Organizational culture and performance appraisal process: Effect on organizational citizenship behavior

Abstract

The main purpose of this study was to explore the relationship of organizational culture (OC) and the performance appraisal (PA) process and their impact on the organizational citizenship behavior (OCB) of academic staff. The extra role behaviors of employees beyond formal requirements are known as OCB, which is believed to promote the effective functioning of an organization and to contribute to individual success in an organization. The instrument used in this study was a self-administered questionnaire involving 77 academic staff members of a private higher-education institution in Malaysia. Our results reveal that the seven dimensions of OC developed by O'Reilly et al are correlated with PA in this study and have a significant impact on the OCB of academic staff. OCB has been studied in many business organizations, but has largely been ignored in the education industry. This research offers a significant contribution to the understanding of the OCB of academic staff, and its implications for the effectiveness of higher-education institutions are discussed.

Influence of Transformational Leadership Style and Organizational Culture to Organizational Citizenship Behavior and Employee’s Performance in Mothers and Children Hospitals in East Java

“…These research results which show that organizational culture significantly influences OCB of employees in mother and children hospitals in East Java, empirically support by Mohanty and Rath (2012), Ariyani et al (2017), Carbajal (2006), Yaseen et al (2015), El Badawy et al (2017) and Teh et al (2012) that there is a positive correlation between Organizational Culture and OCB. Badawy et al (2016) also support with the research results which conclude rhere is a positive correlation between four types of organizational culture, work satisfaction and OCB, work satisfaction mediate the relationship between organizational culture and OCB but the effect of mediation is weak.…”

Efforts to Increase the Behavior of Organizational Citizenship Behavior Educator at the General Support Education Command

“…The results of this study are in line with the opinions of several experts including Boerhannoeddin et.al. who said that leadership proved to be able to increase the role of extra work attitude or often called organizational citizenship behavior [17].…”

Investigating the PDR process in a UK university: continuing professional development or performativity?

“…In this way, the process can be conceived as an important developmental process which can be valued by both academics and leaders, contributing both to professional development but also as a means of ensuring institutions have the necessary information and staff motivation to successfully compete in an increasingly accountable, fast changing and competitive market place (Bendermacher 2017). Thus, the PDR process can be seen as a crucial aspect of staff development positively influencing research, teaching and learning and student outcomes (De Rijdt et al 2013;Saroyan and Trigwell 2015;Williams et al 2016) as opposed to a performative process based on notions of surveillance and a perceived lack of trust (Ball 2003;2012) which can be perceived as threatening traditional academic values (Lambrechts et al 2017) and possibly having a negative effect on staff morale and performance (Teh et al 2012). Viewed as such, the PDR can be both positively espoused and enacted by senior leaders, managers and academics throughout the organisation (Argyris et al 1985;Argyris and Schon 1974).…”

“…These changes have meant that the annual review process (PDR or equivalent) which is purported to review the professional development needs of staff and set out future development plans may also be perceived as a controlling mechanism and part of a culture of 'performativity', which implies a lack of trust and a reliance on externally driven tasks and targets to 'manage' staff (Ball 2012). Perceived this way, the review process may actually have a negative impact on staff morale and behaviour, which can undermine organisational effectiveness and lead to decreased performance, staff absence and increased turnover (Teh et al 2012). Such a 4 performative culture can also be seen as a threat to traditional academic values such as autonomy and credibility (Lambrechts et al 2017).…”