Search

Using longitudinal data from a nine-month e-mentoring program, we analyzed the influence of formal e-mentor networks and family-based role models on increases in both psychosocial and career-related outcomes. Findings indicate that e-mentor network relationship quality positively influenced general- and career-based self-efficacy which, in turn, enhanced the objective career aspirations of underprivileged youth. Moreover, we address both the compensatory and complementary perspectives of social capital to assess the moderating influence that access to educational role models within the family has on this process. Implications of the findings and areas for future research are discussed. (Contains 4 figures and 1 table.)

An extensive commitment to nonwork roles was negatively associated with the job performance of 182 women legal secretaries. In addition to its direct negative effect on job performance, nonwork role commitment had both a negative indirect effect (through emotional energy expended on nonwork roles) and a positive indirect effect (through resources acquired from nonwork roles) on job performance. Consistent with a family-to-work conflict perspective, the negative effect was stronger than the positive effect. We suggest that the level and type of job occupied by the respondents in the study may have been responsible for the dominance of the negative effect and encourage researchers to examine the contextual influences that might explain the conditions under which commitment to life outside of work dampens or promotes performance in the work domain. (Contains 1 table and 2 figures.)

This study examined the role of perceived organizational commitment on managers' assessments of employees' career growth opportunities. Based on a paired sample of 161 legal secretaries and their managers, results indicated that managers used the attitudes and behaviors displayed by employees (strong extra-role performance and enhanced work engagement) as cues from which to base their perceptions of employees' affective commitment to the organization. In turn, employees perceived as highly committed to the organization experienced enhanced content and structural career growth opportunities. Moreover, the relation between managers' perceptions of employees' organizational commitment and content career growth opportunities was stronger for employees perceived as also highly committed to their careers than for employees perceived as less committed to their careers. [ABSTRACT FROM AUTHOR]

This study uses regulatory focus theory to take a holistic perspective on employee coaching. The contrasting effects of facilitative versus pressure-based coaching on changes in team effectiveness were examined over a 54-month period of time. Results of growth curve analysis on a sample of 714 managers and their teams indicated that facilitative and pressure-based coaching had opposing direct and indirect effects on long-term changes in team performance, with team commitment playing a critical role in this process. Specifically, facilitative coaching positively influenced team commitment and, in turn, team effectiveness. In contrast, pressure-based coaching hindered team functioning by negatively influencing team commitment through heightened levels of tension within the team. Limitations and areas for future research are discussed. [ABSTRACT FROM AUTHOR]

U.S. business students were more likely to aspire to senior management positions than were Chinese students. While males exceeded females in such aspirations in both countries, the gender difference was greater in the U.S. than in China. Others focus (concern for what others think) had a negative association with senior management aspirations in the U.S., but not in China. Desire to help others and individualism both were positively associated with senior management aspirations, with the latter being more so in China than in the U.S. In China the traditions of collectivism and high power distance, may suppress both the motivation to attain such positions and the expectancy of being able to do so. Female professionals in both countries are often an undervalued and underutilized resource. Therefore, organizations would be well-served to accommodate the special needs of female employees. The educational preparation of students for the global economy should go beyond exposure to a few general national cultural values, as it is important to understand how individuals' personal characteristics interact with the cultural values of their native countries to influence career aspirations. [ABSTRACT FROM AUTHOR]