Organizational Dissent as a Function of Organizational Justice

Goodboy, Alan K.; Chory, Rebecca M.; Dunleavy, Katie Neary

doi:10.1080/08824090802440113

Cited by 35 publications

(21 citation statements)

References 23 publications

(34 reference statements)

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“…This was likely an unfortunate artifact of the network sampling method employed via Facebook; however, the effects of this limitation may yet be minimal. Goodboy, Chory, and Dunleavy (2008) found that employees' sex failed to predict any of the three types of organizational dissent. Similarly, Myers and Oetzel (2003) found that both men and women report similar experiences of organizational assimilation across different occupations and career fields.…”

Section: Limitations and Future Directionsmentioning

confidence: 92%

The Relationship between Organizational Assimilation and Employees’ Upward, Lateral, and Displaced Dissent

Goldman

Myers

2014

Communication Reports

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This study investigated the relationship between organizational assimilation and the three types of employee dissent (i.e., upward, lateral, displaced). Participants were 186 full-time employees who completed a brief online self-report survey. Results of the study revealed that all seven dimensions of organizational assimilation (i.e., familiarity with coworkers, familiarity with supervisors, acculturation, recognition, involvement, job competency, role negotiation) were related positively to upward dissent, while two dimensions of assimilation (i.e., acculturation, involvement) were related negatively to lateral dissent. No significant relationships existed between the dimensions of organizational assimilation and displaced dissent.

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Section: Limitations and Future Directionsmentioning

confidence: 92%

The Relationship between Organizational Assimilation and Employees’ Upward, Lateral, and Displaced Dissent

Goldman

Myers

2014

Communication Reports

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“…Displaced dissent was only associated negatively with perceptions of organizational influence and organizational commitment. Subsequent research has suggested that organizational dissent expression is a function of superiorÁsubordinate relationship quality (Kassing, 2000a), workplace freedom of speech (Kassing, 2000b), organizational burnout syndrome (Avtgis, Thomas-Maddox, Taylor, & Patterson, 2007), organizational tenure (Kassing & Dicioccio, 2004), perceptions of organizational justice (Goodboy, Chory, & Dunleavy, 2008;Kassing & McDowell, 2008), organization based self-esteem (Payne, 2007), and organizational climate and attachment (Kassing, 2008). Kassing and colleagues have revealed many pertinent findings on articulated, latent, and displaced targets of dissent and related correlates.…”

Section: Triggering Agentsmentioning

confidence: 95%

Instructional Dissent in the College Classroom

Goodboy¹

2011

Communication Education

Self Cite

102

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The purpose of this study was to (a) identify perceived triggering agents of student dissent in the college classroom, (b) determine common target receivers of dissent, and (c) reveal the types of dissent that students enact based on their intentional motives and construction of message content. Participants were 123 undergraduate students who completed a survey and provided multiple written narratives in response to open-ended questions. Results of a content analysis revealed that (a) common perceived triggering agents of dissent included (in rank order) unfair testing/assignments, unfair grading, and teaching style, followed by instructor offensiveness, policy, violating syllabus, instructor indolence, lack of feedback, and group members slacking; (b) target receivers of dissent were primarily the class professor, classmates, friends, and family members, among others; and (c) students engaged in three types of dissent including expressive dissent (i.e., to vent their feelings and frustrations), rhetorical dissent (i.e., to attempt to correct a perceived wrongdoing by the instructor), and vengeful dissent (i.e., to retaliate and ruin the reputation of an instructor).

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“…Existing research on organizational dissent may be linked closely to the exit process as those who express dissent either consider leaving an organization or risk their organizational position (Kassing, 1997(Kassing, , 2011Kassing & Armstrong, 2001). Presumably, dissenters communicate their concerns either as a means to enact change that allows their continued membership in the organization, or as a means of seeking justice for perceived mistreatment (Goodboy, Chory, & Dunleavy, 2008). Eventually, then, voicing concerns should become an important part of either the process of recommitting to the organization or exiting.…”

Section: A More Nuanced View Of Exitmentioning

confidence: 98%

Severing Primary Ties: Exit From Totalistic Organizations

Hinderaker

2014

Western Journal of Communication

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This narrative analysis examines the exit process from totalistic organizations, defined as organizations with a far greater reach into a member's life than traditional employment or volunteer memberships. Findings suggest a nuanced view of exit that challenges both Jablin's (2001) phasic model of exit and Kramer's (2011) observations of a fluid and indefinite volunteer exit. Where previous research has privileged pay as the defining feature of organizational membership and exit, this study suggests that organizational form and organizational processes such as exit may be tied more to the reach of organizational values into the member's life than previous research has indicated.

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Organizational Dissent as a Function of Organizational Justice

Cited by 35 publications

References 23 publications

The Relationship between Organizational Assimilation and Employees’ Upward, Lateral, and Displaced Dissent

The Relationship between Organizational Assimilation and Employees’ Upward, Lateral, and Displaced Dissent

Instructional Dissent in the College Classroom

Severing Primary Ties: Exit From Totalistic Organizations

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