Organizational Career Stage as a Moderator of the Satisfaction-Performance Relationship

Gould, Sam; Hawkins, Brian L.

doi:10.5465/255725

Cited by 23 publications

(29 citation statements)

References 19 publications

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“…That study makes a case for Schwab and Cumming's ( 1976) conceptualization by arguing that differences between objective and perceived task characteristics result from perceptual redefinitions and underlying values, elements of Homans' internal system. Even Hackman and Oldham (1975) reported wide divergence between supervisors' and subordinates' perceptions of the characteristics of the subordinates' tasks, lending support to the O'Reilly, Parlette, and Bloom (1980) research findings.…”

Section: Tasksupporting

confidence: 72%

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An Investigation of the Information Processing Framework of Organizational Communication

Penley

1982

Human Comm Res

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The information processing framework of organizational communication is studied by introducing variables that reflect the individual's relationship to the organization; it is examined in terms of levels of information adequacy. This study focuses on explaining the variations in levels of information adequacy reported by organizational members. It emphasizes the importance of communicating sufficient information to employees irrespective of task-related communication needs. Findings from this study support an expanded information processing model of organizational communication. A revised model is proposed.

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Section: Tasksupporting

confidence: 72%

“…Tenure has been shown to moderate individuals' needs as well as satisfaction (Gould & Hawkins, 1978). Still, tenure has not been widely studied as it affects communication, or more specifically, information availability (Jablin, 1979).…”

Section: Tenure and Levelmentioning

confidence: 99%

An Investigation of the Information Processing Framework of Organizational Communication

Penley

1982

Human Comm Res

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“…People at the same career stage attempt to satisfy their work-related needs in similar ways (Gould & Hawkins, 1978;Greenhaus & Callanan, 1994;Mount, 1984).…”

Section: The Conceptual Frameworkmentioning

confidence: 98%

The School Principal in Late Career: An Explorative Inquiry into Career Issues and Experiences in the Pre-Retirement Working Years

Oplatka

2007

Leadership and Policy in Schools

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The purpose of this explorative study was to trace the career experiences, problems, and issues of school principals in late-career stage, the place given to this stage in the principal's career cycle, and the way by which late career is interpreted in principals' life accounts. Based on life story interviews with twelve male and female principals over the age 55, five major issues in late career have been identified: enchantment and creativity; a sense of larger professional competence; change initiation and implementation; participative and considerate leadership; and changing to focus on other life spheres. Comparisons with past research on principals' career stages and practical implications are suggested.The increase in life expectancy in many Western countries has been accompanied by aging of the labor force, a trend that is expected to continue in the third millennium. Current forecasts show that between 1995 and 2030 the average proportion of workers aged from 50 to 65 years may rise from

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“…The core premise of the career-stage view, the conceptual framework that informs the design of this current review, is that people progress through a series of distinct occupational stages during their careers, with each stage being characterized by differences in work attitudes and behaviours, types of relationships, employees' needs and aspects of work valued by the employee (Super 1957, Slocum and Cron 1985, Hall 2002. Different employees at the same career stage attempt to satisfy their work-related needs in similar ways (Gould and Hawkins 1978, Mount 1984, Greenhaus and Callanan 1994.…”

Section: The Career-stage Perspectivementioning

confidence: 99%

Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions

Oplatka¹

2012

International Journal of Leadership in Education

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Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions IZHAR OPLATKA This review aims at providing a synthesis of the scholarship that has sought to expand the understanding of the early career stage of principalship by documenting the experiences and tasks of new principals (NPs) in the first three years in the post, and their personal and organizational determinants. The synthesis is based on empirical research studies that have attempted to characterize the career of NPs worldwide in the last two decades. Notably, novice principals experience some sort of surprise, reality shock, high levels of stress and a sense of loneliness in their first years as well as have insufficient managerial competence, low practical expertise in educational administration and a greater propensity for making mistakes. Consequently, the new principal has to learn basic practical managerial skills, diagnose the school culture and environment, develop leadership capabilities and devise a new school vision. This socialization process is dynamic and develops during the first three years in the role. The review ends with a comparative analytic discussion of the universal vs. particular experiences and tasks in the early career stage.

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Organizational Career Stage as a Moderator of the Satisfaction-Performance Relationship

Cited by 23 publications

References 19 publications

An Investigation of the Information Processing Framework of Organizational Communication

An Investigation of the Information Processing Framework of Organizational Communication

The School Principal in Late Career: An Explorative Inquiry into Career Issues and Experiences in the Pre-Retirement Working Years

Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions

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