Dwight R. Norris

PROFESSIONALISM, ORGANIZATIONAL COMMITMENT AND JOB SATISFACTION IN AN ACCOUNTING ORGANIZATION.

Abstract With growth in the number of professionals employed in organizations, concern has been expressed over potential conflict between the professionalism of these employees and their commitment to the organization. Empirical studies examining the relationships between professionalism, organizational commitment and job satisfaction have reported inconsistent results. This paper examines these variables in an organization setting involving several field offices of a “Big Eight” U.S. accounting firm. Accountants who reported high levels of professionalism also reported high levels of organizational commitment. Additionally, both professionalism and organizational commitment were strongly related to job satisfaction.

Job Performance and Turnover Decisions: Two Field Studies

Hypotheses involving relationships between job performance and turnover decisions were tested in two settings within the context of an integrated model. In an initial test with a sample of manufacturing operatives, support was foundfor (a) a curvilinear relationship between performance and turnover intentions, and (b) a satisfaction X performance interaction in predicting such intentions. A second test of the same hypotheses, using actual turnover as a criterion, was conducted for first-line manufacturing supervisors. Only the curvilinear hypothesis received support.

External validity of business games

The pedagogical value of games has received considerable research attention in the gaming literature. However, most of this research focuses on the educational value of games -- that is, their internal validity as teaching devices. This paper examines the concept of external validity as associated with business games. A contrast between internal and external validity is drawn, together with a review of differing definitions of external validity. Research examining external validation is reviewed. Finally, suggestions and recommendations are offered to guide future validation research.

External Validation of Simulation Games.

For more than two decades, simulation games have been used in educational settings to provide experiential learning for participants. Substantial progress has been made in evaluating the pedagogical value of such games. The preponderance of published research has examined the internal validity of games-that is, the educational value of simulations in teaching specific material to participants (Greenlaw and Wyman, 1973). Other research has examined individual characteristics that have an impact on game performance, including group cohesiveness (Norris and Niebuhr, 1980), scholastic achievement (Vance and Gray, 1967; Wolfe, 1978a), and cognitive processing elements of players (Wolfe and Chacko, 1980). In contrast, few studies have been reported that examine the external validity of games. Perhaps a reason for limited study is a failure by researchers to agree on the meaning of external validity. Wolfe (1976) defines the concept as the transferability of academic insights into useful and effective real-world orientations, perceptions, and business career practices. Supporting this concept of external validity would be extremely complex since experimental and control groups in longitudinal study would be required. A second concept of external validity that is more amenable to study concerns the degree to which games correspond with the real-life situations they are designed to simulate. In other words, are games valid representations of reality, given the limitations of abstract simulation?

Organization tenure as a moderator of the job satisfaction-job performance relationship

Abstract Organization tenure as a moderator of the job satisfaction-job performance relationship was examined with data from a sample of 116 technical employees in a medium-sized industrial firm. Results provide support for a moderating influence of organization tenure on the relationship between job performance and overall satisfaction, satisfaction with work, and satisfaction with supervision.

Other Organizations Are Doing It, Why Shouldn't We? A Look at Downsizing and Organizational Identity through an Institutional Theory Lens

Downsizing is a current ‘hot-button’ issue confronting many organizations and enticing researchers alike. This case study explored the complex nature of these change initiatives, through both macro-environmental antecedents and non-financial organizational consequences. The adoption of downsizing was conceptualized through an institutional theory lens, and an organizational identity perspective to downsizing outcomes was applied, paying particular attention to the alignment of post-downsizing activities with the organizations mission. The case study examined the events leading up to the implementation of a downsizing initiative at a major university and then the post-implementation restructuring aftermath. It is demonstrated how organizational change can result in less-than-expected outcomes if the planning and implementation phases receive inadequate attention. Suffering from severe fiscal stress, decision makers mimicked a popular downsizing initiative without a thorough diagnosis, ultimately creating an environment for ineffectiveness. Specifically, a severe miscalculation in the number of faculty retirees resulted in academic chaos: a decrease in the classes offered; loss of administrative and student services; and loss of faculty achievements along with university name recognition. Most notably, a majority of retiree research endeavours were eliminated; a shocking outcome that conflicts with the mission of a major research university.

The Influence of Individual Characteristics on Performance under Varying Conditions

Summary The relationship between individual characteristics and performance under different situational environments was investigated. The study examined the reaction of 83 male and female undergraduate students performing a complex task under exposure to varying situational conditions. Significant interaction was found between the individual characteristics and the environment in which they were asked to perform, thus providing some insight into the lack of a consistent relationship between personality characteristics and performance. Specificially, the results indicated that high n-Ach individuals performed better than low n-Ach individuals under very unfavorable situations. Additionally, under fairly favorable situations students with high grade point averages performed better than those with low grade point averages, but there were no significant differences between the two groups when the situation was very unfavorable.