شناسایی پیش‌بین‌های قصد واکنش رفتاری شرکت‌کنندگان کانون‌های توسعه نسبت به بازخور توسعه‌ای در سازمان‌های عمومی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت رفتار سازمانی، دانشکده مدیریت، دانشگاه تهران، تهران، ایران.

2 استاد گروه مدیریت دولتی، دانشکده مدیریت، دانشگاه تهران، تهران، ایران.

3 دانشیار گروه مدیریت، دانشکده علوم اجتماعی و اقتصادی، دانشگاه الزهرا، تهران، ایران

10.22034/jipas.2022.320571.1317

چکیده

 اثربخشی کانون‌های توسعه؛ یعنی توسعه معنادار شرکت‌کنندگان در یک یا چند شایستگی معین در یک بازه زمانی مشخص منوط به واکنش رفتاری شرکت‌کنندگان نسبت به بازخورهای توسعه‌ای دریافتی یعنی؛ انجام فعالیت‌های توسعه‌ای پیشنهادی است. این پژوهش در قالب یک مطالعه موردی پیش‌بین‌های قصد واکنش رفتاری شرکت‌کنندگان کانون‌های توسعه را نسبت به بازخورهای توسعه‌ای در سازمان فناوری اطلاعات و ارتباطات شهرداری تهران بر اساس نظریه رفتار برنامه‌ریزی ‌شده شناسایی کرده است. نتایج حاصل از تحلیل داده‌های حاصل از مصاحبه با 12 مورد نشان داد که شرکت‌کنندگان کانون‌های توسعه در صورتی قصد می‌کنند نسبت به بازخورهای توسعه‌ای دریافتی از خود واکنش رفتاری بروز دهند (دست به انجام فعالیت‌های توسعه‌ای پیشنهادی بزنند) که 1) نگرش مطلوبی نسبت به انجام فعالیت‌های توسعه‌ای پیشنهادی داشته باشند 2) هنجارهای ذهنی مساعدی نسبت به انجام فعالیت‌های توسعه‌ای پیشنهادی داشته باشند 3) درک کنند نسبت به انجام فعالیت‌های توسعه‌ای پیشنهادی کنترل رفتاری دارند 4) در گذشته فعالیت‌های توسعه‌ای انجام داده باشند.

کلیدواژه‌ها

عنوان مقاله [English]

Identifying Predictors of the Intention of Behavioral Reaction of Development Centers’ Participants to Developmental Feedback in Public Organizations

نویسندگان [English]

  • Ali Abroshan 1
  • Aryan Gholipour 2
  • Ali Asghar Pourezzat 2
  • Mohammad Ali Babaei Zakilaki 3
1 PhD Student in Organizational Behavior, Faculty of Management, University of Tehran, Tehran, Iran.
2 Professor, Public Administration Department, Faculty of Management, University of Tehran, Tehran, Iran.
3 Associate Professor, Management Department, Faculty of Social Sciences and Economics, Alzahra University, Tehran, Iran.
چکیده [English]

The effectiveness of development centers i.e. the meaningful development of participants in one or more competencies in a given period of time depends on the behavioral reaction of participants to the received developmental feedback, conducting the proposed developmental activities. In the form of a case study, this study has identified the predictions of the intention of behavioral reaction of development centers’ participants to developmental feedback in the Information and Communication Technology Organization of Tehran Municipality based on the Theory of Planned Behavior. The results of the analysis of the data, obtained from the interview with 12 cases, showed that the participants of the development centers intend to react behaviorally to the received feedback i.e. conduct the proposed developmental activities, if they first, have a favorable attitude towards the developmental activities and; second, have favorable subjective norms to perform the proposed developmental activities; third, perceive that they have behavioral control over the proposed developmental activities; and fourth, have carried out developmental activities in the past.

کلیدواژه‌ها [English]

  • Behavioral Reaction
  • Developmental Feedback
  • Developmental Activities
  • Development Center
  • Theory of Planned Behavior

مراجع

بالانتاین، یان، پوا، نیگل (1385). کانون ارزیابی و توسعه مدیران. ترجمه محمود سلطانی. تهران: موسسه عالی پژوهش تامین اجتماعی.
دانائی‌فرد، حسن، الوانی، سیدمهدی، آذر، عادل (1394). روش شناسی پژوهش کیفی در مدیریت: رویکردی جامع. تهران: انتشارات صفار.
یین، رابرت (1398). موردپژوهی در تحقیقات اجتماعی. ترجمه هوشنگ نایبی. تهران: نشر نی.
Abraham, C., & Sheeran, P. (2003). Acting on intentions: The role of anticipated regret. British Journal of Social Psychology, 42(11), 495–511.
Abraham, J. D., Morrison-Jr, J. D., & Burnett, D. D. (2006). Feedback seeking among developmental assessment center participants. Journal of Business and Psychology, 7(8), 383- 394.
Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. Human Behavior & Emerging Technologies, 12(34), 314–324.
Ajzen, I. (2021). Theory of planned behavior (TPB). Aveilible at www.people.umass.edu/aizen/profile.html: https://people.umass.edu/aizen/profile.html (1990/10/21).
Albarracin, D., Johnson, B. T., Fishbein, M., & Muellerleile, P. A. (2001). Theories and commentary. Homewood, IL: Irwin.
Anseel, F., Van-Yperen, N. W., Janssen, O., & Duyck, W. (2011). Feedback type as a moderator of the relationship between achievement goals and feedback reactions. Journal of Occupational and Organizational Psychology, 11(2), 703–722.
Armstrong, M. (2018).  Armstrong’s handbook of performance management. London: Kogan Page Limited.
Ashkanasy, N. M., Hartel, C. E., & Zerbe, W. J. (2000). Emotions in the workplace. London: Quorum Books.
Atwater, L. E., & Brett, J. F. (2005). Antecedents and consequences of reactions to developmental 360° feedback. Journal of Vocational Behavior, 2(3), 532–548.
Bell, S. T., & Arthur, W. (2008). Feedback acceptance in developmental assessment centers: The role of feedback message, participant personality, and affective response to the feedback session. Journal of Organizational Behavior, 21(34), 681–703.
Bono, J. E., & Colbert, A. E. (2005). Understanding responses to multisource feedback: The role of core self-evaluations. Personnel Psychology, 58(1), 171–203.
Bosnjak, M., Ajzen, I., & Schmidt, P. (2020). The theory of planned behavior: Selected recent advances and applications. Europe's Journal of Psychology, 11(5), 352-356.
British Psychological Society (2015). The British psychological society is a representative body for psychologists. Leicester, United Kingdom: Non-profit company.
Byham, T. M. (2005). Factors affecting the acceptance and application of developmental feedback from an executive assessment program. Akron: The University of Akron.
Christensen-Salem, A., Kinicki, A. J., & Zhang, F. O. (2018). Responses to feedback: The role of acceptance, affect, and creative behavior. Journal of Leadership and Organizational Studies, 25(4), 416-429.
Christensen-Salem, A., Kinicki, A., Zhang, Z., & Walumbwa, F. O. (2018). Responses to feedback: The role of acceptance, affect, and creative behavior. Journal of Leadership & Organizational Studies, 6(8), 1-14.
Dreher, G. F., & Sackett, P. (1983). Perspectives on employee staffing and development: Readings and commentary. Homewood, IL: Irwing.
 Emmerik, I. V., Bakker, A. B., & Euwema, M. C. (2008). What happens after the developmental assessment center? Employees’ reactions to unfavorable performance feedback . Journal of Management Development, 9(7), 513-527.
Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior, the reasoned action approach. New York: Psychology Press.
Gaylord, T. W. (2003). Feedback acceptance within leadership development: Effects of self other rating discrepancies, considerations and neuroticism. Kansas: Kansas State University.
Ilgen, D. R., Fisher, C. D., & Taylor, M. (1979). Consequences of Individual feedback on behavior in organizations. Journal of Applied Psychology, 4(4), 349-371.
Ilies, R., Judge, T. A., & Wagner, D. T. (2010). The influence of cognitive and affective reactions to feedback on subsequent goals: Role of behavioral inhibition/activation. European Psychologist, 12(5), 121-131.
Innaurato, T. (1984). The influence of supervisor credibility, sex of supervisor, and sex of subject on feedback acceptance. Omaha: University of Nebraska.
Janssen, S., Kreijns, K., Bastiaens, T. J., Stijnen, S., & Vermeulen, M. (2013). Teachers beliefs about using a professional development plan. International Journal of Training and Development, 9(6), 260-278.
Jones, R. G., & Whitmore, M. D. (1995). Evaluating developmental assessment centers as interventions. Personnel Psychology, 48(9), 377–388.
Kinicki, A. J., Wu, B., Prussia, G., & McKee-Ryan, F. M. (2004). A covariance structure analysis of employees response to performance feedback. Journal of Applied Psychology, 6(4), 1057–1069.
Knapp, P. R, & Mujtaba, B. G. (2011). Strategies for the design and administration of assessment center technology: A case study for the selection and development of employees. Journal of Business Studies Quarterly, 17(11), 154-171.
Kudisch, J. D. (1996). Factors related to participants acceptance of developmental assessment center feedback. Knoxville: The University of Tennessee.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London: Sage Publications.
Maurer, T. J., & Palmer, J. K. (1999). Management development intentions following feedback: Role of perceived outcomes, social pressures, and control. The Journal of Management Development, 8(3), 733-751.
Payne, V. L., & Hysong, S. J. (2016). Model depicting aspects of audit and feedback that impact physicians acceptance of clinical performance feedback. Payne and Hysong BMC Health Services Research, 13(5), 1-12.
Rise, J., Sheeran, P., & Skalle, S. (2006). The role of self-identity in the theory of planned behavior: A meta-analysis. Norwegian: Norwegian Institute for Alcohol and Drug Abuse.
Rupp, D. E., Gibbons, A. M., Baldwin, A. M., Snyder, L. A., Spain, S. M., Woo, S. E., & Kim, M. (2006). An initial validation of developmental assessment centers as accurate assessments and effective training interventions. The Psychologist Manager Journal, 13(6), 171–200.
Rupp, D. E., Snyder, L. A., Gibbons, A. M., & Thornton, G. C. (2006). What should developmental assessment centers be developing?. The Psychologist-Manager Journal, 4(5), 75-98.
Sandberg, T., & Conner, M. (2008). Anticipated regret as an additional predictor in the theory of planned behavior: A meta-analysis. British Journal of Social Psychology, 47(9), 589-606.
Saunders, M. N., Lewis, P., & Thornhill, A. (2019). Research methods for business students. London: Pearson Education Limited.
Sennett, B. A. (2015). Teachers intentions to use feedback provided through the formal teacher supervision and evaluation process. Hartford: University of Hartford.
Son, S., & Kim, D.,Y. (2016). The role of perceived feedback sources learning-goal orientation on feedback acceptance and employees creativity. Journal of Leadership and Organizational Studies, 12(6), 82-95.
Taylor, M. S., Fisher, C. D., & Ilgen, D. R. (1990). Individuals reactions to performance feedback in organizations: A control theory perspective. In G. R. Ferris & K. M. Rowland (Eds.), 217-260, Performance evaluation, goal setting, and feedback, Greenwich, CT: JAI Press.
Terry, D. J., Hogg, M. A., & White, K. M. (1999). The theory of planned behaviour: Self-identity social identity and group norms. British Journal of Social Psychology, 38(18), 225–244.
Thornton, G. C., & Rupp, D. E. (2006). Assessment center in human resource management (strategies for prediction, diagnosis, and development). New Jersey: Lawrence ErlbaumAssociates.
Thornton, G. C., Rupp, D. E., & Hoffman, B. J. (2015). Assessment center perspectives for talent management strategies. New York: Routledge.
Woo, S. E., Sims, C. R., Rupp, D. E., & Gibbons, A. M. (2008). Development engagement within and following developmental assessment centers: Considering feedback favorability and self-assessor agreement. Personnel Psychology, 11(4), 627-759.
Yanovsky, B., Osatuke, K., Graff-Reed, R., & Dyrenforth, S. R. (2011). Factor structure of two different developmental assessment center rating formats. Journal of Organizational Psychology, 4(2), 70-80.
Yin, R. K. (2018). Case study research and applications. Thousand Oaks: Sage Publications, Inc.

فایل ها

سابقه مقاله

  • تاریخ دریافت: 28 آذر 1400
  • تاریخ بازنگری: 10 بهمن 1400
  • تاریخ پذیرش: 16 بهمن 1400

هم رسانی

ارجاع به این مقاله

آمار