Jeffrey A. LePine

Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research.

This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.

The nature and dimensionality of organizational citizenship behavior: a critical review and meta-analysis.

This article reviews the literature on organizational citizenship behavior (OCB) and its dimensions as proposed by D. W. Organ (1988) and other scholars. Although it is assumed that the behavioral dimensions of OCB are distinct from one another, past research has not assessed this assumption beyond factor analysis. Using meta-analysis, the authors demonstrate that there are strong relationships among most of the dimensions and that the dimensions have equivalent relationships with the predictors (job satisfaction, organizational commitment, fairness, trait conscientiousness, and leader support) most often considered by OCB scholars. Implications of these results are discussed with respect to how the OCB construct should be conceptualized and measured in the future.

Voice and cooperative behavior as contrasting forms of contextual performance: Evidence of differential relationships with big five personality characteristics and cognitive ability

The results of a laboratory study of 276 individuals replicate past findings for cooperative behavior as a form of contextual performance and extend past research by providing evidence that voice (constructive change-oriented communication) may be another form of contextual performance. Conscientiousness, extraversion, and agreeableness related more strongly to voice behavior and cooperative behavior than to task performance. Cognitive ability related more strongly to task performance than to voice behavior or cooperative behavior. Results also demonstrate contrasting relationships for agreeableness (positive with cooperative behavior and negative with voice behavior). This supports recent research suggesting the possibility of bidirectional relationships with personality characteristics across different dimensions of job performance.

Predicting voice behavior in work groups

This field study of 441 full-time employees in 95 work groups examined voice behavior (constructive challenge to the status quo with the intent of improving the situation rather than merely criticizing) as a function of person-centered (satisfaction with the work. group, global self-esteem) and situational factors (group size, self-managed vs. traditional style of management). Using a measure of voice with demonstrated construct validity, the study showed that these person and situation factors explained 10% of the variance in peer-rated voice assessed 6 months later. Significant Person x Situation interactions suggested that individuals with low global self-esteem or high satisfaction with their group were more responsive to the situational factors than individuals with high global self-esteem or low satisfaction. The authors discuss the importance of including personcentered characteristics, situational factors, and their interactions as predictors of voice. For over 50 years, scholars have recognized the importance of behavior that goes beyond normal role expectations or job requirements and that benefits or is intended to benefit the organization (Barnard, 1938; George &

Challenge and hindrance stress: Relationships with exhaustion, motivation to learn, and learning performance

In a study of 696 learners, the authors found that stress associated with challenges in the learning environment had a positive relationship with learning performance and that stress associated with hindrances in the learning environment had a negative relationship with learning performance. They also found evidence suggesting that these stress-learning performance relationships were partially mediated by exhaustion and motivation to lean. Both forms of stress were positively related to exhaustion, and exhaustion was negatively related to learning performance. Hindrance stress was negatively related to motivation to learn, challenge stress was positively related to motivation to learn, and motivation to learn was positively related to learning performance. Implications with respect to theory and practice are discussed.

Multiple case studies of team effectiveness in manufacturing organizations

Abstract The use of teams in manufacturing contexts is increasing. Researchers have responded with a great deal of theoretical and empirical work aimed at identifying factors that influence the performance of these teams. Scholars, however, have tended to focus their research on variables human resource managers can readily control (e.g. the composition of teams relative to members’ characteristics, team goals) and little emphasis has been placed on factors inherent to production systems. Identifying factors in the production system that influence team effectiveness is crucial because many of these factors are not changeable in the short term. Accordingly, these production system factors are likely to be a crucial factor when deciding whether or not to organize a production system around teams. In a departure from past research, this article reports a qualitative study aimed at identifying factors in operational systems that influence team effectiveness. Our qualitative results suggest that four characteristics of the operational system influence team effectiveness: work organized around the team’s output, opportunities for informal communication, work that includes novel problems to solve, and management trust in teams.

Computer-assisted communication and team decision-making performance: the moderating effect of openness to experience.

This study examined the effects of computer-assisted communication on team decision-making performance as a function of the teams openness to experience. Seventy-nine teams performing a multiple-cue probability learning task were randomly assigned to 1 of 2 experimental conditions: (a) verbal communication or (b) computer-assisted communication (which combined verbal and computerized communication). The results indicated that access to computer-assisted communication improved the decision-making performance of teams, but only when the teams were high in openness to experience. This effect was observed using both global openness and more specific openness facets, as well as a variety of team-level aggregation strategies. Moreover, the beneficial effects of openness in computer-assisted conditions were mediated by the efficiency with which teams integrated verbal and computerized forms of communication.