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Home > Effect of Performance Appraisal Process on Employee Intentions and Behaviors: A Social Exchange Perspective

Effect of Performance Appraisal Process on Employee Intentions and Behaviors: A Social Exchange Perspective

Thesis Info

Access Option

External Link

Author

Bilqees Ghani Bano

Program

PhD

Institute

Institute of Business Management

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Human Resource Management

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/11080/1/Bilqees_Bano_HRM_2018_IBM_08.04.2019.docx

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724659167

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Performance appraisal is a management tool to assess employees’ performance. Various processes that organizations use to conduct performance appraisal are known as performance appraisal processes (PAP). As the key objective of performance appraisal is to measure employees’ task performance, most of the research on PAP concerns the effects of PAP on employees’ task performance. Research suggests that PAP is a socio-emotional process and may affect employees’ intentions and behaviors beyond their task performance. However, how PAP affects employees’ intentions and behaviors has received scarce research attention and hence need to be further investigated. Limited research that has studied the relationship between PAP and employees’ intentions and behaviors has largely ignored the processes and mechanisms that drive this relationship and the boundary conditions within which this relationship works. To address the highlighted issues, this study examined the direct effects of PAP on employees’ intentions and behaviors (i.e., Organizational Citizenship Behavior (OCB), Voice Behavior (VB), and Turnover Intentions (TOI)). Using social exchange theory as the theoretical framework, the study identified three mediators (i.e., psychological empowerment, organizational commitment, and job involvement) and four moderators (i.e., Leader Member Exchange (LMX), Perceived Organizational Support (POS), trust, and Perceived Fairness (PF)) of the relationship between PAP and employees’ intentions & behaviors. The study also developed hypotheses regarding how these mediators and moderators will affect this relationship. Using a quantitative approach based on cross sectional design employing multiple sources, the study empirically tested the direct, mediating and moderating hypotheses using the hierarchal regression and bootstrapping methods. Results based on triadic data from 250 employees, their immediate supervisors and representatives from their HR functions largely supported the hypotheses. The findings of this study suggested that PAP has significant positive effects on OCB, VB and significant negative effect on TOI. Moreover, both psychological empowerment and organizational commitment fully mediated by the relationships of PAP – OCB and PAP – VB and partially mediated by the relationship of PAP – TOI. Further, the relationships between PAP – OCB, PAP – VB, and PAP – TOI were moderated by LMX, Trust, and PF, however, POS only moderated the relationship between PAP and TOI. The study made significant contributions in organizational and behavioral science research. The study provided managerial insights about how to use PAP to positively affect employees’ intentions and behaviors (i.e. OCB, VB, & TOI). The study identified three intermediary mechanisms of the relationship between PAP and employee intentions & behaviors to show how this relationship works. Additionally, the study highlighted the important and critical role of four moderators to explain the varying effect of PAP on employee intentions and behaviors, hence showing when this relationship works and when it doesn’t work. Theoretical contributions, practical implications, study limitations and future research avenues were also discussed.
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لازوال دوستی

لازوال دوستی

بھٹو صاحب اور جمعہ فقیر کی دوستی کی ہوشربا داستان ۔

’’میری بھٹو صاحب سے محبت یا عقیدت اس وجہ سے نہیں کہ وہ کوئی عظیم قسم کے کلاسکل سوشلسٹ یا مارکسٹ تھے البتہ یہ ضرور ہے کہ ان میں وہ تمام خوبیاں موجود تھیں جو ایک اچھے سوشلسٹ میں ہو نی چاہییں ۔اسی کو بھٹو ازم کہتے ہیں ۔اس فرق کو سمجھے بغیر آپ بھٹو صاحب کو بھی نہیں سمجھ سکتے ۔ہمارے بائیں بازو کے اچھے خاصے دانشور اس غلط فہمی کا شکار ہیں ۔‘‘

میں نے بھٹو صاحب کے چالیسویں کے موقع پر ان فقیر کو اپنی آنکھوں سے دیکھا تھا۔اس دن گڑی خدا بخش میں بھٹو صاحب کے مزار پر عوام کا بے پناہ رش تھا ۔جس کی وجہ سے میں اس فقیر کی طرف کوئی خاص توجہ نہ دے سکا ۔آج صبح یہ پوسٹ میری نظروں سے گزری تو اس فقیر کا چہرہ میری نظروں کے سامنے گھوم گیا ۔جس دوست نے اس کو فیس بک پر پوسٹ کیا ہے اس کو کل میں نے کسی بات کی وجہ سے ان فرینڈ کیا تھا ۔اس کے بعد اس نے اپنا تعارف کرایا اور مجھ سے اپنی کوتاہی پر معذرت کی ۔آج اتفاقاََ اس نوجوان کی پوسٹ میری نظرسے گزری ۔اس سندھی سے اردو میں ترجمہ شدہ متن سے کچھ غلطیاں میں نے نکال دی ہیں اور اگر مجھے اس کا مکمل متن مل جائے تو میں اس پر مزید تحقیق کر نے کی کوشش کروں گا ۔

ایک دوستی کی داستان ۔دوستی عام ہے لیکن اے دوست! دوست ملتا ہے بڑی مشکل سے ۔ لاڑکانہ میں لوگوں کو آج بھی ذوالفقار علی بھٹو اور ایک فقیر صفت درویش شخص جمعہ فقیر کی دوستی یاد ہو گی ۔یہ...

PENINGKATAN KUALITAS PEMBELAJARAN MENYIMAK CERPEN DENGAN MENGGUNAKAN MEDIA REKAMAN PEMBACAAN CERPEN PADA SISWA KELAS XI IPA2 SMA NEGERI 1 BONTOTIRO KABUPATEN BULUKUMBA

Improving the Quality of Learning to Listen to Short Stories by Using Recorded Media for Reading Short Stories for Class XI IPA2 Students of SMA Negeri 1 Bontotiro, Bulukumba Regency.” This study aims to describe the improvement in the quality of learning to listen to short stories using short story reading recording media for students of class XI IPA2 SMA Negeri 1 Bontotiro, Bulukumba Regency.             The results of the study prove that improving the quality of learning to listen to short stories using short story reading recording media in class XI IPA2 SMA Negeri 1 Bontotiro Bulukumba Regency at the planning stage found an increase in the ability of teachers in the field of study to plan better learning implementation in cycle II. In the implementation stage, there was an increase in student activity during the learning process, such as the sincerity, discipline, and self-confidence of students following the learning process. The evaluation stage found an increase in the results of the short story listening test, showing that in the first cycle 56.09% of students experienced mastery learning, and in the second cycle it reached 97.56% who experienced learning mastery. Based on the results of the study, it was concluded that the recording media for reading short stories could improve the quality of learning to listen to short stories in class XI IPA2 SMA Negeri 1 Bontotiro, Bulukumba Regency

اصول فقہ میں مسلک -فقہیہ کے مشترکات تقابلی جائزہ ادلہ جتہاد ک تناظر میں .

The purpose of this study is to investigate how different Islamic schools of thought interpret and derive basic principles in Islamic jurisprudence. It is believed that the Muslims set the principles of Islamic jurisprudence soon after the demise of the Prophet (s.a.w.w) of Islam. This branch of knowledge is actually a superb fusion of reasoning and imitation. It is the study of the arguments through which Islamic Sharia is interpreted and Islamic legislation is achieved. Most often, the debates involve doctrinal arguments, and all the existing Islamic schools of thought agree on the basic principles through which certain laws are derived from those debates. All the Islamic schools of thought agree that Qur’an is the final authority, and it is the Qur’an that provides the initial argument whenever some issue arises. Thus the Qur’an is the first and foremost source to provide an answer to any issue. However, the Hambli scholars ascribe authority to the Qura’an and the Sunnah, without making a clear distinction in order or rank between the two. The Sunnah is the second source for deriving doctrinal principles. All Islamic schools of thought agree that the Sunnah is an important and basic source for deriving the Sharia principles. The Sharia can be divided into two kinds: the first deals with the steady and gradual reporting which, according to every school of thought, adds to argumentative knowledge, and hence stands for authority in Islamic jurisprudence. The second kind involves personal reporting which depends on personal character for determining its truth-value. However, every school of thought takes it as authority once its truth-value is verified. For Hanfi school of thought, certain other conditions besides personal character are required in order to accept the personal reporting. The third most important source for deriving principles in Islamic jurisprudence is the community consensus. Every school of thought accepts the authority of the general consensus. Although most of the schools of thought agree on the authority of absolute consensus, the Malkis also take community consensus as an authority, i.e., if the community in Madina arrive at a consensus on some issue, it would be accepted as the authority. On the other hand, according to the Ja’fri school of thought, every consensus has attained authority with a ma’soom’s opinion in its favor. For the majority Ummah, reasoning is also regarded as authority for the derivation of the Sharia principles. According to Imam Ibne Hazam, logical reasoning is possible, but it is not recognized by the Sharia. On the other hand, the Ja’fri school of thought accepts the authority of both the mansoosul-illat reasoning and the awaliyat reasoning. As for the authority of istashab, all the Muslim states accept and set it as a precedence to implement the state laws. The Hanfis believe that only an accepted right can be explored and verified through istashab, and not a new one. All these are the basic principles that serve as authority in the Islamic jurisprudence. Every Islamic school of thought employs them for the interpretation and implementation of the Sharia.