Self-Regulation at Work

Abstract

Self-regulation at work is conceived in terms of within-person processes that occur over time. These processes are proposed to occur within a hierarchical framework of negative feedback systems that operate at different levels of abstraction and with different time cycles. Negative feedback systems respond to discrepancies in a manner that reduces deviations from standards (i.e., goals). This is in contrast to positive feedback systems in which discrepancies are created, which can lead to instability. We organize our discussion around four hierarchical levels-self, achievement task, lower-level task action, and knowledge/working memory. We theorize that these levels are loosely connected by multiple constraints and that both automatic and more conscious processes are essential to self-regulation. Within- and cross-level affective and cognitive processes interact within this system to motivate goal-related behaviors while also accessing needed knowledge and protecting current intentions from interference. Complications common in the work setting (as well as other complex, real-life settings) such as the simultaneous pursuit of multiple goals, the importance of knowledge access and expertise, and team and multiperson processes are also discussed. Finally, we highlight the usefulness of newer research methodologies and data-analytic techniques for examining such hierarchical, dynamic, within-person processes.

Personality Attitudes Affecting Employee Learning and Development: Prerequisites of Behaviour Leading to Learning and Development

“…From the study of Lord, et al (2010) it can also be concluded that employees generally appreciate the opportunities for development, education and learning and consider them an essential part of their work. This is good news for organizations because motivation of employees is generally high and it is, therefore, easier to work on education and learning of such personnel.…”

“…Changes in behaviour in terms of learning, development and application of their results in practice can be divided into short-term fluctuations with peaks and subsequent declines (cyclic partial changes without fundamentally measurable impacts), in the matter of days (Kanner, et al, 1981), and long-term changes, which are required for the development (Lord, et al, 2010), in the matter of years or more. What is desirable, therefore, is a change observable in the long run, which is experiencing an upward trend or standard-growing or stable level.…”

Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection

“…They involve effectively seeking and using feedback to adjust and improve, managing time and seeking help when needed. Self-regulation is related to successful job performance in a range of professions (Ashford & Tsui, 1991;Beeftink et al, 2012;Lord et al, 2010) and a recent study found mathematics teachers classified as having high levels of self-regulation were given more favourable rating by students, and the students of such teachers reported feeling more component and autonomous in class (Klusmann et al, 2008). It is likely that teachers with self-regulatory skills manage their workload better and seek feedback on their teaching from students and colleagues, thus working to improve their teaching.…”

Willing and Able

“…Scholars argue that research should zoom in on moment-to-moment, within-subjects self-regulation processes. This requires theory development because existing theory is often not useful to predict such subtle processes (e.g., Lord, Diefendorff, Schmidt, & Hall, 2010).…”