THE EFFECTS OF FINANCIAL AND RECOGNITION INCENTIVES ACROSS WORK CONTEXTS: THE ROLE OF MEANING

We manipulate workers' perceived meaning of a job in a field experiment and interact meaning of work with both financial and recognition incentives. Results show that workers exert more effort when meaning is high. Money has a positive effect on performance that is independent of meaning. In contrast, meaning and recognition interact negatively. Our results provide new insights into the stability of incentive effects across important work contexts. They also suggest that meaning and worker recognition may operate via the same motivational channel. (JEL C93, J33, M12, M52)     

Transformational leadership,job satisfaction,and team performance: A multilevel mediation model of trust

In spite of calls for deliberate differentiation between individual and team levels of analysis, leadership research based on well-grounded theory referring to multiple levels is scarce. We seek to fill this gap by analyzing the relations between transformational leadership, trust in supervisor and team, job satisfaction, and team performance via multilevel analysis. Results are based on a sample of 360 employees from 39 academic teams. Transformational leadership was positively related to followers' job satisfaction at individual as well as team levels of analysis and to objective team performance. The relation between individual perceptions of supervisors' transformational leadership and job satisfaction was mediated by trust in the supervisor as well as trust in the team. Yet, trust in the team did not mediate the relationship between team perceptions of supervisors' transformational leadership and team performance. Implications for theory and research of leadership at multiple levels as well as for practice are discussed.     

Situation-based measurement of the full range of leadership model — Development and validation of a situational judgment test

In response to calls for context-specificity in leadership research, we developed and validated a Situational Judgment Test of the Full Range of Leadership Model (SJT-FRLM). Three consecutive studies were conducted following the typical steps of test development. Study 1 served measure development and pilot testing: item stems were generated empirically, item responses were developed with a theory-driven approach, and pilot testing was based on a leader sample. Study 2 served to analyze construct- and criterion-related validity of the instrument. Moreover, an empirical scoring key was developed that weights each item response according to its relation with leadership effectiveness in each situation. In Study 3, we demonstrated incremental validity and interrater agreement. The test fills an important gap in literature because it not only has predictive validity above and beyond established measures, but also takes into account the contextual element of leadership.     

Survey item nonresponse and its treatment

Summary One of the most salient data problems empirical researchers face is the lack of informative responses in survey data. This contribution briefly surveys the literature on item nonresponse behavior and its determinants before it describes four approaches to address item nonresponse problems: Casewise deletion of observations, weighting, imputation, and model-based procedures. We describe the basic approaches, their strengths and weaknesses and illustrate some of their effects using a simulation study. The paper concludes with some recommendations for the applied researcher. We are grateful to an anonymous referee who provided helpful comments. Also we like to thank Donald B. Rubin for helpful comments and always motivating discussions as well as Ralf Münnich for inspiring discussions about raking procedures.     

Personal-und Organisationsentwicklung im Schul-, Sozial-und Bildungs-Sektor durch Formen dyadischer Intervision

Zusammenfassung Personalentwicklungs-und Coachingprozesse müssen und sollten sich nicht auf hergebrachte Lehrer-Lerner-Modelle begrenzen. In vielf?ltigen Lernkontexten und insbesondere in der Didaktik haben reziprok angelegte Lernpartnerschaften zwischen zwei Personen auf Zeit lange Tradition. Zentrale Erwartungen richten sich in der Regel einerseits auf die ?konomie entsprechender Settings, andererseits auf die Nachhaltigkeit und Ganzheitlichkeit einer Unterstützung, die im Medium ?hnlicher Position, ?hnlicher Erfahrung und der Gegenseitigkeit der Supportbeziehung entsteht. Diese Erwartungsbündel gelten als Unterscheidungskriterien gegenüber expertengestützten Lehrer-Lerner-Modellen. Im folgenden wird das Konzept einer Lernpartnerschaft auf Gegenseitigkeit im Kontext der Führungskr?fteentwicklung er?rtert. Nachdem seit einiger Zeit „Tandem“-Ans?tze im Profit-Bereich in ersten Projekten erprobt werden,¹ geht es in diesem Beitrag nicht zuletzt um überlegungen, die sich auf die Eignung für den Bereich der Non-Profit-Organisationen (NPO; vgl. als überblick Badelt, 2002) sozialer Dienstleistungen beziehen, da eine übertragbarkeit angesichts der historischen und systematischen Spezifika im NPO-Bereich nicht umstandslos gegeben sein muss. Wirkungen werden wesentlich im Referenzrahmen sozialer Unterstützung thematisiert, der in besonderem Ma?e geeignet scheint, die auf Austauschprozessen beruhenden Effekte zu begreifen. Zu den Autoren Ulrich Otto, Dr. rer. soc. habil, Dipl.-P?d., Univ.-Prof. für Sozialmanagement am Institut für Erziehungswissenschaft der Friedrich-Schiller-Universit?t Jena. Arbeitsschwerpunkte: Netzwerk-und Unterstützungsforschung, Theorie sozialp?dagogischer Hilfe, soziale Dienstleistungen im Welfare-mix Susanne Vespermann, Dipl.-P?d., Tübingen, freiberufliche Organisationsberaterin und Coach www.tandem-coaching.de     

What are the chances of young Turks and Italians for equal education and employment in Germany? The role of objective and subjective indicators

As the recent OECD PISA studies have shown, social background plays a greater role for achieving a solid education in Germany than in most other developed countries; this is especially so for migrant youths. This paper deals with the question, which level education and qualification migrants in Germany achieve, and how their chances for achieving qualifications and positions are compared to Germans. First, an overview over results of studies on educational participation, degrees, and social inequality among migrants is given. Then I show, using data from the 2000 BiB-Integration Survey, that young Turks and Italians have achieved notably lower levels of education than Germans. Finally, I discuss possible reasons and agencies that might cause these findings, which then are scrutinised by empirical analyses. It can be found that the marked under-representation with regard to higher educational and professional degrees of young Italians and Turks is clearly related to the low educational level of their parents, as well as factors of integration and attitudes. It does become obvious, however, that Turks have lower chances that cannot be explained by their parents’ qualification or other factors. This is also the case for the second immigrant generation.