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Ellinger, Alexander E.; Elmadağ, Ayşe Banu; Ellinger, Andrea D.
doi: 10.1002/hrdq.1206pmid: N/A
Firms with the ability to provide superior customer service can accrue significant competitive advantage and research suggests that frontline service employees' (FLSEs) actions have a considerable influence on the success of service operations. Yet, the high level of customer defections consistently attributed to poor and indifferent service suggests that many organizations are not placing sufficient emphasis on developing FLSEs to interact more effectively with customers. Although it is generally believed that human resource development enhances employee performance, relatively little is known about firms' approaches for developing and motivating FLSEs. We therefore examine the influence of service provider organizations' developmental practices on FLSE performance using data collected from 307 customer contact personnel. Our findings indicate that, in contrast to conventional wisdom, higher levels of employee development may not always yield the most beneficial outcomes.
Youngcourt, Satoris S.; Leiva, Pedro I.; Jones, Robert G.
doi: 10.1002/hrdq.1207pmid: N/A
Performance appraisals have traditionally been directed at individuals, serving either an administrative or developmental purpose. They may serve a role definition purpose as well. This study sought to identify and more broadly define the purposes of performance appraisals to include this role definition purpose. Furthermore, this study examined purposes of performance appraisals as perceived by the role incumbent, as opposed to the stated organizational purposes. The relationships between these perceived purposes with several attitudinal outcomes, including satisfaction with the performance appraisal, job satisfaction, affective commitment, and role ambiguity, are reported. Data from 599 retail service employees were used to test the hypothesized relationships. Results suggested support for a model consisting of three performance appraisal purposes having differential relationships with the outcomes examined, suggesting the purpose of the performance appraisal may influence ratees' perceptions of and attitudes toward their jobs.
Peluchette, Joy V.; Karl, Katherine
doi: 10.1002/hrdq.1208pmid: N/A
This study examined employee preferences for different styles of workplace attire and how wearing various styles of clothing affected their self‐perceptions. Respondents felt most authoritative, trustworthy, and competent when wearing formal business attire but friendliest when wearing casual or business casual attire. Significant two‐way interactions were found between dress preference and mode of dress worn on self‐perceptions of productivity, trustworthiness, creativity, and friendliness. Suggestions for future research and implications for HRD professionals are proposed.
D'Abate, Caroline P.; Eddy, Erik R.
doi: 10.1002/hrdq.1209pmid: N/A
Presenteeism describes the situation when workers are on the job but, because of illness, injury, or other conditions, they are not functioning at peak levels. Although much of the research on presenteeism appears in the medical literature, we argue that presenteeism also occurs when employees go to work but spend a portion of the workday engaging in personal business while on the job, such as e‐mailing friends, paying personal bills, or making personal appointments. Results of a Web‐based survey of 115 individuals suggest that employees spend approximately one hour and twenty minutes in a typical workday engaged in personal activities, costing their employers an average $8,875 each year in lost productivity per employee. Results suggest that engagement in personal business on the job is not related to self‐reported measures of performance, efficiency, job satisfaction, organizational commitment, or intentions to stay, only to procrastination. Implications of these findings for practice and research are discussed.
Holton III, Elwood F.; Bates, Reid A.; Bookter, Annette I.; Yamkovenko, V. Bogdan
doi: 10.1002/hrdq.1210pmid: N/A
The Learning Transfer System Inventory (LTSI) was developed to identify a select set of factors with the potential to substantially enhance or inhibit transfer of learning to the work environment. It has undergone a variety of validation studies, including construct, criterion, and crosscultural studies. However, the convergent and divergent validity of the instrument has not been studied. Such a study is necessary to define the nomological network on the constructs. This study examines the convergent and divergent validity of the LTSI with twenty‐eight comparison measures. Results indicate mostly divergent relationships, further demonstrating the uniqueness of the LTSI constructs. By establishing the divergent relationship with other known constructs, the LTSI's usefulness for transfer research is enhanced.
doi: 10.1002/hrdq.1211pmid: N/A
Team‐based activities have become commonplace in many organizations. Research on team effectiveness has included studies on the effect of several variables, including goals, reward systems, team composition, type of task, and norms conducive to innovation. These all can be seen as the context for a team's ability to develop and learn. This article extends the existing research by briefly reviewing two dominant theories of team development and learning (the stages of development model and the punctuated equilibrium model) and then proposes, using seven propositions, a synthesis of the two models, showing how they need to interact to ensure optimal team effectiveness. Several implications for human resource development are identified.
doi: 10.1002/hrdq.1212pmid: N/A
Human resource development (HRD) has long been considered a field with an interdisciplinary foundation. Unfortunately there has never been a consensus on the composition of the seminal disciplinary base of HRD. A description of the concept of an applied discipline is presented, and HRD, as represented by its academic association, the Academy of Human Resource Development, is compared to a set of criteria of a discipline that is set forth in the scholarly literature. A seminal foundation for a curriculum of the HRD discipline is presented around the framework of people, learning, and organizations.
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