SummaryThis research hypothesizes that greater congruence between preferred polychronicity (the extent to which an individual prefers to be involved with several tasks simultaneously) and experienced work-unit polychronicity (the polychronic behaviors and preferences of the supervisor and co-workers) will be associated with higher levels of (1) three components of organizational commitment (willingness to exert eort, desire to remain a member of the organization, and belief in and acceptance of organizational goals), (2) the individual's perceived performance evaluation by the supervisor and co-workers, and (3) the individual's perceived fairness of the performance evaluation. Based on a sample of employed business school graduates, the results indicate that polychronic congruence is signi®cantly related to these variables in the predicted direction. The use of polynomial regression analysis reveals additional characteristics of the relationships that would not have been available from the analysis of squareddierence scores. The ®ndings support the position that polychronicity and other temporal variables are important factors in organizational research.
The analysis of polychronicity at the cultural level is compared with the analysis of polychronicity at the level of the individual member of the culture. We suggest that a more detailed analysis of an individual’s polychronicity is appropriate, including the individual’s beliefs, attitudes, and behaviors. We identify the theory of reasoned action as a useful framework for studying an individual’s polychronicity. Examples are provided in which the theory of reasoned action is used to address questions about an individual’s polychronicity, along with the description of the relationships among the components of individual‐level polychronicity suggested by the theory.
Many students seem disinterested in learning to handle employment interviews effectively. This article discusses students' motivation to become skilled interviewees and steps educators and counselors can take to increase students' interest in this crucial career activity. The article also discusses mistakes students frequently make during employment interviews and provides suggestions educators can use to help students avoid these difficulties.
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