Time management and achievement striving interact to predict car sales performance.

Abstract

Recent research (T. H. Macan, 1994) questioned the importance of time management in predicting performance. The authors tested the hypothesis that time management behaviors interact with achievement striving to predict car sales performance. On the basis of data from 102 salespeople, moderated regression analyses supported that hypothesis. There was a significant interaction between short-range planning and achievement striving. Results show how time management is related to job performance under conditions of high motivation. Despite a large literature lauding the benefits of time management behaviors in general (e.g., Warihay, 1978) and for sales performance in particular (e.g., Berkowitz & Ginter, 1978; Feiertag, 1991; Friedman, 1993), the available literature suggests some controversy regarding whether the expected benefits of time management are realized in practice (Macan, 1994). Empirical findings suggest that positive time management practices are associated with self-evaluations of academic performance (Macan, Shahani, Dipboye, & Phillips, 1990), objective grade point average (Britton & Tesser, 1991), job satisfaction (Landy, Rastegary, Thayer, & Colvin, 1991), and self-perceived organizational performance (Lim, 1993). However, there are also data suggesting that time management behaviors may have little effect on objectively measured job performance (Macan, 1994).

Customer orientation, conflict, and innovativeness in Japanese sales departments

“…For example, Barling et al (1996) measured car salespeople's performance using annual vehicle sales and evaluations by general managers, and reported that both measures were significantly related. Jaworski and Kohli (1991) reported a high correlation between output performance and behavioral performance (r = .57).…”

Achievement goals, emotions, learning, and performance: A process model.

“…In contrast, critical thinking refers to analyzing, evaluating, and applying prior knowledge to novel situations and problems (Pintrich, 2004;Pintrich et al, 1991) with self-monitoring involving the evaluation of one's learning progress (Efklides, 2011;Greene & Azevedo, 2010;Winne & Hadwin, 1998;Zimmerman & Campillo, 2003). In addition to these commonly studied learning strategies, other higher-order, self-regulated learning strategies have also traditionally been explored, such as time management, which involves the prioritization of goals and task scheduling so as to optimize learning efforts (Barling, Cheung, & Kelloway, 1996;Britton & Tesser, 1991;Macan, Shahani, Dipboye, & Phillips, 1990).…”

Effect of Time Management on the Job Satisfaction and Motivation of Teacher Educators: A Narrative Analysis

“…In such situations, TM can enhance the performance and support objectives (Ajzen, 1991). TM also predicts job performance; for example, sales men with better TMSs have higher sales (Barling et al, 1996), college students with better TMSs report higher grades (Britton & Tesser, 1991;Macan et al, 1990) and county extension directors with better TMSs are rated higher by their superiors (Radhakrishna, Yoder, & Baggett, 1991). These results show that job performance, TM and job satisfaction are inextricably linked.…”