Norms for the Job Diagnostic Survey

Oldham, Greg R.; Hackman, J. Richard; Stepina, Lee P.

doi:10.21236/ada057268

Cited by 52 publications

(42 citation statements)

References 7 publications

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“…The reliabilities ranged from 0.64 to 0.79 with a median of 0.70. These reliabilities are almost identical to those reported by Champoux (1992) and compare favorably with the published reliabilities of JDS norms (Oldham et al, 1979).…”

Section: Independent Measuressupporting

confidence: 88%

Affective states in job characteristics theory

2000

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SummaryThe potential consequences of aective experience at work prompt an examination of whether job characteristics are related to aect. Using two measurement models, we examined associations between perceptions of ®ve job characteristics and self-reported mood. One model was based on traditional measures of`positive' and`negative' aect.The second model utilized a more dierentiated measurement scheme consisting of four unipolar mood scores. Using both approaches achieves both broad and speci®c assessments of the links between aective states and job characteristics. Regression analyses of the survey data from 370 managers in 26 organizations indicated that job characteristics explained an average of 19 per cent of the variance in activated pleasant aect and an average of 11 per cent of the variance in activated unpleasant aect. Task signi®cance and task autonomy were positively associated with activated pleasant aect. Skill variety was positively related, and task identity and task feedback were negatively correlated with activated unpleasant aect. Finally, Growth Need Strength (GNS) moderated the relation between the Motivating Potential Score (MPS) from the combined job characteristics and both activated pleasant and activated unpleasant aect. Using a four-factor model of aect (enthusiasm, fatigue, nervousness, and relaxation), we discuss preliminary implications for the design of work.

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Section: Independent Measuressupporting

confidence: 88%

Affective states in job characteristics theory

2000

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“…A validation study (Oldham, Hackman, & Stepina, 1978) using a sample of 6,930 employees working in 876 jobs in 56 organizations reported acceptable reliability estimates for meaningfulness of the work (a ϭ .71), responsibility for work outcomes (a ϭ .67), and knowledge of results (a ϭ 71). The three scales of the CPS were correlated with General Job Satisfaction (r ϭ .63, .66, and .25, respectively) and the Growth Satisfaction Scale (r ϭ .68, .54, and .36, respectively).…”

Section: Resultsmentioning

confidence: 99%

Convergent and divergent validity of the learning transfer system inventory

Holton

Bates

Bookter

et al. 2007

Human Resource Dev Quarterly

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The Learning Transfer System Inventory (LTSI) was developed to identify a select set of factors with the potential to substantially enhance or inhibit transfer of learning to the work environment. It has undergone a variety of validation studies, including construct, criterion, and crosscultural studies. However, the convergent and divergent validity of the instrument has not been studied. Such a study is necessary to define the nomological network on the constructs. This study examines the convergent and divergent validity of the LTSI with twenty-eight comparison measures. Results indicate mostly divergent relationships, further demonstrating the uniqueness of the LTSI constructs. By establishing the divergent relationship with other known constructs, the LTSI's usefulness for transfer research is enhanced.In 1996, Holton and Bates developed the learning transfer system inventory (LTSI) as a generalized transfer climate instrument that could be used across a wide variety of organizations, training programs, and employees. The LTSI, based on evaluation theory, was developed by examining relationships and constructs from previous empirical research in a grounded theory-building approach (Holton, 1996). Holton, Bates, and Ruona (2000) indicated that "without minimally validated measures, the chance for substantive misspecification of models, misinterpretation of findings and measurement error is significantly increased" (p. 6).Most human resource development (HRD) professionals realize that their organizations need learning transfer improvement, but few have an accurate sense of what the problem is. As a result, even those aware of strategies to improve transfer (Broad & Newstrom, 1992) Holton, Bates, Bookter, Yamkovenko guesswork to guide them to those most likely to yield high returns. Yet most would agree that improving learning transfer systems requires an ability to accurately diagnose factors inhibiting transfer.The primary reason for this paradox is that until recently, no diagnostic tool had emerged. In recent transfer research, a wide variety of instruments and measures have been used, most with either questionable or unknown psychometric properties. As a result, neither practitioners nor researchers have had a well-validated, effective diagnostic instrument. This presents a key barrier because it is hard to change a transfer system without accurate diagnosis of system problems.The lack of a comprehensive set of factors to measure learning transfer climate, which are generalizable to a wide variety of organizations and employees, is an issue that research should continue to address. The development of a generalized set of transfer factors would facilitate cross-study comparison and eliminate redundant instrument development efforts .Ford and Weissbein (1997) conducted a review of empirical literature on transfer of training that updated the earlier Baldwin and Ford (1988) study. Their study indicated a continuing problem with instrumentation in transfer research. For example, nine of the studies identifie...

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“…In particular, by controlling for rank in our analyses, we hope to help rule out the possibility that hypothesized findings are due solely to proactive individuals simply obtaining better jobs and, thus, experiencing more favorable downstream consequences. Rank is likely to coincide with job features such as span of control, areas of responsibility and accountability, enriched job characteristics, and reporting relationships (Oldham, Hackman, & Stepina, ; Sisodia & Das, ). Data on organizational rank were provided by the organization and coincide with the organizational chart, such that a 1 represents the highest level position in the organization (CEO) and a 9 (e.g., teller) represents the lowest level position in the organization.…”

Section: Methodsmentioning

confidence: 99%

Built to last: Interactive effects of perceived overqualification and proactive personality on new employee adjustment

Simon

Bauer

Erdoğan

et al. 2018

Personnel Psychology

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We integrate relative deprivation and broaden and build theories to develop a process‐based model of perceived overqualification and its relationship with new employee adjustment via “broaden and build” mechanisms (i.e., reciprocal relationships between initial status and change trajectories in work‐related positive affect and perceived job autonomy). Additionally, we examine how new employee proactive personality may influence this process. Analyses of weekly survey responses from 331 new employees of a large financial institution throughout their first 90 days of employment revealed that those who felt overqualified generally experienced less work‐related positive affect and perceived less job autonomy when beginning their jobs (assessed the first week of employment) than their more qualified counterparts. Moreover, initial levels of perceived job autonomy were positively associated with adjustment outcomes (assessed at 90 days of employment) via linear change in positive affect over time (assessed weekly, up to 8 weeks of employment). These findings suggest that perceived overqualification may negatively influence newcomer adjustment by stunting broaden and build processes. However, proactive personality attenuated this effect. Theoretical and practical implications are discussed.

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Norms for the Job Diagnostic Survey

Cited by 52 publications

References 7 publications

Affective states in job characteristics theory

Affective states in job characteristics theory

Convergent and divergent validity of the learning transfer system inventory

Built to last: Interactive effects of perceived overqualification and proactive personality on new employee adjustment

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