Turnover, transfer, absenteeism: An interdependent perspective

Dalton, Dan R.; Todor, William D.

doi:10.1016/0149-2063(93)90052-o

Cited by 57 publications

(52 citation statements)

References 92 publications

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“…Because they view those contracts as more malleable, they will be less infuriated by unmet expectations at work and therefore be less likely to bolt when faced with disappointments. Moreover, workers who are relatively older and who have more work experience may view the chances of replicating their current deals or obtaining the same amount of rewards in the external labor market as low-and as a result, be less motivated to actively search for job alternatives (Dalton & Todor, 1993;Turnley & Feldman, 1999). Both contract malleability and replicability, then, serve as mediating variables in explaining why older and more experienced workers are less likely to voluntarily leave the organizations.…”

Section: Exitmentioning

confidence: 92%

“…Since older and more experienced employees have more malleable expectations and perceive that equity might be regained in the long run, there is less reason for them to decrease their efforts toward in-role responsibilities, at least not before they decide that they simply cannot tolerate their present situations any longer (Dalton & Todor, 1993). Also, because older workers tend to be more altruistic and better able to understand the viewpoints of others (Midlarsky & Hannah, 1989;Underwood & Moore, 1982), they will be less inclined to deliberately hurt the well-being of the organization (e.g., through neglect) unless necessary.…”

Section: Neglectmentioning

confidence: 95%

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Age, work experience, and the psychological contract

Feldman

2009

J Organ Behavior

129

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SummaryThe purpose of the current paper is to examine the ways in which age and work experience shape how individuals experience psychological contract breaches. We first introduce the concepts of contract malleability (the degree to which individuals can tolerate deviations from contract expectations) and contract replicability (the degree to which individuals believe that their psychological contracts can be replicated elsewhere). Next, we discuss the variety of reasons why contract malleability and replicability become greater with age and work experience and how contract malleability and replicability may temper negative reactions to psychological contract breaches. We also address the different ways contract malleability and replicability mediate the relationships between age and work experience, on one hand, and exit, voice, loyalty, and neglect behaviors on the other. We consider the moderating effects of age similarity and dissimilarity here as well. The paper concludes with a discussion of the implications for future research designs and for managing older and more experienced workers.

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Section: Exitmentioning

confidence: 92%

Section: Neglectmentioning

confidence: 95%

Age, work experience, and the psychological contract

Feldman

2009

J Organ Behavior

129

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“…Furthermore, although job hunting is significantly related to job dissatisfaction (Dalton & Todor, 1993), this relationship is attenuated by exit costs (Bretz, Boudreau, & Judge, 1994;Kopelman, Rovenpor, & Millsap, 1992). That is, dissatisfied employees might not seek employment elsewhere because they do not have the time or resources to search for another job (e.g., Dickter, Roznowiski, & Harrison, 1996;Herman, 1973;Hirschman, 1970;Rusbult, Farrell, Rogers, & Mainus, 1988;Turnley & Feldman, 1999).…”

Section: Internet Fluencymentioning

confidence: 96%

Internet job hunting: A field study of applicant experiences with on‐line recruiting

Feldman¹,

Klaas

2002

Human Resource Management

123

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“…It seems that this relatively high rate o f turnover, especially when compared to the stability (not to say stagnation) in staffing those schools had relatively few downsides (Cascio, 1991;Pelled & Xin, 1999). On the positive side, it opened convenient channels for both parties to end painful working relations (Dalton & Todor, 1993), and introduced fresh perspective o f replacement with other teachers, which were easily to obtain at the time. Examining in a meta-analysis the predictors to withdrawal process, such as the decision to leave (Griffeth, 2000) includes job satisfaction, organizational commitment, job search, comparison o f alternatives, withdrawal cognitions, and quit intentions.…”

Section: The In Te Rv E N Tio N 'S Resu Itsmentioning

confidence: 99%

Managing “challenging” teachers

Yariv

Coleman

2005

International Journal of Educational Management

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PurposeThe purpose of this paper is to investigate the ways in which elementary school principals in Israel deal with teachers who are “challenging” in their behaviour, that is those who are perceived as under‐performing. This is an important and under‐researched area of educational management.Design/methodology/approachInterviews were carried out with 40 elementary school principals, every fourth school being sampled in the northern district of Haifa. They were asked to recall a particularly difficult teacher and their shortcomings and then asked about the measures they took, in chronological order, to solve the problem.FindingsThe findings indicated that the principals preferred supportive measures or making changes to the organization rather than confronting the teachers. More than half the principals had started by ignoring the difficulties. In the end most did discuss the situation with the teacher and that sometimes involved direct criticism. In half of the cases the teacher left the school by the end of the year.Research implications/limitationsThe research findings are limited as they only relate to the views of the principals, leading to the possibility of researcher empathy with the principals. Further research might investigate the teachers perspective.Practical implicationsFrom a practical point‐of‐view, the current findings indicate that elementary school principals need to be better equipped with knowledge, managerial skills and sources of assistance to solve personnel difficulties.Originality/valueThis paper adds to the limited literature on the subject of under‐performing teachers and reveals the resulting personnel difficulties faced by principals.

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Turnover, transfer, absenteeism: An interdependent perspective

Cited by 57 publications

References 92 publications

Age, work experience, and the psychological contract

Age, work experience, and the psychological contract

Internet job hunting: A field study of applicant experiences with on‐line recruiting

Managing “challenging” teachers

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