Data were collected from 8,126 employees in a large government service agency using an anonymous survey measuring 19 different aspects of organizational culture and climate. Correlation indicated positive and significant associations for the measure of Job Satisfaction on the survey with all remaining measures. The measures of culture most strongly related to scores on Job Satisfaction were Empowerment and Involvement, and Recognition. Measures of climate most strongly associated with scores on Job Satisfaction were Communication, followed by Goals, Creativity and Innovation, and Decision-making. Results are discussed in terms of their practical and meaningful relevance to organizational effectiveness.
Data were collected from 8,126 employees in a large government service agency using an anonymous survey measuring 9 aspects of quality culture and 10 aspects of organizational climate. Results show that supervisors perceived all 19 aspects of the culture and climate measured on the survey significantly more positively than did non-supervisors. Results are discussed in terms of their implications for organizational effectiveness.
The present investigation explored the predictability of psychological distress from perceived work and nonwork stress and dissatisfaction for a sample of 108 female clerical workers. A stepwise multiple regression was performed on the data, and it was found that nonwork variables contributed more to perceived psychological distress than did work variables. Implications of this research as related to gender and organizational concerns are discussed.
The predictability of Grade Point Average (GPA) from College Level Examination Program (CLEP) General Examination scores (in English, Natural Science, Social Science and History, and Humanities) was determined for a sample of 119 undergraduate continuing education students. In addition, correlations between each General Examination and GPA, and intercorrelations among General Examinations were obtained. A stepwise multiple regression procedure revealed that CLEP Social Science and History scores accounted for 19% of the variance in their prediction of GPA, followed by CLEP English scores which accounted for 3% additional variance. An intercorrelation matrix for all General Examinations and GPA revealed significance for all possible correlations. Implications of results are discussed.
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