Carelessness and Discriminability in Work Role Requirement Judgments: Influences of Role Ambiguity and Cognitive Complexity

Dierdorff, Erich C.; Rubin, Robert S.

doi:10.1111/j.1744-6570.2007.00085.x

Cited by 47 publications

(46 citation statements)

References 81 publications

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“…[and] to personal characteristics or style" (D. Katz & Kahn, 1978, p. 190). Therefore, work role requirements encompass more than just the activities incumbents must perform as part of their roles, but also extend to relevant attributes that are requisite to role enactment, such as different knowledge, skills, abilities, and traits of the role holders themselves (Dierdorff & Rubin, 2007). Of importance, similarities in work role requirements also enable individual work roles to be meaningfully combined in occupational groupings that share a common overall goal or purpose (Dierdorff & Morgeson, 2007).…”

Section: Managerial Work Role Requirementsmentioning

confidence: 99%

The milieu of managerial work: An integrative framework linking work context to role requirements.

Dierdorff

Rubin

Morgeson

2009

Journal of Applied Psychology

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Theoretical and empirical efforts focusing on the interplay between work context and managerial role requirements have been conspicuously absent in the scholarly literature. This paucity exists despite over 60 years of research concerning the requirements of managerial work and with the rather universal recognition that work context meaningfully shapes organizational behavior. The authors developed a theoretical model linking different types of role requirements to different forms of work context. They empirically tested this framework with a nationally representative sample of 8,633 incumbents spanning 52 managerial occupations. Findings from hierarchical linear modeling analyses demonstrated that discrete forms of context (task, social, and physical) exert significant and predictable effects on managerial role requirements.

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Section: Managerial Work Role Requirementsmentioning

confidence: 99%

The milieu of managerial work: An integrative framework linking work context to role requirements.

Dierdorff

Rubin

Morgeson

2009

Journal of Applied Psychology

Self Cite

161

201

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“…In other words, organizations were perceived to be more effective when workers were less confused about the tasks that were involved in carrying out their assignments. To reduce the level of role ambiguity in the organization, managers and human resource personnel should clearly articulate to each employee their expected role activity, performance contingency, and work approach (Dierdorff & Rubin, 2007). This includes providing information about what should be done, how it should be done, and when it should be done (Boardman & Sundquist, 2009).…”

Section: Does Management Matter?mentioning

confidence: 99%

Funding, Management, and Individual-Level Factors: What Factors Matter in Predicting Perceived Organizational Effectiveness?

Caillier

2011

International Journal of Public Administration

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Scholars have examined organizational effectiveness in state and federal government agencies to determine which factors matter. Their findings revealed that public organizational effectiveness is affected by environmental, human resource management, organizational, and individual-level factors. However, what is conspicuously absent is the impact funding has on organizational effectiveness. To further previous literature, this article examined agency funding levels as well as management and individual-level factors to determine the relationship these factors had on organizational effectiveness. In doing so, a model was developed to predict perceived organizational effectiveness, and it was tested on 330 United States government workers in the state of New York. The findings from the analysis were clear: perceived organizational effectiveness was impacted by employee perceptions regarding the level of funding the agencies were allocated. Additionally, the level of role ambiguity and employee participation in decision-making as well as employee job performance and public service motivation levels were also found to matter. The implications and limitations of these findings are discussed in the article.

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“…Work roles are specialised in terms of the expectations of behaviour or tasks to be undertaken and of the knowledge and skills required by the role holder. [26] Roles are determined through a process in which an employee accepts an organisationally predetermined set of role behaviours. A consensus then develops around the way in which these behaviours are conducted in practice and the role becomes embedded to the extent that any contrary behaviours cause role conflict.…”

Section: The Role Of the Pe And Local Context For The Studymentioning

confidence: 99%

The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry

Maxwell

Black

Baillie

2014

JNEP

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High quality, supportive practice learning experiences are crucial for ensuring that student nurses and midwives develop into competent practitioners who are fit for practice. The practice educator role is one model of practice learning support but the role is relatively new and has been little investigated. This paper reports on an appreciative inquiry that explored the current practice educator role at one university in England, with the aim of reaching a consensus for how the role could be enhanced. The first phase involved in-depth interviews with 18 participants: practice educators (n = 10); student nurse representatives (n = 5) and practice based education leads (n = 3). The interviews were analysed thematically. Three themes related to social processes involved in the role: being a bridge, being there, and social identity. The other themes described contributions to the practice learning environment: safeguarding, support, critical thinking. The second phase used a modified Delphi technique. Participants ranked trigger statements, related to the themes, in order of importance. Two consensus workshops were held where the statements were reviewed by practice educators, students and learning environment leads, following which principles and practices of the practice educator role were agreed. In conclusion, the strength of the practice educator role is that it bridges the worlds of university and practice. This bridging resulted from social processes that required a sustained presence in practice to engage in the reality of everyday practice and gain the shared social identity of a practitioner.

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Carelessness and Discriminability in Work Role Requirement Judgments: Influences of Role Ambiguity and Cognitive Complexity

Cited by 47 publications

References 81 publications

The milieu of managerial work: An integrative framework linking work context to role requirements.

The milieu of managerial work: An integrative framework linking work context to role requirements.

Funding, Management, and Individual-Level Factors: What Factors Matter in Predicting Perceived Organizational Effectiveness?

The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry

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