Abstract:There is a pressing need for better explanations of diversity training effectiveness so that organizations can administer training programs that facilitate positive intergroup interactions. In this paper, we consider the unique predictive effect of organizational identification on diversity training outcomes beyond the effects of the traditional predictors of demographic-based identities and motivation to learn across two samples of employees involved in diversity-related training at their employing organizati… Show more
“…Their willingness to offer affective and behavioral support to the organization is lower. Prior researchers have found that low levels of organizational identification have negative effects on individual motivation [54], which is related to absenteeism and organizational citizenship behavior [55,56]. Thus, based on the above reasoning, we propose that organizational identification is negatively associated with CWB.…”
Section: Mediating Effects Of Organizational Identificationmentioning
Why do temporary workers sharing the same working conditions as permanent employees still frequently engage in deviant behaviors that negatively affect the organization’s interests? Drawing on the theory of social identity, this articlr discusses the relationships among employment status, organizational identification, and counterproductive work behavior. Time-lagged data were collected from sample of 210 dyads of employees and corresponding supervisors from a large Chinese state-owned service company, to test hypothesis. Results showed that temporary workers engage in counterproductive work behaviors more frequently than permanent employees, and organizational identification plays a mediating role in this process. Turnover intention moderated the relationship between employment status and counterproductive work behavior (organizational identification). In terms of turnover intention, organizational identification and counterproductive work behavior, two types of employees did not exhibit a significant difference. However, when turnover intention increase, there was a sharper decline in organizational identification and a greater increase in counterproductive work behaviors among temporary employees than among permanent employees. Finally, the theoretical and practical implications of these findings and future research directions are discussed.
“…Their willingness to offer affective and behavioral support to the organization is lower. Prior researchers have found that low levels of organizational identification have negative effects on individual motivation [54], which is related to absenteeism and organizational citizenship behavior [55,56]. Thus, based on the above reasoning, we propose that organizational identification is negatively associated with CWB.…”
Section: Mediating Effects Of Organizational Identificationmentioning
Why do temporary workers sharing the same working conditions as permanent employees still frequently engage in deviant behaviors that negatively affect the organization’s interests? Drawing on the theory of social identity, this articlr discusses the relationships among employment status, organizational identification, and counterproductive work behavior. Time-lagged data were collected from sample of 210 dyads of employees and corresponding supervisors from a large Chinese state-owned service company, to test hypothesis. Results showed that temporary workers engage in counterproductive work behaviors more frequently than permanent employees, and organizational identification plays a mediating role in this process. Turnover intention moderated the relationship between employment status and counterproductive work behavior (organizational identification). In terms of turnover intention, organizational identification and counterproductive work behavior, two types of employees did not exhibit a significant difference. However, when turnover intention increase, there was a sharper decline in organizational identification and a greater increase in counterproductive work behaviors among temporary employees than among permanent employees. Finally, the theoretical and practical implications of these findings and future research directions are discussed.
“…In measuring training effectiveness, this paper applies several well-studied metrics that capture the extent to which training achieves its intended objectives (Sitzmann & Weinhardt, 2015), which can include reaction objectives (i.e., how trainees feel about the training program; Kirkpatrick, 1976), learning objectives (i.e., positive changes in trainees' knowledge, attitudes, or skills; Kirkpatrick, 1976), and/or performance objectives (i.e., transfer of learning to the work context; Holton, 1996). In addition, training motivation has been shown to be a key predictor of these training outcomes (Colquitt et al, 2000), and training research often investigates trainees' transfer motivation (i.e., trainee's intentions to exert effort toward using the training information and skills in the workplace; Seyler et al, 1998) and other behavioral intentions (e.g., intentions to report) as motivation-and self-efficacy-related proxies for transfer behaviors (Bingham & Scherer, 2001;Goldberg, 2007;Rawski & Conroy, 2020)…”
Sexual harassment (hereafter SH) is a dysfunctional workplace behavior, resulting in negative outcomes for individuals, work groups, and organizations. Since #MeToo, companies have been innovating to increase the effectiveness of SH training by incorporating new content (e.g., bystander intervention skills) and new technology (e.g., virtual reality, hereafter VR). However, research has yet to determine the best practices or the effectiveness of these new innovations. The present study hypothesizes that SH bystander intervention training will be more effective when VR practice scenarios are used rather than two-dimensional (2D) video practice scenarios. We argue that the increased presence (i.e., the perception that people and places in a virtual simulation are real) afforded by VR should better replicate bystander experiences in real SH situations, thereby allowing trainees to develop bystander skills in a more realistic practice experience than 2D video provides. We experimentally test our hypothesis in a laboratory setting (N = 100). Our results show that the VR practice condition differed from the 2D video condition by increasing trainees' intentions to engage in indirect, nonconfrontational, and widely applicable interventions (e.g., intervene by removing the target from the situation, approach the target to offer support later). However, our manipulation showed a negative effect on practice quantity (i.e., those in the VR condition explored fewer response options) and no effect on other operationalizations of training effectiveness (e.g., motivation to learn, knowledge, attitudes toward the training, intentions to directly confront the harasser, and intentions to formally report the harassment). Implications, limitations, and directions for future research are discussed.
“…If the organization reacts to more negative emotions, the level of the ability to integrate and apply resources is lower, employees’ organizational identification is lower, less interaction and knowledge sharing will take place in the organization and the faster the potential energy cycle decreases in learning resources. Some researchers believe that when employees agree with organizational values, such identification may be significantly related to positive employee behaviors (Rawski and Conroy 2020). Based on the above analysis, we put forward the hypothesis:Hypothesis 2: Organizational emotional capability is related to organizational learning through the mediation of organizational commitment.…”
Section: The Mediating Effect Of Organizational Commitmentmentioning
Previous research on the association between organizational emotional capability and organizational innovation still stays in the conceptual framework stage with inadequate empirical studies. According to affective events theory, this study proposed and examined a multiple mediated moderation model of how emotional capability affects innovation performance. Based on matched multi-source surveys of R&D department managers and employees and employees in 435 Chinese hightech innovating firms, we found that organizational commitment and organizational learning acted as mediators on the relationship between organizational emotional capability and innovation performance, external environmental dynamics moderated the relationship between emotional capability and commitment, external environmental competitiveness moderated the relationship between organizational commitment and learning, and environmental dynamics and competitiveness have a positive joint moderating effect on the relationship between emotional capability and organizational commitment. The findings of this study make essential contributions to the research of organizational capability and innovation in dynamic and competitive environments.
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