three-way interaction effects were found for educational level on affect and attribution, and for career phase on willingness to improve and affect. Low-educated employees reacted more strongly to supervisor feedback. Employees in the late career phase were more oriented towards the content of the feedback than feedback sender status, whereas the latter was of more concern for employees in the early and middle career phase.
Practical implications
– In order for feedback to be considered as adequate, it is necessary to formulate the feedback as specific and as elaborated as possible. Employees in their late career phase especially react differently in comparison to employees in early and middle career phases. They are more inclined “to opt for quality” and appreciate elaborated feedback from a high experienced sender. Human resource managers should be aware of this in their policy towards employees in their late career phase
Originality/value
– The present study shows that feedback content and sender characteristics (status and performance appraisal) differentially affect feedback perceptions and attribution. In addition, the study reveals that perceptions and attributions of performance feedback might be mediated by educational level and career phase.
... This mode of affering constructive feedback and acknowledgement is also valid for the relationships with coileagues. The possibility to give upward feedback to supervisors has also been found to be related to the promotion of the basic needs (Bauer & Mulder, 2006). Furthermore, the degree to which relationships engender a practice of mutual assistance and trust is conducive to learning in the workplace (Billett, 2001 a) as weil as to the feelings of competence and social relatedness. ...
... On the contrary, mandatory use will lead to more frequent use but is more formal in nature and will lead to less professional development. Furthermore, research has shown that when employees are intrinsically motivated – performing a learning task for the sake of it, not for potential obtainment of extrinsic rewards or because of obligatory use – they will show a higher readiness for self-directed learning and the continuing development of knowledge and skills (Bauer and Mulder 2006 ). A similar tool to the one which Smith and Tillema ( 2001 ) called the " personal development portfolio " was implemented in organizational settings as well and mostly called " a personal development plan " (PDP). ...
When confronted with an aging population, fast-developing organizations come to realize that the employee’s continuing professional development drives business success. In order to gain competitive advantage, attracting and integrating new highly skilled workers and developing, motivating, and retaining the current workers have become crucial (Noe et al., Human resource management: gaining a competitive advantage, 6th edn, McGraw-Hill, New York, 2008). To support the professional development of their employees to a growing extent, organizations implement personal development plans (PDP). Although the evidence is scare, research results indicate positive effects on reflective learning and performance. However, the effectiveness of PDPs may depend on the presence of supporting process conditions, inherent to using a PDP. One of the supporting conditions often argued upon is the support of a supervisor. In this study, we will research the role of the supervisor in stimulating and guiding the employee’s use of a personal development plan. To research the role of the supervisor, an intervention study was conducted. During the intervention, the supervisors were trained in conducting performance interviews in which the tool takes a central role. The results suggest that employees start to reflect more because of having a supervisor who was enrolled in the training.
... Regular feedback involves the provision of information regarding development needs, or when managers are encouraged to implement newly acquired skills and knowledge by their peers and higher managers. Bauer and Mulder (2006) have suggested that the provision of feedback contributes to individuals' self-determination and their propensity to engage in self-directed learning at work. The provision of feedback would appear to be particularly important to managers. ...
Protean, boundaryless, authentic, and portfolio careers increasingly challenge managers to be proactive and self-regulated. Managers are expected to manage their careers, develop employability, and continually learn. This article proposes a conceptual framework to explain manager participation in career-focused learning and development. It proposes that participation by managers in career-focused learning and development should be understood in terms of the relationship between individual agency and context. The authors suggest three levels to their framework and identify ensuing implications for research and practice.
... (4) Feedback. Upward feedback systems are found to be an effective tool to improve employees' learning and self-determination (Bauer and Mulder, 2006). Research has also identified some organizational characteristics that facilitate the effective communication of safety issues in the firm. ...
Purpose
The concept of Safety Capital was developed by analyzing the creation and composition of the Intellectual Capital embedded in Occupational Health and Safety (OHS) systems. The paper aims to address this relationship.
Design/methodology/approach
By drawing a theoretical link for the relationship between OHS activities and intellectual capital, guidelines for the management of organizational knowledge on OHS systems are outlined.
Findings
The paper shows that occupational health and safety should be considered among the sources of intellectual capital of the firm.
Originality/value
The theoretical framework is a potential guide for substantial improvement of advanced OSH management systems, a key element to visualize incentives to invest in safety and a powerful instrument for research in intellectual capital quantification.
The aim of the present study was to review the psychological well-being of Iranian women in dept. Based on a qualitative study, 16 women aged between 20 and 35 years participated in a deep clinical interview. Four interviews with experts and four sessions of focus groups were conducted. After open coding, axial coding, selective coding, and meeting trustworthiness criteria, the raw data were categorized. The results indicated that the psychological well-being of Iranian women consisted of seven categories: comfort and security in relationships, growth, purposefulness, competence, control and mastery, caring for oneself, and autonomy. These findings suggest that some categories are consistent with classical psychological well-being models and some are specific to Iranian women. The findings have been discussed with reference to Iranian cultural foundations.
Abstrak Kajian ini bertujuan mengenalpasti hubungan antara tarikan penampilan dan personaliti dengan perilaku membisu subordinat dalam organisasi multinasional. Subordinat merupakan rakyat Malaysia dan superior adalah ketua terdekat berbangsa Jerman. Responden terdiri daripada 360 orang subordinat yang terdiri daripada pelbagai jawatan yang melapor kepada superior iaitu ketua terdekat berbangsa Jerman. Tarikan penampilan diukur berdasarkan instrumen The Measurement of Interpersonal Attraction and Homophily. Manakala perilaku membisu diukur berdasarkan model Dinamika Organisasi Membisu. Personaliti responden diukur berdasarkan The Measurement of Personality and Characteristics untuk membezakan personaliti introvert dan ekstrovert. Dapatan kajian rintis menunjukkan bahawa nilai alpha Cronbach bagi tarikan penampilan adalah .80, personaliti .78 dan .88 bagi perilaku membisu. Analisis statistik deskriptif iaitu kekerapan dan peratusan serta statistik inferensi dalam bentuk pekali Korelasi Pearson digunakan untuk menguji hipotesis kajian pada aras signifikan .05. Dapatan menunjukkan tarikan penampilan superior boleh mempengaruhi komunikasi subordinat-superior. Keputusan menunjukkan subordinat berpersonaliti ekstrovert mempunyai persepsi tahap sederhana 1 Beliau boleh dihubungi melalui
Objective: The purpose of this study was to investigate the effect of perceived justice and organizational norms on teachers' psychological well-being. Methods: In 2017-2018, from high school graduates in Varamin County, 120 teachers were selected by simple random sampling and randomly assigned to eight groups. The instruments included the Holland vignette aimed to manipulate justice and organizational norms and psychological well-being questionnaire. The data were analyzed by multivariate covariance analysis. Results: The results indicated that perceived justice and organizational norms based on confirmation of positive behaviors and disapproval of negative behaviors affect admission, positive relationship, and teachers' psychological well-being growth. Conclusion: Regarding this finding, it seems necessary to pay attention to justice and reinforcement of positive organizational norms to improve teachers' psychological well-being.
در دنیاي رقابتی امروزه، نوآوري یک ضرورت و شرط بقاي سازمانهاست که از طریق منابع انسانی امکانپذیر است. درواقع سرمایه فکری و منابع انساني سازمان يكي از غنیترین منابع به شمار میآید كه با نيروي تفكر و نوآوري خود میتوانند موجب رشد و توسعه سازمان شوند. بنابراین دستیابی سازمان به نوآوری تنها از طریق منابع انسانی و ایجاد انگیزه در کارکنان خود امکانپذیر خواهد بود. یکی از عواملی که میتواند به تقویت انگیزه کارکنان جهت دستیابی به نوآوری کمک کند، فراهم کردن آسایش و رفاه روانی منابع انسانی توسط سازمان است. لذا هدف این پژوهش ارزیابی رفاه روانی کارکنان و تأثیر آن بر ایجاد انگیزه در کارکنان برای نوآوری است. پژوهش حاضر از نظر هدف یک پژوهش کاربردی و از نظر شیوه گردآوری داده یک پژوهش توصیفی-پیمایشی و از نوع همبستگی است. جامعه آماری این پژوهش شرکتهای پتروشیمی فعال در استان بوشهر میباشد. بهعلت بزرگ بودن جامعه آماری، از نمونهگیری استفاده شد. ابزارگردآوری دادهها، پرسشنامه است. روایی ابزار گرداوری دادهها از طریق روایی محتوا و پایایی آن از طریق روش آلفای کرونباخ مورد تایید قرزار گرفت. پرسشنامه پژوهش در اختيار 315 نفر از كاركنان شرکتهای پتروشیمی استان بوشهر قرار گرفت. روش تجزیهو تحلیل دادهها در این پژوهش روش معادلات ساختاري است. یافته¬های پژوهش نشان داد که از تمامی شش بعد متغیر رفاه روانی یعنی استقلال، خویشتن پذیری، سلطه محیطی، رشد شخصی، هدف در زندگی و روابط مثبت با دیگران بر ایجاد انگیزه در کارکنان برای نوآوری تأثیر مثبت و معنا¬داری دارند.
The aim of the present study was to review the psychological well-being of Iranian women in dept. Based on a qualitative
study, 16 women aged between 20 and 35 years participated in a deep clinical interview. Four interviews with experts and
four sessions of focus groups were conducted. After open coding, axial coding, and selective coding, and meeting trustworthiness
criteria, the raw data were categorized. The results indicated that the psychological well-being of Iranian women consisted of seven
categories: comfort and security in relationships, growth, purposefulness, competence, control and mastery, caring oneself, and
autonomy. These findings suggest that some categories are consistent with classical psychological well-being models and some are
specific to Iranian women. The findings have been discussed with reference to Iranian cultural foundations.
Keywords: psychological well-being, women, culture
received: 22 December 2017 1396/11 1/ :دريافت
accepted: 17 March 2018 1396/12/26 :پذيرش
اين برگرفتهمقاله از رسالة دكتري ر
Introduction: The objective of this research was to determine the effectiveness of
Acceptance and Commitment Therapy (ACT) on the psychological well-being increase of
transsexuals.
Method: The pre-test-post-test control group design was used, in which due to participants’
loss and their special conditions, only 20 transsexuals that visited the TS clinic in the 1395
summer were chosen considering the study criterion and were randomly placed in two
groups: a) the experiment group (10 people), b) the control group (10 people). In this study
the Ryff’s psychological well-being scales-the short form- was used as an assessment tool.
The Multivariate Analysis of Covariance (MANCOVA) was used for data analysis.
Results: The MANCOVA results indicated that ACT was effective on the psychological
well-being increase of transsexuals (P
Gemäß der Self-Determination Theory (SDT) von Deci und Ryan (2000) beeinflussen intrinsische und extrinsische Ziele die Leistung bei verschiedenen Tätigkeiten. Um den Einfluss motivationaler Zieleffekte auf die Leistung bei einfachen und komplexen Tätigkeiten zu überprüfen, wurde eine quasi-experimentelle Studie durchgeführt, an der N = 246 Studierende teilgenommen haben. Mithilfe eines 3x3 Versuchsdesigns wurden die Auswirkungen von intrinsischem oder extrinsischem Zielframing (UV) auf die Leistung bei einer algorithmischen Aufgabe, einem Problemlösetest, oder einem Kreativitätstest (AV), im Vergleich zur Kontrollbedingung, untersucht. Es konnte gezeigt werden, dass extrinsisches Zielframing, in Form von Belohnungen, die Leistung bei einfachen Tätigkeiten verbessert, allerdings konnten keine negativen Auswirkungen auf komplexe Tätigkeiten festgestellt werden. Bei intrinsischem Zielframing ergab sich nur ein geringer Einfluss auf die Leistung bei komplexen Tätigkeiten. Des Weiteren konnte gezeigt werden, dass intrinsisches Zielframing zu einer höheren freiwilligen Ausdauer führt. Es wurde ebenfalls herausgefunden, dass Flow-Erleben positiv mit autonomer Motivation und der Leistung bei komplexen Aufgaben zusammenhängt. Entgegen der Erwartungen konnte ebenfalls ein positiver Zusammenhang des Flow-Erlebens mit der algorithmischen Leistung gefunden werden. Hoffnung auf Erfolg hängt ebenfalls positiv mit der algorithmischen Leistung zusammen, während kein Einfluss von Persönlichkeitsmerkmalen auf die Leistung festgestellt wurde. Abschließend wurden anhand der Ergebnisse der Studie Maßnahmen zur Förderung der autonomen Motivation und des Flow-Erlebens im Arbeitskontext ab-geleitet.
Societies' rapid changing and the need to proactively adapt to the changing's, not only increased the value of entrepreneurs in world's economic activities, but also increased the importance of entrepreneurship and its development more than ever. The present study aims to investigate the determinants of tendency toward entrepreneurship among university students. The population comprises the M.A students of Islamic Azad University-Rasht branch. To select samples, stratified random sampling has been used. Questionnaire is used as a means of collecting data and for analyzing data and assessing hypotheses, the structural equation modeling approach is applied. The present study is survey-descriptive. In terms of objective, it's applicable. The results suggest that perceived competence, efficacy and the approach toward entrepreneurial action are among effective factors of tendency toward entrepreneurship among students.
BACKGROUND AND OBJECTIVE: Breast cancer is the most common and the most influential type of cancer in women, which causes deep excitement and severe emotional problems. Considering the increase in survival rates, patients with breast cancer continue to live longer with this disease and its complications and stresses, compared with patients with other types of cancer, which may affect the psychological well-being of this group of patients. This study was conducted to determine the psychological well-being of women with breast cancer and its relationship with emotional intelligence.
METHODS: This cross-sectional study was conducted among 90 women with breast cancer who referred for treatment or counseling to one of the hospitals of Shahid Rajaee in Babolsar, Ayatollah Rohani in Babol and the Cancer Counseling and Screening Center in Babol, using convenience sampling. In addition to demographic questions, Bradberry & Greaves's Emotional Intelligence Questionnaire (possible range = 0 – 140) and Ryff's Psychological Well-being Scale (possible range = 0–108) were completed.
FINDINGS: The mean age of the participants was 45.98 ± 9.74 with an age range of 24 – 70 years. The mean score of psychological well-being was 75.01±12.10 and the mean score of emotional intelligence was 77.14 ± 19.53 and psychological well-being had a significant relationship with emotional intelligence (r = 0.45, p
Kajian ini bertujuan mengenalpasti hubungan antara tarikan penampilan dan personaliti dengan perilaku membisu subordinat dalam organisasi multinasional. Subordinat merupakan rakyat Malaysia dan superior adalah ketua terdekat berbangsa Jerman. Responden terdiri daripada 360 orang subordinat yang terdiri daripada pelbagai jawatan yang melapor kepada superior iaitu ketua terdekat berbangsa Jerman. Tarikan penampilan diukur berdasarkan instrumen The Measurement of Interpersonal Attraction and Homophily. Manakala perilaku membisu diukur berdasarkan model Dinamika Organisasi Membisu. Personaliti responden diukur berdasarkan The Measurement of Personality and Characteristics untuk membezakan personaliti introvert dan ekstrovert. Dapatan kajian rintis menunjukkan bahawa nilai alpha Cronbach bagi tarikan penampilan adalah .80, personaliti .78 dan .88 bagi perilaku membisu. Analisis statistik deskriptif iaitu kekerapan dan peratusan serta statistik inferensi dalam bentuk pekali Korelasi Pearson digunakan untuk menguji hipotesis kajian pada aras signifikan .05. Dapatan menunjukkan tarikan penampilan superior boleh mempengaruhi komunikasi subordinat-superior. Keputusan menunjukkan subordinat berpersonaliti ekstrovert mempunyai persepsi tahap sederhanamenerusi tarikan penampilan superior. Dapatan perilaku membisu
menunjukkan bahawa subordinat introvert cenderung menunjukkan perilaku membisu terhadap superior dalam pelbagai situasi. Hal ini boleh dikenal pasti pada hasil ujian-t sampel bebas bagi perilaku membisu (t (358) = 2.69, p < 0.05). Situasi ini bermaksud, subordinat introvert lebih cenderung berperilaku membisu berbanding dengan subordinat ekstrovert.
This study aimed to identify the relationship between interpersonal attraction and personality with silence of subordinates in multinational organisation. The subordinates are Malaysian and the immediate superior is a German. Respondents were consisted of 360 subordinates of various positions reporting to an immediate German superior. The interpersonal attraction was measured based on the instrument of The Measurement of Interpersonal Attraction
and Homophily, while the silence was measured based on the model of Dinamika Organisasi Membisu. Personalities of the respondents were measured based on The Measurement of Personality and Characteristics to differentiate between extrovert and introvert personalities. The findings of the pilot study showed that the value of Cronbach alpha of interpersonal attraction is .80, personality .78 and .88 for silence. A descriptive statistic analysis namely the frequency and percentage as well as the inferential statistic in the form of Pearson correlation coefficient was used to test the hypothesis of the study at significant level of .05. The findings showed that the interpersonal attraction of superior was able to influence the communication of subordinate-superior. The findings showed that extrovert subordinates had intermediate perceptions through the interpersonal attraction of superior. The findings of silence showed
that introvert subordinates tended to show silence towards the superior in various situations. This matter can be identified based on the results of t-test sample for silence (t (358) = 2.69, p <0.05). This situation showed that, the introvert subordinates were more likely to show silence compare to the extrovert subordinates.
Purpose
– The purpose of this paper is to overview the state of research on feedback and aspects of feedback that have been under-researched in the scholarly literature, particularly involving the theme of quality of the feedback. The paper seeks to draw on the existing literature, to develop a conceptual framework that identifies important aspects associated with quality of feedback that the articles in this special issue uniquely address.
Design/methodology/approach
– This is a conceptual article that presents the results of an analysis of the feedback research literature and offers an abbreviated overview of it. It also develops a conceptual model that illustrates the complexity of the feedback process and identifies gaps that exist in the literature which the contributions of this special issue address.
Findings
– The provision of feedback is critical to individuals ' learning and performance improvement in the context of their work. Coupled with the provision of feedback is the importance and need for high quality feedback. The quality of feedback and factors that influence it are the central themes of this issue.
Originality/value
– This paper introduces this special issue on “Perceptions of quality of feedback in organizations: characteristics, determinants, outcomes of feedback, and possibilities for improvement” by overviewing the concepts associated with feedback and feedback seeking and developing a conceptual model that highlights the complexity of the feedback process. It also identifies existing gaps in the knowledge base that the contributions within this special issue address.
It is widely accepted that the concepts and practices of management can only be of benefit when they are anchored to the contextual architecture of people, processes, structures, and technologies. The challenge of establishing a bridging program for providing managerial competencies to Australian Indigenous people has become a serious one for multinational mining companies. As the wings of globalization interact with the long-ignored reality of marginalized local milieu, a need for an innovative management education system has become a major imperative compelling multinational mining companies to work collaboratively with the government, educational institutions, and Indigenous communities. The article outlines a specific decision-making dilemma in an Indigenous context, while explaining the imperatives for educators, who have the challenging task of instructing potential graduates how to manage the unique contextuality of rural Australian Aboriginal communities. The article presents implications for large-scale modern multinationals as they move to geographically remote regions of the world where large number of marginalized local people need to be drawn into the workforce not only as an act of a social responsibility imperative, but also as sound business pragmatism.
Research testing self-determination theory was discussed in terms of recent work on intrinsic motivation, participative management, and leadership. On three occasions, managers’ interpersonal orientations—toward supporting subordinates’ self-determination versus controlling their behavior—were related to perceptions, affects, and satisfactions of the subordinates. Data from 23 managers and their subordinates in a major corporation showed that managers’ orientations did correlate with the subordinate variables, although the magnitude of the relation varied, seemingly as a function of factors in the corporate climate. An organizational development intervention, focused on the concept of supporting subordinates’ self-determination, was provided for the managers. Evaluation of the program showed a clearly positive impact on managers’ orientations, though a less conclusive radiation to subordinates.
Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how individuals elect to engage in work activities and with the guidance provided by the workplace. Together, these dual bases for participation (co-participation) at work, and the relations between them, are central to understanding the kinds of learning that workplaces are able to provide and how improving the quality of that learning might proceed. The readiness of the workplace to afford opportunities for individuals to engage in work activities and access direct and indirect support is a key determinant of the quality of learning in workplaces. This readiness can promote individuals’ engagement. However, this engagement remains dependent on the degree by which individuals wish to engage purposefully in the workplace.
Notes that the roots of the multilevel perspective are spread across different disciplines and literatures, obscured by the barriers of jargon, and confused by competing theoretical frameworks and analytic systems. This chapter helps resolve this confusion by synthesizing and extending prior work on the development of multilevel theory and research for organizations. The chapter is divided up into 3 sections. In the 1st section, theoretical roots of the multilevel perspective as it relates to theory building and research in organizations is reviewed. In the 2nd section, basic principles to guide multilevel theory development and to facilitate empirical research is clarified and synthesized. In the 3rd section, multilevel organizational theory is extended by drawing particular attention to relatively neglected
bottom-up processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The literature on feedback to individuals has previously been reviewed with respect to its effect on the behavior of individuals in performance-oriented organizations. Although contemporary views of individual behavior in organizations stress that feedback is necessary for effective role performance, little attention is given to the psychological processes affected by it. This review focuses on the multidimensional nature of feedback as a stimulus and addresses the process by which feedback influences behavior. Emphasis is placed on those aspects of feedback that influence (a) the way it is perceived, (b) its acceptance by the recipient, and (c) the willingness of the recipient to respond to the feedback. (3 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Cognitive evaluation theory, which explains the effects of extrinsic motivators on intrinsic motivation, received some initial attention in the organizational literature. However, the simple dichotomy between intrinsic and extrinsic motivation made the theory difficult to apply to work settings. Differentiating extrinsic motivation into types that differ in their degree of autonomy led to self-determination theory, which has received widespread attention in the education, health care, and sport domains. This article describes self-determination theory as a theory of work motivation and shows its relevance to theories of organizational behavior. Copyright © 2005 John Wiley & Sons, Ltd.
This longitudinal study used D. R. Ilgen, C. D. Fisher, and M. S. Taylor's (1979) feedback process model as a theoretical framework to determine whether a sequential chain of cognitive variables mediates an individual's response to performance feedback. One hundred two employees were surveyed 2 weeks after their performance appraisal, and performance was assessed 11 months later at the end of the review cycle. Covariance structure analysis supported the convergent and discriminant validity of the constructs underlying the model and the constellation of structural relationships. A set of cognitive variables was found to completely mediate the relationship between an individual's receipt and response to feedback. Implications for the feedback process and future research are discussed.
When working as a member of a team, individuals must make decisions concerning the allocation of resources (e.g., effort) toward individual goals and team goals. As a result, individual and team goals, and feedback related to progress toward these goals, should be potent levers for affecting resource allocation decisions. This research develops a multilevel, multiple-goal model of individual and team regulatory processes that affect the allocation of resources across individual and team goals resulting in individual and team performance. On the basis of this model, predictions concerning the impact of individual and team performance feedback are examined empirically to evaluate the model and to understand the influence of feedback on regulatory processes and resource allocation. Two hundred thirty-seven participants were randomly formed into 79 teams of 3 that performed a simulated radar task that required teamwork. Results support the model and the predicted role of feedback in affecting the allocation of resources when individuals strive to accomplish both individual and team goals.
Studies in 2 work organizations tested a self-determination theory based model in which employees' autonomous causality orientation and their perceptions of their managers' autonomy support independently predicted satisfaction of the employees' intrinsic needs for competence, autonomy, and relatedness, which in turn predicted their performance evaluations and psychological adjustment. Path analysis indicated that the self-determination theory model fit the data very well and that alternative models did not provide any advantage.
This book, which is designed for human resource practitioners and students in courses on professional development and adult and vocational learning, examines strategies for effective practice in workplace learning. The introduction discusses interest in and ambivalence toward workplace learning and key premises of workplace learning. The following are among the specific topics discussed in the book's six chapters: (1) working and learning (conceptual bases of workplace learning; workplace and individual influences on learning); (2) expertise at work (understanding performance at work, the cognitive view of the knowledge underpinning performance; the cognitive view of expertise; situating expertise in workplaces); (3) learning vocational expertise at work (workplace activities and guidance); (4) a workplace curriculum model (developing and legitimating the workplace curriculum); (5) guided learning at work (guided learning in the workplace, in practice, and for transfer); and (6) organizing and managing workplace learning (support for guided learning in the workplace; encouraging participation; selecting and preparing guides; preparing workers/learners, external assistance). The following items are appended: questions to identify the pathway from peripheral to full participation; a form to determine which employees are performing specific tasks; and a form to identify learning pathways and difficult-to-learn tasks. (Contains 12 tables/figures and 173 references.) (MN)
Research testing self-determination theory was discussed in terms of recent work on intrinsic moti- vation, participative management, and leadership. On three occasions, managers' interpersonal ori- entations-toward supporting subordinates' self-determination versus controlling their behavior-- were related to perceptions, affects, and satisfactions of the subordinates. Data from 23 managers and their subordinates in a major corporation showed that managers' orientations did correlate with the subordinate variables, although the magnitude of the relation varied, seemingly as a function of factors in the corporate climate. An organizational development intervention, focused on the concept of supporting subordinates' self-determination, was provided for the managers. Evaluation of the program showed a clearly positive impact on managers' orientations, though a less conclusive radia- tion to subordinates. To be self-determining means to experience a sense of choice in initiating and regulating one's own actions. Recent research linking self-determination to, enhanced creativity (Amabile, 1983), conceptual learning (Benware & Deci, 1984), self-es- teem (Deci, Schwartz, Sheinman, & Ryan, 1981), and general well-being (Langer & Rodin, 1976) has stimulated psychologists to clarify the antecedent conditions that promote self-determi- nation and to detail the relevance of self-determination to vari-
Self-determination theory (Deci & Ryan, 1985) posits that (a) people are inherently motivated to internalize the regulation of uninteresting though important activities; (b) there are two different processes through which such internalization can occur, resulting in qualitatively different styles of self-regulation; and (c) the social context influences which internalization process and regulatory style occur. The two types of internalization are introjection, which entails taking in a value or regulatory process but not accepting it as one's own, and integration, through which the regulation is assimilated with one's core sense of self. Introjection results in internally controlling regulation, whereas integration results in self-determination. An experiment supported our hypothesis that three facilitating contextual factors--namely, providing a meaningful rationale, acknowledging the behaver's feelings, and conveying choice--promote internalization, as evidenced by the subsequent self-regulation of behavior. This experiment also supported our expectation that when the social context supports self-determination, integration tends to occur, whereas when the context does not support self-determination, introjection tends to occur.
Background:
This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace.
Aims:
1. To clarify the multiple meanings accorded to terms such as 'non-formal learning', 'implicit learning' and 'tacit knowledge', their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice.
Method:
A largely theoretical analysis of issues and phenomena arising from empirical investigations.
Analysis:
The author's typology of non-formal learning distinguishes between implicit learning, reactive on-the-spot learning and deliberative learning. The significance of the last is commonly overemphasized. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinized actions and the tacit rules that underpin intuitive decision-making. They come together when professional performance involves sequences of routinized action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved--reading the situation, making decisions, overt activity and metacognition--and three modes of cognition--intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both formal and informal social knowledge is discussed; and it is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself.
Learning culture: theoretical framework and methodology of assessment from a motivational perspective
- J Bauer
- M Rehrl
- C Harteis
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T. (Eds.), Learning at the workplace. New developments on the relation between
working and learning, University of Turku Press, Turku.
Motivation and satisfaction
- A Büssing
Büssing, A. (2002), "Motivation and satisfaction", in Warner, M. (Ed.), International
Encyclopedia of Business and Management, 2nd Edition, Volume 5, Thomson
Learning, London, pp. 4584-4597.
What is the self in self-directed learning? Findings from recent motivational research
- E L Deci
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Deci, E. L. & Ryan, R. M. (2000), "What is the self in self-directed learning? Findings from
recent motivational research", in Straka, G. A. (Ed.), Conceptions of self-directed
learning, Waxmann, Münster, pp. 75-92.
Zielbildungs- und Konzeptionsphase
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Self-determination in daily working life
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Vorgesetztenbeurteilung - Grundlagen, Philosophie, Anwendung
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