Effort and Reward Effects: Appreciation and Self-Rated Performance in e-Internships

Abstract

Abstract:As new work and internship options arise, educators, employers and students seek information about the learning benefits of these new arrangements. This is also the case in terms of e-internships. The purpose of this study was to assess the merit of the effort-reward imbalance model to understand appreciation and performance as reported by the e-interns (also known as virtual interns). The study involved a cross-sectional sample of e-interns. The sample was recruited using the snowball technique and two specialized internship portals. Participants were grouped into a number of conditions. Effort conditions depended on participants' reported goal clarity and satisfaction with support. Reward conditions were determined based on the (un-)availability of training and payment in e-internships. When participants fell into high effort or low reward conditions, they reported lower perceived performance. They also felt less valued. The reverse pattern was observed when participants completed their internship under low effort and high reward conditions. By identifying conditions under which e-interns will report higher performance and appreciation, employers are provided with starting points for the design and reward practices. In addition, the results suggest that e-internships may share similar characteristics of traditional internships which may similarly vary in terms of the value and rewards they bring to interns.

Effectiveness of self management techniques to reduce truant students in middle school

“…Self-management techniques are give in the form of self-monitoring where students are trains able be able to observe their own behavior and record it (Wilmot et al, 2016), self-contracting so students can promise themselves, stimulus control where students are train able be able to control stimuli to reduce desired behavior (Ferguson et al, 2015) and self-reward where students are trained the self-reward strengthen behavior through self-reward (Jeske & Axtell, 2017). he provisions of self-management techniques is done through group counseling for eight sessions, to help the counselee be responsible for the manager negative activities, can change negative behavior and develop (Briesch DuBois et al, 2017).…”

The Nature of Relationships in e-Internships: A Matter of the Psychological Contract, Communication and Relational Investment

“…Specifically, it is proposed that when technology is employed effectively to balance the needs of the business with the needs of the e-interns, psychological contracts in virtual internships may take more positive forms, reflecting mutually supportive relationships that provide room for skill and personal development. Some evidence for the importance of relationships in e-internships and e-interns' personal and skill development comes from recent work that showed that e-interns feel more appreciated and valued by their employees when they receive training and potentially also remuneration (Jeske & Axtell, 2017). In this paper, we explore which (structural and technology-specific) characteristicssuch as communication frequency -may contribute to the creation of more relational and balanced relationships in virtual internships.…”

Ten simple rules for running and managing virtual internships

“…This means that these virtual interns and the organization are often located in different cities, countries, and even time zones. Many interns complete such internships to gain work experience or complete projects for academic credit [ 4 ]. Due to the ease of locating suitable talent for research projects, such internships are also of interest to many academics who seek suitable and motivated talent for research projects.…”

“…Virtual interns have often self-reported lower performance when they lack goal clarity and supervisory support. In addition, support satisfaction correlates positively with goal clarity and interns feeling valued [ 4 ].…”

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