The dimensionality of self-rated employee performance : an integrated view

This study addresses the debate in the literature regarding the dimensionality of the job performance construct. The sample comprised 647 public servants from a state-based law enforcement organisation. Exploratory and confirmatory factor analyses delineate a four:factor structure, consisting of in-role behaviour, organisational citizenship behaviour directed towards (1) individuals or (2) the organisation, and a distinct latent variable deemed counter-productive work behaviour (CWB). The pattern of correlations among the four performance dimensions and between the performance dimensions and attitudes support the construct and discriminant validity of the four performance dimensions. Further, the .findings propose that CWB is a core, not discretionary, dimension of performance.

Predicting in-role and extra-role performance by gender

Men and women are said to perceive justice differently, with women proposed to be more concerned with relational issues and men focused more on material issues. In this study, the potential for differential effects of justice on performance by gender was analyzed across the four contemporary types of justice. Respondents were 265 male and 113 female occupationally diverse employees in a single organization. The results show significant differences in how men and women respond to the four justice types with only one - informational justice - acting similarly by gender. Women were more interested in maintaining social harmony than men. The results appear to strongly support the use of the justice judgment model over the group-value model as a means of explaining the gender differences. Implications for management include the importance of informational justice both generally and within the performance appraisal process

Another look at the culture-quality-performance link

Quality improvement is usually driven by quality, safety and risk agendas leading to a focus on measurements of the outputs of care; outputs such as fewer complaints, fewer accidents and adverse events. An oft-neglected theme is the impact of the quality improvement initiative within the organisation itself. This paper presents the findings of the first stage of an evaluation that has examined the changes which have occurred within organisations since participating in a quality improvement initiative. These findings indicate that engaging with a quality improvement program can change the nature of social interactions within the organisation. In this way, quality improvement programs can impact on organisational culture, particularly in relation to organisational learning. Thus, this paper argues that successful engagement with a quality improvement program can enhance organisational learning, and, in turn, build organisational capacity.

Blended and online learning : student perceptions and performance

Purpose – The purpose of this paper is to improve educator knowledge of the antecedents and consequences of blended learning in higher education.

Design/methodology/approach – A longitudinal case study approach is adopted. Three case studies each involve tracking a student evaluations of teaching (SET) measure (willingness to recommend) and grade point average for three subjects from the same business discipline over six years. The cases involve comparison of: a business subject taught solely online; a business subject where experimentation in the blend of face-to-face teaching and learning is involved; and a business subject where face-to-face teaching is primarily used, and where in the most recent iteration online content supplements the learners' experiences.

Findings – The findings suggest that there are situations where integrated use of blended learning involving face-to-face teaching, digital media and digital communication with simple navigation between the content items leads to positive student perceptions. This is in contrast to negative student perceptions in the situation where learners must navigate in online learning, and where there is little or no face-to-face instruction. While not examined in detail, nor part of the research question, it is not surprising to find no relationship between learning mode and grade point averages is evidenced.

Research limitations/implications – The effects of prior computer literacy and language proficiency across the students used in this study, and potential demographic and experiential differences between on-campus and off-campus students are not controlled for. Additionally, only three business subjects are investigated and it is recognised that there is a need for a broader study. Finally, with response levels to the university-controlled SET that typically range between 20-43 per cent for these large subjects, there is possible non-response bias that it was not possible to counter over the six years involved.

Practical implications – The findings in this study suggest that while blended learning offers many benefits to higher education institutions and learners alike, care needs to be taken in the manner in which such approaches are implemented in light of possible negative learner perceptions where a less traditional approach is taken.

Originality/value – A major contribution of this study is the fact that experimentation has taken place in terms of the degree of face-to-face and online learning that have been blended in at least one subject (case study two), and the fact that the SET for this subject are compared, longitudinally, with two other subjects which lie on either side of this subject in terms of the extent of online and face-to-face teaching and learning employed – 100 per cent online in case study one and almost 100 per cent face-to-face in case study three.

Evaluating the efficiencies of university faculties : adjusted data envelopment analysis

Efficiency measurement is at the heart of most management accounting functions. Data envelopment analysis (DEA) is a linear programming technique used to measure relative efficiency of organisational units referred in DEA literature as decision making units (DMUs). Universities are complex organisations involving multiple inputs and outputs (Abbott & Doucouliagos, 2008). There is no agreement in identifying and measuring the inputs and outputs of higher education institutes (Avkiran, 2001). Hence, accurate efficiency measurement in such complex institutes needs rigorous research.

Prior DEA studies have investigated the application of the technique at university (Avkiran, 2001; Abbott & Doucouliagos, 2003; Abbott & Doucouliagos, 2008) or department/school (Beasley, 1990; Sinuany-Stern, Mehrez & Barboy, 1994) levels. The organisational unit that has control and hence the responsibility over inputs and outputs is the most appropriate decision making unit (DMU) for DEA to provide useful managerial information. In the current study, DEA has been applied at faculty level for two reasons. First, in the case university, as with most other universities, inputs and outputs are more accurately identified with faculties than departments/schools. Second, efficiency results at university level are highly aggregated and do not provide detail managerial information.

Prior DEA time series studies have used input and output cost and income data without adjusting for changes in time value of money. This study examines the effects of adjusting financial data for changes in dollar values without proportional changes in the quantity of the inputs and the outputs. The study is carried out mainly from management accounting perspective. It is mainly focused on the use of the DEA efficiency information for managerial decision purposes. It is not intended to contribute to the theoretical development of the linear programming model. It takes the view that one does not need to be a mechanic to be a good car driver.

The results suggest that adjusting financial input and output data in time series analysis change efficiency values, rankings, reference set as well as projection amounts. The findings also suggest that the case University could have saved close to $10 million per year if all faculties had operated efficiently. However, it is also recognised that quantitative performance measures have their own limitations and should be used cautiously.

Modelling and testing of long range battery electric vehicle performance

There are two significant issues facing road transport in the medium to long term: the depletion of cheap oil reserves and the need to reduce carbon emissions. A long term solution for passenger cars could be the introduction of battery electric vehicles (BEVs). However, one of the main problems associated with the current generation of BEVs is their short range relative to conventional internal combustion engine (ICE) cars.

To investigate this issue, a long range battery electric vehicle, the UltraCommuter (UC), was constructed by the University of Waikato in partnership with HybridAuto Ltd. This paper describes the development, modelling and testing of the UC and its performance in the 2007 World Solar Challenge.

Situational and dispositional indicators of performance : competing models in education

The attainment of high grades on the Victorian Certificate of Education (VCE) is critical to the future study and employment prospects of many Australian adolescents. Thus it is important to understand the factors that contribute to performance in the VCE. The aims of this study were twofold: the main aim was to test competing models of academic performance, subsuming a range of situational and dispositional variables based on a) self-efficacy theory, b) target and purpose goals, c) cognitive skills and self-regulatory strategies, and d) positive psychology. These models were each tested in terms of English performance and mathematics performance as these units contribute proportionally the most to overall VCE scores. In order to study whether pressures peculiar to the VCE impact on performance, the competing models were tested in a sample of Victorian students prior to the VCE (year 10) and then during the VCE (year 11). A preliminary study was conducted in order to develop and test four scales required for use in the major study, using an independent sample of 302 year nine students. The results indicated that these new scales were psychometrically reliable and valid. Three-hundred and seven Australian students participated in the year 10 and 11 study. These students were successively asked to provide their final years 9, 10 and 11 English and mathematics grades at times one, three and five and to complete a series of questionnaires at times two and four. Results of the year 10 study indicated that models based on self-efficacy theory were the best predictors of both English and mathematics performance, with high past grades, high self-efficacy and low anxiety contributing most to performance. While the year 10 self-efficacy models, target goal models, positive psychology models, self-regulatory models and cognitive skill based models were each robust in the sample in year 11, a substantial increase in explained variance was observed from year 10 to year 11 in the purpose goal models. Results indicated that students’ mastery goals and their performance-approach goals became substantially more predictive in the VCE than they were prior to the VCE. This result can be taken to suggest that these students responded in very instrumental ways to the pressures, and importance, of their VCE. An integrated model based on a combination of the variables from the competing models was also tested in the VCE. Results showed that these models were comparable, both in English and mathematics, to the self-efficacy models, but explained less variance than the purpose goal models. Thus in terms of parsimony the integrated models were not preferred. The implications of these results in terms of teaching practices and school counseling practices are discussed. It is recommended that students be encouraged to maintain a positive outlook in relation to their schoolwork and that they be encouraged to set their VCE goals in terms of a combination of self-referenced (mastery) and other-referenced (performance-approach) goals.

Market fit, market orientation, and business performance : an empirical investigation

This thesis investigated the congruence of an organisation to its intended target markets. It was hypothesised that the internal activities of an organisation are, potentially, structured in response to its market dynamics with the ultimate aim of achieving the organisational objective(s). Market fit has been conceptualised to represent the fit of an organisation to its operating market environment. The information for this study was collected from senior marketing decision makers, using a self-administered questionnaire. The sample comprised 216 companies from a mix of industries and organisational sizes in Australia. There is evidence to suggest that the association of market orientation and business performance is inconsistent under different business operating circumstances, due to the exclusion of the influence of key environmental moderators. The model of market fit attempts to overcome this condition. The results suggest that market fit is associated with measures of business performance, and the levels of association are different from those related to the market orientation measures, reflecting the influence of moderators. The categories of environmental moderators contributing at different levels to the market fit measure include: (1) marketing planning, (2) implementation of marketing decisions, (3) market orientation, (4) market strength, (5) generic strategies, (6) organisational culture, (7) familiarity with the marketing audit, and (8) the external environment. The marketing audit procedure has been recommended as a tool to assist with the establishment and maintenance of market fit. The results of this study indicate that organisational familiarity with, and the conduct of, the marketing audit periodically are low, and that market fit may be a better predictor of business performance, than is market orientation.

Teenage technological experts : Bourdieu and the performance of expertise

This thesis explores the construction of technological expertise amongst a heterogenous group of New Zealand teenagers, specifically in regard to their home computer use, which for many of them is their primary site of leisure. This thesis explores the field in which these teenagers are positioned, and explains the practice constituting that field. In this field, the trajectories towards expertise are explained including the time, experimentation, and pleasure evident in their praxis. The qualitative study involved observations and interviews with eight teenagers aged 13 – 17. Five boys and three girls participated and each attended one of various secondary schools located within a provincial city in New Zealand. All of the participants considered themselves to be technological experts, and their peers and/or their family supported this comprehension. Drawing on Pierre Bourdieu’s socio-cultural theories, the capital (cultural, economic, social) and habitus of the teenagers are described (habitus being what makes them who they are, and continues to define who they are in the future). Chapter five centres on explaining the field the teenagers have positioned themselves in, namely the field of out-of-school leisure and home computer use. It also explores the construction and performance of technological expertise within the field. Chapter six examines traditional views of schooling and expertise, and contrasts these views with what the teenagers think about their learning and expertise. This gap is specifically explained with regard to differences between the concepts and value of learning, expertise, and technology, and how they are recognised and valued differently between generations. Chapter seven explores the praxis that the participants exhibit, which is arguably misrecognized by those whose interests are in the established order (e.g. institutional, societal structures). The field they are placed in is arguably part of the broader field of education, yet the findings suggest their capital is misrecognized by digital newcomers, and therefore not legitimated. This thesis concludes that the gap between teenager and adult understandings of expertise is exacerbated in the digital world in which the teenagers position themselves. Their schooling is mainly positioned in the print culture of previous generations and consequently, in the lives of these teenagers, schooling has had little influence on the development of their technological expertise. Additionally, gender has had little impact in their development of expertise; therefore stereotypical notions of female underachievement as computer experts are contested.