Content uploaded by Orosz Gábor
Author content
All content in this area was uploaded by Orosz Gábor on Mar 02, 2015
Content may be subject to copyright.
A preview of the PDF is not available
Konstruktív versengés az autópiaci szervezetekben
Abstract
A kutatás a konstruktív versengés létrejöttében meghatározó jelentőséggel bíró motivációs, stratégiai
és kontextuális tényezőket vizsgálta szervezeti környezetben. Autópiaci szférában dolgozó
értékesítési tanácsadók és értékesítési vezetők vettek részt a vizsgálatban (N = 75). A résztvevők
feladata egy versengési helyzet leírása volt, amelyet egy Likert-skálás kérdőív kitöltése
követett. A kérdőívben a konstruktív versengés különböző tényezőire, valamint az azokra ható
motivációs, stratégiai és kontextuális tényezőkre vonatkozó tételek szerepeltek. Az eredmények szerint a konstruktív versengés feltételeinek megteremtésében a legfontosabb tényező a versengés élvezete, az ellenfelek versengésre vonatkozó belső motivációja, illetve feladathatékonysággal és személyes fejlődéssel kapcsolatos motivációja. A stratégiák kapcsán a másik féllel szembeni segítőkészség és együttműködés játszik kulcsszerepet. A versengési szituációt illetően pedig meghatározó tényező a verseny folyamatának kontrollálhatósága, illetve az ellenfelek korábbi jó kapcsolata, ellenben a szűkös erőforrások negatív összefüggésben állnak a konstruktív versengés létrejöttével. A vizsgálat eredményei a versengéskutatás új paradigmáját (Fülöp, 2008) támasztják alá.
... A later study carried out among company employees in mainland China, Tjosvold et al. (2006) also found that constructive competition is related to the degree of respect among the competitors. G. Orosz et al. (2013) also examined the predictors of constructive competition in an organizational environment, applying mainly Fülöp's (1992Fülöp's ( , 2004 dimensions and the Critical Incident Technique (Flanagan 1954). They found that the factors predicting constructive competition among salespersons were the enjoyment of competition, the motivation to compete and improve, helpfulness and cooperation among the rivals and no scarce resources. ...
... They found that the factors predicting constructive competition among salespersons were the enjoyment of competition, the motivation to compete and improve, helpfulness and cooperation among the rivals and no scarce resources. Both Tjosvold et al. (2003Tjosvold et al. ( , 2006 and Orosz et al. (2013) came to the conclusion that constructive competition does exist in the real world and that this type of competition contributes to task efficiency, personal benefits (such as social support), strong positive relationships, the enjoyment of the experience, the desire to participate and the confidence in working collaboratively with competitors in the future. ...
... In the present research, the Critical Incident Technique (Flanagan 1954) has been applied. Previous research on the constructive competition in the business world applied this technique, too (Tjosvold et al. 2003(Tjosvold et al. , 2006Orosz et al. 2013). This research method aims to collect direct observations of human behaviour that meet systematically defined criteria and it was developed to study complex interpersonal phenomena. ...
Each human group and each society is a complex system of cooperative and competitive relationships. These two relations are intertwined, however, it is not indifferent in what way and to what extent. The present research has aimed at revealing the requirements of cooperative competition which is a competitive process with a high degree of cooperation among the competing parties. The Critical Incident Technique was applied. This procedure is based on the direct observation of human behaviour and was elaborated in order to examine complex interpersonal phenomena and to provide ecological validity. Altogether 483 critical incidents were described by teachers and university students of education. They were instructed to recall competitive relationships that have certain characteristics (e.g. high degree of cooperation among the parties vs no cooperation among the parties; high degree of trust among the parties vs high degree of distrust among the parties, etc.) After the free description of the incident, the participants had to characterize the competitive event along different dimensions on a Likert-scale, for instance intense/not intense competition; rules kept or violated. Applying principal component analysis, four different scales were constructed: the Cooperation Scale (i.e. the relationship among the competitors, cooperation, trust and communication), the Motivation Scale (i.e. motivation, the importance of the goal, development and learning), the Fairness Scale (i.e. rule keeping, no aggression and no manipulation) and the Enjoyment Scale (i.e. enjoyment and positive stress). The correlation analysis of the interrelations among the scales and individual variables has indicated that the high degree of cooperation among the competitors was positively related to fairness, the clarity of rules of competition, enjoyment and motivation. Less cooperation among the competitors was related to higher level stress and more intensive competition among them. If competitive processes are characterized by high degree of cooperation, i.e. they are cooperative competitions that have no detrimental but only beneficial effects, then they combine the constructive aspects of both cooperation and competition.
... less intense competition. Quality besides quantity may matter too: the present work did not examine the role of the competitive context in terms of constructive vs. destructive competitive environments (Fülöp, 2004;Orosz et al., 2012;Tjosvold et al., 2003Tjosvold et al., , 2006: good vs. hostile relationship between competitors; respected vs. ignored rules, perceived presence vs. lack of control over the competitive processes. Based on Walton and Yeager's seed and soil model (2020), students in a highly intense, constructive, competitive context are likely to benefit more from the intervention messages than those in a destructive, result-oriented competitive environment. ...
Competition is traditionally viewed negatively within social sciences and is often considered antithetical to cooperation. This perspective may explain the limited focus on strategies that promote adaptive competitive behaviors, which is crucial in educational contexts. Our research introduces a novel theoretical approach and an intervention aimed at reshaping students’ thinking about competition. In a series of studies, we first identified a dominant learning-oriented competitive orientation in a sample that follows the national quota of the Hungarian population (Study 1: N=1,400). Building on this, we implemented a brief, 15-minute online intervention in a randomized-controlled trial (Study 2: N=592), highlighting the importance of self-developmental and collaborative aspects of competitive situations. The intervention successfully fostered both a competition-is-facilitating mindset and a self-developmental orientation among university students. This intervention promoted mastery-oriented behaviors, improved grades in an academically at-risk student sample, and maintained a balance with other-oriented goals. Subsequently, testing on a broader, non-student population (Study 3: N=1,364) confirmed the intervention’s efficacy in enhancing competitive mindsets conducive to learning and cooperation while reducing hypercompetitiveness. Our findings challenge the traditional dichotomy of competition versus cooperation in education, suggesting that adaptive competitive drives can be cultivated to support both personal growth and cooperative learning.
... Therefore, based on the results of the present multidimensional measure, it might be more beneficial to create such norms that promote masterybased, learning-, and process-oriented self-developmental competitive orientation instead of eliminating every form of it. In sum, it would be better to create constructive competitive institutional norms (Fülöp and Takács, 2014;Orosz et al., 2013a;Orosz et al., 2013b;Tjosvold et al., 2003Tjosvold et al., , 2006 that can foster dominantly self-developmental competitive orientation. ...
To date, no short scale exists with established factor structure that can assess individual differences in competition. The aim of the present study was to uncover and operationalize the facets of competitive orientations with theoretical underpinning and strong psychometric properties. A total of 2676 respondents were recruited for four studies. The items were constructed based on qualitative research in different cultural contexts. A combined method of exploratory structural equation modeling (ESEM) and confirmatory factor analysis (CFA) was employed. ESEM resulted in a four-factor structure of the competitive orientations and this structure was supported by a series of CFAs on different comprehensive samples. The Multidimensional Competitive Orientation Inventory (MCOI) included 12 items and four factors: hypercompetitive orientation, self-developmental competitive orientation, anxiety-driven competition avoidance, and lack of interest toward competition. Strong gender invariance was established. The four facets of competition have differentiated relationship patterns with adaptive and maladaptive personality and motivational constructs. The MCOI can assess the adaptive and maladaptive facets of competitive orientations with a short, reliable, valid and theoretically underlined multidimensional measure.
A tanulmány Nagy József szociális érdekérvényesítő képességekre és azokon belül elsősorban a versengésre vonatkozó elméleti megfontolásait tárgyalja. Kiemeli Nagy József jelentőségét abban, hogy a versengést nemzetközi szinten is elsőként értelmezte az iskolában fejleszthető és fejlesztendő szociális készségként. A tanulmány kitér a versengési mintázatok különbségeire, és részletesen áttekinti azokat a strukturális, magatartásbeli és személyiségbeli feltételeket, amelyek alapján a versengés konstruktív vagy destruktív folyamattá válhat. A konstruktív versengésre vonatkozó elméleti ismeretek mellett az együttműködő versengés szituatív jellemzőire vonatkozó empirikus vizsgálatot ismertet, majd röviden tárgyalja a konstruktív versengés iskolai helyzetekben való előfordulását, illetve tanárok nézeteit arról, hogy mennyire kell és lehet a versengést iskolai környezetben fejleszteni. Utolsóként a tanulmány kitér az együttműködve versengő állampolgár iskolai nevelésének részt vevő megfigyelőként tapasztalt mindennapi gyakorlatára.
Az állandóan változó, erősen teljesítményorientált környezetben egy szervezet túlélési esélye akkor a legmagasabb, ha képes az innovációra. Az innováció viszont nem létezhet kreativitás nél-kül. Kérdőíves kutatásunk célja egy kreativitást mérő eszköz, a KEYS magyar verziójának (Kreatív Munkahelyi Klíma Kérdőív) faktorstruktúrájának feltárása, valamint a versengési klíma és a kreativitást kialakító tényezők összefüggésrendszerének vizsgálata. A kérdőív faktorstruktúráját előbb feltáró, majd ellenőrző faktorelemzéssel vizsgáltuk 190 (nő = 99) munkavállaló adatain. Az eredmények szerint egy ötfaktoros (Hatékony vezető, Erőforrások elérhetősége, Időbeli nyomás, Facilitáló munkacsoport, Vaskalapos vezetés), 23 állítást tartalmazó modell értékei feleltek meg leginkább a modellilleszkedési kritériumoknak, jó belső konzisztencia mellett. Egy általunk kidolgozott skálán sikerült elkülöníteni a konstruktív és destruktív szervezeti versengési klímát mérő dimenziókat. Az eredmények szerint mind a konstruktív, mind a destruktív versengés
összefüggésben áll az öt kreativitási klímadimenzióval. Ezen felül az észlelt szervezeti kreativitás mértéke és a konstruktív versengés között közepes erősségű kapcsolat figyelhető meg.
Az eredmények arra utalnak, hogy az észlelt versengési klíma – és főleg annak a konstruktív
formája – fontos alkotóeleme lehet a kreativitás megteremtésének, különösen azért, mert a korábban
feltárt, kreativitásért felelős dimenzióktól független módon áll kapcsolatban a kreativitás
észlelt szintjével.
The correlational literature concerning the relationships between individual job satisfaction and individual performance was analyzed, using the metaanalysis techniques of Hunter, Schmidt, and Jackson (1982). Higher and more consistent correlations between overall job satisfaction and performance were indicated than those previously reported. Relationships between JDI measures of job satisfaction and performance were not as high or as consistent as those found between overall job satisfaction and performance.
The Oxford Handbook of Organizational Well-Being focuses on organizational well-being in its widest sense, and it is concerned with reviewing the factors which are associated with ill health, as well as those which promote positive health and well-being. In today's changing business environment, the financial health of an organization is increasingly dependent on the extent to which it and its members are able to transform and adapt to these changing internal and external circumstances more effectively than their competitors. Health has been identified as a key driver of socio-economic progress internationally, emphasizing the link between the health of individual workers and the overall performance of an organization. Equally, decades of research has highlighted the major role that work plays in determining physical health and psychological well-being. Articles focus on the following key issues: absenteeism and presenteeism; health and safety; models, measures, and methodologies for measuring well-being; individual factors associated with well-being such as leadership, emotion, stress, and risk and rewards; organizational factors associated with well-being such as working hours, emotional labour, technology, and job insecurity; organizational strategies for improving individual well-being. The text ends with two articles setting out new perspectivesthe link between well-being and geography and climate, and the importance of corporate social responsibility in creating a sustainable and healthy work environment.