Organizational Citizenship Behaviors and Organizational Effectiveness: Examining Relationships in Taiwanese Banks

Organizational citizenship behaviors (OCBs) describe actions in which employees are willing to go above and beyond their prescribed role requirements. Theory suggests and recent research supports the notion that these behaviors are correlated with indicators of organizational effectiveness. Studies have yet to explore whether relationships between OCB and organizational effectiveness are generalizable to non-United States samples. The present study examined relationships between OCB and indicators of organizational effectiveness—employee-level customer-service behavior; and unit-level measures of profit, efficiency, and customer perceptions of service quality—for bank branches in Taiwan. The results suggest significant relationships between OCB and a number of the indicators of effectiveness. Implications and limitations of these results are discussed.     

Bystanders' reactions towards co‐punishment events in the Taiwanese military: Examining the moderating effects of organizational norms

The present study examined bystanders' justice perceptions about co‐punishment events. In a sample of 169 logistic officers in the Taiwanese military, responsibility attributions (i.e. liability attributed to co‐punished persons) had a negative relationship with perceived harshness, and a positive relationship with perceived procedural justice. In addition, the effects of responsibility attributions on procedural justice were weaker if the person perceived stronger rather than weaker organizational norms of co‐punishment.     

Effects of Reward Structures on Academic Performance and Group Processes in a Classroom Setting

Researchers have suggested that cooperative, intergroup competitive, and individualistic reward structures result in different patterns of academic performance and group processes. In this study, we investigated these relationships in an undergraduate business school setting. A reward structure was manipulated across four separate classes, and outcomes were measured using self-reports of group effectiveness, academic performance as graded by instructors, and peer evaluations from group members. The results indicated that group effectiveness was rated significantly higher under the cooperative and no-reward conditions compared to the intergroup competitive reward condition. Peer evaluations in the intergroup competitive condition were significantly lower then those under the other three conditions.