This study aims to understand the effect of pay for individual performance (PFIP) on employees’ intrinsic motivation. Although several studies have analyzed this relationship, until now, the role of satisfaction with variable rewards has not been considered. It was hypothesized that employees who are satisfied with variable rewards would find in PFIP a source of feedback that would contribute to the satisfaction of their basic psychological needs. An empirical study was conducted with 184 professionals working in human resource consulting firms. Data were collected using an online survey, and the PROCESS macro for SPSS was used to analyze the proposed hypotheses. The results indicate that, in this context, PFIP has a direct positive effect on intrinsic motivation. It also has an indirect positive effect, which is partially and sequentially mediated by satisfaction with variable rewards and satisfaction of basic psychological needs. Employers should emphasize the informational nature of rewards, and also seek alignment between the objectives of the compensation system and employee expectations and values. The present findings broaden our understanding of how a PFIP system influences a sustainable intrinsic motivation.

PurposeNo systematic review has previously been dedicated to comprehensively investigate predictors of well-being and ill-being in working contexts. Empirical studies have vastly associated well-being as the result of autonomous motivation and basic psychological needs satisfaction, while frustration results in ill-being. The purpose of this study is to integrate the variables identified in empirical studies associated with the occurrence of the phenomena, individual/organizational features and consequences associated with workers' well-being/ill-being.Design/methodology/approachThis systematic review includes 44 empirical studies published up to February 2021. Findings are summarized based on quantitative analysis of the evidence.FindingsResults reinforce the role of self-determined motivation and needs satisfaction in promoting well-being, while amotivation and needs frustration led to ill-being. Besides, they indicate that ill-being can both lead to negative consequences and diminish positive work outcomes. Findings also revealed that: integrated motivation does not seem to be empirically distinct from intrinsic and identified motivation in promoting well-being; introjected motivated behaviors may be less harmful to psychological health than externally oriented ones; the relationship between external motivation and well-being/ill-being requires prospective investigations; and amotivation seems to have a detrimental effect in workers' psychological health.Practical implicationsResults provide practical information for HRM practitioners to design work environments and practices that promote employees' psychological health.Originality/valueAn unprecedented framework that aggregates empirical findings regarding the antecedents, predictors and consequences of ill-being/well-being in working contexts is presented.

Purpose This study aims to adapt and validate the need satisfaction and frustration scale (NSFS) for the Brazilian gig work context and investigate the distinctiveness of the constructs of basic needs satisfaction and frustration among Brazilian gig workers. Design/methodology/approach Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted on a sample of 351 Brazilian gig workers. Findings Results from EFA supported a three-factor structure, while results from CFA psychometrically supported a six-factor correlated model. The items that constitute the NSFS presented good discriminant validity (heterotrait-monotrait ratio) and internal consistency (Cronbach’s alpha and McDonald’s omega coefficients). Results regarding criterion validity partially support previous empirical evidence that considers needs satisfaction and frustration independent in relation to well-being and ill-being while reinforcing the need for further investigations. The Brazilian version of the NSFS is shown to be an instrument with robust psychometric qualities to assess workers’ perception of basic needs satisfaction and frustration in Brazilian gig work context. Originality/value This study broadens the scope of research on basic psychological needs by introducing a valid and reliable instrument to assess workers’ perceptions of needs satisfaction and frustration in the Brazilian gig work context, a population that has been neglected in self-determination theory research.

Context: Work teams in the Human Resources and Financial Department of a large consumer goods company needed to reorganize and adapt themselves to the compulsory remote work imposed by the Covid-19 pandemic. Through daily online meetings, they interacted, learned to deal with the new scenario, perceived difficulties, and found opportunities. Now, they are facing uncertainty about to what extent this work organization will be maintained in the medium-  and long-term. Teaching goals: Analyze the characteristics of the work-teams, reflect on the factors that facilitated and hindered the performance of virtual teams, and assess the challenges faced by the virtual teams created on a compulsory basis. The case generates reflection about face-to-face and virtual teamwork, as well as on barriers, facilitators, and challenges for the implementation of remote work, which enables fostering competencies and skills of recognition, definition, and resolution of problems, strategic thinking, and proposals for changes in work organization. As it presents different contexts and opinions, sometimes contradictories, careful referrals are required. Data source: The case is based on real data obtained through an electronic questionnaire sent to employees in June 2020. The name of the company was kept confidential. Although real speeches, characters, and their interaction are fictional. Applicability: It can be used as a teaching tool in modules related to Human Resource Management, Organizational Behavior, and Team Development, present in postgraduate courses. Teaching notes establish educational objectives, recommended use of the case, lesson planning, and guiding questions for discussion in class. Keywords: teaching case; teamwork; virtual teams; organizational behavior; Covid-19

Na modalidade de Educação a Distância (EaD), com o apoio da equipe multidisciplinar, professor, estudantes e tutor se relacionam social e midiaticamente, ou seja, encontram-se virtualmente para trocar conhecimentos e informações, exigindo a adoção de um novo conceito de aula, sala de aula, aluno e professor. Este estudo teve como objetivo verificar se a experiência do professor com a EaD contribui ou contribuirá com o trabalho do professor no ensino presencial, bem como, identificar de que forma, na sua atuação com o ensino presencial, essa contribuição pode ser vista e implantada. Setenta e dois professores responderam a um questionário on-line elaborado para esta pesquisa. Pelos resultados, 97% dos respondentes relatam que a experiência em EaD contribuiu de forma significativa para sua prática docente como professor presencial. Mais especificamente, constatou-se que as contribuições se deram nos seguintes aspectos: 68% dos professores aproveitaram a experiência e os conhecimentos adquiridos no processo avaliativo; 41,6% aproveitaram o uso de redes sociais; 70,8%, a incorporação de mídias; 59,7%, planejamento da ação pedagógica; e 50% referiram a incorporação de novos conteúdos. Conclui-se que as experiências em EaD são transpostas e aproveitadas na modalidade presencial e que, portanto, a EaD pode contribuir para o aperfeiçoamento do trabalho docente e, por conseguinte, na melhoria da qualidade da educação. Palavras chave: Educação a Distância; Educação Presencial; Aproveitamento de aprendizagens.  How Can the Distance Education Contribute to the Face to Face Education? Abstract In the Distance Education, with the support of a multidisciplinary team, professor, student and tutor interact social and virtually, they get in touch through the internet, in order to share information and knowledge, requiring the adoption of a new concept of class, classroom, student and teacher. The aim of this study is to verify if the experience that the teacher had in Distance Education contributes or will contribute to his/her work in Presencial Learning Education, as well as to identify how, in his performance with face to face classroom, this contribution can be seen and deployed. Seventy two professors answered an online questionnaire elaborated for this research. From the results, 97% of them reported that their experience in Distance Education contributed, in a significant way, to their teaching practice as a professor at face to face education. More specifically, it was found that the contributions are given in the following aspects: 68% of the professors used the experience and knowledge at the evaluation process; 41.6% at the using of social networks; 70.8% embedding media; 59.7% planning the pedagogical action; and 50% incorporating new contents on their subject. The experiences in Distance Education are useful and repeated at the classroom mode education and, therefore, the Distance Learning is an education modality that contributes to the improvement of teaching and, consequently, to the improvement of education quality.Keywords: Distance Education; Face to Face Learning; Learning contribution.