LEADERSHIP AND PROCEDURAL JUSTICE CLIMATE AS ANTECEDENTS OF UNIT-LEVEL ORGANIZATIONAL CITIZENSHIP BEHAVIOR

Despite an abundance of research conducted on organizational citizenship behavior (OCB) at the individual level of analysis, relatively little is known about unit-level OCB. To investigate the antecedents of unit-level OCB, data were collected from employees of 249 grocery store departments. Structural equation modeling techniques were used to test a model in which procedural justice climate was hypothesized to partially mediate the relationship between leadership behavior (servant-leadership) and unit-level OCB. Models were tested using both employee ratings and manager ratings of unit-level OCB. The results gave general support for the hypotheses, although there were some differences depending on the source of the OCB ratings (supervisor or subordinate), whether the type of department was controlled for, and whether a common method variance factor was included. Overall, the evidence generally supported the association of both servant-leadership and procedural justice climate with unit-level OCB. Building on the current study, a multilevel framework for the study of OCB is presented in conjunction with a discussion of future research directions in four specific areas.     

USING A SELF-CONTROL TRAINING PROCEDURE TO INCREASE APPROPRIATE BEHAVIOR

The present study evaluated a technique for teaching self-control and increasing desirable behaviors among adults with developmental disabilities. Results showed that when participants were initially given the choice between an immediate smaller reinforcer and a larger delayed reinforcer, all participants repeatedly chose the smaller reinforcer. Concurrent fixed-duration/progressive-duration reinforcement schedules then were introduced in which initially both the smaller and larger reinforcers were available immediately. Thereafter, progressively increasing delays were introduced for the schedule associated with the larger reinforcer only. When initial short-duration requirements for access to the larger reinforcer were gradually increased, participants repeatedly selected the larger reinforcer, thereby demonstrating increased self-control.     

A META-ANALTTIC REVIEW OF ATTITUDINAL AND DISPOSITIONAL PREDICTORS OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR

A quantitative review of 55 studies supports the conclusion that job attitudes are robust predictors of organizational citizenship behavior (OCB). The relationship between job satisfaction and OCB is stronger than that between satisfaction and in-role performance, at least among nonmanagerial and nonprofessional groups. Other attitudinal measures (perceived fairness, organizational commitment, leader supportiveness) correlate with OCB at roughly the same level as satisfaction. Dispositional measures do not correlate nearly as well with OCB (with the exception of conscientiousness). The most notable moderator of these correlations appears to be the use of self- versus other-rating of OCB; self-ratings are associated with higher correlations, suggesting spurious inflation due to common method variance, and much greater variance in correlation. Differences in subject groups and work settings do not account for much variance in the relationships. Implications are noted for theory, practice, and strategies for future research on OCB.     

SELF-INSTRUCTIONAL TRAINING TO INCREASE INDEPENDENT WORK PERFORMANCE IN PRESCHOOLERS

The generalized effects of self-instructional training on the classroom performance of three “impulsive” preschool children were investigated using a multiple-baseline design across subjects. Measures of child and teacher behavior in the classroom were obtained through direct observations during a daily independent work period. Self-instructional training followed Meichenbaum and Goodman's (1971) approach, except that training materials consisted of naturalistic task worksheets rather than psychometric test items and training sessions were of shorter duration. For all three children, self-instructional training resulted in increased levels of accuracy on worksheets in the classroom that were similar to those used in training. Results related to several supplementary measures were less clear; however, they suggested that rates of on-task behavior may also have improved, and that a mild classroom intervention further strengthened on-task rates and effected consistent work completion for all three children. The findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self-instructional training sessions. The level of teacher attention was controlled to rule out its effect on changes in child behavior.     

THE EFFECTS OF EMPLOYEE SATISFACTION, ORGANIZATIONAL CITIZENSHIP BEHAVIOR, AND TURNOVER ON ORGANIZATIONAL EFFECTIVENESS: A UNIT-LEVEL, LONGITUDINAL STUDY

This study addresses the issue of whether positive employee attitudes and behaviors influence business outcomes or whether positive business outcomes influence positive employee attitudes and behaviors. We hypothesize that employee satisfaction, organizational citizenship behavior, and employee turnover influence profitability and customer satisfaction. Data were gathered from the units of a regional restaurant chain via employee surveys, manager surveys, customer surveys, and organizational records. Cross-lagged regression analyses show that employee attitudes and behaviors at Time 1 are related to organizational effectiveness at Time 2. Additional cross-lagged regression analyses show no significant relationship between organizational effectiveness at Time 1 and the employee attitudes and behaviors at Time 2. These results add to the evidence that HR outcomes influence business outcomes, rather than the other way around.     

REARRANGING NATURALLY OCCURRING CONTINGENCIES TO INCREASE DESIRABLE BEHAVIOR IN A TODDLER CLASSROOM

Toddlers often display problem behavior during transitions. We rearranged naturally occurring events in a toddler classroom to promote more desirable classroom behavior during transitions to meals. In the intervention condition, teachers transitioned each child to meals only when that child was seated on a play mat (a requisite for engagement in teacher‐led play activities). In the reversal condition, teachers selected each child to transition when that child was by the barrier to the meal area (a practice commonly observed under natural conditions). The intervention increased the mean percentage of intervals when children were on the play mat and decreased the percentage of intervals when children were by the barrier. Individual child data show positive outcomes for five of six children. Results are discussed in terms of the positive effects of small manipulations to existing contingencies on classroom behavior as well as their potential influence on the adoptability of classroom interventions. Copyright © 2014 John Wiley & Sons, Ltd.     

TRAINING STAFF TO INCREASE MANDING IN STUDENTS WITH AUTISM: TWO PRELIMINARY CASE STUDIES

Two case studies evaluated two versions of behavioral skills training on peer‐to‐peer manding. Case Study 1 evaluated the full package of instructions, modeling, rehearsal, and feedback, and Case Study 2 used modeling and feedback only. Both case studies employed AB designs. In both case studies, staff increased correct teaching responses, and students increased the number of independent peer‐to peer mands. These pilot data suggest that staff can readily acquire teaching skills to increase peer‐to‐peer manding and that modeling and feedback may be sufficient to train staff to do so. Copyright © 2012 John Wiley & Sons, Ltd.     

REDUCING TIME LIMITS: A MEANS TO INCREASE BEHAVIOR OF RETARDATES1

A common assumption in special education is that temporal limits for a task should be expanded so that ample time is provided for completing the work. This study describes the opposite strategy of restricting temporal limits to augment academic performance. Three educable retarded children received token reinforcement contingent on the number of correct math problems answered during daily sessions. A reversal design was used to assess the effects of an abrupt reduction in time limits (20-5-20 min) and a graduated sequence of reductions (20-15-10-5-20 min). The graduated sequence resulted in rate increases of correct responding ranging from 125% to 266% and these gains endured when temporal limits were again expanded. In contrast, the abrupt shift produced interfering emotional behaviors and rate decreases in academic performance of 25% to 80%. The findings indicate that systematically restricting temporal limits for an academic task can further enhance the performance of slow learners already maintained by a token system.     

FUNCTIONAL COMMUNICATION TRAINING TO REDUCE CHALLENGING BEHAVIOR: MAINTENANCE AND APPLICATION IN NEW SETTINGS

We evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students. Assessment indicated that escape from academic demands was involved in the maintenance of the challenging behaviors. Social attention was also implicated as controlling the behavior of 1 student. The intervention involved teaching alternative assistance-seeking and attention-getting phrases to the students in an effort to replace challenging behavior with these verbal equivalents. Multiple baseline data collected across the 3 students indicated that not only did the intervention substantially reduce challenging behavior but also that these results transferred across new tasks, environments, and teachers, and were generally maintained from 18 to 24 months following the introduction of functional communication training. These results are discussed in light of recent efforts to develop effective interventions for severe challenging behavior and to understand the processes underlying transfer and maintenance of intervention effects.     

SELF-RECORDING IN TRAINING GIRLS TO INCREASE WORK AND EVOKE STAFF PRAISE IN AN INSTITUTION FOR OFFENDERS1

Self-recording procedures were used by four adolescent girls to increase work and comments (cues) that evoked staff praise during vocational training sessions in a maximum-security institution for offenders. The girls were selected on the basis of their not responding to a staff-directed token program. The self-recording procedures were directed by a therapist who saw the girls outside the vocational training sessions. According to a multiple-baseline design, self-recording of work was introduced sequentially to each of the two or three settings the girls attended each day. A few days after work had increased, self-recording of cues was introduced. Tokens were delivered by the therapist for work and cues recorded by the girls. Work and cues increased following self-recording for three of the girls and increased cues evoked higher rates of staff praise. Girl and staff behaviors were maintained during short follow-up periods when tokens were not given for the girls' records. The procedures failed to effect desirable changes with a fourth girl's work, and self-recording of work was terminated without introducing cueing.     

DOING GOOD,FEELING GOOD: EXAMINING THE ROLE OF ORGANIZATIONAL CITIZENSHIP BEHAVIORS IN CHANGING MOOD

This study investigates whether the altruism and courtesy dimensions of organizational citizenship behaviors (OCB) regulate mood at work. Social psychological theories of mood regulation suggest helping behaviors can improve individuals’ moods because helping others provides gratification and directs attention away from one's negative mood. We capture mood states prior to and following the enactment of OCBs using experience sampling methodology in a sample of managerial and professional employees over a 3‐week period. Results suggest altruism shows a pattern consistent with mood regulation; negative moods during the prior time period are associated with altruism and positive moods in the subsequent time period. The pattern of results for courtesy behaviors is only partially consistent with a mood regulation explanation. Consistent with theories of behavioral concordance, interaction results suggest individuals higher on Extroversion have more intense positive mood reactions after engaging in altruistic behaviors. Interactions with courtesy were not significant.     

AN INDIVIDUALIZED LEVELS SYSTEM TO INCREASE INDEPENDENT MEALTIME BEHAVIOR IN CHILDREN WITH FOOD REFUSAL

An individualized levels system was implemented to increase independent eating in two children with food refusal. Participants earned access to different status levels associated with varying availability of preferred items/activities outside of meals according to criteria based on low levels of prompting throughout the meal. A reversal design was implemented to evaluate the effects of the intervention on independent mealtime behavior. Results demonstrated that the levels system was effective in increasing independent eating and in decreasing prompted bites for both participants. Although the effectiveness of an individualized levels system has been previously demonstrated in the treatment of severe problem behavior, it has not been empirically evaluated in the context of increasing appropriate behavior or with children with food refusal. These findings provide support for such a treatment to promote mealtime independence during an intensive feeding program and at two months follow‐up. Copyright © 2013 John Wiley & Sons, Ltd.     

A CRITICAL REVIEW OF FEMALE PERFORMANCE,PERFORMANCE TRAINING AND ORGANIZATIONAL INITIATIVES DESIGNED TO AID WOMEN IN THE WORK-ROLE ENVIRONMENT1

The research dealing with female managerial performance has generally been plagued with empirically inconsistent results, anecdotal literature and an inability to develop generalizable theory. A prepositional analysis of the female performance literature is utilized in an effort to provide direction and focus. The paper concludes that methodological problems may be contributing to invalid conclusions concerning female performance, and efforts to improve performance. In addition, it is concluded that organizational initiates designed to aid women have not been significant.     

INDIVIDUAL REACTIONS TO ORGANIZATIONAL RECRUITING: A REVIEW

The present paper reviews the research that has examined the influence of organizational recruiting on applicants' attitudes and job choice behaviors. It was found that recruiting representatives, administrative practices, and procedures used to evaluate applicant qualifications are all potentially important influences on job seeker attitudes and behaviors. However, limitations of the existing research necessitate caution in the interpretation of findings. Of particular concern is the likely generalizability of results presented here to all job seekers. The review concludes with recommendations for the conduct of subsequent recruiting research.     

PATTERNS OF LEADERSHIP BEHAVIOR RELATED TO EMPLOYEE GRIEVANCES AND TURNOVER: SOME POST HOC REFLECTIONS

This study investigates some relationships between the leader behavior of industrial supervisors and the behavior of their group members. It represents an extension of earlier studies carried out at the International Harvester Company, while the authors were with the Ohio State University Leadership Studies.     

PROMPTS TO INCREASE ATTENDANCE IN A COMMUNITY MENTAL-HEALTH CENTER1

The effect of a brief appointment reminder for mental-health center applicants is reported. A standardized phone message was delivered by an administrative staff member one to three days before the appointment and a sequential experimental design alternating baseline and phone message conditions was used to assess the effects of the procedure. The no-show rate averages were 32%, 11%, 25%, and 14% respectively. The cost of the procedure was $162.00, which was totally recovered when only six appointments were kept. Since over 1000 patients were involved in the study, the return on the investment of $162.00 is considerable. Implications for this procedure are discussed for other community mental-health centers and for other community care-giving agencies.     

APPLICATION OF A SOCIAL SKILLS TRAINING PROGRAM IN THE MODIFICATION OF INTERPERSONAL DEFICITS AMONG RETARDED ADULTS: A CLINICAL REPLICATION

Six mentally retarded adults, equally divided into two treatment groups, were provided with individualized social skills training programs. Treatment, evaluated via a multiple-baseline design strategy, was sequentially and cumulatively applied across target behaviors over a four-week intervention period. Behavioral observation probes and social validation measures served as the primary dependent variables. Results indicated that (a) treatment was effective for virtually all behaviors across all subjects, (b) improvements occurred for both training and generalization scenes, and (c) behavioral performance was maintained one month following the termination of treatment.