晋升机会缺失对知识型员工角色内绩效的影响:内部人身份感知与知识共享氛围的作用     

周霞  赵冰璐 《科技管理研究》2019,39(6)

本研究通过问卷调查的方法,对来自广州、深圳、北京、上海等多地的知识密集型企业的161个有效样本进行分析,证实了晋升机会缺失会对知识型员工的角色内绩效产生负面影响,即当组织缺乏晋升机会时,组织内的员工会降低其在扮演工作角色过程中的产出;其次,员工的内部人身份感知中介了晋升机会缺失对其角色内绩效的影响,晋升机会缺失对员工的“组织圈内人”身份形成不利,继而影响其工作产出;最后,组织中知识共享氛围水平越高,晋升机会缺失对员工内部人身份感知的负向影响越低,对晋升机会缺失及角色内绩效相关领域均具有了理论与实践贡献。  相似文献   

In- and extra-role knowledge sharing among information technology professionals: The five-factor model perspective     

《International Journal of Information Management》2017,37(5):380-389

Knowledge is a valuable asset, and knowledge sharing (KS) among employees is particularly important in knowledge-based organizations. This study proposes and investigates two types of KS: in- and extra-role. In-role KS is based on role expectations, and extra-role KS extends beyond role expectations. This study also investigates the antecedents and consequences of the two types of KS among information technology (IT) professionals. The five-factor model is applied to build the research model. The results reveal that among IT professionals, openness to experience, conscientiousness, agreeableness, and neuroticism influence in- or extra-role KS. Unexpectedly, extroversion has no effect on either, indicating the unique behavior of IT professionals compared with others. The study also shows that both in- and extra-role KS have positive effects on team cohesion. Academic and practical implications are provided based on the research findings.  相似文献   

Teachers’ organizational citizenship behavior: Examining the boundary between in-role behavior and extra-role behavior from the perspective of teachers,principals and parents     

Elena Belogolovsky  Anit Somech 《Teaching and Teacher Education》2010

This study examined how different stakeholders in school (principals, teachers, parents) conceptualize teachers' role breadth, i.e., whether they define given behaviors commonly assumed to be OCBs as in-role or extra-role behaviors. Drawing on a survey of 29 principals, 245 teachers and 345 parents, the results showed that principals and teachers defined more teachers' OCBs in general and toward the school as in-role behaviors than parents did; parents defined more teachers' OCBs toward the student as in-role behaviors than teachers did. A wide variety of possible school interventions is indicated, each with the potential for far broader improvements in school effectiveness.  相似文献