The Role of Pay Satisfaction and Organizational Commitment in Turnover Intentions: A Two-Sample Study

This paper reports the results of a two-sample study—a sample of medical reps from pharmaceutical companies (N = 232) and a sample of respondents from multiple organizations (N = 221)—of the relationships between pay satisfaction, organizational commitment, and turnover intentions. Hypotheses were tested using a multidimensional perspective on both pay satisfaction and organizational commitment. Results from both samples show that the effect of pay satisfaction on intended turnover is fully mediated by affective commitment and perceived sacrifice commitment. Pay satisfaction is also significantly related to normative commitment but the latter has no influence on the outcome. Finally, in the sample of medical reps, pay satisfaction significantly reduces commitment based on lack of employment alternatives, a finding that is interpreted in light of the characteristics of pay systems in pharmaceutical companies. Future directions on compensation satisfaction and commitment research are discussed.     

管理者权力距离对员工创造性观点产生与实施关系的调节作用

本研究考察了管理者的权力距离对于员工创造性观点产生与实施过程的调节作用。对170名企业员工和他们的直接主管的问卷调查结果表明：（1）管理者的权力距离对员工创造性观点的产生与实施的影响是不同的。管理者的高权力距离会抑制员工创造性观点的产生,但会促进员工创造性观点的实施。（2）管理者的高权力距离会促进员工创造性想法从产生向实施的转化。研究讨论了管理者的权力距离水平对于创新过程影响的实践意义。     

PERCEPTIONS OF TRUST AND EMPLOYEES’ ATTITUDES: A LOOK AT NIGERIA’S AGRICULTURAL EXTENSION WORKERS

This study examined the attitude reactions to trust among coworkers and between employees and management. Sample included 296 extension personnel drawn from two Agricultural Development Programs in southwest Nigeria. Exploratory principal component factor analysis showed that the perceptions of trust have the dimensions of: management-affective, coworkers-affective, management-cognitive, and coworkers-cognitive. Based on a hierarchical regression procedure, coworkers-cognitive trust was unrelated to group cohesion and affective commitment, and coworkers-affective, management-affective and -cognitive trusts were related to cohesion and affective commitment. Quit intentions was predicted by coworkers-cognitive, management-affective and -cognitive trusts, and not by coworkers-affective trust. Implications of the results are discussed.I would like to appreciate the efforts of Helen Asishana and T. Amore during the data collection phase of this study. Also, the author wishes to thank the anonymous reviewers for their helpful comments on an earlier version of this paper.     

关于评价中心若干问题的探讨

本文对评价中心的定义、评价中心与心理测验的比较、评价中心的预测效度以及影响评价中心成功实施的原因等问题,进行了综合分析和初步探讨,从而帮助人们能够正确地认识评价中心,有效地使用评价中心;同时,也为人们对评价中心的研究和改革,提供了理论和实践方面的依据。     

Antecedents and outcomes of career plateaus: The roles of mentoring others and proactive personality

Although mentoring others and career plateaus are both common experiences for seasoned employees, they are rarely examined together. In this study, we considered mentoring others as an antecedent of career plateaus and emotional exhaustion and turnover intentions as outcomes of career plateaus for mentors. We also examined the moderating role of mentors' proactive personality. Results of hierarchical regression analyses based on 188 mentoring dyads indicated that career-focused mentoring alleviated both hierarchical and job content plateauing perceptions. Mentors' proactive personality moderated the relationship between career-focused mentoring and hierarchical plateauing such that the negative relationship is stronger for low proactive personality mentors. Hierarchical plateaus were positively related to mentors' emotional exhaustion and turnover intentions whereas job content plateaus only positively related to turnover intentions. Proactive personality moderated the relationship between job content plateaus and mentors' work-related attitudes such that the positive relationships were stronger for more proactive mentors. The implications and future research suggestions are discussed.     

“I can teach what’s in the book”: Understanding the why and how behind teachers’ implementation of a social-emotional learning (SEL) focused curriculum in rural Malawi

Contextualizing the role of teachers in social-emotional learning (SEL) in Malawi, we examine how teachers’ comfort with, commitment to, and perceived school culture toward SEL relate to their actual teaching of it. Using surveys from 432 primary school teachers (20–60 years old), we found teacher comfort and supportive school culture were positively related to integration of SEL into classroom instruction, while commitment had no statistically significant relationship with implementation. We explore plausible explanations for these findings by interviewing 42 teachers. Together, our findings highlight the importance of teacher support systems and cultural compatibility of the curriculum for successful SEL implementation.     

How formulating implementation plans and remembering past actions facilitate the enactment of effortful decisions

Building on prior research studying effortful decision making and enactment processes (Bagozzi, Dholakia, & Basuroy, 2003; BDB), we identify and provide an in‐depth understanding of two specific self‐regulatory strategies: (1) formulating an implementation plan, and (2) remembering past actions, that decision makers can use in facilitating enactment of effortful decisions. The results of three experiments, in which the decision maker's goal and self‐regulatory strategy were manipulated, showed that for goals that decision makers chose volitionally, the motivational effects of both these strategies lay in increasing levels of proximal implementation‐related variables (implementation intentions, plan completeness, plan enactment, and goal realization) significantly. In contrast, for goals that were assigned to participants, these strategies' motivational effects additionally extended to significantly increasing distal goal‐related variables (goal desire, goal intentions, perceived self‐efficacy, and implementation desires). The theoretical implications of our findings are discussed, and future research opportunities are explored. Copyright © 2007 John Wiley & Sons, Ltd.     

How do implementation intentions promote goal attainment? A test of component processes

Implementation intentions are plans that specify the when, where, and how of goal striving in advance, and have been shown to enhance rates of goal attainment compared to merely forming respective goal intentions. The present research investigated whether the accessibility of the specified situation (cue accessibility) and the strength of the association between the specified situation and the intended response (cue-response linkage) explain the impact of implementation intentions on goal achievement. Findings indicated that participants who planned how to undertake a verbal task better attained their goal compared to participants who did not form a plan. Crucially, implementation intention effects were mediated by the accessibility of the specified cue and by the strength of cue-response links. These findings support the idea that implementation intentions benefit performance because control of behavior is delegated to specified situational cues that initiate action automatically.     

Shared intention and personal intentions

This article explores the question: what is it for two or more people to intend to do something in the future? In a technical phrase, what is it for people to share an intention? Extending and refining earlier work of the author’s, it argues for three criteria of adequacy for an account of shared intention (the disjunction, concurrence, and obligation criteria) and offers an account that satisfies them. According to this account, in technical terms explained in the paper, people share an intention when and only when they are jointly committed to intend as a body to do such-and-such in the future. This account is compared and contrasted with the common approach that treats shared intention as a matter of personal intentions, with particular reference to the work of Michael Bratman.     

Self-regulation and the hypothesis of experience-based selection: Investigating indirect conscious control

The assumption that the contents of our conscious visual experience directly control our fine-tuned, real-time motor activity has been challenged by neurological and psychophysical evidence that suggest the two processes work semi-independently of each other. Clark [Clark, A. (2001). Visual experience and motor action: Are the bonds too tight? The Philosophical Review, 110, 495–519; Clark, A. (2002). Is seeing all it seems? Action, reason and the grand illusion. Journal of Consciousness Studies, 9, 181–202; Clark, A. (2006). Vision as dance? Three challenges for sensori-motor contingency theory. PSYCHE, 12 (1). Available from http://www.psyche.cs.monash.edu.au] argues that such evidence implies a more indirect relationship between conscious visual experience and motor-control where the function of visual consciousness is not to control action but to select what actions are to be controlled. In this paper, I argue that this type of dynamic also exists at the wider level of self-regulation where conscious intent appears to indirectly control the enactment of the intended behaviour. I argue that by drawing parallels between Clark’s proposed dynamic and self-regulation, the former is not only bolstered by a previously unrecognised source of support but our understanding of the latter can help to further elucidate Clark’s proposed mechanism of indirect conscious control.