Career adaptability and proactive work behaviour: A relational model

Research on career adaptability has found that it helps people adapt at work. However, in modern uncertain and dynamic work environment, people need to perform proactive work behaviour to ensure individual effectiveness. Thus, to understand how career adaptability advances career development, it is necessary to examine its influences on proactive work behaviour. Adopting a relational perceptive, the current paper proposed leader-member exchange and perceived coworker support as the mediators and future work self salience as a moderator. Data were collected with a three-wave design in China. Findings largely supported the propositions, albeit showing partial mediation effects. This study extends existing understandings of the role of career adaptability at work, provides a new perspective about why it influences work-related outcomes and enriches the knowledge about the antecedents of proactive work behaviour.     

Organizational identification as a trigger for personal well-being: Associations with happiness and stress through job outcomes

Recent literature highlights that well-being, happiness, as well as personal stress, has become important for guiding public policy in areas that might involve suboptimal behaviour. Positive life outcomes can extend from one field of life (family, work, sport, children, hobbies, etc.) to another, multiplying success, performance, and health. In the present study, we aimed to verify whether the positive relation between organizational identification and employees' experiences then extends also into a positive association with more general well-being that is unrelated to the work context. For this purpose, we considered two proxies of organizational well-being: job satisfaction (on the positive side) and turnover intention (on the negative side) as well as the distal associations with happiness. The study involved 305 workers who completed a questionnaire made up of five scales: organization identification, job satisfaction, turnover intention, happiness, and personal stress. We found that organizational identification is positively related to employees' job satisfaction and negatively related to their intention to leave. Afterwards, job satisfaction and turnover intention were related to personal stress and happiness, suggesting a positive effect of organizational identification above and beyond the work context.     

Does remote work erode trust in organizations? A within-person investigation in the COVID-19 context

The global COVID-19 pandemic led to a widespread increase in remote work arrangements. This trend raised concerns regarding the potential negative ramifications it might have for organizational trust and cooperation. We explored the initial effect of COVID-19 induced remote work on trust in organizations: trust in co-workers, trust in the supervisor and in the organization at large. In a four-wave longitudinal survey of remote workers (N ∼ 1000) in the UK conducted between May 2020 and August 2020 (first COVID wave), we examined the association between the share of remote work (out of total working hours) and different forms of trust at work. The results showed that, for the same individual, increasing the share of working hours spent remotely was associated with more trust in the organization at large (but not in the supervisor and co-workers). Further, during the months where individuals spent more time working remotely, they experienced lower turnover intentions (but not less burnout or more work engagement, productivity, and satisfaction) compared to the months where they spent less time working remotely. The results contribute to the literature on flexible work arrangements, organizational trust, and other work outcomes.     

Requirements for a Democratic Education Organization

What makes a democratic school democratic? This question is answered using the example of the Swiss education system; the focus, however, is not on the usual pedagogic perspective of teaching democracy, but on the democratic organization of the education system. The discussion concentrates on two basic requirements for a democratic education organization: on the one hand, education for all under the equal rights premise calls for the definition of an educational minimum for all students. At the same time, defining this minimum presupposes selection among the students. For part of the students are -- through the use of public funds -- being educated beyond the minimum; a situation which needs to be democratically legitimized. The selection is based on academic performance; as yet, a valuable alternative to this type of selection does not exist. On the other hand, it is essential in a democratic education organization that the authorities put in charge of certain responsibilities are democratically legitimized and controlled. The same applies to newly created authorities, such as principalships or autonomous schools, the introduction of which has been demanded repeatedly for some time now.

     

Contextual Factors Affecting the Organizational Commitment of Diverse Police Officers: A Levels of Analysis Perspective

This study examined the relationship of contextual factors to organizational commitment among 372 police officers in 13 police commands in New York City's public housing projects. Setting-level variables were formed by aggregating officers' perceptions of management support and fairness and management sensitivity to diversity within commands and within three subgroups formed by gender and ethnicity. Individual-level measures were deviations from these subgroup means within commands as well as perceptions of support from family and social support and negative interactions within commands. Overall, path analyses, confirmed by hierarchical linear modeling, showed direct setting-level effects for management support and fairness, but not for sensitivity to diversity, on organizational commitment. Both women and minority men experienced more negative social interactions than white men; support from management, co-workers, and family were important predictors of commitment. Family support was particularly important for women.     

Reinforcing effects of caffeine in coffee and capsules.

In a residential research ward the reinforcing and subjective effects of caffeine were studied under double-blind conditions in volunteer subjects with histories of heavy coffee drinking. In Experiment 1, 6 subjects had 13 opportunities each day to self-administer either a caffeine (100 mg) or a placebo capsule for periods of 14 to 61 days. All subjects developed a clear preference for caffeine, with intake of caffeine becoming relatively stable after preference had been attained. Preference for caffeine was demonstrated whether or not preference testing was preceded by a period of 10 to 37 days of caffeine abstinence, suggesting that a recent history of heavy caffeine intake (tolerance/dependence) was not a necessary condition for caffeine to function as a reinforcer. In Experiment 2, 6 subjects had 10 opportunities each day to self-administer a cup of coffee or (on different days) a capsule, dependent upon completing a work requirement that progressively increased and then decreased over days. Each day, one of four conditions was studied: caffeinated coffee (100 mg/cup), decaffeinated coffee, caffeine capsules (100 mg/capsule), or placebo capsules. Caffeinated coffee maintained the most self-administration, significantly higher than decaffeinated coffee and placebo capsules but not different from caffeine capsules. Both decaffeinated coffee and caffeine capsules were significantly higher than placebo capsules but not different from each other. In both experiments, subject ratings of "linking" of coffee or capsules covaried with the self-administration measures. These experiments provide the clearest demonstrations to date of the reinforcing effects of caffeine in capsules and in coffee.     

未来工作自我:概念、测量及其相关研究

未来工作自我是一个未来导向概念,反映的是个体关于工作希望和抱负的未来形象的表征,是可能自我在工作领域的应用,为理解人们的主动职业行为提供了新视角。未来工作自我具有清晰度和详细度两个属性,并与职业可能自我存在区别。目前,研究证实:自尊、主动性人格和职业探索能够预测未来工作自我;未来工作自我又会影响主动职业行为、求职结果、创造力和工作绩效。未来研究可以关注:未来工作自我的弹性和易得性、认知的预测作用、情感的中介作用、领导风格的调节作用以及干预研究。     

The effect of state core self-evaluations on task performance,organizational citizenship behaviour,and counterproductive work behaviour

Although the personality–performance relationship has been studied extensively, most studies focused on the relationship between between-person differences in the Big Five personality dimensions and between-person differences in job performance. The current paper extends this research in two ways. First, we build on core self-evaluations (CSEs): an alternative, broad personality dimension that has proven to be a good predictor of job performance. Second, we tested concurrent and lagged within-person relationships between CSEs and task performance, organizational citizenship behaviour (OCB), and counterproductive work behaviour (CWB). To this end, we conducted two experience sampling studies; the first one assessing the relationship between state CSEs and levels of momentary task performance and OCB, and a second study in which employees reported on their level of state CSEs and momentary CWB. Results showed that there is substantial within-person variability in CSEs and that these within-person fluctuations relate to within-person variation in task performance, OCB, and CWB towards the organization, and CWB towards the individual. Moreover, CSEs prospectively predicted within-person differences in task performance and CWB towards the organization, whereas the reversed effect did not hold. These findings tentatively suggest that state CSEs predict performance, rather than the other way around.     

I want to be creative,but … preference for creativity,perceived clear outcome goals,work enjoyment,and creative performance

In today’s quickly changing work environment, many individuals want to be creative at their workplace, but only some of them succeed at manifesting these tendencies. In three studies, using both field and experimental data, we focused on transforming individuals’ preference for creativity, defined as an inclination for liking and wanting to be creative, into actual creativity. We first conducted a pilot Study 1 to establish discriminant validity to related constructs and provided initial evidence on predictive and incremental validity of the preference-for-creativity scale. Next, we performed a field Study 2, where we found that transforming preferences for creativity into supervisor-rated creativity is contingent upon employees’ perceptions of clear outcome goals. Clear outcome goals fostered individuals’ preference for creativity to result in higher levels of supervisor-rated creative behaviour—a finding that was replicated in an experimental Study 3. Furthermore, we explored whether work enjoyment mediated the moderated relationship between preference for creativity and creative outcomes. The results supported our mediated moderation model, whereby the manipulation of clear goals led to higher work enjoyment, influencing individuals’ preference for creativity to result in higher ratings of their creative outcomes.     

Learning at the workplace and sustainable employability: a multi-source model moderated by age

This study, among 330 pairs of employees and their supervisors, tested whether self- versus supervisor ratings of five employability dimensions (occupational expertise, corporate sense, personal flexibility, anticipation and optimization, and balance) are associated with different learning characteristics in the workplace, and whether age moderates these relationships. Results of structural equation modelling showed that the learning value of the job positively related to both self- and supervisor ratings of corporate sense, personal flexibility, and anticipation and optimization. Applicability in the job of recently followed training and development programmes was associated with all dimensions of self-rated employability and with supervisor ratings of anticipation and optimization. Regarding the hypothesized age moderation effects, contrary to our expectations, it was found that both learning value and applicability of training and development related more strongly to self-rated anticipation and optimization for younger workers. In addition, age appeared to moderate the otherwise non-significant relationship between learning value and self-rated occupational expertise. Implications for Human Resource Development (HRD) practices are discussed. As learning characteristics are differentially related to the unique employability dimensions, tailor-made development programmes are key. Moreover, it is advocated that having a job with a high learning value is an important factor in the light of the employee’s sustainable employability.