A Three-Wave Longitudinal Study of Moderated Mediation Between High-Performance Work Systems and Employee Job Satisfaction: The Role of Relational Coordination and Peer Justice Climate

Haider, Sajid; De-Pablos-Heredero, Carmen; De-Pablos-Heredero, Mónica

doi:10.3389/fpsyg.2020.00792

Cited by 18 publications

(19 citation statements)

References 100 publications

(148 reference statements)

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“…García-Rodríguez et al [27] found that employees' perceptions of diversity management have a positive and significant direct effect on job satisfaction. Haider et al [28] findings provided the support for the direct relationship between high performance work systems and job satisfaction. Sanchez-Manzanares et al [10] examined 74 studies that have analyzed organizational factors that influence job satisfaction.…”

Section: Job Satisfactionmentioning

confidence: 90%

Organizational Justice and Leadership Behavior Orientation as Predictors of Employees Job Satisfaction: Evidence from Croatia

Bakotić

Bulog

2021

Sustainability

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The aim of this paper was to examine the role of organizational justice and leadership behavior orientation in predicting job satisfaction by focusing on three organizational justice dimensions (distributive, procedural, and interactional justice) and two leadership behavior orientations (task and relations-oriented behaviors). The empirical research was conducted in Croatia, during 2019. The research sample included 298 participants. Hierarchical regression analysis was conducted to empirically test proposed hypotheses focusing on organizational justice and leadership behavior orientation as predictors of employees’ job satisfaction. Research results showed that interactional justice, distributive justice and relations-oriented leadership behavior have an almost equally powerful impact on job satisfaction. Those variables are based on social relations, which revealed the importance of connections among people and social interactions for job satisfaction development. Additionally, findings suggested that procedural justice and task-oriented leadership behavior did not affect employees’ job satisfaction. These results additionally bring social interactions in the focus of job satisfaction development. A better and more in-depth understanding of these links allows management to be efficient in rapidly changing organizational circumstances to stimulate employees to work effectively. Therefore, in order to enhance employees’ job satisfaction, managers need to create a working environment that is friendly, honest, and encouraging. They have to pay attention to relationships with their employees, providing them the perception of justice, respect, and trust, as well as motivation in everyday activities. Upcoming lines of research should put effort into further exploration of this cognition, by exploring some other social relations variables and their mediational impact on job satisfaction.

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Section: Job Satisfactionmentioning

confidence: 90%

Organizational Justice and Leadership Behavior Orientation as Predictors of Employees Job Satisfaction: Evidence from Croatia

Bakotić

Bulog

2021

Sustainability

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“…This study has shown that students can take the same training contents in less faceto-face time without affecting their satisfaction, as long as there are adequate levels of coordination and communication. The scientific literature defends that, as more contingent factors demand a need for organizational action, the more important the application of relational coordination principles becomes [5,31,34,35]. Therefore, the application of relational coordination as an innovative organizational model for higher education could be transferable to other universities.…”

Section: Discussionmentioning

confidence: 99%

“…The RC model has been studied in sectors such as banking [35], airlines [34], health [4,31], and entrepreneurship [33], showing that a higher level of RC significantly increases the quality of the organization's results, regardless of the sector. Furthermore, RC has been applied to higher education.…”

Section: Introductionmentioning

confidence: 99%

Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model

et al. 2021

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Face-to-face education continues to present benefits in terms of student motivation, even though in COVID-19 scenario, online education has been the model of choice. In addition to the traditional face-to-face style, the intensive face-to-face style remains, which allows greater flexibility for the student. The objective of this study was to compare both educational styles and build an organizational model to improve student satisfaction. Two-way general linear model (GLM) with educational styles and satisfaction as fixed factors and discriminant analysis was applied. The selection of the most discriminant variables was made applying the F of Snedecor, Wilks’-Lambda, and the 1-Tolerance. A discriminant model was built. The four variables with the highest discriminant power were problem-solving communication with students’ representatives and shared knowledge and goals with lectures in the intensive style and frequent communication with administrative officers in the traditional style. In addition, it was found that greater face-to-face attendance did not imply greater coordination and that intensive style students show greater satisfaction. The appropriate duration of face-to-face education can contribute to the design of an innovative hybrid system in the future.

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“…The relationship dimension focuses on shared goals, knowledge, and mutual respect among all profiles of an organization [3,[22][23][24][25]. The RC model has been applied in different sectors such as healthcare [22], banking [26], or airlines [21]. In addition, it has been studied in HE, showing that an increase in RC leads to an improvement in the results [3,23,24,[27][28][29].…”

Section: Rc and Improvement Of Resultsmentioning

confidence: 99%

An Organizational Model of Online Learning in the Pandemic Period: Comparison with Traditional Face-to-Face Learning

et al. 2022

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The COVID-19 pandemic has led to a paradigm shift in educational systems. During the lockdown, higher education became digital. This caused a change in communication within the educational ecosystem. Relational coordination (RC) is a communication and relationship model associated with the improvement of organizational results. Therefore, the objective of this research is to build an organizational model of online learning applied during the pandemic period and compare it with the previous face-to-face learning. A sample of 2774 students from two Ecuadorian universities was selected. A two-stage methodology was applied: First, an organizational model of online learning was built using multivariate methods. The RC model was linked to student satisfaction using generalized linear models (GLM). In the second stage, the organizational differences between the 2018 face-to-face and the 2020 online learning were identified. Finally, the online learning model was validated with external data. The components associated with a higher level of RC were institutional cooperation, institutional problem-solving, and administrative communication. Administrative communication lost importance in the online model. Significant differences between the satisfaction of the two models were not found. Nevertheless, since online learning was not associated with an improvement in satisfaction, the creation of a third educational model that combines the best practices of online and face-to-face learning in a hybrid system could be an alternative that improves the satisfaction of students.

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A Three-Wave Longitudinal Study of Moderated Mediation Between High-Performance Work Systems and Employee Job Satisfaction: The Role of Relational Coordination and Peer Justice Climate

Cited by 18 publications

References 100 publications

Organizational Justice and Leadership Behavior Orientation as Predictors of Employees Job Satisfaction: Evidence from Croatia

Organizational Justice and Leadership Behavior Orientation as Predictors of Employees Job Satisfaction: Evidence from Croatia

Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model

An Organizational Model of Online Learning in the Pandemic Period: Comparison with Traditional Face-to-Face Learning

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